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PUP I US B O O K
Ihe Pupil'sBookis the centralcomponentof EnglishAdventure.lt is used to
presenteachnew languageitem, and can be backedup with flashcardsand
realia.ThePupil'sBookcontainsstories,songs,communication activities,
readingtexts,and games.Thereare eight coreteachingunits,reviewunits,
festivalslessonsand magazinepages.Eachpage of rhe Pupil'sBook represents
one lesson.

ii
THE CD-ROM
The CD-ROMcan be used in the classroomor at home. lt
includesinteractivegamesand activities,usingthe key
languageof EnglishAdventure.lt alsofeaturesall the chants
and songsfrom the Pupil'sBook,to provideextra listening
practiceor simplyallow pupilsto enjoythese recordings
outsidethe classroom.Pupilscan use the CD-ROMin parallel
with the PupilbBookor for revisionlaterin the year.

ACTIVITYBOOK
fhe Activity Book follows the structure of the
PupilbBook and providesreinforcementand
consolidationof the languagetaught in eacft
lesson.Exercisesfocus on the skillsof reading
and writing,raisingpupils'awareness of English
spelling.Many of the activitiesare puzzlesof the
type that pupilswill know from comics.The
AorMilaoor Activity Book can be used in class or for
homework.

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PICTURE CARDS
The Pupilb Bookslor EnglishAdventure Levels 1 and 2 include
cut out picturecardswhich correspondto the key vocabularyof
the course.Eachof the eight core teachingunits containsa
language-practice or memorisationgame usingthe picturecards.
Additionalactivitiesusing picturecardsappearon pagesTT5-T76.

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TEACHER'SBOOK I
The Teacherb Bookprovideslesson-byJesson teadringnotescoveringall
the sectionsof the coursematerial.Eacfilessonfollowsa stepby-step I
approach, with ideasfor warm-upsto beginthe lessons,andoptionalextra
activities.Teadrersare shownhow to presentnew wordsandstructures. I
usingthe simplestof resources. Therearealsosuggestions for language
practiceroutines, whicficanbe usedandrs.usedto consolidate and I
reactivate.On pagesTT2-T73, teacherswill find overviewsof the Disney
films whichfeaturein the PupilbBook. I
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AND CASSETTES
TheCDsandcassettes contain
stories,comprehension activities,
Photocooiable
evaluationmaterialcanbe foundat the backof the songsandcfrants.Songsare
TeacherbBook- a shorttest for eachof the eightcoreunits.Thereare followedby a repeatof the
alsophotocopiable
worksheets to be usedin conjunction
with the musicwithoutvoices,so pupils
EnglishAdventurevideoor DVD. cansingthe songskaraoke-style.

TY
FLASHCARDS
The46 flashcardscorrespond to the key
vocabularyfrom EnglishAdventureLevel1.The
Teadter'sBookexplainshow flashcardscanbe
usedto present,practiseandconsolidate
language througha varietyof gamesand
activities.

VIDEOSAND DVDs
Thevideosfor English
AdventureLevels1 and2 eacfr
containfourepisodes. Eacfr
episodeis basedarounda
Disneycharacter or film,andis
dividedintothree'sections: (1)a
studiopresentation of a songor
a game(2)a clipof authentic
materialrelatedto
the themeof the episode
POSTERS (3)a clipfrom the film,
Thesix posterswhich
speciallyre'scripted to suit
accompanyEngIish Adventure
pupils'comprehension of
Levels1 and2. relateto the
pagesat the backof English.ThisTeadterb
magazine
Bookincludesteaching
the Pupil'sBook'OurWorld'.
notesandphotocopiable
Thesecanbe usedto extend
activitiesthat canbe used
the language contentof the
alongside the episodes.
course,andto providenew
SeepagesT93-T98.
contextsfor oralpractice.'Our
World'represents a flexible
supplementary resource,if
teachersneedmaterialfor
extralessons.
)l

OB.|ECTIVES
IANGUAGECONTENT
EnglishAdventureLevel 1 assumesno previous
knowledgeof English,thoughteacherswho haveworked
with EnglishAdventureStarterLevelsA and B will find
that the vocabulary
and structuresfrom those earlier
booksis systematically
recycled.
ln EnglishAdventureLevels1 and2, a wide rangeof
basiccommunicative functionsare presented:
exchanging personalinformation,expressingideas,
opinionsandfeelings,talkingaboutwhat is happeningat
the moment,talkingaboutdailyroutine,quantityand
possessions,describingthe surroundings andthe
weather,and identifyingand sayingthe daysand the
seasons.
New languageis presentedby the Disneycharacters
or
by the host children,Beth.Harry,YasminandJoe.
The languageskillsdevelopedin the Starterlevelsare
reactivated and extended:askingand answering;
listeningto short passagesfor gist and for specific
information;expressingimmediateneedsin the
classroom;readingmessagesand shorttexts to extract
information;and developingan awarenessof rhythm,
intonation andstressin oraltexts.In addition,the skills
of readingand writingnow playa more prominentrole.
The language andskillswork is basedaroundtopics
which havebeenchosento reflectthe interestsof
childrenin the middlePrimaryschoolyears.Wheretopics
from the Starterlevelsare revisited,new languageand
contextsare presented.

OFTHEMATERIAL
ORGANISATION
At Levels1 and2, the Pupil'sBookconsistsof an
introductoryunit,then eightcore units,punctuatedby
regularreviews.Thethreefestivalslessonscan be
incorporatedinto the teachingprogrammeat the
appropriatepointsin the schoolyear.At the backof the
PupilbBooka magazinesection,Our World,is intended
to develoosocio-culturalthemes relatedto the units.
) conerEAcHtNG
uNtrs ) THELESSoNSTRUcTURE
The eight coreteachrngunitsof the Pupil'sBookconsist Eachlessonhas beendesignedfor a durationof
of six lessons,eachbasedon a recurringcycleof betweenforty-fiveminutesand an hour,and followsa
presentation,practiceandextension: basicpattern.The lessonbeginswith a 'Warm-up'
. LessoruI activitywhich presentsno significantchallengebut is
intendedratherto put the classin an Englishframe-of-
Presentation of key languagethrougha cartoon mind.
sequencebasedon a Disneyfilm.All the cartoon
storieshavebeenwritten specifically to demonstrate Next,the 'Presentation'sectionsuggestsways in which
the keylanguage points,usinga minimumof new language itemscanbe presentedusingflashcards,
vocabulary. Synopses of the originalDisneyfilms can realiaor othertechniquesthat do not involveIhe Pupil's
be found on pagesTT2-T73of this TeacherbBook. Book.lnthisway,pupilsencounterthe soundsof words
. Lessoru2 and phrasesbeforethey see the writtenforms which are
not alwaysindicativeof pronunciation.
Presentation of furthervocabularythrougha songor a
chant.This is followedby a communication activity In Lesson1 of eachunit,we see a variationof this
usingthe picturecardsto practisethe new language. pattern.Here,the 'Presentation' servesto introducethe
. Lesson3 theme of the new unit. Pupilsare invitedto leafthrough
the Pupil'sEookunit to find a jigsawpiecewhichwill
A double-page illustrationprovidesa basisfor listening givethem a visualclueto the new topic.
Thelessonalsoincludesoronunciation
activities. work.
focusingon potentially problematic sounds. After 'Presentation',
the pupilsturn to the relevantPupil's
. Lessoru4 Bookpageto listento a story,sing a song,or
communicatewith the teacheror with eachother
Furtherexploitationof the double-page illustrationin a throughgames,ask-and-answer activities,etc.The
varietyof speakingactivities,focusingon key corresponding ActivityBookpageoffersfurtherpractice
structures. and reinforcement.
. Lessotrt5
ActivityBookactivitiesmay be givenfor homework,so
Consolidation and extensionof key languagein a short longas pupilsunderstandexactlywhat they haveto do.
cartoonstripfeaturingBethand Harryandtheirfriends. lf necessary,they shouldwrite an instructionin their
The story can be usedfor simpleclassroomrole-play. own language. When homeworkis given,we
. Lessoru6 recommendthat teachersgo throughthe whole exercise
More extendedreadingpracticethroughFun Facts:a orallywith the class.then askpupilsto write it properly
non-fictiontext relatedto the unit tooic.Teachers can at home.
use the text as a springboard for personalisation.
The The 'Endingthe lesson'sectionpresentsa fun activity
PupilsBookunitendswith a projectusingsimple for the lastfew minutesof the lesson.lt is an easy,
materials.Projectscan be startedin the classroomand whole-classactivity,intendedto finishthe lessonon a
completedat home,if necessary. note of cooperationand success.
The Activity Bookis structuredto follow lhe Pupil'sBook
The 'Optionalactivity'whichendseachpageof the
on a page'for-page basis.lt providesreading
lessonnotesis an ideafor furtherpracticethrougha
comprehension anda varietyof language practice
contrastedactivitytype. lt can be usedwith faster
activities,with the emphasison readingandwriting.
classes,or simplyas an alternativeto other practice
Whereverthe opportunityarises,pupilsare encouraged
activities.
to write abouttheir own livesand opinions,or to write
creatively.EachActivity Book unit ends with a self-
evaluation activity,in which pupilsare askedto reflecton
how well theyhaveassimilated the targetlanguage
f unctions.

vtl
THEMID-PRIMARY
AGEGROUP
Teacherswho used the EnglishAdventureStarterbooks
will noticedifferences of approachin Levels1 and2,
whichtakeaccountof the pupils'personalandcognitive
years(aged7-9
development. In the mid-Primary
approximately), children havenew needsand interests,
andthey learnin differentways:
. Theyare moreautonomousanddependfar lesson
the teacher.
o Theycontinueto be inquisitive and receptive,are
easilymotivated,and stillshow an uninhibited
attitudetowardsparticipation in classactivities.
. Theirinterestsare lessfocusedon the hereand
now.Theyareableto concentrate for greaterlengths
of time.
. Theirlearningcontinuesto be more intuitivethan
analytical. recyclingand patientbuilding
Repetition,
on earlieracguisitionsstillplaya keyrole.
. Theystill needactivitiesinvolvingphysicalmovement
and coordination.
. Thevare growingmoresecureemotionally.
The
develooment of socialrelationsin the classtakeson
a greaterimportance.
. Theaffectiveaspectsof teachingcontinueto be of
importancefor them.
o Theyare stillreceptiveto the world of fantasyand
imagination.
. Theycan now communicatein theirown language
by readingandwriting.Consequently, in theirwork
in the foreignlanguage, the four skillscanbe
developedin a morebalanced and integratedway.
r Theyare reachingan agewhen they canobjectify
theirwork in school.Theycanreflecton how they
learnbestandassesstheirown progress.
DIFFERENTWPES
OF LEARNER
Mucfihasbeenwrittenin recentyearsaboutthe
differences whichcan existbetweenpupilsin a single
class:differentlevels,differentwaysof learning,different
attitudes,differenttypes of motivation.English
Adventureaddressesthis diversitythroughthe varietyof
activitytypes presented. Variedwaysof working-
v||r
projects,movement,roleplay,etc.- enableeacl'rpupilto
to the maximum.
developtheirabilities
Research showsthat to optimiselearning,it is important
to engageboth hemispheres of the brain.Forthis
reason,the techniquesandstrategiesproposedin
EnglishAdventurecater not only for learnerswith a right-
braindominance- thosewho work well with movement,
feelings,etc.- but alsothosewith a left-brain
dominance: thosewho work well with logicand
sequencing tasks.
EnglishAdventureis foundedon an underlying
awarenessthat childrenhavedifferenttalents,all of
whichneedto be giventhe opportunityto succeed.
Further,manyof the lessonsinvolvethe childrenin
activitieswhere languagelearningis not the sole
objective:activitieswhichmayalsobringinto play
powersof logicanddeduction,observation,
memorisation, etc.Thisprovidesthe childrenwith a
broadframeworkwithinwhicl'rthey can makeprogress
andfeelconfident.
by particlpating
Finally, in the numerouspairworkand
groupactivitieswhich featurein EnglishAdventure,
pupilswill get to knowtheirclassmates and learnto
work together,thus developing their interpersonal
and
socialskills.
ACTIVELEARNING
ln EnglishAdventure,the pupilsare encouragedto play
as activea roleas possibleso that they will feel more
important,theirmotivationand interestwill increase, and
theirlearningwill be moremeaningful. Developing an
activerolein the learningprocessfostersa senseof
responsibilityandcooperation, promotesconfidencein
the pupil'sown capacityto learna new language, and
teachesa numberof skillsand strategiesnecessary for a
moreautonomous type of learning.
EnglishAdventurealsotakes into accountthe interests
and needsof the pupils,thus fosteringa positiveattitude
to learning.
The Teachers Bookincludesdetailed
teachingnotesto helppromotethis way of workingin
the classroom.
THETEACHINGMETHODOIOGY
) l coMMuNrcAnvEAPPRoAGH
At this stageof their learning,the pupilscan expectnot
just to learnEnglishreceptively,
but alsoto use the
languageto expressthemselvesand exchange
information.ln EnglishAdventureLevels1 and 2, the
focus is on communicationas well as knowledgeof the
language.lt is this instrumentalaspectof language
learningwhich makesthe classroomnot just somewhere
to learn,but alsothe placewhere pupilscome to learn
aboutthemselvesand the world aroundthem, where
they sharethis knowledgewith others,where they
developcognitiveskillsand matureas individuals.
THE FOURSKILLS
ln EnglishAdventureLevels1 and 2, the four language
skillsplaya more equalrolethan they did in the Starter
levels.
Listening:Thelisteningmaterialincludesa wide variety
of songs,cfiants,dialogues,stories,gradedlistening
texts and pronunciation activities.In listeningactivities,
pupilsare encouragedto listenfor general
comprehension, to listenfor specificinformation,and to
listenin orderto becomefamiliarwith the rhvthmand
stresspatternsof the new language.Speaking: English
Adventureoffers many opportunitiesto practiseand
developspeakingskills.In Lesson5 of eachunit,they
are invitedto do role playsbasedon cartoonstories.In
Lesson6, they havethe opportunityto personalise the
languagethey havelearntand to talk aboutthemselves.
The pronunciation activitiesin Lesson3 are a light-
heartedway for pupilsto practisesoundsthey may be
unfamiliarwith in their own language. The pronunciation
modelsallowfor work on stressand intonation.
Reading:The readingtexts in EnglishAdventureare
chosenfor their appealto the age group.Eachhas been
editedfor easeof understanding. Accompanying
and photosguidethe lessconfidentreader.
illustrations
It is importantfor the childrento recognisethat they
don't needto understandeveryword in the text to be
ableto follow it.Theyare encouragedto readfor an
overallunderstanding, and to extractspecificinformation
in orderto answerquestions.Wdting: ThroughEnglish
AdventureLevels1 and 2, the pupils move from writing
simplewords and sentencesto producingtheir own
shorttexts basedon a structuredframework.Most
writing is done inthe Activity Book Notebookscan be
usedfor initialdrafts.Duringwritingactivities,the
teachershouldcirculateand monitor.Involvepupilsin
correctingtheir own work: pointto mistakesand help
them to reachthe correctversionthemselves.
SOCIO.CULTURALASPECTS
ln EnglishAdventureLevels1 and 2, teacherswill notice
an increasedfocus on the socieculturalaspectsof
language learning.Learning a language
is a complex
processinvolvingcognitive,affectiveand socialfactors-
all of which determinethe child'sprogress.The pupils
don't simplylearna language:they alsoencounterwith a
whole new way of seeingthe world.Thisaspectof
languagelearningcan becomemore enrichingfor the
childrenwhen they startto comparethis new cultural
realitywith life in their own country.
ln the magazine section- OurWorld- pupilsare
presentedwith customs,traditions,types of organisation
and personaland socialrelationships which may differ
from thosethey havegrown up with. The aim is to
nurturea curiosityfor othercultures,to encouragean
open attitudetowardsspeakersof other languages,and
to preparethe pupilsto functionin a culturally
heterogeneous environment.
EVALUATION
Evaluationcan provideimportantinformationnot only on
the performanceof the childrenbut alsoon teaching
methodsand materials. The evaluationmaterialincluded
in EnglishAdventurehas been designedto analyse
pupils'progress,with the aim of reinforcingthe positive
aspectsand identifyingareasfor improvement.
Forfomative evaluation, it is advisablethat both the
pupils'workand the classroomactivities(methodology,
materials,etc.)are monitoredon an ongoingbasis.To
this end, an activityrecordsheet is providedon pageTT9
tx
 T
I
I
I
of the TeachersBook.Thiscan be photocopiedand the faceof the unknown,andso promotelearning. I
completedat keypointsin the pupils'learning,allowing . The languagecontentof the storiesis variedand
teachersto comparedifferentactivitiesin terms of
suitabilityand effectiveness.
stimulating:idealmaterialfor developingreceptive I
and productive skills.
To carryout summative evaluation,teacherswillfind . Takentogetherwith the follow-upexploitation,the I
eight photocopiable sheetson pagesTSFT92
evaluation storiesoffera more holisticapproachto teachingand
of the TeachersBook,corresponding to eachof the core learning,in whichthe fourskillscombineas in few
otherclassroomactivities.
I
units.As traditionaltests cangive riseto stress,with
negativeconsequences for pupils'motivation,the . Storiesoften presentpupilswith socio-cultural
parallelsand otherways of understanding
I
EnglishAdventuretests are made up of activitytypes reality,
with whichpupilswill alreadybe familiar. helpingthem to reflecton theirown culture.
. Storiescan promotepositivelearninghabits,most
I
Pupilscan be involvedin correctingevaluation
sheets,to
makethem awareof theirprogress.
notablyextensivereading. I
As we move up the levelsof EnglishAdventure,seft-
evaluationassumesincreasingimportance. The pupils ) SONGSANDcHANTS I
are now moreableto thinkabouttheir
onlyin a generalised
and intuitive
progress,
fashion.
evenif
To helppupils
Songsand chantsare includedin eachunit of English
AdventureLevels1 and2, to developlisteningand oral
I
assesstheir performance, skills.Childrengenerally
the finalitem in eachunit of
the ActivityEookprovidesan opportunityfor pupilsto
enjoysinging,so songsand
chantshelpcreatea positivelearningenvironment.Their
I
assesstheir knowledgeof the keyfunctionstaught. repetitivestructuremakesthem easyto understandand
Pupilsusecoloursratherthannumerical scoresto retain.Theyalsoprovidea good modelfor intonationand I
representtheirachievements. stresspatterns.
The lessonnotesprovideplentyof suggestionsfor
I
workingwith songsand chants.
I
COREACTIVITIES
AND RESOURCES
+ GAMES I
) sroRles Gamesare partof everydayexperiencefor childrenof I
Storiesare amongthe most motivatingof language- this age group,and theirvaluecanoften exceedthat of
teachingresources, appealingas theydo to children's practisinga specificlanguagepoint.Gamesare included
in eachunit of EnglishAdventureLevels1 and 2.They
I
imagination and emotions.In EnglbhAdventureLevels1
and2, eachunitbeginswith a specially scriptedstory canbe playedin pairsor in groups.
I
featuringDisneycharacters, whichservesto present Theimportanceof gamesin the PrimaryEnglish
some of the keylanguageof the unit.The storiesare
andhighlyvisual.Therecordedmaterial,
classroomcannotbe overstated: I
self-contained
. Theyfacilitate authenticcommunication, in whichthe
with its varietyof voicesand soundeffects,ensuresthat
the pupils'firstencounter with new itemsof language is
pupilsarefocusedon achieving an extralinguistic I
objectiveratherthan on practisinglanguageforms.
properlycontextualised.
r Theygiveteachersthe opportunityto circulateand I
Theseopeningstoriesofferseveraladvantages: evaluate the progressanddifficulties of theirpupils,
o Thevpresentlanguagewithina narrative structureof in a relaxedcontext. I
a typepupilswill be familiarwith throughfilmsand o Theymay be competitiveor cooperative.
television.lf they knowthe relevantDisneyfilm, they Competition for the pupilsif usedin a
is stimulating I
will recognisethe characters and probablyremember controlledway.Cooperation can be promotedby
the story.Thisfamiliaritycan helpto reduceanxietyin settingup a finalgoalfor whole-classgames,or by I
I
x
I
 encouraging cooperation within smallergroupsof
pupilsplayingtogether.
Eachteactingunit hasa corresponding set of picture
cardsintended for language games. The TeadterbBook
includesextraideasfor usingthe cards.See pages
r75-176.

) nnraruDGRAFTWoRK
Artisticand creativeactivitiesare includedin all the units
as partof the main lessonprocedure,or in the
suggestionsfor extraactivities.Theseactivitieshave
beenrealistically
designed, requiringminimalpreparation
andthe simolestof materials.

) uuronruATroN
ANDcoMMUNtcATroN
(rCTl
TECHNOLOGY
We now facethe challengeof teachingour pupilsto use
ICI as a learningtool in the classroomandas a means
of accessinginformationoutside.Eachlevelof English
Adventureincludesan optionalCD-ROM,on whichthe
languageof the coreteachingunitsis reinforcedthrough
interactiveexercises.
The activitiesrun oarallelto the
teachingunitsand providean opportunityfor
autonomous learning, in the classroom
or at home.

XT
F

UNIT NEWVOCABUIARY NEWSTRUCTURES RECYCLED RECEPnVE

LANGUAGE LANGUAGE

o
Hello!
.
.
.
.
Numbers
Colours
Classroom
1-15

items
. l'm (Beth).Whatsyour
name?
. l'm (9).How old are
Daysof the week you?
. My favouritecolour/
dayis...

o
Toys
o ball, caL cowboy, dinosauc
dog, doll, spaceman, teddy
bear, toy
a

O
Itb, lt isn't...
ls it a (dofl? ls it
(purple)?
. Colours c What is it? Where's
,.' ?
t bike,computer
. big, small a What'smy favourite game
toy?

o
Monsiers
o dtin, ean eye, face, hair;
mouth, nose, teeth
. monstel scary
o I've got (big ears). I
haven'tgot .. .
. Colours
. Numbers
a

a
Lookat me!
Thatb great!

o
Everyone's
. arm, bodv foot, feet, fingeq
hair, hand, head, leg
c long, short
. H e/S hebgot...
. He / Shehasn't got ..
. l ' vegot...
. big, small
r Faceparts
. Everyoneb
different.
. beast, boots, hat,
lots of
difiercnt!
c in, on, under . Where's
... ? . lt's .. boat, cup, genie, hat,
@ . bathroom, bedroom, kitchen,
living room
magic lamp, magi-
cian, ring, spider
lfs mogic! . Furniture
o genie, spider
r Numbers16-20

xtl
UNIT NEWVOCABUIARY NEWSTRUCTURES RECYCLED RECEPTIVE
IANGUAGE I.ANGUAGE

o
I cqn do
. climb, dance, flr1,hide, jump,
ride, run, swim, walk
. Wildanimals
c l can/ can't .. .
. lt can ...
. Canyou ... ?
. big, long, smalL short
. I'm
t You'rea .. .
. Be careful.
o fast, grass, horse,
juggle, jungle,
fhot! scooteL sticky, tree,
walls

o
I like
o banana,bread, dteese,
&icken, chocolate, fish, ice
cream, milk,pizza,peas, salad,
o lots of healthy
food, lundt box
. We're hungry.
spoghetli sandwidt, spaghetti t lfeel si*.

o
ftly tomily
. mum, dad,brothef sistef
grannq grandad,baby
. H a veyougota...?
. Here you are.
. can
t H eb/ S hesgot ...
o Partsof the body
. big band, cra^/, the
same, tall, twin,
wiggle, write,
fingerprints,
footprints, handprints

o
Whcfs he
. boots, dress, glasses,hat,
ieans,scarf, shitt, shot'ts,skitt,
sweateL trainers, trousers,
. What are you wearing? . Colours
. I'm / He's/ Sheb
wearing...
.
.
.
mV your clothes
onTV
Let me see.
weoting? T-shirt,shoes . Very funny!
. Be careful.
. lts late.

o
l-lolloween
. apple, ghost, Halloween,hat,
lantern, mask, witch, wizard
. H a veI got... ? . I' vegot..., l ' m ..

o
Chdslrnos
. candle,card, Christmas,
Father Christmas,present,
reindeenstal tree
. Colours . How many... ?

o
Eosfer
. dlocolate egg, flower, rabbit,
sweets, treats, wall
. Wheres... ?, How
many... ?, Whos
got... ?

x|ll

LESSON 1
Newtarget language Hello,I'm (+ name).What's
your name?
'l-15
Numbers
Presentotion
. Beginthe lessonby smilingand wavingto the class.
Pointto yourselfand say:Hello,I'm... . followedby
your name.Encouragepupilsto replyHello.
. Shakehandswith individuals and introduceyourself
again.Encourage them to replywith theirown name,
e.g. Hello,I'm Paolo.Encourage them to greettheir
neighbours in the sameway.
. Finally,say:Hello,I'm ... .to the whole classand
encourage them to chorusthe reply,all sayingtheir
own namesat the sametime.
1io PBpo se s2 o n d3Q Listen ond point
. Pupilslookat the pictureon pages2 and 3. Ask them
(in L1)what theycan see.What do theythink is
happening? (Bethand hertwo brothersare movingin
next door to Yasmin.)
. Playthe recording. Pupilslistenand pointto the
charactersas they speak.Playthe recordingagainand
askpupilsto follow the wordsin the bookwith their
fingers.
. Dividethe classinto four groupsand giveeachgroup
a role:Yasmin,Harry,Bethand Joe.Playthe recording
againand askpupilsto speakwith theircharacter.
Changethe rolesand playthe dialogueagain.Havethe
four groupsreadthe partsagain,thistime withoutthe
recording.
Proctice
. Ask pupilsto chainaroundthe classHello,I'm Mario.
What'syour name?Hello, I'm Nina.What'syour name?
Pointto pupilsat randomto continuethe chain,so
that everyoneis readyto answerat any time.
Presentotion
. tuk (in L'l) if anyoneknowshow to count in English.
Begincountingslowlyin English, encouraging pupilsto
countwith you if theycan.Countslowlyon your
fingersas far as ten.
dJo pB poges2 ond 3
@ Listen ond count
. Playthe recording. Pupilspointto the numbersasthey
hearthem. Playthe recordingagainand askpupilsto
join in with the chant.
Proctice
. Giveeachpupila pieceof paper.Askthem(in Ll)to
choosea numberbetween1 and 15 and to write it
down. Collectup the papersand redistribute
them
randomly.
. In English,
calloutnumbers between1 and 15 at
randomand askpupilsto standup when they hear
theirnumber,holdingup theirpaperso you cancheck.
Wheneveryoneis standing,callout numbersagainand
havethem sit down.
. Redistributethe numbersand repeat,but thistime ask
a pupilto takeyour placeand callout the numbers.
AB pose2 O Reod ond motch
. Pupilsdrawlinesto linkthe faceswith the correct
speechbubble.Theycanreferto pages2 and3 of the
Pupil3Book.
AB pose2 e, Look ond motch
. Pupilsmatchthe wordswith the correctnumerals.
Ending the lesson
. Havethe pupilssit in a bigcircle.
Holda ballandsay:
Hello,l'm ... . What'syourname?Throwthe ballto a
pupil.Thatpupilmustreply:Hello,I'm ... . What'syour
name?andthenthrowtheballto another child.
Continue untilallthe pupilshavespoken.
On the board,draw three empty boxes.In the
first box,write: I and elicit one. Pointto the
secondbox,elicit two. Pointto the third box,
elicit three.Rubout the numbersand write,
e.g. 7 in the middlebox. Pointto the first box
and elicitsr'xthen the third box and elicit erght.
Repeat,writing different numbersin the first,
secondor third boxes,until all the numbersfrom
1 to 15 havebeenpractised.
T2
LESSON 2 . Playthe recording.Pupilspointto eachchildasthey
hearthemspeak.
New target language red,yellow,blue, green, . Playthe recording again,pausingaftereachlinefor the
black,white,purple,brown, pupilsto repeat.Encourage themto answerHarry's
pink,orange question with theirownages.
l'm (+ age).Howold areyou? o Askindividual pupils:
Howoldareyou?Elicitfull replies
Recycledtarget Numbers
1-15 l'm eight.Pupilsthenchainaroundthe classHowold
language areyou?l'm nine.Howold areyou?etc.
Receptivelanguage Whois it? Whatcolouris it? I o AB pose3 O Listen ond write
. Playthe recordingand havepupilswrite the correct
Worm-up agesin the speechbubbles.Theycan referto page2
. Encourage
pupils
to introduce
themselves
to their for the spellings.
andasktheirname,e.g.Hello,I'm Nina.
neighbours KEY 1. seven2. eight 3. nine 4. six
What'syourname?
RECORDING 6
Presentotion
YASMTN Hello. l'm Yasmin.l'm 7.
o Pointto redobjectsaroundthe classroom (clothes,
BETH Hello. l'm Beth. l'm 8.
bags,pens, etc.)
andsaythe word:red. Aftera few
HARRY Hello. l'm Harry.l'm 9.
examples, encourage pupilsto repeatredafteryou.
Proceed in the samewaywithyellowandb/ue. JoE Hello.l'm Joe.l'm 5.

. Trypointing to something
blueandaskingRedZPupils AB pose3 O Read ond cotour
maycorrectyou,if theydo not,say:No,blue.Pointto
something yellowandask:Yellow? Confirmby saying: . Eachpupilwill needa setof tencoloured
pencils
in the
Yes,yellow.Asksimilarquestions usingallthree targetcolours. readthewordsandcolourthe
Pupils
colours. Whiletheyareworking,walkround
starsaccordingly.
theclassandchecktheirwork.Pickup different
ai o PBpose3 O Listen ond point. colouredpencilsandaskthemto saythecolour.
Then sog
Ending the lesson
o Playthefirstpartof the recording.
Pupilslistenand . PlayTouchthecolour.Pointto eachpupilandsaya
pointto the wordsastheyhearthem.
colour.
Thencallout coloursin anyorder.Whenpupils
. Playthe secondpartof the recording(Nowsay)Pupils theymustfindandtouchsomething
heartheircolour,
repeatthe words. thatcolour.
4
RE C O R DIN G
Red,yellow,blue,green,black,white,purple,
brown,pink,orange. Stickthe colourflashcardson the board.Nextto
Now say- Red.Yellow.Blue.Green.Black.White. eachcolour,stickone of the numberflashcards.
Purple.Brown.Pink.Orange. Callout a numberor a colour,and askpupilsto
call out the correspondingcolouror number.
. Before the lesson,
maketencolourflashcards:simple After a while, changethe numbersso that all
squares of card,eachcoloured
a singlecolour.Holdup fifteen havebeenused.
the flashcardsoneby oneandelicitthe correctcolour,
asking:Whatcolouris it?
1r: PBposeI O Listen ond point.
Then onswer
. Tellpupils(inLl)that theyaregoingto learnhowto
givetheiragein English andto askotherpeoplehow
old theyare.
. Lookat the picturesof thefourchildrenandelicittheir
names: holdup yourbook,pointto eachpicturein
turn,and ask:Whois it?

T3
r LESSON 3 RECORDING8
PRESENTER 1
New target langupge computet;pencil,pen,r9tle4 BETH l'm Beth. What colour is my bag?
book,bag It's green.
Plural-s.Wordorder:a red What colour is my book? lt's blue.
ruler etc.
Whatcolouris my (pencil)? PREsENTER
2
yAsMrN l'm Yasmin.What colour is my pen?
Recycled
target Numbers It's black.
language
What colour is my ruler? lt's red.
language Whatisit?Howmany... ?
Receptive PRESENTER 3
HARRv l'm Harry.What colouris my pencil?
Worm-up It'syellow.
o Revisegreetings(Hello,I'm Maria.What'syour name?) What colouris my computer?
andaddthe question Howold areyou?Thenholdup It'sblue.
colourflashcards
different andelicitthewordsfor
Finally,
colours. asktheclass to countfrom1 to 15 in . Asktheclass to repeatoneof thequestions,
e.g.What
chorus. colouris my ruler?Ensurethat everyone
understands
the meaning of my.
Presentotion
. Tellpupils(inL1)thatin thislesson
theyaregoingto AB poge4 O Look, count ond write
learnwordsfor thingstheyusein theclassroom. . Working withthewholeclass, countthe booksin the
. Holdup a schoolbagandsay:a bag.Encourage pupils pictureandreadtheexample. Askpupilsto readaloud
to repeat.Ask:Whatis it? andaskindividuals
to five books.
answeryourquestion. Promptthemif necessary:
a bag. . Workingin pairs,pupilscountthe itemsnamedin the
. Takea penout of the bagandsay:a pen.Proceed as box,andwritenumbers andnounson the lines.
for bag,asking:WhatisitTFinallytakea bookout of KEY(inanyorder)five
books;onecomputer;
two bags;
the bag,say:a book,andaskpupilstoidentifyit in the sevenpens;ninepencils.
two rulers;
sameway.
. Pointto thethreeitemsrandomly Ending the lesson
andask:Whatis it?
o Holdup somesomeobjectof yourownwhichthe
al o pB poset @ Listen ond point. pupilswill beableto name,e.g.a pencil.Ask:What
Then sog colouris my pencil?
. PlayRecording
7 andaskpupilsto pointto eachitem . Pupilsshouldprepare question
a similar aboutan
asit isnamed.Playtherecording
again.Pauseafter objectof theirown.Circulatein the classandlistento
eachnumberandelicitthe correctwordfromthe class. theirquestions,monitoringpronunciation.
. lnvitepupilsto holdup theirobjectandputtheir
ai o PBposeI @ Listen ond sog
ouestionto the restof the class.
. Askthe pupils(inL1)to lookat theclassroom picture
andtellyouwhattheycansee.Whentheyofferideas,
e.g.bag ask:WhatcolourrsftZModelthe phrase
a redbagandwriteit on the board.
PlayWhat'smissing?Put a numberof classroom
. Say'.Howmanybags?One,tvvo,fhree.Write:three objectson a tray.Makesurethat allthe children
bagson the board.Drawpupils'attentionto the -s at canseewhat'sthere.Askthem (in Ll) to look
theendof pluralnouns. carefullyat the objectsfor a few momentsand
. PlayRecording 8, askingpupilsto pointto the items try to memorisethem.
mentioned, thenanswer thequestions in chorus. Be Coverthe tray with a cloth and, without pupils
readyto pausethe recordingwhilepupilsfindthe seeing,removeone of the objects.Takeoff the
differentitemsanddecideon the correctcolour. cfoth and ask:WhatSmissing?Thefirst pupil to
answercorrectlytakesoveryour role.
Youcan makethe gamemore challengingby
removingtwo objects.Takethe opportunityto
modefthe word and, e.g. the ruler and the pen.

T4
LESSON 4 RECORDING 1O
NARRAToRHello. What's your name?
Newtarget language Daysof the week;My BErH Beth Cook.
favourite... is ... ; My best NARMToR How old are you?
friendis ... . BETH l'm 8.
Recycled
target Colours NARRAToRWhat's your favourite colour?
language r BETH lt's yellow.
Receptivelanguage todayis ... ; HappyBirthday; NARMToR What's your favourite day?
What'syour favouritecolour?; BETH ltt Thursday.
What'syour favouriteday?;
Who'syour bestfriend? o Choosepupilsand interviewthem in the sameway.
Ask the samequestions.
Worm-up AB poge 5 O Look, write, drow ond circle
. Holdup setsof classroom e.g.threepencils.
objects, . Pupilscompletethe page,usingPupil'sBookpage5 as
Say:Threepencils.Yesor NoZElicitYes.Repeatwith
a model.Theywrite their nameand draw a pictureof
othernumbers andobjects.Startmakingdeliberate
themselves. Thenthey write their age and draw the
mistakes,e.g.holdingupthreerulersandsaying: Four
corresponding numberof candleson the cake.They
rulers.Yesor No?ElicitNo,andaskpupilsto giveyou
circletheir favouritecolourand colour in the splash
the correctversion.
accordingly. Thenthey circletheir favouriteday.
1f o PBposes O Listen ond point
Ending the lesson
. Askthechildren (inL1)whatistheirfavouritedayof . Hideone of the daysof the week word cardsbehinda
the week.tuk themwhy.Askif anyof themalready pull it out to revealthe word. Pupils
book.Gradually
knowthe daysof the weekin English.lf theydo,
callout the correctword. Repeatwith the other word
encourage themto tell you.Praise
themanddo not
pronunciation. cards.
worryaboutcorrecting
o Invitesevenchildrento cometo the front and hold the
. Playthe recording andhavepupilspointto the daysas
word cardsup in the correctorder,starting with
theyarementioned. Playthe recordingagainandask
Monday.
pupilsto joinin.
. Booksclosed. Playthe recordingandaskpupilsto join
in without followingthe writtentext.
Pupilssit in a circle.Holda ball and saya day,
Word cords e.g. Tuesday. Throwthe ball to a pupil.Theysay
. Beforethe lesson, makesevenbigwordcardsshowing Wednesday then they throw the ballto another
the daysof the week. pupil.Continueuntilthe seventhpupil has
. Say:Today r ... . (whatever
dayit is)andstickthat reachedTuesdayagain.
wordcardon the board.Askpupilsto saythe
followingsixdaysof the weekin sequence. Stick
differentwordcardson the board,elicitthe day,and
askpupilsto recitethe sixdaysthat follow
AB pose+ @ Find ond write
. In classor for homework,
pupilscomplete
the daysof
the week,choosing fromthe wordbox.
answers
ai o PBpcaes
O Listen ond point
r Pointto the pictureof Bethandask:WhoisitT Pointto
the birthdaycakeand ask:Howold is she?
. Playthe recordingof the interview
with Beth.Pausethe
recording aftereachquestion andelicitBeth3replies.
Pupilsshouldpointto the answers astheysaythem.

T5
 REX No.
wooDY ls it small?
REX Yes... Oops! ... lt isn'tsmall.lt's big!
... HelP!
LESSON I
. Holdup yourbookand pointto the dinosaurin frames
Newtarget language dinonur, cowboy,spaceman 'f and 2. In Ll, ask:What'she lookingaf? Elicita
Recycledtarget It'sa (toy); lt's(big);small, spaceman.Pointto frame 4. Ask:What'swrong? (fhe
language brg,[coloursl;No;Yes dinosaurwas holdingthe binoculars the wrongway
round.)Pointto frame 6 and ask:Why is he scared?
Receptivelanguage Look!;Lookat (the (Seenthroughthe rightend of the binoculars, the
cowboy);Help!;ls it (big)?; cowboylookshuge.)Playthe recording again.
It isn't (big);toy(s);Drawa
big dinosaur;Drawa small Presentotion
dinosaur o Invitea volunteerto cometo the board.Say:Draw a
big dinosaur.Encourage the pupilto draw a huge
Worm-up dinosauron the board.Askfor anothervolunteer. Say:
. Beginchantingthe daysof the weekand encourage Draw a smalldinosaur.
pupilsto join in. Ask individuals:
What'syour favourite . Taketwo books,one big and one small.Holdup the
day? and What'syour favouritecolour? big book and ask:Big or small?Elicitbtg. Hold up the
. Ask pupils(in Ll) to lookthroughUnit 1 of the PupilS smallbookand elicitsmal/.
Bookand find the jigsawpiece.(lt'son page10.)Ask . Repeatwith other pairsof big and smallobjects.
themto guesswhat the themeof the unit is.Show
pupilssometoysor the toy flashcards,and modelthe AB poge6 O Reod ond colour
word toys. . Revisenamesof coloursby playingTouchthe colour.
Thenaskpupilsto opentheirbooksat page6.
Presentotion
. Stickthe cowboy,spaceman . Pupilscolourthe cowboyaccordingto the key.
and dinosaurflashcards
on
the board.Say:look at the toys.Pointto the spaceman Circulateand checkthat pupilshavereadthe colour
and say:lt's a spaceman.Repeatwith cowboyand wordscorrectly.
dinosaur.
AB poseG @ Reod ond circle
e Turnthe flashcards
overand rearrange them on the . Ask pupilsto lookat the picturethey havecoloured.
board.Pointto eachin turn and ask:What rsit? Turn Ask someoneto readsentence1 lt's a toy. Say:Yesor
overto check.Repeat.
the flashcards no? Elicityesand pointto the example.
. Mimelookingthroughbinoculars: makecircleswith the . Pupilscompletethe exercise
in pairs,then checktheir
thumband forefingerof eachhandand holdthem up. answers.
Tellthe pupilsto makebinoculars
in the sameway.
KEY1. Yes. 2. No. 3. No. 4. No. 5. No. 6. Yes.
. Stickthe cowboy,dinosaurand spaceman flashcards
on
differentwalls.Say:Lookat the cowboyand checkthat Ending the lesson
the binocularsarepointingthe rightway.Say:Lookat . Choosea knownitemfrom the classroom e.g.a book,
the spaceman . Lookat the dinosaurRepeata few
...
but don't saywhat it is. Pupilsmusttry to guesswhat
times,acceleratingthe rhythm.
it is by askingyou questions- but you canonlyanswer
AB pose 6 O Yesor No.
".-3o Look ond listen.
Then reod r Demonstrate by askingthe first few questionsls it big?
. Pupilsopentheirbooksat page6. Letthem studythe ls it red? ls it a book? etc. Promptas necessary.
cartoonstoryfor a few minutes.Ask questionsin L1
For the next lesson
about the pictures,e.g. What toyscanyou see?What
are they doing? o Askthe pupilsto bringa largeenvelope
for storing
theirpicturecards.
. Playthe recording,
whilethe pupilsfollowin theirbooks.

RECORDING11
Invitetwo confidentpupilsto role-playthe story.
sroRyrELLERThis is a story about some toys.
Readthe text line by line and askthem to
REX Look! lt's a toy. repeat,while they mimethe aqtions.
wooDY ls it a cowboy?

T6
LESSON 2 AB poge 7 O Recd ond motch
. Workingin pairsor individually,
pupilslinkthe labelsto
New target fanguage dinosaucspaceman, toy(s); thetoys.
What'syour favourite(toy)?
AB pose7 O Drow, colour ond wr:te
Recycledtarget doll, caf cowboy,teddy bear,
language dog, ball;big; . Asktheclass (inL1)which toy is missingfromthose
Myfavourite... is; shownin Activity3. (lt'sthe ball.)Pupils
thendrawa
It'sa (ball),lt's (green);my ballin the spaceprovided, andcolourit according to
(toys);My favouritetoy is ... . the description.Theycomplete by
the description
writingthe wordbal/.
Receptivelanguage ls it a (ball)?;ls it (green)?
Ending the lesson
Worm-up o Youwill needa clothfeeliebagfor thisactivity. Pupils
sit in a circle.Withoutthem seeing, put a toy in the
. Hidea toy (ora toy flashcard)in yourbagor behinda
feeliebag.Playsomemusicandaskpupilsto passthe
largebook.Pullit out slowly,sothat onlya partis
baground.Whenthe musicstops,thepupilholding
Givethe promptlt'sa ... . andletpupilssupply
visible.
the bagmustfeelandguesswhat'sinside.Elicitfull-
theword.
sentence e.g./t3 a doll.lf the answeris right,
replies,
o Repeat to comeand
with othertoys.Inviteindividuals changethe toy.lf not continuepassing the baground.
takingthe roleof teacher.
repeatthe activity,
lf o PBpose7 @ Listen ond point.
Then sing Putthe childrenin pairs.Askthem to draw a toy
. Tellthe children
to lookat the toy box.Askthemwhat but keep it secret- tell them to covertheir
toystheycansee. pictureswith a book (or hand).Tellthemto
. Playthe songandaskthemto pointto the correcttoy. revealthepicturebit by bit" untiltheir partners
Playit again.Recitethe songtextslowlyandcheckthat guesswhat it is. Encouragethem to askand
everyone is pointingto the correcttoy. ansvter ls it a ... ? NolYes.
. Holdup yourbook,pointto the firstworddoll and
invitethe pupilsto readit. Say:Pointto thedoll.
Repeat with allthe words.
. Pupilsworkin pairs. Theytaketurnsto pointwhile
theirpartner reads.
. Playthesongagainandencourage pupilsto sing
along.Dividethe classintotwo halves andhavethem
singalternate lines.
. Holdup eachtoy flashcard in turn,showit to theclass
to elicittheword,thenstickit on the boardwith the
picturefacingthe board.
. Whenalltheflashcards areon the board,pointto a
cardand ask:Whatrsit7 lnvitea volunteer to answeL
thenturnoverthecardto check. Continue untilallthe
cardshavebeennamed.

Picture cords
. Pupilscut out the eightpicturecardsof toys.Theylay
out theirsetson the table,faceup.Saythe namesof
differenttoysa ca4a teddybeat etc.Pupilsholdup
the correctpicturecard,asin the photoon PupilSBook
page7.
. Pupilsworkin pairs. Theytaketurnsto pointto a card
andnameit. lf theyarecorrect, theykeepthe card.At
the end,thewinneristhe personwith the mostcards.
Whenthegameisfinished, tellpupilsto puttheircards
in theirenvelopes andkeepthemsafe.
T7
LESSON 3 o3 pB pogesI ond 9
O Listen ond r.eod
t Say Pointto the ball.Ask:/s it red?anc e :: 'y- ::
Recycledtarget big; small;ftoysl. blue. Say'.Pointto the pen.Ask:/s it b,t"e: i ,:: ,v: ::
language purple.
Receptivelanguage ls it a (toy)?;ls it (big)?; . Ask pupilsto listento the recording
ano rec€=:,'.-;:
It isn't ... ; Whatis it? they hear.
o Holdup a pieceof paperto yourlrpsand sd., i i,-€
Worm-up ball.Thepapershouldremainimmobile.The^sa.. =
. Arrangetoysand classroom objectson a tablewhere purplepen.Thepapershouldblow awayfrom ,,c-- ::
everyone cansee.Beginto describe one of them,e.g. on the 'p' sound.
It'ssmall.lt's red. lt'sa toy. lt'sa ... . Encouragepupils
r Putthe pupilsin pairsand distributepiecesof sc.ac
to completethe sentence, e.g. lt'sa car.
paper.Ask them to practisesayinga blue ballanc a
. Repeatwith otheritemsin the display. Introducethe purplepen and to checkthat theirpapersdr€ rro,r- j
negativeisn't: lt'sbrown. lt isn't a toy Shakeyour head at the rightmoment.
on the word rsn'tto convevthe ideathat this is a
negatrvestatement. AB poge8 O Write ond colour
0(
. Pupilswork in pairs.Theycompletethe sentencesarc
PB poges8 ond 9 O Listen, point ond colourthe toysasdescribed.Whiletheyareworking,
sog circulate
and checkthat theyare usingthe correct
. Askthe classto opentheirbooksat pages8 and 9. colourS.
them one minuteto lookat the picture,then ask
Allorar
KEY 1. teddybear 2. dog 3. dinosaur4. ball 5. car
them to closetheirbooks.
r Dividethe classinto Wvohalves.Ask eachgroupin turn AB poses G) Reod ond write. Whot is it?
to nameone of the toysin the pictureBalLDinosaur. . Pointto eachpicturein turn and ask:WhatisitZ Read
elc. out number1 andelicitthe word missing fromthe eno
. Tellthe pupils(in L'l)that theyaregoingto hear of the sentencespaceman.
somebodydescribing one of the toys.Theymustlook . Pupilscompletethe exercise in pairs.Bringthe class
at the picture,listencarefully,and saywhichtoy is togetherto checkthe answers. Ask individualsto read
beingdescribed. out the completedsentences.
. Playthe firstdescription,
then pausethe recording. Ask KEY1. spaceman
2. cowboy3. doll
pupilsto pointto the correcttoy.Elicitthe answer/f3
the dinonur. Playthe recordingto confirm. Ending the lesson
. Trynot to saymuchduringthisactivity. Letpupils . Singthe toyssongfrom the previous
lesson
supplythe answers, then let the recording confirm
them.Encourage with smilesand gestures ratherthan
woros.
Look round the classroomand pick an object
RECORDING13 which the pupilscan name in English.Choose
BoY lt's big. lt's green.What is it? objectsthat have one main colour.
GIRL lt's a dinosaur! Say:I spy with my little eye something blue (or
Boy lt's big. lt's orange and purple.What is it? red or green,etc.).Pupilslook round the room
crRL lt's a ball! and guesswhat the object is.They must put up
Boy lt's big. lt's pink and white. What is it? their handsto answer.Repeatwith several
GIRL lt's a doll! objects.
Boy lt's small.lt's brown. lt isn't a teddy bear.
What is it?
GIRL lt's a dog!
Boy lt's blue and green.lt isn'ta spaceman.
What is it?
G|RL lt's a car!

T8
LESSON 4 AB poge9 O Reod ond circle
o Holdup your bookat page9 and pointto the first
New target language ls it (the dog)? picture.Thenpoint to the wordsand readout: /s ft a
Recycledtarget ball, cac cowboltrdinosau6 dog? Elicitthe answerNo and draw a circleroundNo
language dog, doll, spaceman,teddy with your finger.
bear . Pupilscompletethe taskin pairs.Go throughthe
Receptivelanguage What is it? answers with the wholeclass.Whereappropriate,
ask:
What is it?
Worm-up KEY 1. No.(lt3 a doll.) 2. Yes.3. Yes.4. No.
. Hideone of the toy flashcards
(e.9.the spaceman) (lt'sa dog.)
behinda book.Slowlyuncoverit, asking:ls it the
AB pose9 O Drow o tog puzzle ond write.
dinosaur?ElicitNo. Ask: Whafrsit? Elicitlt'sthe
spaceman. Continuewith otherflashcards. Then osk o friend
o Tellthe childrento draw a toy.Theycan copyfrom the
r Repeatthe activity, pupilstakingthe
with individual Pupil'sBook,or usetheir own ideas.Providenew
teacher'srole.
vocabulary Theythen completethe
as necessary.
pB pose9 written question.
-* G) Listen, reod <rnd sog yes
or no . Putpupilswith partners theydon't usuallysit with, and
. Playthe recordingwhilepupilslistenand read. tell them to keeptheir picturessecret.Theytake turns
Encourage them to answerYesor No. to guesswhat theirpartnershavedrawn,asking/s it a
car? elc.
RECORDING15
Ending the lesson
1
. Aska volunteerto cometo the front.Blindfoldhim or
MAN ls it a cowboy?
her and tell the restof the classto stayveryquiet.
WOMAN Yes.
. Ask anotherpupilto cometo the front and sayHelloin
2
voice.Thechildwith the blindfoldmust
a disguised
MAN ls it a dog? guesswho it is, askingls it Maria?etc. lf the pupil
WOMAN No. guessescorrectly,they haveanotherturn.
3 . Reoeatwith othervolunteers.
MAN ls it a spaceman?
WOMAN Yes. For the next lesson
4 . Askthe pupilsto bringone or two of theirtoysfrom
MAN ls it a dinosaur? home.
!t/OMAN No.

Dividethe classinto two halves.

One half listensand
repeatsthe questionswhile the other half answers. Pupilswork in pairs.Handout a sheetof drawing
Thenreversethe roles. paperto eachpupil.Tellthemto draw and colour
r Finally,
pupilswork in pairs.Theytaketurnsto askand a toy, but to keepit hiddenfrom their partner.
answerthe questions. Pupilstaketurnsto describe their picture,while
their partnerdrawsand coloursit, usingthe other
?t pogeI O Ask ond onsyyer sideof their paperlt's a dinonur. lt's big. lt's
. Hde the dinosaurflashcard behindyourback.Say:/t3 greenand orange, etc.
8. lft gree.n.lt isn't the car.ls it a dinosaur?Elicitthe Afterwards,they comparepictures.Are the two
ansrnerYes.
versions
the same?Holdup someof the more
o Repeat,focusingthe pupils'attentionon the text and pairsof picturesfor the classto see.
successful
encouragingthem to join in. Thenrepeatthe activity
6ng anotherflashcard.Encourage pupilsto ask/s if
a ..- ? ReptyYesor No, as appropriate.
r F..|rtts
rtork in pairs.One pupilthinksof a toy; the
hrasto find out which toy it is by askingquestions
Eilfirer
@gnllllin'ftg
ts it a ... . Whilethey areworking,circulate,
hmenand helo.

T9
I
! LESSON AB poselo @ Reod ond colour. Then
I wr:te true sentences
New target language This(ismy favouritetoy); . Holdup the dinosaur andestablish
flashcard what
tsit (big)? colourit is by asking:Whatcolouris it? ls it red?ls it
target
Recycled ls it (a car)?YeslNo purple?tsit green?Pupilsthenopentheirbooksat
language page10andcolourthedinosaur green.

Receptivelanguage Where's... ? Hereit is; . Workingin pairs,pupilsfindandcirclethreetrue

What'syour favouritetoy? sentences,thenwritethemnextto the numbers.
KEY 1. lt'sbig. 2. lt'sgreen.3. lt'sa dinosaur.
Worm-up
. Slowlydrawon the boardoneof the eighttoysfrom AB pngel0 @ Drow ond write
the songin Lesson with
2. Ask:Whatisit? Repeat . Ask:What'syourfavouritetoy?Elicitsomesuggestions
othertoys.Inviteindividualsto comeanddraw andwritethemon the board.Provide newvocabulary
differenttoysthat theyhavelearned. Theymustask whererequired. Tellthe pupilsto drawtheirfavourite
the classWhatis it? toy,thenwritethreesentences aboutit. Theycanwrite
whetherit is bigor small,saywhatcolourit is and,in
"-j" PBpogelo @ Listen ond reod. thefinalsentence, identifyit.
Then oct
Ending the lesson
. First,askthe children to bringtheirtoysto thefront
Addyour r Singthe songfromLesson
2.
andarrange themin frontof the class.
own toy to the display. Brieflytalkaboutthe toys
( i nL 1 ).
. Lookat thecartoonchildren Askthe childrento draw and colourtheir
on page10.Pointto each
(Yasmin. favouritetoy for a classroomdisplay.Tellthem
of themandask:Who is it? /oe.)Askthe
to write a captionundertheir pictureThisis my
pupils(inL1)whattheythinkJoeisdoing.(Heis
favourite toy. I(s a ... .
lookingfor oneof histoys.)
. Pupils listento the recording andfollowthewordson
the pagewiththeirfinger.Establish the meaning of
Where's.Thenask:What'sJoe'sfavouritetoy?
. Divide
theclassintotwo groups: onehalfwill beJoe,
againand
Playthe recording
theotherswill beYasmin.
askpupilsto readalongwith theircharacter.
. In pairs,pupilspractise
reading the dialoguealoud.
Circulate andlisten.Aftera few minutes,tellthemto
changeroles.
PBpogelo @ ast ond onswer
. Beginby pointingto eachtoy in theclassroom display
(or
andeliciting teaching) its name.
. Tellthe pupils(in L1)thatonetoy in the display isyour
favouritetoy.Invitethemto put up theirhandsandask
youquestions to findoutwhatit is.Questions should
begin/s/t... , e.g.ls it blue?ls it big?ls it thecar?
o Theyareonlyallowedto try guessing
the toy once.lf
theyguesswrongly,theYareout.
. Whensomebody guesses pickup thetoy and
correctly,
say:Ye5thisis my favouritefoy Then the pupilwho
guessed takes
correctly overyour role.
. Pupilscontinuethe gamein pairs.Theyshouldbegin
theirconversationsby askingWhat'smy favouritetoy?
Theycanusethe photoon page10asa model.

T10
LESSON 6
ifew target language lt isn'ta (doll);lt isn't(small);
What is it? thing, bike,
computergame
Recycledtarget Thisis my favourite... .
language
Receptivelanguage Welldone.
W o rm -u p
. put the toysfrom the previous lessonin a box.Invitea
!'olunteerto comeand choosea toy withoutshowingit
:o you.Thepupilcanshowit to the restof the class,
:henhideit behindhisor herback.Duringthistime,
you cancloseyoureyes- or pretendto. Ask questions
beginning/s if to establishwhat toy it is,e.g.ls it big?
ls it green?ls it a ball?Repeatwith one or two more
toys,then choosea toy yourselfand elicitquestions
{romthe class.
PBposelt @ Reod ond motch
. Askthe classto lookat the photographon page11 for
two minutes,thentell them to closetheirbooks.Ask
trn L1) how manythingstheycan remember. Theycan
namethe toysin English or in 11.
o Askthemto readthe firstspeechbubblequietlyto
themselves,then askthem to readit aloudto you.Ask
ihem what the girl'sfavouritetoy is. ModelThedog.
Workingin pairs,pupilsreadthe secondspeechbubble
and decidewhat the boysfavouritetoy is. ModelIhe
bike.
. lf youwish,explain(in L1)thatwe usethe articlethe
because we'retalkingabouta specificdog. Draw
with 11.
oarallels
. Stillin pairs,pupilschooseone of the toysin the
oicture.Theywrite somecluesaboutit, likethe text
n the speechbubbles, to helpotherpupilsguess
:vhatit is.
. C rculateand monitortheirwork, givingadvicewhere
-eeded.lnvitepairsto givetheircluesto the class,
: shingwith Whatrsif? Encourage the restof the
^
: assto ouess/s it a car?etc.
OC
AB pogett @ Listen ond colour
. Pupilslistento the recording
and colourthe toysas
described. pauseaftereachinstruction
lf necessary, and
askpupilsto hold up the correctcrayonand pointto
the correcttoy.
RECORDING17
The car'spink. The ball'sred. The cowboy'sorange.
The dinosaur'spurple.The dog'sblack.The
spaceman's green.The doll'syellow.The teddy
bear'sbrown.
AB posett @ Find ond write
. Tellthe childrento followthe linesand completethe
sentences.
KEY1. lts a ball. 2. lts a doll. 3. lt'sa doq.
4. lt's a car.
Ending the lesson
. Ask pupils(in L1)how well theyfeelthey'veworkedin
the Toysunit.Askthem to lookat the English
Adventuresectionat the bottom of ActivityBookpage
11. Theyshouldcolourin the 'OK' faceif theyfeelthey
couldhavedonebetter,'good' if they'veworkedwell
and 'fantastic'if they'vedonereallywell.Tellthemyou
areverypleased with all of them.Say Welldone!
. lf you want to carryout the end-of-unitevaluation, the
photocopiable progresssheetfor this unit can be found
in the Resource Bankon page80.
Chooseone of the toys in the photo on Pupil's
Book page 11. Ask a pupil to sayone sentence
about it, e.g. lt isn't black.Ask another pupil to
repeatthe sentenceand to add a second
sentence.Continuefor as long as possible,then
start again with another item.

Pc pogett @ fott obout gour fovourite

tog
. : :.e childrento lookat the photoon page11. Say,
.- _. ',t/ favouritetoy is big and red. What isitZ Elicit
:-=s: 3^s untrltheyguesswhat it is.
. ,',3-(^9 rn pairs.pupilschooseoneof the toysin the
:',::,'e Allowtime for them to practise
describingit.
:'-: :-€ carrstogetherto makegroupsand tell them to
r =:':-: :'rerrfavourrte
toys.
-
o -r'1! :-€ c. nvo groupsto repeattheirconversations

T1 1

LESSON I
lleuv target language plural-s; word order:big ears
Recyded target I've got ... ; eyes,ears,teeth,
language mouth; big
Receptivelanguage How many... ?; Youhaven't
got... ; monster.
Materials toyflashcards; classroom
objectsflashcards
(homemade); Blu-Tak;
(optional)2 largepieces of
paper;(optional) different
coloured boardpensor
chalks
Worm-up
r Revisecoloursby saying:Touchsomethingred ... .
Touchsomethingblue,etc. lf you preferthat pupils
remainseated,say:Point to somethingred. etc. Revise
toy wordsby holdingup toy flashcardsand saying,e.g.
It'sa spaceman.Yesor no? ... No. What rsit? Keepthe
pupilsalertby makinglotsof deliberatemistakes.
Presentotion
. Ask pupils(in L1)to lookthroughUnit2 of the Pupil's
Bookandfind the jigsawpiece.(lt'son page13.)Ask
them to guessthe themeof the new unit.Tellthem
theyaregoingto learnthe English wordsfor partsof
the face.Tellthem theyarealsogoingto meetlotsof
monsters.Modelthe word rnonsfers.
o Drawa monsteron the board.Givehim threeeyes,two
ears,a big mouthwith four sharpteeth.Pointto each
featurein turn and saythe word: eyes,ears,mouth,
point to the features
teeth.After a few repetitions,
wrthoutspeakingand askthe classto chorusthe word.
. Pointto the eyesand ask:How manyeyes?Countthe
qps aloudin English, encouragingthe pupilsto count
wrth you. Write:fhreeeyeson the board.Continuein
the sameway with ears,mouthsand teeth.
C3o PBpoeet2 Q Look ond listen.
Then reod
r A,lbrr pupilsa few minutesto look at the pictures.Play
fie first sentenceof the recording(Ihis is a story about
mtrtstec),then elicitor saythe nameof the film
,tlomters/rrc.Ask (in L1)if anyonehasseenthe film.
. Fat $e recordingfor the first picture.Pupilsrepeatit,
ncth a mudr expression as possible.Encourage them to
sond a if theyare reallyshowingoff, emphasising /'ve
gd eadr time. Do the samewith the otherpictures.Play
t!"'euftde recordingwhilethe childrenreadandjoin in.
RECORDING18
PRESENTER This is a story about monsters.
PINKMONSTER l've got six eyes.You haven't got
six eyes.l've got big ears.You
haven't got big ears.l've got big
teeth.
And l've got a big ... mouth! Grrr!
Proctice
. Tellthe pupilsyou are goingto draw anothermonster.
Ask:Big or small?and draw a big or smallcircle,
depending on what the pupilshavesaid.Ask:How
manyeyes?... Big or small?andadd the eyes.
Repeatwith ears,mouthsand teefh. Leavethe
pictureon the board.
o Invitevolunteersto comeand draw other monsters
whileyou askthe classthe samequestions.
o Pointto eachmonsterin turn. Elicitthe wordsfor facial
featuresby pointingand beginninga spoken
whichpupilscomplete,e.g.Big- teeth.Six
description
small- eyes.A big - mouth. Threebig - ears.
9io ABpoge 12 Q Listen ond colour
. Pupilslistenand colourthe monsteras instructed.
RECORDING19
Number1 is purple.Number2 is red. Number3 is
blue. Number4 is green.
AB posel2 @ Reod ond circte
. Ask pupilsto lookat the monstertheycolouredin in
and ask:Yesor no?
Activity1. Readthe firstsentence
ElicitNo.
. Pupilscompletethe activityrn pairs.Thenaskdifferent
pupilsto readout eachsentence and askthe classYes
or no?
KEY 1. No. 2. No. 3. Yes. 4. No. 5. Yes.
Ending the lesson
. Playthe recordingof the Monsterslnc.characters
to cometo the front to
again.Ask pairsof volunteers
Themoreconfidentpupilscantry and
act the dialogue.
act withouttheirbooks.
Dividethe classinto two teams.Drawa vertical
linedownthe middleof the boardand allocate
one sideof the boardto eachteam.Callout:
Threesmalleyes... Onebig mouth,etc.A pupil
from eachteam runsto the boardand draws
what you havesaid.Thefirst correctdrawing
winsa pointfor the team.Continueuntil every
pupilhashada turn at drawing.
T12
LESSON 2 AB pose 13 @ Reod ond motch
r Workingindividuallyor in pairs,pupilsdraw lines
terr target language chin,monster,
scary linkingthe wordsto the differentpartsof the
How many(eyes)? girlSface.
Recyded target face,hair nose,eyes,eas, . Afterwards,explainthe distinctionbetweena and an:
language teeth,mouth we usean in front of wordsbeginningwith a, e. i, o,
u, becauseit would be hardto say,e.g. 'a ear'. (There
Worm-up area smallnumberof exceptions to this rule- e.g.a
. Ask four or five confidentpupilsto cometo the front usefulbox - but they all involverelativelyadvanced
vocabulary.)
of the cfass.Tellthem Touchyour ears.Checkthat all
aretouchingtheirears.Continuewith mouth,eyesand AB poge 13 @ Drow ond write o or on
teeth.
. Pupilsreadthe captionsand draw the appropriate
. Repeatin any order,increasing
the pace.The restof facepart in the boxes.Theycompletethe captionwith
the classwatch the demonstrationand keepa look out a or an.
for mistakes.
Ending the lesson
1f : PB pose t3 @ Listen ond point. . Fivepupilscometo the front of the classand standin
Then sog a row. Ask the class:How manynoses?ElicitFive.Ask,
. Playthe recordingand tell pupilsto point to eachword e.g. How many eyes?(ten).Continuein the sameway
asthey hearit. with eyes,ears,mouths, facesand chrns.As a joke,
ask:How many teeth?but do not expecta proper
RECORDING20 answer!
A face. An eye. Teeth. Hair.An ear. A mouth.
A drin. A nose.

. Book closed.Playthe recordingagainand tell the Pupilswork in pairs.Eachpupil drawsa monster's

pupilsto point to the correctpartsof their own face.
Tellthem (in L1)to listenand pointoncemore,
watchingtheirpartnersat the sametime and
monitoringfor errors.
. PlaySimonsaysand includeall the wordsfor partsof
the face Simonsaystouchyour chin, etc. Include
numbers,e.g. Simonsaystouch threenoses.Pupilswill
haveto borrowother people3faces!
face,but keepsthe picturehidden.
Pupilstake turnsto describetheir monsterto
their partner,e.g. Threebig eyes.Two mouths.
Onesmallear Circulateand listen.Checkthat
they are addingthe plural-swhere necessary.

?! poset3 @ Picture cords

. fupils cut out the eight picturecardsshowingfaces.
Ttey laythem out faceup on their desks.Giveshort
descriptions - just two or threewordsof what appears
on eachcard,e.g.an eye... a big nose... brownhair.
fupils must hold up the correctcard.

a" PB poge t3 @ Sing

o Te{lthe childrento look at the oictureand askthem
' n Ll ) what they can see.Do they think the maskis
frghtening?Playthe songwhilethe pupilsfollowthe
u.ords.Ask them to guessthe meaningof scary.
o Booksclosed.Playthe songagain.Thistime,pupils
pBnt to the differentpartsof their facesas they are
rploned. Booksopen. Playthe songonce more.
Errot ragethe pupilsto singalong.

T13
lF €fo pB posestl ond t5 @ Listen ond reod
LESSON
o Tellthe pupilsto lookat the picturewhileyouplaythe
Recycledtarget Colours;fm brg); l'vegot ... recording. Askthemto pointto the monsterS teeth.
language
o Askthem(in Ll) whichEnglish soundis representedby
Receptivelanguage l'm a (monster);Findthe the lettersprintedin blue.Elicitthe [i:]soundandask
monsterWhatcolouris it?; the classto listenfor it whileyouplaythe recording
Lookat me!;(thre gren again.Howmanytimesdo theyhearthe [i:]sound?
teeth).
. Tellpupilsto listenwhileyousaysomewords.They
muststandup if theyhear[i:] Me. Car.Three.Friday.
Worm-up Dinosaur. Please.Ball.Cheese. Green.Pen.Red.Teeth.
. Playthe SimonsaysgamefromLesson
2. Thensingthe See.
songfromPupilS Bookpage13.
AB poselt @ Look ond write
9'fo pB pogestt ond t5 @ Listen, point . Pupilslookat thefirstpicture.Readthetextaloud,
ond sog pausing at eachgapto elicitthemissingword.
. Pupils on pages14and'15.
lookat the bigpicture o Workingin pairs,pupilstalkaboutthe othertwo
Afteroneminute,askthemto closetheirbooksandto picturesandcomplete the sentences,
choosingwords
telf youwhattheysaw.Ask:Howmanymonste62Tell fromthe box.
themto opentheirbooksagainto check.
o Pupilslookat the pictureandlistento the recording. KEY 1. l'vegot two eyes,tvvoearsanda nose.l'vegot
a chin. 2. l'vegot hair.l'vegot oneeye.l'vegot a
Theypointto eachmonsterasit is described. Pause mouth.3. l'vegot a bigface.l'vegot onebigeye.
andcheckeachtime.
. Askpupils(inL1)howmanymoremonsters arein the AB poscl[ @ Count ond write
(3.)
picturebut not in the recording. . Pupilslookat the monsteq countitsvarious
features,
andwritethe totalsin the speechbubble.
R E C O RDIN G22
KEY1. l'vegotoneear.2. l'vegotonenose.3. l'vegot
MoNsrER I l'm a monster.l'm big. l've got two threeeyes.4. I'vegot eleventeeth. 5. l'vegot one
eyes,a noseand a mouth.Grrr! mouth.
GIRL Findthe monster. What colouris it?
It'sblueand purple. Ending the lesson
MoNsrER 4 l'm a monster.l've got teeth and one o Pupilsworkin smallgroups. Theytaketurnssaying one
big eye. truesentence aboutthemselves - I'vegot browneyes.
GIRL Findthe monster.What colouris it? l'vegot two ears.l'vegot whiteteeth.etc.- without
Itt green. repeating anybody elseSsentence.
MoNsrER 6 l'm a monster.l'm big. l've got five
eyes.
GIRL Findthe monster.What colouris it?
It'sblue. Booksclosed.Giveeachchild a blanksheetof
MoNsrER 2 I'm a monster.l've got two eyes.l've paper.Playany one of the recordeddescriptions
got big teeth.Snap! from Activity5 in the Pupil'sBook.Tellpupilsto
GIRL Findthe monster.What colouris it? draw a monster'thatfits the description.
It'spurple.lt's a scarymonster. Pupilscomparepictures:do they all matchthe
description?
Playit againto check.
Proctice
. Tellpupils(inL1)thatyouaregoingto describe oneof
the remaining Say:l'vegot a rednose.Pupils
monsters.
mustsaywhichmonster youare(e.9.It'sbrown),then
aska childto describeanotheroneof thethree
remaining monsters.
o Pupilscontinue in pairs.Onepupilchooses
theactivity
anyof the sevenmonsters anddescribes it: the other
pupilguesses whichmonster it is.Thenpupilschange
roles.

T14
LETSSONt PB poges14 ond 15 @ Look. Then sog
. Pupilswork in pairs.Theytake turns to be one of the
ltrytarget language righg wrong; I haven'tgot. monsters in the pictureon pages14-15.Theyshould
maptlve language What's missing? describethemselves as in the modelin Activity8,
makingsentences with haven'tgot Theirpartner
guesswhichmonstertheyare.Circulate, listenand
Worrn-up help.
. lbllthe pupils(in Ll) that you aregoingto drawsome
faes on the board:they haveto saywhatSmissing. &" AB posets @ Listen ond drow the
Draw a face with no nose. Ask:What's missing?and monster
e$citnose.Repeatwith other partsof the face. o Playthe recording,pausingit wherenecessary
to give
Cio pupilstime to draw.
?! poeet5 @ Listen ond sog right
o? w?ong RECORDING25
. Tellthe classto look at the pictureof the monster.Read l'm a scarymonster.l've got one big eye. t've got
the speechbubbleI haven'tgot a nose.Ask: RrghtT three small ears. l've got red hair. I haven't got a
Wrong?Underline meaningby showingthumbsup or
nose.l've got a big mouth and six big teeth.
thumbsdown - or whatevergesturesyour pupilswill
rrognise. ElicitRrght.
o Finda pupilwho hasdrawnthe monstercorrectlyand
. Pointto yourselfand say:I haven'tgot greenteeth. askhim or herto describeit, beginningI'vegot.The
REht? Wrong?ElicitRrghf.Then say:I haven'tgot tvvo otherschecktheir own drawings.
ars. Right?Wrong?ElicitWrong.
o Write two headingson the board:l've got and I AB pose 15 @ Look, reqd ond complete
laven't got. Say:.blue ears and point from one . Pupilslookat the monster.Readthe examplealoud,
headingto the other,readingthem aloud.Confirmthat pausingafter /'vegot to eliciteyes.Go throughthe
the correctchoiceis I haven'tgof. Write: I haven'tgot other sentences orallyif you feel it's necessary.
bhle earsunderthe 'haven'tgot' heading. . Pupilscompletethe activityin pairs.
. Proceedin the sameway with tvvoeyes.Write: /'ve got
KEY '1.l'vegot eyes.2. l'vegot a big mouth. 3. l'vegot
tvroey6 underthe 'l'vegot' heading.Elicitsuggestions big teeth. 4. I haven'tgot a nose. 5. I haven'tgot ears.
for other l've got and haven'tgot sentences.
. Playthe recording.Pupilslistenand point to each Ending the lesson
rnonsteras it is described.Pausethe recordingafter . Pupilssit in a circlefacingeachother.Holda balland
eadr descriptionand encouragepupilsto sayRightor say:I haven'tgot blue han.Thenthrow the ballto a
Wrong. pupil,who mustsayanothertrue sentence beginning
I haven'tgof. Continueuntil everyonehasspoken.
RECORDING24 Theyare not allowedto repeata sentence.
Boy l'm monster number 6. I haven't got a nose.
Gnr Right.
BOY l'm monsternumber 5. l've got red hair.
GAI Wrong. Ask pupilsto take out their monsterpicturecards.
rcY l'm monsternumber 7. I haven't got a lndividuallyor in pairc,they chooseone or more
mouth. cards (dependingon the time available)and write
GNL Wrong. two speech bubblesfor the monstersshown.One
bubbfe should beginl've gof; the other,I havent
rcY l'm monster number 4. l've got one big eye.
got Circulate,readthe sentences and try to guess
GML Ri9ht. which monsteris speaking.
rcY l'm monsternumber 2. l've got big teeth.
Gm_ Ri9ht.
MV l'm monsternumber 1. I haven't got a nose.
GML Wrong.

T15
I

I LEssoN #fo AB poec t5 O Listen ond write

. Pupilslistento the recording
and decidewhichmask
neclrcledtarget l'm a ... (scarymonste); belongsto whichchild.
- language I'vegot ... (ayellowface);
. Pausethe recordingto allow them time to write the
My nameis ... .
correctnames.
Receptive fanguage That'sgreat; mask
KEY 1. Harry2. Beth 3. Joe 4. Yasmin
Worm-up RECORDING27
. Makestatementsaboutyourself.Ask pupilsif what you
BETH l'm a scarymonster.l've got a big white
sayis right or wrong. Reviseas manystructuresas face. l've got small,blackteeth. l'm Beth.
possiblel'm eight. Rightor wrong? ... I've got tvvo yAsMrN l've got black hair. l've got a big mouth.
qes. I'm big. I haven'tgot four ears.I'm purple. l've
got a nose.l'm a dinosaur.l've got greenhair.I haven't I haven't got teeth. l'm Yasmin.
got a blue nose.l've got a scaryface.etc. HARRY l've got three eyes.I haven't got hair.
l've got big ears.l'm Harry.
CIo PBposet6 (O Listen ond reod. l've got big teeth. l've got black hair.
Then oct l'm Joe.
r Pupilslookat the two cartoonson page16.Askthem
(in L1)what Bethand Yasminaredoing.Elicit AB pogc 15 @ Drow o monster. Then
descriptionsof the two masksa yellow face,a big write
greennose,tvvobig teefh,etc. Pupilslistento the . Tellpupilsto draw a monster'sface,then write a
recordingand follow in theirbooks. descriptionof the monster.Whiletheywork, circulate
RECORDING26 and helpas necessary.
. Individuals
showtheirdrawingand readtheir
BErH l'm a scarymonster! l've got a yellow face
and black hair! Whooo! description
to the class.
yAsMrN That's great, Beth ... l've got a red face,
Ending the lesson
big eyesand a big mouth! Grrrl . Invitepupilsto cometo the front with their masks,
holdthem in front of theirfaces,and saytheir
. fupilswork in pairs,role-playing
Bethand Yasmin.Play descriptionsbeginningI'vegot.
the recordingagainand havepupilsjoin in with their
parts.Repeat,with the pupilschangingroles.Thenask . Ask pupilsto writetheirnameson theirmasks.Collect
them to practisethe dialoguewith their partners. them in for the nextlesson.

?t poge16 @ mote o mosk. Then sog

. tupilslookat the girland boy in the photograph.
Explain(in L1)that theyhavebeenmakingmasks,like Shufflethe masksand distributethem randomly
Bethand Yasmin.Readaloudwhat the girl says.Read to the pupils.Aska volunteerto standup and
again,pausingbeforethe key phrases- blackhair and describetheir mask,beginningl've got. Theother
greennose- and elicitthesefrom the pupils. pupilsmustfind the maskin question.Pupils
. Girrepupilspaperplatesor piecesof cardto maketheir repeatthe activity.
orrrnmasks.Thereis no needto makeholesfor the
eles, etc. as the maskswill not be tied to the face.
o Flavea stockof wool, stickypaper,glitteretc. for pupils
to decoratetheir masks.While pupilswork, circulate
ild askthem to describetheir masksto you. They
shouldhold up theirmasklikethe girl in theirbooks,
and givea descriptionbeginningl've got.

T16
l.EssoN 6
bfgct language head;l've got no ...
(hairlears).
$eO target Partsof tace;I'vegot;
trqr.ge I haven'tgot; I'm a
(dinonu); l'm (big).
Worn-up
. ,crit
--au ail the maskson a table at the front of the
nx< d5l eachpupil(in L1)to describe hisor her mask,
begrinnrng l've got. Oncethe descriptionis given,ask
aother pupil to find the right maskon the table and
qsilore rt to its owner.
€ = ?! posct7 @ tisten. Then reod ond
motch
. t{l the pupils(in L1)theyaregoingto readabout
srE nrythicalmonsters.Ask them if they recognise
ay of the creaturesat the top of page '17.Do they
rcpr,uwtrichcountriestheselegendscomefrom?
USIE - Somepeoplebelievethat yetisreallyexistin
:i€ Hrrrulayas.
The Hydraand Cyclopsare from Greek
1'rology. The Krakenis from Noruuegian
legend,and
s probablybasedon the giant squid.
o aprb l6ten to the descriptionof the Cyclopsand
,fu[otr in their books.Pausethe recordingafter the
ecnption and say:Point to the monster.Ensurethat
ef€i.yoneis pointing to picture4. Ask: One, tvvo, three
q{utr? ElicitFour.Playthe next lineof the recording
to cmfirm the answer.
o Roeed in the sameway for the remaining
Gcriptbns.
fY (a)Cyclops- picture4. (b) Yeti- picture1.
d,l-lt#d - picture2. (d) Kraken- picture3.
AB pose 17 @ Write obout gourself
. Pupilswrite sentences to describetheirfaces,beginning
l've got or I haven'tgot. Encourage them to usetherr
imaginations for the 'haven'tgot' sentences,e.g./
haven'tgot a blue nose.I haven't got t heads.
Ending the lesson
. Ask pupils(in L1)how welltheyfeelthey'veworkedin
the Monstersunit.Askthem to lookat the English
Adventuresectionat the bottom of ActivityBookpage
17.Theyshouldcolourin the 'OK' faceif theyfeelthey
could havedone better,'good' if they'veworkedwell
and 'fantastic'if they'vedonereallywell.Tellthem you
areverypleasedwith all of them. Say:Welldone!
. lf you want to carryout the end-of-unitevaluation, the
photocopiable progress sheetfor this unit can be found
in the Resource Bankon page80.
Askpupils(in Ll) if they canthink of anyother
famousmonsters. Theymay know of the Loch
NessMonste4King Kong,Big Footor
Frankenstein's
monster.Theremay be legendsof
monstersspecificto their own countryor region.
Elicitsentences about thesemonstersin English,
usingthe textson Pupil'sBookpage17as models.
Write them on the board.Ask pupilsto choose
one of the descriptions and copyit to makea
classroom display.Theycandraw picturesof the
monstersor look for magazinepicturesto
illustratetheir work.

Fqr rl @ Describe the dinosour

. Ftpib look at the pictureof the dinosaur.Readthe text
ild eficnsuggestions as to how it might continue,
e-g l"re gat a big mouth, big teeth and tuvo eyes.
. fi.rpilswnte a descriptionof the dinosaur.Circulateand
i@ a necssary.When they havefinished,invite
tr9is to readtheir descriptionto the class.
Itq: r? O Drow gour foce. Then
write ond motch
o ft{ils faw their own faces,usingthe faceshapeas a
tFiR El them (in L'l) to givethemselves nicebig
lnilb so trat freir teeth are showing.Theythen arrow
nnrd l&l fie different parts of their face face,haif
qlci etl rlcor,,mouth, teeth and chrn.Write these
ffi cl the board as prompts,if necessary.

T1 7
 o Askotherpupilsto tell you what toysthey'vegot.
tEssoN 2
Pointto 'toy' wordson the boardand elicitsentences
Rsision Partsof the face; Toys aboutthe toysyou are pointingto, beginningI'vegot
or I haven'tgot.
l've got alan ... ; I haven'tgot
alan... . AB poge19 @ Look ond complete
. Pupilsfollowthe stringsto seewhichtoysbelongto
Worm-up whichchild.Theythen completethe speechbubbles
PlaySimonsaysto reactivate wordsfor partsof the face. sayingwhich toysthey haveand which toy they
Incfude chin, teethand har in the game. haven'tgot.

P8 poge 18 Boord gome KEY(Orderof toys mayvary)1. I've got a doll, a dog
and a drnosaur.I haven'tgot a car, 2. l've got a car,
. Remindpupilsof the objectof the game:to collectall
a dinosaurand a dog. I haven't got a doll.
the itemsthat havefallenout of the van.Thistime
they haveto collectthe partsof Mr PotatoHead'sface AB pose19 @ Look ond write
as well asthe toys. . Pupilslookat the pictures
and writethe wordsin the
. Dividethe classinto two teamsas before.Write the correctboxeseitheracrossor down the grid.
names:Woody and Buzzon the board (or cowboy and
KEY 1. face 2. hair 3. teeth 4. eve 5. chin 6. nose
spaceman), with the listof toys betweenthem. Drawa
7. ear
blankoutlineof Mr PotatoHead'sfaceundereach
team name. Round-up
. Playthe gameas in Lesson1 but thistime,when pupils . PlayMusicalFlashcards - Theclassstandsin a circle.
landon a face part, draw it in the Mr PotatoHead Taketwo or threeof the 'face'flashcards and give
outlinewhichbelongsto theirteam.Playcontinues them to differentpupils placedevenlyaroundthe
untiloneteam hascollected all the toysand all the circle.Playsomemusicand askthe pupilsto passthe
face oarts. flashcardsclockwiseround the Stopthe music
circle.
from time to trmeand elicitsentences from the pupils
. Oncethe gamehasbeencompletedby the classas a
holdingthe cards,e.g. t'vegot a mouth. Be readyto
whole,organisepupilsto playthe gameagainin pairs.
correctmistakesof a and an in the caseof an eye and
Go roundlisteningand helpingwhereneeded.
an ear.
Proctice . Substitute
other'face'flashcards
and continue.
o Usea gameof Bingoto practiseI'vegot andI haven't . Roundoff the lessonwith the scarymonstersongfrom
got. Unit2 (Recording21).
. With the wholeclass,brainstorm all the wordsthey
havelearnedfor toys.Encourage them to think beyond
the wordsin the Pupil'sBookand remember the
favouritetoysthey discussedin Unit 1 Lesson5. Write
all the toyson the board.
. Giveeachpupila sheetof paperand askthem to
into four.Eachpupil
and vertically
divideit horizontally
shouldchoosefour of the toyslistedon the boardand
drawthem on theirsheet.lf time is short,theycan
simplywritethe word.
. Readout wordsfor toys in any order.When pupilshear
you sayone of the toysthey havedrawn,they tick
theirdrawing.Thefirst pupilto tick all four of hisor
her toyscallsout Bingo!and is the winner.Ask them
to readbacktheir toys,usingl've got.

T19
 . Pupilsopentheirbooksat page20. Ask(in L1)what is
happeningin the first picture.Askthem whoseboots
they might be. (They'rethe beast's.)
. Pupilslistenand pointto the character
who is
LESSON I speaking.
New target language he'sgot, she'sgot; long, RECORDING29
short.
sroRyrELLERThis is a story about a girl and a
Recycledtarget I'vegot... ; word order(big beast.
language teeth); head, arms, feet; hat, HATSTAND Your boots.
coat; big, small GIRL Oh, no! l've got smallfeet.
Receptive fanguage beast,boots;very;Oh, no!; CANDLESTICK Het got big feet.
your GIRL He'sgot long arms ... And he'sgot a
very big head!
Worm-up BEAST She'sgot my hat!
. Ask pupilsif theycanremember anyof the sentences
they wrote abouttheir faces,beginningI'vegot o( I . Playthe recording againwhilethe pupilsjoin in. Then
haven'tgot. Organisethe activityas a team game,if dividethe classinto four parts:hat stand,girl,
you wish.Teamstake it in turns to supplydifferent candlestick,beast.Playthe recording againwhilethey
sentences. readtheiroarts.
. Thensingthe scarymonstersongfrom Pupil'sBook AB pose 2o Q Reod ond motch
page13. . Pupilsreadeachsentence and decidewhetherit
. Askthe pupilsto lookthroughUnit3 of the Pupil's describes the beastor the girl.Theydraw lines
Bookto find the jigsawpiece.(lt'son page24.)Ask connecting the sentencesto the appropriatecharacter,
them to guess(in Ll)the themeof the new unit.Tell as in the examole.
them theyaregoingto learnthe English wordsfor
partsof the body. AB poge20 @ Reod ond colour
o Focuson the unit title - Everyone'sdifferent! - and . Tellthe pupilsto lookat the speechbubble.Readthe
explainwhat it means. text aloud,then askpupilsto colourthe pictureas
described.
Presentotion
Ending the lesson
. Makea 'big' gesturewith your handsand say:brg.
. Pupils or in pairs.Tellthem(in L1)to
work individually
Thengesture'small'with your handsand elicitsmal/.
draw pairsof objectsthat areeithersmalland big,or
o Drawa big pairof bootson the board,likethosein the longand short.Givethem someexamples, e.g.a big
storyon Pupil'sBookpage20. Say:big boofs.Drawa houseand a smallhouse;a shortsnakeand a long
smallpairof feet and elicitsmallfeet.Drawa big hat snake.Theydon't needto knowthe nameof the
and say:big hat.Nextto the hat, draw a tiny headand Askeachgroupto hold up their
objectsin English.
elicitsmal/head. picturesand saybig - smallor short- long.
o Drawa longlineon the board.run yourfingerright
alongit, and say:long.Drawa shortlinealongthe
board,run your fingeralongit and say:shorf.Reinforce
long andshort by pointingto examplesin the Ask pupils(in Ll) to imaginethat the beastin
classroom (pupils'hair,rulers,pencils,
etc.)and eliciting the story is describinghimself,like the mythical
long and short. monstersthey saw on Pupil'sBook page 17.What
might he say?Working in pairs,they write a short
oc PB pose 2o Q Look ond listen. speechfor the beast, beginning I'm a beast.I've
Then reod got ... .
. lf you haveany Beautyand the Beastpicturesor Recordsomeof the descriptionsand let pupils
models,showthemto the class.Otheruvise, quickly listento themselves.
showthe storyon page20 and elicitthe nameof the
film in 11.Ask(in Ll) whatthe pupilsknowaboutthe
film.Teachthe namein English Beautyand the Beast.

T20

LESSON 2
l{evv target language finger;toe, foot; alan.
Recycledtarget head,arms,legs,feet, eyes,
language haichand,body
Receptive fanguage keepmoving, keepmoving
everyone!
Worm-up
. Readsentences Bookpage20.
from the storyon Pupil's
Pausebeforekeywords(feet,arms,head, hat)and see
if pupilscansupplythem.
'* o pB pose 2t
@ S:ng
r Singthe first verseof the song- the part that appears
on page21 -and marchon the spot.Holdup one
finger,then one hand,at the appropriatemoments.
. Askthe classto stand.Singthe verseagainand
encourage pupilsto join in the actions.
. Singthe secondverse,introducingfoe and foot. Touch
the tip of yourshoeon toe,then slapthe sideof your
shoeon foot. Singthe verseagainand encourage
pupilsto join in with the actions.
o Now playthe recordedversionof the song,
encouraging pupilsto singalong.Letthe songrun
on to the end.Forthe remaining bodywordsin the
song - arm, leg, body and head- slapthose partsof
yourown body.Eachlineis repeated threetimes,so
pupilsshouldbe ableto pickup the actions.
. Saythe differentbodywordsslowlyand clearly,tn any
order,and askpupilsto touchthe correspondingpart
of themselves.
. Pupilssit down,opentheirbooksat page21, and look
at the photosof the boy and girl.Readout the body
words(preceded by a or an) in anyorder.Ask pupilsto
repeatand pointto the word. Drawtheirattentionto
foot and feet.Explain (in Ll)that in English
we don't
say foots, we sayfeet.
. Askthemto lookat the songtext.Ask(in L1)if there
are anywordsthey don't know. ExplainKeepmoving,
everyone.
Picture cards
. Pupilscut out the eightpicturecards.Givethemtime
to put togethertheirown cardsand form the
character.Saydifferentpartsof the bodyand ask
pupilsto pointto the corresponding picturecard.
Spinner gome
. Forthisgame,eachpupilwill needtheirsetof picture
cards.Youwill alsoneedto makesomehexagonal
cardboard spinners,with the numbers1-8 writtenon
them.Pusha cocktailstickthroughthe middleof each
spinnerto serveas an axis.Secureit with a blobof
ldex glue.
. Holdup eachof the corresponding in turn,
flashcards
on the
elicitthe correctword.then stickthe flashcard
board.Ask differentpupilsto cometo the boardand
write the correctword nextto eachpicture.Thenwrite
numbers1-8 nextto the pictures.
. Dividethe classinto two teams.Askone pupilfrom
eachteamto takea turn spinningthe spinnerand
sayingthe number.Lookat the boardand saywhich
part of the bodythe numberrepresents.Theymustsay
a or an beforeeachword, exceptin the caseof feet.
. Thepupilsin that team placethe corresponding card
faceup on theirdesk.The aim is to be the firstteam to
completethe figure.
AB poge 2l O Reod ond motch
. Explain
(in L1)thatin eachpicturethe beasthaspartof
hisbodybandaged. Aska pupilto readthe firstword,
head.Pupilsfollowthe lineto picture2.
o Workingin pairs,pupilsreadthe wordsand linkthem
picture.
to the appropriate
KEY head- 2, foot - 8, finger- 6, leg- 3, hand- 7,
arm- 1, toe - 4, body- 5
ABpoge2l O Circle the words. Then
write
. Pupilslook for nine bodywords in the word-search
puzzle.Warnthem that words may readhorizontallyor
Theyshouldwrite the word besidethe
vertically.
appropriate picture.
KEY 1. head 2. foot 3. finger 4. arm 5. feet 6. body
7. hand 8. leg 9. toe
Ending the lesson
o Humthe tune of the song,withoutplayingthe
recording.Touchpartsof yourselfin sequence,
but see
if pupilscansupplythe words.
Putthe pupilsin pairs.In eachpai[ one pupil is
'1' andthe other is '2'.
Pupilsstandfacingtheir partner.Tellthem (in Ll)
that they are fookingin a mirror.iay:.Numberl:
arm! ln eachpair?pupil 1 movesan arm and pupil
2 mirrorsthe movement.Then say:.Number2:
head.
Continuewith armt leg, legs,foot, feet, hand,
hands,body andevenhair - they couldlift it up!
T21
LESSON 3 . Putthe pairstogetherto makegroupsof four.Pupils
taketurnsto readoneof theirsentences.
Theothers
Newtargetlanguage hair try to correct.
Recycledtarget rightlwrong; he'sgot (big . Earlyfinisherscanwritethreewrongsentencesabout
language teeth... ) thegirl.
ai o PBpogestT ond22 @ Listen ond reod
Worm-up . Askpupilsto turn backto page'17andlookat the
o Ask:Whatdayis it? ... What'syour favouriteday?Go
pictureof the Yeti.Say:lt'sgot lotsof hair.lt'shairy.lt's
questions
on to revise learnedsofar.Askindividuals: got a hairyheadand a hairybody.Go backto page22
What'syour name?How old areyou? What'syour andfocuson the pictureof the beast.Ask:ls he hairy?
favouritecolour?Oncea pupilhasanswered, say:
Good.AskMaria,etc.so that the pupilrelaysthe r Practisethe sound[h].Tellpupilsto put a handin front
questionto anotherpupil. of theirmouth.Theyshouldbe ableto feelthe air
beingexpelled astheysay[h].
. Thensingthescarymonster songfromPupil'sBook
page13 (Recording 20),or playSimonsaysto revise . Playthe recordingwhilethe pupilslistenandread.
partsof the bodySimonsaystouchyour arm eIc. Thensaythe sentence together,slowlyat first,then
fasterandfaster.
Presentotion . Askpupilsto thinkof otherwordsbeginning with
. Aska boyanda girlto cometo thefrontof the class. a n H.
Pointto the girlandsay:She'sgot two arms.Rightor
wrong?Elicitthe answerRrghtPointto the boyand AB pose22 @ Reod ond circle
say:He'sgot three/egs.ElicitWrong.Makeother . Workingaloneor in pairs,pupilsreadthefive
statements usingknownvocabulary, varyingbetween sentences
aboutthe beastanddecideif theyareright
He'sgot and5he3gof. or wrong.
o Writeexamples on the boardandremindpupilsof the KEY1. No 2. No 3. Yes4. Yes5. No
distinction
between 5he3andHe3.
AB pose22 @ Wrlte He or She
E{o PBpoges22oind23 @ Listen ond sog . Pupils
complete
the sentences
usingHeor She.
right or wrong
. Pupils K E Y1 . He 2 . S h e3 . S h e4 . He
lookatthe big pictureon pages22 and23.Ask
them(in L1)if theyknowthestory.fihe manthinks Ending the lesson
the beastis bad.Hewantsto attackhim.Thegirlis
. Endby singing 2 (Recording
the songfromLesson 30).
lookingat the beastin a magicmirror.Sheknowsthat
he is reallygood.)
. Askthe classto lookat the pictureof the beastin the
mirrorastheylistento the recording. (in L1)
Explain
Giveeachpupil a pieceof blankpaper.Tellthem
thattheywill heara boytalkingaboutthe beast,then
to write right on one side and wrong on the
the girlwill sayRightor Wrong.Playthe recording,
other.
pausing beforethe girlreplies
to elicitanswers
fromthe
class. Ask the classto look at the picturesof the girl
and the beaston Pupil'sBookpage20.Theymust
R E C ORDIN G3 1 listenas you saysentencesabout the characters,
BoY He'sgot two heads. and hold up their paperto show if what you said
GIRL Wrong.He'sgot one head. was right or wrong.
BoY He'sgot two legs. Say:5he3got big hands.Checkthat everyoneis
GIRL Right. holdingup wrong.Thensaya 'right' sentence.
BoY He'sgot small feet.
GIRL Wrong. He'sgot big feet.
BoY He'sgot short fingers.
GIRL Wrong. He'sgot long fingers.
BoY He'sgot big teeth!
crRL Right.

. Workingin pairs,pupilswrite down threewrong

aboutthe beast.
sentences
T22
LESSON 4 2
GIRL He hasn't got small feet.
New target language HelShehasn'tgot; blond BOY Right.
hair. 3
Recycledtarget HeSlShe'sgot; smalLbig, long; GIRL He hasn't got a big head.
language hah feet,head,hands,arms; BOY Wrong.
Colours 4
GIRL She hasn't got big hands.
BOY Right.
Worm-up
5
. Ask a boy and a girl to cometo the front of the class.
GIRL He'sgot long arms.
Repeatthe Presentation stagefor Lesson3, making
'right' and 'wrong' sentences aboutthe two pupilsHe3 BOY Right.
got brown hair. etc. 4lf'" PBposes22ond23 @ Listen. Then sog
. Teachblondhai, as itwill be usefullater,when pupils with o friend
theirfriends.
haveto describe . Playthe recording.
Thensayanother wrongsentence,
. Ask the boy and girl to go backto their places. e.g.5he3got shorthair.ElicitNq she3got long hair.
. In pairs,pupilsalternately wrong
makeor correct
Presentotion sentences aboutthegirlandthe beast.
. Circulatein the classroom,
standby anotherpupiland
saya 'wrong' sentence,e.g. 5he3 got blue harr.Elicit AB pose23 @ Reod ond motch
Wrong. . Pupils
readthesentences anddecidewhichpersonis
. Model Shehasn'tgot blue hair. She'sgot blackhair - beingdescribed.Theywritethe numberof the picture
or whatevercolourit is. Givefurtherexamplesof nextto the sentence.
hasn't,usingotherpupils. K E Y l-2 . 2 - 1 . 3 -4 . 4 -3 .
. Writetwo headingson the board:hasgot and hasn't
got Recordtwo or threesentences undereachheading
AB pose23 @ Look ond complete
He'sgot brown hair. He hasn't got green eyes.etc. o Tellthe pupilsto look at the pictureand havea pupil
readout the wordsin the box. Readout the first
Proctice sentence(She'sgot smallears),and havethe pupils
. Ask pupilsto think of a 'hasn'tgot'sentenceabout pointto the girlsears.Checkthat theyareall pointing
one of theirfriends.Sentences couldinvolveshorthair to the girl. Putthem in pairsto completethe exercise,
or long hair;blond,black,brownor red hair;strangely then havedifferentpupilsreadout theircompleted
colouredeyes,handsor teeth;or preposterous numbers senlences.
of arms,legs,etc. Pupilscanwrite theirsentenceson a KEY 1. small2. long 3. big 4. big 5. short 6. small
pieceof papel so that you can correctthe English
beforehand and veto any ideaswhich might be hurtful. Ending the lesson
. Pupilsturn to the friendin questionand readout their . Invitethree boysor three girlsto standat the front.
sentence. Chooseone of them and describehim or her,using
hasn'tgot sentences only.Can the classguesswho you
9J * PB poges22 crnd23 @ Listen, reod ond aretalkingabout?
sog right or wnong . Repeatwith differentpupils.Thenaskfor volunteers
to
. Pupilslook at the pictureof the girl dancingwith the comeand makehasn'tgot sentences.
beast.Ask someoneto readthe first sentence.Ask:
Rightor wrong?
. Playthe recording,pausingthe machineaftereach
sentence.ElicitRrghtor Wrong. PlayGuessWho?one pupil leavesthe room.
The otherschooseone personin the class.The
RECORDING33 pupiloutsidereturns.
1 Pupilstake turnsto sayone sentence describing
GIRL She'sgot short hair. the chosen person, without looking at him or her.
BoY Wrong. Theycan use got or hasnt got The pupil who
went outsidetries to guesswho is being
described.

T23
LE SS O N5 . Pupils and matchthe namesand
listento the recording
the pictures.
Recycledtarget HelShehasgot; HelShe KEY1. Beth 2. Yasmin3. Harrv4. Joe
language hasn't got; long/short;
biglsmall;Body RECORDING36
Harry'sgot short arms.He'sgot big eyesbut he
W orm-u p hasn'tgot a nose.
. Playthe mirrorgamefrom Lesson 2. Thenaskallthe Beth'sgot big handsand long fingers.Shehasn't
classto stand.Eachpupilmustremember oneof their got hair.
hasn'tgot sentencesfrom the previouslesson
(Practice).
Oncethey havesaida sentence correctly, Yasmin'sgot long legs,but she hasn'tgot feet.
theycansit down. Joe'sgot big feet, big handsand a big mouth. He
hasn'tgot ears.
PB pose24 @ Listen ond reod.
Then oct AB pose 24 @ Write
. Pupilslookat pictures1 and2. Ask (in Ll) who the . Pupilscompletesentences s
relatingto the children
childrenareandwhattheyaredoing.(Yasmin, Beth,
drawingsin Activity9.
Harryand Joe.Theyarelookingin a distortingmirror.)
Ask if anyonehaseverseensucha mirror.Wherewas KEY1. Hesgot big eyes.He hasn'tgot a nose.2. She's
it?Whatdid it makethemlooklike? got big hands.Shehasn'tgot hair.3. Hesgot a big
mouth.He hasn'tgot ears.4. Shebgot longlegs.She
. Focus Ask(in L1)whois lookingin
on the firstpicture. hasn'tgot feet.
the mirror.(Harry.)
Playthe recordingwhilethe pupils
As differentpartsof the bodyare
lookat the pictures. Ending the lesson
mentioned, askpupilsto pointto themin the pictures. . Putthe pupilsin groupsof sixandgiveeachchilda
RECORDING35 numberfrom 1 to 6. (lf the lastgrouphasfewerthan
sixpupils,somepeoplecanhavetwo numbers.)
vASMTN Look at Harry! He'sgot short legsand a
long body. . Tellthemtheyaregoingto drawa persontogether:1
JoE And a long face! drawsa f ace,2drawstwo arms,3 drawstwo leqs,4
vASMTN Look at Beth! She'sgot smallfeet. drawsa body,5 drawstwo feet,6 drawstwo hands.
Beginby callingout Number4, so that the bodygets
JoE She'sgot a big body and short arms. at random.
drawnfirst.Thencallthe othernumbers
HARRY Shehasn'tgot a head!
. Whenthe drawings of
elicitdescriptions
arecomplete,
. Playthe recording and
again.Pauseaftereachsentence eachone.
askpupilsto repeatwithoutreadingthe text.

PB pose24 O Drow ond sog

. Handout drawingpaper.Eachpupilmustdrawthe Pupilsimaginethat a girl or a boy is lookingat
of one of the storychildrenas if that child
reflection her- or himselfin a distorting mirror.On a loose
was lookingat him-or herselfin a distorttngmirror.For sheetof papei they write three sentences
example, childrencouldbe givena smallhead,short describing the funny reflection,beginning
legsor longarms. ihe'slHe'sgot or ShelHehasn'tgot.
. Holdup individual and makestatements
drawings Theyexchangepaperswith anotherpupil.Pupils
aboutthem,followedby a question,likeYasminat the draw picturesshowingthe mirror reflections
bottomof page24. Focuson the model,readit aloud describedby their friends.
hasunderstood.
and ensurethat everyone To encouragepupilsto make sentenceswith and
. Pupils describe
lookat eachother'sdrawings, them, you couldwrite a templateon the board:
thenouesswho is shown. got -
He'slShe's -and

AB pose24 O Listen, point ond

write
. Focuson the four pictures.
Explainthattheyarea
' youngchild'sattempts in
at drawingthe children
the PupilsBook.

T24
LESSON 6
Recycledtarget blond
language
Worm-up
. Singthe songfrom Lesson 2 (Recording30).Thendraw
a funnyperson(male)on the board,with no hair,big
ears,longarms,shortlegs,and wheelsinsteadof feet.
Askthe pupilsto tell you what'swrongwith the picture
He'sgot long arms.He hasn't got feet etc.
PBpose25 @ Reod ond motch
. Remindthe classaboutthe title of the unit Everyone's
different!Do they rememberwhat it means?
Encourage themto thinkaboutall the peoplein their
school,includingchildren,teachers and helpers.
They
areall differentand unique.
. Pupilslookat the photoson page25. Explain (in L1)
that you aregoingto mentiondetailsfrom the photos
and that you want pupilsto pointto one of the photos
which the detailsbelongto. Say:long hair,shorthair
blond hair brown eye5 etc. Includeg/asses.touching
yourown glasses if you wearthem,or'drawing'
glasseson yourfacewith yourfingers.
. Ask pupils(in L1)whatotherdetailsfrom the photos
you mightmention.Provide e.g.curlyhair,
translations,
dreadlocks,earrings.
. Ask someoneto readout sentence1. Askthe classto
pointto the correctpicture:b. Pupilsthen completethe
taskin pairs.
KEY2.e 3.f 4. c 5. a 6. d
PB pose 25 O Describe o friend
. Tellpupils(in L1)thatyou aregoingto describe one of
yourfriends:it is anotherteacherin the school.They
mustguesswho it is.
. Thepupilwho namesyourfriendcorrectly then
describesone of hisor herfriends:someonefrom the
class.Theotherstry to guesswho it is.
. Again,the pupilwho getsthe rightanswergoeson to
describetheirfriend,and so on.
AB pose 25 @ Drow gour friend. Then
write ond motch
. Pupilsdrawa pictureof a friend.Theywriteseven
morewordsand arrowthem in hair body,arms,hands,
fingers,/egsand feef.
AB pose 25 @ Write
. Puoilswritesentences
abouttheirdrawinqsof their
friends.
Ending the lesson
. Ask pupils(in L1)how well theyfeelthey'veworkedin
this unit.Askthem to lookat the English Adventure
sectionat the bottom of ActivityBookpage25. They
shouldcolourin the 'OK' faceif theyfeeltheycould
havedonebetter,'good' if they'veworkedwell and
'fantastic'if they'vedonereallywell.Tellthemyou are
verypleasedwith all of them. Say:Welldone!
. lf you want to carryout the end-of-unitevaluation, the
photocopiable progresssheetfor this unit can be found
in the Resource Bankon page80.
Ask two volunteers (A and B) to come to the front
of the class.A should stand where B cannot see
him or her. Perhapsthey could stand either side
of a large cupboard.
Ask the rest of the classto make sentencesabout
A beginning HelShehasn'tgot or He'slShe's got.
Sentences can be right or wrong. B must listen
carefully to each sentenceand reply Right or
Wrong.
Finishby standing out of sight of B yourself and
letting the classmake right-or-wrong sentences
about you.
T25
 Presentotion
o Drawa lampon the board.Ask: Whatis it? Eltcrtlt's a
the pupilsto lookat picture4 Askthem Hot?
lamp.Tell
manylamps?Countwith the classasfar as fifteen,tnen
LESSON I encouragethem to continuewith you up to twenry.
New target language Numbers16-20;genie, o Countfrom one lo twentyagain,all together,then
lamp, box, magic count backwardsfrom tvventyto one.
. Playthe recording
againand havethe pupilsread
Recycledtarget How many... ?
language along.Thenput the pupilsin pairsto readthe dialogue
withoutthe recordinq.
Receptivelanguage lwant; Don't stop!;Oh no!;
in; box;Welldone! AB pose26 (D Reod ond motch
. Pupilsmatchthe wordsto the numerals
by drawing
Worm-up line.
. PlayTouchthe colouror anyothermovementgame
AB pose 26 @ Co.rnt the lomps. Write
whichthe pupilsenjoyed.
the number
Presentotion . Pupils
countthe lampsandwritethe totalin word form.
. Ask pupilsto lookthroughthe pagesof the new unit
KEYSeventeen
and find the jigsawpiece.(lt'son page31.)Havethem
guess(in L1)what the themeof the unit is.(Roomsand 9J AB pose 26 O Listen ond colour
furniture.) . Ask pupilsto lookat the picturein Activity2 again.
. Askthe pupilsto opentheirPupil's
Booksat page26. Askthem (in L1)what theycanseein the picture.
in thispicture
Cantheytell you who the characters Modelthe Englishtranslations a chair,a box, a bird,
storyare? lamps,abag,agenie.
r Askthe class(in Ll) if they knowthe storyof Aladdin. . Playthe recording
twice.then askthemto colourthe
(Aladdinis a poor boywho findsa magiclampwith a Drcture.
genieinside.Jafar,the evilvizier,wantsto own the
lampso that he can rulethe country.lagothe parrotis RECORDING38
Jafar's Tellthem that thereis plentyof magic
assistant.) The chair'sred.The box is green.The lampsare
in Unit4. yellow.The bag'sorange- and the genie'sblue!
o(
PBpose26 (D toot ond listen.
Ending the lesson
Then reod
. Youwill needto maketwenty largeword cards
. Playthe recording.
Pupilsfollow in theirbooks. showingthe numbersone to twentyin word form, with
lf your classhasfewer
the numeralson the reverse.
RECORDING37
thantwentypupils,leaveout the lowernumbers.
sroRyrELLERThis is a story about a genie and a . Offerthe numberone flashcard to a pupil.Say:One,
magiclamp. and askhim or herto standat the front,holdingthe
JAFAR The genie'sin the magic lamp. I want card.Thatpupilthen chooses anotherpupiland says
the lamp ... The lamp'sin the box. Two.Thesecondpupiltakesthe two cardand stands
rAGo Two lamps... sixteen,seventeen, a third pupil,and saysThree.
at the front,chooses
eighteen,nineteen... Oh, no! . Continueuntiltherearetwentypupilsstandingat the
Twenty lamps! front,all holdingup theircardsso that the wordsare
JAFAR Don't stop. showing.lf the twentynumbersarenot showingin
ALADDIN Well done! sequence, askthe pupilsto rearrangethemselves.
. Checkby askingthem to turn theircardsoverto revea
. Askquestions (in L1)to checkunderstanding
of the the numerals.
story.Thevizierwantsthe magiclampbecause the
genieis in it. Theparrotopensthe boxwherethe lamp
Thegenie
is kept,but findstwentylamps,all identical.
hasbewrtchedthe box to producelotsof fake lamps
Show pupilscollectionsof rulers,books,p€ns,etc.
and confusethe vizier.
There should be between ten and twenty items
in each colfection. Ask:How many rulerc?etc Tell
pupilsto write down their guesses.
T26
LE SS O N 2 PB poge27 @ Picture cords
. Tellthe pupilsto cut out the eight picturecards
New target language thereislthereare; lamp, showingthe geniefrom Aladdin.Say.Ihe genie'sin
carpet,box, cupboard the box, and encouragepupilsto showyou the correct
Recycled
target genie;in, on, under;table, card.Continuewith the otherpictures.
language chaif bath,bed,computer
9-i"* pB poge 27 @ S:ng
Receptivelanguage Where'sthe ... ? . Tellthe pupilsto coverthe text of the songand look at
the picture.Ask them (in L1)what they can see.Elicit
Worm-up table, chair box and carpet.
. Chorus
thenumbers Thendraw
fromoneto tvventy. o Pointto the spiderand modelsprder.Ask: Where'sthe
threedasheson the board.Writea number17 above spider?Elicit/n the box. Pupilskeepthe text covered,
the third dash,then pointto the firsttwo dashesand look at the pictureand listento the recording.
elicitFifteen.Sixteen.Repeatwith other combinations
. Ask them to follow the text as you playthe song
of numbersand dashes.
again.Encourage them to singalong.
Presentotion
AB pose 27 @ l,totctr
. Holdup a bag and a book.Putthe book in the bag
. Pupilsdraw lineslinkingthe wordsto the appropriate
and ask: Where'sthe book? Model ln the bag and ask
the classto repeat.Tellthem (in L1)that they are going pieceof furniture.
to learnEnglishwordsfor sayingwherethingsare.
AB pose 27 O Reod ond motch
"-'(a PB poge 27 @ Listen ond point. . Puoilsreadeachsentenceand decidewhich of the four
Then sog picturesit describes.
Theythen write the numberof the
. Pupilsturn to page27 and look at the picturein picturebesidethe sentence.
Activity2. After one minute,askthem to closetheir KEYa-3. b-2. c-1. d-4
booksand tell you what was in the picture.Accept
answersin L'|, but modelthe Englishtranslations, Ending the lesson
includingthe indefinitearticleA bed.A table.etc. . Hideone of the flashcards behinda big book.Slowly
. Pupilsopen their booksagain.Playthe first part of pull it out, so that the classcan seepart of the picture.
Recording39. Pupilslistenand point to the different Ask:Where'sthe genie?Continuerevealing the picture
itemsnamed. untilthe firstpupilcallsthe correctanswer.
r Tellthe pupilsto look at the bedroompictureagain.
Ask Where'sthe doll? Model slowlvand clearlvlhe
doll's in the box.
Chooseobjectsthat the pupilscanname,e.g.a
. Pupilsreadthe threesentences whileyou playthe ruler,a pen,orthetoysfrom Unit 1. Showthem
secondpart of the recording,
beginningNow listenand to the class.
pointingto
repeat.Ask them to repeatthe sentences,
Choosetwo pupilsto standoutsidethe classroom
the doll,the lampand the book when they are
while the restof the pupilshidethe objects
mentioned.
aroundthe room.Makesurethat they are hidden
RECORD ING 39 in placesthat the pupilscandescribein English,
e.g.on the chaicunderthe carpet.
MAN A box. Acupboard. A lamp.A bed.
A table. A chair.A carpet.A bath. lnvitethe two pupilsbackinto the classroom. Ask:
PRESENTER
Now listen and repeat. Where'sthe (pen)?etc.Tellthem to searchthe
woMAN The doll'sin the box. The lamp'son the
cfass.When they seeit, elicit ln the cupboard,etc.
cupboard.The book'sunder the table.

T27
LESSON 4 PBpoge29 @ asf ond onswer
o Askthe classto lookat the'c'.r 3' :: :-'3: :.:ts ::".
New target language Where'sthe ... ? themto pointat eachboxi-:rr- s; . :-€ -,^-:::
Recycledtarget Rooms;Colours;box, table, colour. --:
language bath, bed, carpet; in, on, o Focuson the big cutawayptctureo' :-€ c; 31= -1:vi
under pupil Where'sthe greenbox? Eltct c' c':-c: '--.'zc ,
Materials blankpaper(onepiecefor It'sin the living room, on the carpet.fu< o -3'=-:
eachpupil);flashcards17-22; pupilsabouteachof the otherboxes.Tng. :e :-€
Blu-Tak;
selectionof different classto work in pairsandto taketurnsas(^g a-:
colouredpencils answering.

AB poge29 @ Look ond write. Where's

Wo rm-u p
. On the board,draw a box with a spidersittingon top.
Ask Where'sthe spider?ElicitOn the box. Rubout the
spiderand draw it underthe box.Repeatthe question
and elicitUnderthebox. Continuein the samewav to
elicit/n the box.
. Rubout the spiderand simplyindicatewhereit might
be by pointingin, on or underthe box.Elicitthe
corresponding phrases(in the box, etc.)in random
order,increasingthe pace.
9-f;: PB poge 29 @ Listen, look ond scg
right or wrong
. Theclassopenstheirbooksat page29. Focuson the
picturesof Aladdinand the genieat the top of the
page.Asktwo pupilsto readthe speechbubblesaloud.
Askthe classto lookfor the pink box,pointto it, and
repeatlt's under the table.
. Playthe recording, pausingthe machinebeforethe boy
saysRightor Wrong.Pupilslistenand point to each
box as it is mentioned.Theysayright or wrong afler
eachof the girlsreplies.
the bird?
. Focusthe pupils'attentionon lagothe parrotrn
picture1. Ask:Where'stheparrot?Encourage the ciass
to chorusthe answer.
. Pupilscompletethe othertwo sentences
in pairs.
KEY1. on 2. in 3. under
AB poge29 @ Drow gour bedroom.
Write the words
. Pupilsdraw a pictureof theirbedroom.Theydraw and
listsomefurnitureor toysthat they havein their
rooms.Helpwith any new vocabulary that they need.
Ending the lesson
. Showthe pupilsa selection of colouredpencils.Put
them roundthe classroom in placesthat the pupilswill
be ableto describe: in the cupboard,on the table,
underthe chair,etc. Ask'.Where'sthe (brown)pencil?
Elicitthe correctreply,and aska pupilto retrievethe
pencil.Continueuntilallthe pencils havebeen
collected.

RECORD ING43
BOY Where'sthe pink box?
GIRL It's under the table. Stickthe genie flashcardsround the classroom.
Divide the classinto teams of six or fewer. Tell
BOY Right.
them to number team members1 to 5. Some
BOY Where'sthe green box?
pupils might have to have two numbers.
GIRL It's under the chair.
BOY Wrong. Caff out Number 6: in the bath. The 'number six'
BOY Where'sthe yellow box? who touches the correct flashcardfirst wins a
GIRL It's in the cupboard. point for his or her team. Continue until everyone
has had at leastone turn. Then count points to
BOY Wrong.
find the winning team.
BOY Where'sthe brown box?
GIRL It's in the bath.
BOY Right.

T29
I LESSON
Neurtarget language magtcan, magtc; nng, cup;
- l'm a ... (magician);ls it
(under the table)?
Recycledtarget Look!;Where'sthe ... ?;
language It's (magic);one, two, three;
table,hat
Worm-up
o Warmup by singingthe songfrom Lesson 2 (Recording
40). Thenrepeatthe colouredpencilsactivityfrom the
end of the oreviouslesson.
Presentotion
. Youwill needa smallmetalringto helpwith
understandingof the magictrickscene.Bringin cups
and countersfor pupilsto play-actthe scene.
. Holdup the ring and modelnng. Askone pupilto
leavethe roomwhilethe restdecidewhereto hideit.
The pupil returnsand asksls it in the cupboard?ls it
under the chair?etc.TheclasschorusNo or Yes.
1- ' PB poge30 @ Listen ond reod.
Then oct
. Pupilsopentheirbooksand lookat Activity9. Ask (in
L1)whothe children areandwhattheyaredoing.
(Bethis doinga magictrickfor Joeand Harry.) Pupils
and follow in theirbooks.
listento the recordino
RECORDING44
BETH l'm a magician!Look! The ring's under the
cup! ... Abracadabra!
1,2,31 ... Look!Where'sthe ring?
JoE ls it in the cup?
HARRY ls it under the table?
BETH No. lt's under my hat!
JoE lt's magic!
. Ask (in L1)if anyoneknowshow Bethdoesthe trick.
(Assheputsthe cup overthe rrng,sheslipsthe ring
into her hand.Whensheliftsher hat,shealreadvhas
the ringin herhand.)
. Pupilslistento the recording
againand readthe text
aloud.
. Dividethe classinto groupsof three.Giveeachgroupa
counterand a papercup.Tellthem to practisethe trick.
PBpose3o @ Find the diftrurc
. In pairs,pupilsplay a garneof FeLnansnn.
-s,g a
double set of genie picturecards.The-ls|r"{Htsfu.
sixteencardsand lay them out face Oo',"* -g tF.-?lr
take turns to turn overtwo cards.sayngn-cre tlm
genieis in eachcase,likethe boy in tfre photo nftt
two cardsare the same,the pupilwho turn€otnefinr
overcan keepthem. lf not, he or sheturns bofi ads
facedown again.Thenit is the otherplayer's tum.
AB pose30 @ Then write obout picture B
. Workingin pairs,pupilslookfor four differences
betweenpictureA and pictureB. Theythen complete
aboutpictureB, usingthe wordsin the
four sentences
boxes.
KEY 1. Thebook is on the chair.2. Thedinosauris on
the bed. 3. Theoencilis underthe table. 4. Theruleris
in the bag.
Ending the lesson
o Invitetwo or threepupilsto demonstrate the trickfrom
Pupil'sBookActivity9. Ask for volunteersto show the
classa magictricknextlesson.
Do a four-part picture dictation.Give each pupila
sheet of paper and ask them to write their names
at the top. They should then divide it into four
equalsectionsby drawing a horizontaland a
verticalline in the middle of the sheet.Ask them
to number the sections1 to 4.
Tell them to draw different items in each section
I The ball is under the table. 2 The doll is in the
box. 3 The car is in the cupboard. 4 The dinonur
is on the chair.
T30
LESSON 6
Itlew target language boat, room
Recycfedtarget What is it?; Where'sthe ... ?;
fanguage There'sa ...; [rooms];
[furniture];big, small
Receptive language I live (on a boat).
Worm-up
o Useactualclassroom itemsand toysto demonstrate
differentprepositionsTheball'sin the bag. Thebook's
under the chair.Thedoll's on the cupboard.etc. Elicit
theseand otherphrases from the pupils.
6-,'o pB poge3t Listen, look, reod ond
@
sog
. Askthe pupilsto lookat the photoat the top of page
31. Ask:Whatisit? and model/t3 a boat.Ask(in L1)i{
anyonehaseverbeenon a boat.Didtheysleepon it?
Ask them to guesshow manyroomsthereare on the
boat.Tellthem that the boat is the boy'shome.
. Pupilslistento the recording,
pointingto eachitemas
it is mentioned.
RECORDING45
BoY My room'son a boat. Look!
l've got a magic room. lt's small but it's a
living room and a bedroom. Here'sthe
living room. lt's got a table, a big chair and
a smallchair.Where'sthe bed?
Now it's a bedroom. lt's got a bed. Where's
the table? Where'sthe big chair?Where's
the smallchair?
. Playthe beginningof the recording again,asfar as/'ve
got a magicroom.Pause the recordingand ask(in Ll)
why the boy sayshisroomis magic.(Because it
changes from a livingroomto a bedroom.) Playthe rest
of the recording whilethe pupilsread.
. Say:Lookat picture 1. Where'sthe bed? Elicit/n the
cupboard.Ask: Ihe big cupboardor the small
cupboard?
. Say:look at picture 2. Where'sthe table?ElicitUnder
the smallcupboard. Ask:Where'sthe big chair?(ln the
box.) Where'sthe small chair?(On the small cupboard.)
PBpose3t @ fott obout Uour room
. Ask pupilsto look backto the picturetheydrewof
theirown room,on ActivityBookpage29. In pairs,
they practise
describingtheirrooms.Circulate,listen
and help.Promptthem to use/t3 got, where
appropriate.Providenew words if necessary.
r Invitefour or fivepupilsto describe
theirroomsto the
class.Makediscreetcorrections. Sav:Welldonel when
they havefinished.
AB pose 3l @ Reod ond drow
. Askthe classto readthe firstsentence aloudwith you.
Makesurethey understand that they haveto draw a
lampon the table.
. Pupilscompletethe activityindividually.
Circulate
and
check.Ask: Where'sthe lamp?etc.
AB pose3l @ Find ond circle
. Holdup yourbook.Pointto eachitemof furniturein
turn and elicitthe name.In pairsor individually,
they
find and circlethe restof the words.
Ending the lesson
. Ask pupils(in L1)how well theyfeelthey'veworkedin
this unit.Askthem to lookat the EnglishAdventure
sectionat the bottom of ActivityBookpage31 and
colourin one of the facesin the usualway.Tellthem
you areverypleasedwith all of them. Say:Welldone!
. lf you want to carryout the end-of-unitevaluation, the
photocopiable progresssheetfor this unit can be found
in the Resource Bankon page80.
Askthe class(in Ll) to imaginedifferentand
unusualhouses. Whatwould it be liketo livein a
caravanor on a spacestation?How about a
submarine or a tree house?
Askthem to draw cutawaypicturesof the house
of their choice,labellingthe different roomsand
the different itemsof furniture.Circulateand talk
to pupilsabouttheir drawings.Pointto a room
and say,e.g.lt3 got a bed.Encourage them to do
the same.
T31
 o Drawa big squareon the boardand tell pupilsit is
their classroom. Ask: What'sin the classroom?(A big
table, smalltables,chairs,cupboards.)Ask:Where'sthe
big table? Is it here? Or here? Or here? How many
LESSON I smalltables?How many chairs?Show how the
furnitureis represented by squaresand rectangles.
Newtarget language house,flat o Whenthe plan is complete,askpupilsto comeout and
Receptivetarget wall, window,plan, pointto theirtable.
language classroom . Givepupilsa sheetof paperand askthem to draw a
Revision Rooms; Furniture planof their bedroom.Theyshoulddraw squaresand
in, on, under rectanglesfor the furnitureand labelthem,as Harryis
doingin the picture.
Worm-up AB pose32 @ Write
. Revise by playingWhere'sthe ring?from
prepositions . Pupils
complete usingthe pictureclues.
thecrossword,
Unit 4 Lesson
5 (Presentation).
KEY1. chair2. cupboard3. lamp4. carpet5. table
t'{3o PB poges32 ond 33 Listen ond do 6. box 7. bath 8. bed
. Lookat the pictureof Harry'sroom togetherand ask
pupils: What'sin the bedroom? (A bed, a chai7 a table, AB pose32 O Look ond comptete
a cupboard,a box.) What'son the table? What's on . Pupilscompletethe sentences
usinga preposition
from
the bed? What'sin the box? the word box.
. Ask pupilsto pointto picturenumber1 on Harry's
wall. KEY 1. The lampis on the table. 2. The book is under
Playthe first part of the recording: the chair.3. The ballis in the box.

RECORDING46 AB pose32 O Circle the odd word

Hello, l'm Harry.This is my bedroom. Look at o Introducethe conceptof findingthe odd word. On the
picture number 1 on my wall. lt's my house.Draw board.write: ba4 kitchen,teddy bear and doll. Draw a
your house.Where'syour bedroom? circleround kitchenand explain(in L1)that it is the
odd word kitchenis a room but the other threewords
. Explainwall and houseand write them on the board. areall toys.
Ask how manypupilslivein a houselike Harry5.Write: . Focuson Activity3. Ensurethat everyoneunderstands
flat on the boardand explainwhat a flat is. why cupboard is the odd word in
. Giveout sheetsof paper.Explain(in Ll)that you want question1.
pupilsto draw a pictureof the buildingwherethey live o Talkthroughquestion2 with the wholeclass,then let
- a houseor a flat - and to draw an arrowpointingto them completethe activity,
workingindividually.
the window of their room - teachthe word window - checkand offer helpwhereneeded.
Circulate,
and to write: My room'shere.Go round asking
KEY 1. cupboard2. bathroom3. livingroom 4. box
questions and helpingwhereneeded.Thefinished
picturescan be displayed on the classroomwall.
Round-up
. Ask pupilsto pointto picturenumber2 on Harry's o Singthe Spider's
in the box songfrom Unit4
table.Playthe secondpartof the recording: (Recording
40).
RECORDING46
Look at picture number 2. lt's a plan of my room.
Find the table, the chair,the cupboard,the box and
the bed. Draw a plan of your bedroom.

o Write:plan on the board.lf necessary explain(in L1)

that a plan is a simplifiedpictureof a placeas if seen
from directlyabove.

T32
LESSON 2
Rwision Partsof the face; parts of the
body;prepositions
Worm-up
. Playa gameof Simonsaysto revisepartsof the face
and partsof the body.Say:Simonsaystouchyour
foot ... Simonsaystouchyour feet- to ensurethat
everyoneunderstands betweenfoot
the distinction
and feer.
af o PB poges32 ond 33 Listen ond do
. Ask pupilsto pointto picturenumber3. Explain that
this is Harry'spaintingof himself.Playthe third partof
Recording 46 and askpupilsto pointto the partsof
Harry'sbodyas he namesthem.
RECORDING46
Look at picture number 3. lt's me. l've got short
hair. l've got green eyes.Draw a picture of you.
. Ask questions:HasHarrygot long hairlblueeyesTetc.
. Playa gameof Who is it? one pupildescribes a Recording 46.
classmate and the restof the classtry to guess
who it is.
o Forthe nextListenand do activity,
you will needa
stockof old magazines,catalogues, etc.featuring
picturesof peopleand animals;a largesheetof paper
for eachpupil;and someglue.
. Ask pupilsto pointto picture4. Playthe fourth partof
Recording 46.
RECORDING46
Look at picture number 4. lt's an Odd Bod. lt's got
two different arms,two different legs and two
different feet. Find eight different picturesand
makeyour Odd Bod.
. Helppupilsto understand
Odd Bod.(lt meansa
strangeperson.)Giveout the magazines and paper.
Ask pupilsto find eightdifferentpicturesof peopleor
animalsfrom whichto cut the partsneeded.Pupils
then stickthem togetherto form an 'Odd Bod'.
Circulateand askquestionsWhat'sthis?ls it an arm?
How many arms hashelshegot? ehc.
. Playthe recordingand askpupilsto find picture
number5 and pointto the two funnydrawings.Play
the fifth part of the recording.
RECORDING46
Look at picture number 5. Play'Head,Body,Legs,
Feet'with your friends.
. Giveeveryonea pieceof paper.Tellthem to draw a
funnyheadand a neck,withoutshowingtheirdrawing
to anyone.Ask them to fold the paperoverhalfway
down the neck,so that the headis hidden.Theypass
the paperto their neighbour,who drawsa bodyand
arms.Thepaperis then foldedagainat the waist,so
that the bodyis hidden,with the linesof the waist
extendingjust belowthe fold. Theypassthe paperto
their neighbour,who drawslegsand feet,then passes
the paperon.
e Demonstrateeachstageof the activityby drawinga
schematic in
figureon the board.Giveinstructions
EnglishDraw the head.Draw a short neck.Fold the
paper acrossthe neck.Draw the body and the arms.
Don't makethe arms too long. Fold the paper across
the waist. Now draw the legsand feet.
. Everyone opensout their paperto seewhat kindof a
creaturethey have.
. Forthe final Listenand do activity,playthe lastpartof
RECORDING46
Look at picture number 5. lt's my toy box. Look at
the toys. Then closeyour book. What's in the box?
. Ask pupilsto look carefully
at the toysin the boxfor
one minutethen closetheirbooks.Canthev nameall
the toys?
AB pose33 O Look ond write
. Pupilsfollowthe stringsto find which partof the
puppetthey control.Thentheywrite the numbersby
the bodypartsin the list.
KEY1. hands2. legs 3. arms 4. feet 5. body 6. fingers
7. toes 8. head
AB poge33 O Reod obout gou ond circle
. Pupilsreadthe sentences
and circlethe appropriate
wordsin orderto describe
themselves.
Round- up
o Singthe Onefinger,one handsongfrom Unit3
(Recording 30).Or do a picturedictation likethe one in
Unit4 (Lesson Ask pupilsto draw
5, Optionalactivity).
picturesas follows 1 Thelamp is on the cupboard.
2 Thespideris under the chair.3 Thedog is in the
bath. 4 Thehat is on the table.
T33
 RECORDING47
sroRyrELLERThis is a story about a boy ard a cear
BALoo l'm a big monkey.
KINGLours Uh? ... A monkeycan dance.
LESSON I
BALoo I can dance.
New target fanguage I can danceljumplclimblrun. KINGLours A monkeycanjump.
BALoo I can jump.
Recycledtarget It'sa ... . lt isn'ta ... KINGLours A monkeycan climb.
language big, small BALoo Er ... I can climb.
Receptivelanguage Canyou (dance)?Youcan MoNKEY He can't climb!
dance.A monkeycan dance. BALOO come on, run!
monkey,bear
. Playthe recording
againwhilethe pupilsreadaloud.
Wo rm -u p
. Warmup by singingone of the songsfrom earlier Proctice
units.Thendictatefour sentences and askpupilsto . PlaySimonsays,to consolidate understandingof action
write them 1 Thecar is under the bed. 2 Thetable is in verbsdance,jump, climb,run and f/12Pupilscan dance,
the kitchen.3 Thebook is on the char Help run or jumpon the spot.Theycanmimeclimbingor
understanding by doingdrawingson the blackboard. flyingby climbingan invisibletreetrunkor flapping
theirarmsas if theywerewings.Recycle anyother
Presentotion actionverbsthe classmayknow.Introduce other
o Tellthe pupilsto lookthroughthe new unit,beginning actionverbsif you wish, e.g. walk,swim.
on Pupil'sBookpage34, to find the jigsawpiece.Have oe AB poge34 (D Listen ond number
themguess(in L1)whatthe themeof the unit is.(The
jigsawpieceis on page37. Thethemeof Unit5 is . Pupilslistenand writethe numberof the recording
actions.) nextto the correctprcture.
. lf you haveany picturesor modelsof JungleBook RECORDING48
characters,showthem to the class.lf not, opena copy
Bookat page34, showit to the class
of the Pupil's 1 - | can climb.2 - | can dance.3 - | canjump.
quicklythencloseit again.Ask(in L1)if anyonehas 4-lcanrun.
seenthe film. lf you wish,write the English
titleon the
board:TheJungleBook. KEY1. climb2. dance3. jump 4. run
. Ask a confidentpupilto cometo the front of the class. AB pose 34 @ Reod ond motch
Do a littledanceand sayto the pupil:/ candance.Can . Pupilsmatchthe sentences
to the correctanimal.
you dance?Encourage the pupilto dance,then look
happyand say:Yes,you candance!Chooseanother Ending the lesson
pupiland repeat,thistime withjump. Choosea third . Drawa verticallinedown the middleof the board,and
pupil,mime'flying',looksadand say:I can'tfly.Can
write the headings:Monkeyscan and Monkeyscan't,
you fly? ElicitNo, and say: No,you can't fly.
one at the top of eachcolumn.Elicitsuggestions from
oc PB poge34 Q the classand maketwo lists,e.g.Monkeyscanjump,
Look ond listen.
climb.Monkeyscan't fly. etc.lf time allows,they can
Then reod makesimilarsentences beginning with Dogs,or with
. Askthe classto opentheirbooksat page34 and look anyotheranimals the pupilsknow.
1 and 2. Ask(in L1)whatthe bearis doing,
at pictures
and why.(Heis dancingbecause he wantsto be like
the monkeys.)Writethe words:monkeyand bearon
the boardand ensurethat everyone understands them.
In teams,pupilsplay a game of Chinesewhispers.
o Askthe classto pointto the appropriate
speech Teamsshould stand in a line. Whispera sentence
bubbleswhilethev listento the recordinq. incfuding can or can't, e.g. Monkeys can't swim
to the first personin the team. Pupilspassthe
messagedown the line, speakingquietly.Ask the
two final pupils in the line to saythe sentence
aloud. Compareand, if necessary, corre(t.

T34
LESSON 2 . Playthe songagainfrom tlre b€q-- .q,. .tr/: :€
pupilspointingto the differentp(:.r€s as :E! -ear
New target language walk, swim, hide, fly, ride, the corresponding words.Playthe so.'rgaEar rE acn
sing pupilsto readand join in. Ask thernto - re :E
actionswith you asyou all singthem
Recycledtarget run, jump, dance, climb
language lcan swim etc. AB pose 35 O Look ond write
Receptivelanguage too; so can you . Pupilswrite captionsfor eachpicture,choosnga rero
from the box.
Worm-up KEY1. run 2. walk 3. fly 4. jump 5. swim 6. climb
. lf possible,
havethe pupilsfaceeachotherin a circle. 7. dance8. hide
Throwa ballto a pupiland say:Dance!Thatpupil
mimesthe verb,then throwsthe ballto anotherpupil, AB pose35 O Reod ond tick (z). Then
sayinganotherverb. drow gourself ond write
. Ask pupils(in L1)to tick eachsentence whichis true
ai o PB pose 35 @ Listen ond point. for them.Theyshouldthen chooseone thingthat they
Then sog cando from amongthe eightactions,and draw a
. Askthe classto listento the recording
and pointto pictureof themselves to illustrate
it.
eachactionastheyhearthe word.
Ending the lesson
RECORDING49 . Say:/ can .... and mimeswimming. Ask
Elicitsrazrm.
1 -Walk. 2 - Run.3 - Jump.4 - Dance. pupilsto repeatthe full sentence
I canswim.
5 - Climb.6 - Swim.7 - Hide.8 - Fly. . Pupilswork in smallgroups.Askthem to lookat Pupils
BookActivity2 againand havethem eachtakea turn
. Playthe recording
againand havethe pupilsrepeat to say/ can .... and mimeone of the verbsillustrated,
eachword. with the otherscompletingthe sentence.
. Booksclosed.Playthe recording
a thirdtime.Thistime,
askthe pupilsto mimeeachactionasthey hearthe
word.
You will need to bring in a few old magazinesor
Proctice mail-ordercatalogues.Pupilsselectphotos from
o Putthe pupilsin smallgroupsandtellthemto take the magazinesand write and cut out an
turnsto callout one of the wordswhilethe others appropriatespeechbubble, beginning I can.For
mime.Walkroundthe classmonitoringtheirwork and example,a photo of someonein swimwearcan
givinghelpwhereneeded. say I can swim.
Be readyto help with unknown vocabulary.
PB pose 35
O Picture cords
. Ask pupilsto cut out the eightpicturecardsthat show
differentactions.Theyshouldthen laythe eightcards
faceuo on the deskin front of them.
. Saydifferentactionverbsand askthe classto show
you the corresponding picture.Thenaskpupilsto
continuethe activityin pairs,takingsturnsto saythe
wordsor showthe card.

lj o pB pose 35 @ Si"g
. Tellthe pupilsto lookat the pictures
whileyou playthe
songthroughonce.
. Playthe firstlineagain,and askthe pupilsto pointto
the picturerepresentingwalk.Playthe secondlineand
askthem to find the oicturefor ride.Ensurethat
everyone understandsthe meaningof the word.

T35
LESSON 3 Prqctice
. Onthe board,writea listof four verbphrasesclimb
Newtargetlanguagetige6 monkey,bea4fish, trees,walkon my hands,fly,juggle.Pointto fly and
elephant,bird, snake indicateyourself.Say:I can'tfly. (Tryflappingyourarms
I canlcan't
... . aboutandlookingsad.)ThenpointtoTuggle andsay
Phonicspractice:[dz] sadly:/ can'tjuggle.Trymimingbadjuggling.
Recycled
target Actions;
I'ma ... . o Putthe pupilsin pairsandtellthemto prepare oneor
language two / can'tsentences each.Provide extraverbsas
required.Thenelicitsentences fromdifferent pupils.
Receptivelanguage tree, grass;Whatis it?; juggle
#'o PBpose36 O Listen ond reod
Worm-up o Write:jungleon the board.Pointto the/ andmakethe
. Revise actionverbswith a gameof Simonsays.Thenask sound/d5l.Havethe pupilscopyyou.Tellthemto feel
the class:Canyou standon one foot and countto theirthroatswhiletheydo so:the sound/dy' should
tuventy?Demonstrate, or choosea volunteer.
Thenask vibrate.
everyone to standup andtry whileyoucountto twenty. . Tellthemto lookat the pictureandpointto the boy.
o Askindividual pupilsthe question
againandelicitYesor TellthemhisnameisJohnny. Havethemrepeatthe
No. name.Say:lohnnycanjuggle.Mimejuggling. Tellthem
to lookat the picturewhileyouplaythe recording.
#to pB poges36ond37 Listen ond point.
O . Playit againandaskthemto repeatit.
Then sog
. Askthe classto opentheirbooksat pages36 and37 AB pose36 @ Reod ond number
andlookat the bigpicture.
Remindthemof theword . Tellthe pupilsto lookat the pictures
andreadthefour
jungle.Playthe recording
whiletheylistenandpointto animalnamesaloud.Aska pupilto readthetextin the
eachanimalasit is mentioned. firstspeech bubble.Theclassshouldpointto the correct
picture,i.e.the elephant.Pupilscomplete
the exercise
R EC ORDIN G51 in pairs.
1 -A tiger.2 -A monkey.3 -A bear.4 - A fish.
KEY I canclimb... 3 (themonkey). / | canjump...
5 - An elephant.6 - A bird.7 -A snake. 1 (thetiger)./ | can'twalk... 2 (thesnake).
. Saynumbers from 1-7 at random.Askpupilsto point
to the correspondinganimalandto nameit. Letthem AB pose35 @ fina the words ond circle.
continue rnpairs.
theactivity Then write
. Askthepupils
to pointto eachpicture
inturnandname
af o PB poges36 ond 37 @ Listen ond onswer the animals.
Tellthem to circlethe wordsin the word
r Askthe pupilsto lookat the picturesandlisten,while snake,and write them nextto the correctpicture.
youplaythefirstpartof the recording - asfar asthe KEY 1. elephant2. snake3. fish 4. tiger 5. monkey
firstpause.Playit againandrepeatthewordswith the 6. bird 7. bear
pupils.Explainthe meaning of grass.
. Elicitanswersto the question Whatisit?,thenplaythe Ending the lesson
answeron the recording, to check.Continue with the o Invitedifferentpupilsto imitateone of the animals.
Tell
restof the recording.At eachpause, elicitguessesfrom them they areallowedto makenoises,but they mustn't
the pupils,thenhavethempointto the correct animal. speak.Havethe classguessby asking:Areyou a tiger?
etc.
R E C ORDIN G 52
For the next lesson
Boy I can'twalk. I can'tfly. I canhidein the grass.
r Ask the pupilsto bring in animalpicturesfrom comics
GIRL What is it? lt'sa snake.
Boy I canclimb.I can'tfly. I canhidein the trees. or magazines.
crRL What is it? lt'sa monkey.
Boy I canrun.I can'tjump.l'm big.I can'thide.
GIRL What is it? lt'san elephant.
Boy I canwalk.I canrun.I can'tclimb. Putthe pupilsin groupsand tellthem to choose
an animal.Tellthem to imaginethey arethe
GIRL What is it? lt's a bear. animal,and write a description,e.g.fm big.lE
Boy I canrun.I canswim.I canjump.I canhidein got four legsand a long nose.I cant dimb ts
the grass. Tell them to chooseone personto write the
crRL What is it? lt'sa tiger. descriptiondown, and to finish with Vlltnt afl, t?
. Playthe recording
againwith the pupilssupplying
the Checkthe written descriptions,then ast eadl
answers andpointing. group to read out their descriptionsfor ttp re*
T36 of the classto guess.
LESSON 4 AB pose 37 @ Choose ond write
. Pupilslook at picture1. Ask: What is it? ElicitFish.
ilsY target language Explain(in Ll) that eachof the fouranimals is
Recycledtarget I canlcan't...; Animals; describingitself.
hnguage Colours;/ong . Tellthe pupilsto writethe missingword.Theycan
checkspellings in the Pupil'sBook.
. Say:/ can... . and elicitswim.Havethe pupilswritethe
Worm-up missingword'.swim.Say:I can't ... . and elicita verb:it
r Tellthe pupils(in L1)thatyou aregoingto pretendto couldbe climb,run,walk,sing... Pupils chooseone
be one of the animals.Say:I can climb trees./ can't fly. actionand write it in the gap.
I canjump. l'm smalland brown. Elicitmonkey.Invite . Pupilscompletethe activityin pairs.Explain
that there
volunteers to be otheranimals. is often morethan one oossibleanswerand that the
verbsgivencan be usedmorethan once.
PB pose37 O Reod ond guess the onimol
KEY 1. l'm a fish.I canswim/jump.I can'trun/climb/fly.
. Askthe pupilsto readthe firstsentence aloudwith you (pupils'own answers) 2. l'm a bird.I canflylrun/jump.
I canswim.Elicitsuggestions for whichanimalit I can'tclimb/swim. (pupils'own answers) 3. I'm a tiger.
is (thereis morethan one possibleanswer;it couldbe I can run/climb/jump/swim. I can'tfly.(pupils'own
the fishor the snake).Putthe pupilsin pairsor small answers) 4. l'm a bear.I canrun/climb/swim. I can't
groups,and havethem readand discuss eachsentence. flyljump.(pupils'own answers)
Thenelicitsuggestions from the classfor eachone.
KEY(These aresuggestions only.Thereareother Ending the lesson
possibilities.)
1. snake,fish 2. fish,snake,bird. 3. bird . Makea displayof the animalpictures whrchthe pupils
4. elephant,snake,bear 5. monkey,tiger,bear,snake. broughtfrom home.Putthe pupilsin smallgroupsand
tell eachgroupto choose to be one of the animals.Ask
li o PB poge37 @ Listen. Then sog with them to brainstormas manysentences as possible,
o friend beginningI can,l'm or I'vegot. Askone pupilin each
. Playthe exampleon the recording. Thenaskthe pupils groupto wrrtethe sentences down.Circulate, listen
to work in pairsand practisereadingthe text in the and help.
speechbubbles. . Whenthey havefinished,askeachgroupto readtheir
. Pupilstaketurnsto pretendto be one of the animalsin to the class.
sentences
the picture.Theyshouldgiveclueswhilethe other
pupilguesses. Whiletheyareworking,go roundand
listen,offeringpromptswherenecessary. Encourage
them to includeI can't in theirsentences, e.g.I'm big. Help each pupil to write a neat copy of one of the
l've got four legs.I've got a long nose.I can run. I can't sentencesfrom the Endingthe lessonactivity,
climb. (Elephant.) above.Make a classroomdisplaywith magazine
photos surroundedby the pupils'written work.
AB pose 37 @ Reod ond complete
. lndividually or in pairs,pupilscomplete
the tableas
shown.Elicitphrases abouteachanimal,beginning
I can or I can't.

T37
LE SS O N5 . Tellthe pupilsto complete:'e''': :: --- :.'
answering Yesor No to eacnou€sil- --=- as. :-:-
New target fanguage scooter;ride a horse,walk to writethe namesof the othert.'€ :-c i - :-:'
on your hands,climb a tree; groupat the top of the remainingco ---: ." :- -
Canyou fly? etc. theirgroups,pupilsaskandansweriae ':-' :,=;: :-:
and recordtheirfriends'replies.
Recycledtarget Actions
language . lf thereistime,you canshowgroupshow :c 'e.:':
the resultsof theirsurveyin a barchart.Alte"a: .e..
Receptivelanguage Be careful! makea chartshowingthe resultsfor the wholec ass

W o rm -u p Ending the lesson

. Singthe songfrom Lesson 2. Thenelicitthe animal . Giveeachpupila pieceof blankpaper.Askthemto
namesfrom Lesson 3, usingblackboarddrawings, write/ canin big letters. Tellthem(in Ll)to thinkof
mimeor animalnoises. one or two skillstheyareproudof. Givepupilsthe
vocabulary to writeaboutanyspecial skillstheyhave,
o' PB poge38 @ Listen ond reod. e.g. I can drivea tractor.I can play the guitar.
Then oct . Encourage the paperwith patterns
themto illustrate or
o Askthe classto lookat the firstpictureon page38. pictures.
Makean / candisplayfor the classroom.
Ask(in L1)whatJoeand Harryarelookingat. (A circus
poster.) What doesthe postershow?What is Beth
doing?Lookat the restof the pictures and askwhat
happensnext.(Joerideshisscooterbut fallsand lands Give each pupil a pieceof blank paper.Tell them
in the flowerbed.) to write the name of an animalon it, in big
. Pupilslistento the recording,
pointingto the correct letters.
speech bubbles. Collectthe papersand shufflethem. Callsix pupils
. Playthe recording
again,pausingaftereachspeech to the front and attach a random pieceof paper
bubble.Thepupilsrepeatasa class. to each person'sback.The six pupilshave to find
out who they are, by askingyes/noquestions,
. Ask a pupil:Canyou ride a scooter?ElicitYesor No. e.g. Can I fly? Have I got four /egs?Model these
Thatpupilthen asksanotherpupila differentCanyou? questionsby holding a word card for yourselfand
question,andso on. trying to find out which animalyou are.
PBpoge38 @ Picture cords
. Pupilswork in pairs,sharinga set of picturecards.They
taketurnsto turn overa cardand aska Canvou?
likethe boyin the photo.
question,
o' AB poge38 O Do o surveg. Listen
then osk three friends
. Dividethe classintogroupsof four pupilsandgive
eachgroupa largepieceof paper.Tellthem theyare
Askthem to opentheir
goingto carryout a survey.
booksand lookat Activity9 whileyou playthe
recording.
. Askthe sametwo ouestions to variousindividuals.
Continuewith Canyou swim?and Canyou climba
free2Ensure understands'
that evervone

T38
LESSON 6
Recycledtarget It'sgot ... , lt hasn'tgot ... ,
language It canlcan't... ;
I canlcan't... ,' Actions
Receptivelanguage amazing,sticky,walls
Wo rm -u p
. Usemimeto elicitdifferentactionverbs.Includethose
introducedin the most recentlessonsride a horse,ride
a scootef walk on your hands,climb a tree.
. Ask questionsaroundthe class:Canyou ride a scooter?
Oncea pupilhasanswered, say:Ask Marta... Ask
the questionform.
Stefan,so that the pupilspractise
o-' PB poge39 @ Listen, reod ond motch
. Tellthe pupilsto lookat the threeanimalson page39.
Ask(in Ll) if they haveeverseentheseanimalsin a
zoo.
. lt is not essential
for pupilsto know the animals'names
in English,but teachthem if you wish lo gecko,flying
frog andflying snake.Explain(in Ll) that all three
animalscomefrom the Asianrainforests.
. Pupilslistenwhileyou playthe firstpartof the
recording. Askthem to choosethe correctpicture:the
flyingfrog. Pupilsreadthe text togetherand pointto
the frog'sbig feet. Tellthem lt isn't a bird, but it can
fly! (BoIhthe frog and the snakecan launch
themselves into the air to movefrom treeto tree.)
. Tellthe pupilsto listenwhileyou playthe whole
recording,pausingaftereachdescription to makesure
theyarepointingto the correctpictures.
KEY1.b2.c3.a
. Ask pupilsto readthe threedescriptions
quietlyto
themselves,then havethreepupilsreadthem aloudto
the meaningof stickyand wal/s.Play
the class.Explain
the recordingagainwhilethe pupilslistenand read
silently.
PB pose3e (D Look ot the photos. Totk
obout the fish
. Pupilswork in groups,makingsentences to ce;:- ::
the mudskipper. Writepromptson the boaro '
necessary lt'sgot ... , lt hasn'tgot ... , lt can ... ,
It can't... .
o Inviteone pupilfrom eachgroupto cometo the boaro
Promptas necessary.
in turn and writea sentence.
AB pose39 @ Look ond write
. Pupilscompletethe crossword or in pairs.
individually
KEY1. dance2. run 3. climb4. hide 5. swim
b. watK /. Ttv
AB pose39 O Write obout gou
beginning/ can
aboutthemselves,
Pupilswrite sentences
and I can't.
Ending the lesson
. Ask pupils(in L1)how well theyfeelthey'veworkedin
this unit.Askthem to lookat the EnglishAdventure
sectionat the bottom of ActivityBookpage39 and
colourin one of the facesin the usualway.Tellthem
you areverypleasedwith all of them. Say:Welldone!
. lf you want to carryout the end-of-unitevaluation,the
photocopiable progresssheetfor this unit canbe found
in the Resource Bankon page80.
Pupifswrite three Canyou questionson a slip of
paper.Circulateand help, ensuringthat a variety
of verbsare represented.Pupilswrite their name
on their paper.
Collectin all the papers,shuffle them and
distributeto other pupils.Pupilswrite Yesor No
in answerto each question.
Returnthe papersto the pupilswho wrote the
questions.Eachpupil readsthe answersand tries
to guesswho wrote them.
T39
 wrzARD Good! | like chicken.OK ...
BoY lt's a chicken!... Oh, no!
wtzARD Come back! We're hungry.

LESIiON I . ExplainWe'rehungry.Thendividethe clrysInto turo

halves,wizardsand boys.Playthe recordingagainwth
HeurtargetlanguageDoyou like... ? the pupilsreadingtheir parts.In pairs,pupilspractrse
bread,cheese,chicken,fish readingthe dialoguewithoutthe recording.
My favouritefoodis ... .
o Stickthe flashcards
showingchickenand cheeseon the
Rec!/cledtarget table,cupboard board.Ask a pupil:Do you like cheese?ElicitYesor
language in, on, under No. Say:AskSylvie,etc. Continuethe chainuntil all the
Colours pupilshavespoken.
Receptivelanguage Comeback!;We'rehungry
What'syour favouritefood? €3 AB pose 4o O Listen ond drow
"
. Pupilslistento the recording
and drawthe food in the
Worm-up correctplace.
. Make true or falsestatementsabout individuals,
RECORDING58
usingcan and can't Pierrecan ride a horse.Right or
wrong? ... Sylviecan fly. The bread is in the cupboard.The chickenis on the
table. The cheeseis in the cupboard.The fish is
r Tellthe pupils(in Ll) that todaytheyaregoingto begin
under the table.
a new unit. Letthem lookthroughthe pagesof Unit 6
to find the jigsawpiece.Cantheyguesswhat is the
themeof the new unit?(Thejigsawpieceis on page AB pcae4o @ Reod ond colour
44. Thethemeof the unit is food.) . Readthe firstsentence with the class.Pupilscolourthe
cupboardgreen.Pupilsreadthe restof the sentences
Presentotion in pairs,and colourthe picturesaccordingly.
. Holdup your Pupil's Book,openat page44. Pointto
the jigsawpieceand ask:What ls ffZ Teachthe word Ending the lesson
cheese. Smileand rub yourtummyand say:/ /*e o Say:/ like chickenand I likecheese.But my favourite
cheese... Do you likecheese?Yes?No?Write the food is spaghetti.(Substituteother foods for spaghetti,
questionon the board:Do you like cheese? especiallyif the classknow that there is somefood you
particularlylike.)Continue What'syour favouritefood?
1f * PB pogec0 Q Listen ond reod. Elicitanswersfrom the class.Supplynew vocabulary as
Then oct required, writingthe new wordson the board.
. lf you havepicturesor modelsof any characters from . Giveeachpupila sheetof paperand askthem to draw
TheSwordin the Stone,show them to the class.lf not, their favouritefood. Underneath,they shouldwrite My
open a copyof your book at page40, show it brieflyto favouritefood is pizza- or whatevertheir favouriteis.
the class,then closeit again.Elicitthe title of the film
in 11,if theyknow it.
r Askthe class(in L1)to opentheirbooksat page40
and look at the picturestory.Ask them what happens Usea bag of fruit and vegetablesasa vehiclefor
in the story.Ohe wizardoffersthe boy breadand revisingcolours,etc. Putthe producein a carrier
cheese, then fish.He doesn'tlikethem.Thenthe bag sothat pupilscan'tseeit. Putyour handin
wizardconjuresup a chicken,which runsaway.) the bag and beginto pull out a banana,without
. Playthe recording whilethe pupilspointto the actuallytakingit out of the bag sothe classcan
appropriate speechbubbles. seeit. Say:lt'syellow. lt isn't big. lt's long. What is
rt?Acceptanswersin 11,but modeltheEnglish
RECORDING57 translationand write it on the board.
sroRyrELLER This is a story about a boy and a Other usefulitemsmight be a lemon,an apple,
wizard. an orange,a cherry a carrot,a cabbage.
BoY I don't like bread and cheese.
wrzARD Do you like fish?
BoY No.
wrzARD Do you like chicken?
BoY Yes.

T.NI
LESSON 2 AB pose tt O Tick (rz) or cross (r). ft-
hos the wizord got?
il€ur target language spaghetti,peas,salad,ice . Pupilsto look at the food on the table.Ask. wM ltar
cream,milk, bananas he got? Elicitsa/ad,fish, bread and chlcken.Th€n d
I like... , ldon't like... . the pupilsto look at the listof words.Readeachore
Rcq/ded target cheese,chicken aloudwith them, then put them in pairsto complete
language Doyou like... ? the task.
Whatis it? KEY bread/ milk /r cheeseI chicken/ peasf
Receptive
language with bananasI fish/ salad/

Ending the lesson

Worm-up o Singthe I likespaghettisongagain.Ratherthan letting
. Beforepupilsopen their books,playthe recordingof
pupilsreadthe wordsin theirPupil'sBooks,arrange
the picturestoryfrom Lesson1 (Recording 59) line by the food flashcardsin a row and point to eachone as
line.Pauseaftereachlineand askindividuals to repeat the word occursin the song.
what they heard.Thenaskpupilsif they likevarious
foodstuffs(Doyou likefish?)and tell them to relaythe o Singthe firstversewithoutthe recording.
In placeof
question Ask Tony,etc. spaghetti,singother foodswhich pupilshave saidthey
like.
Presentotion
. Holdup the eightfood flashcards one by one.Sayeach
word and askthe classto repeat.Varythe rhythmby
asking:Do you likenlad? etc. Stickthe flashcards
on Pupilsdraw a pictureof themselves, sitting in
the boardand wallsroundthe room. front of a big plate of their favouritefood,
. Saythe wordsin randomorderand askpupilsto point lookinghappy.Theycangivethemselves a speech
to the correctcard.Collectthe flashcards.
Hold up
bubbfesayingI |ike icecream- or whatever.
eachcardin turn, elicitthe correctword and stickit on
the board.Pointto eachcardin turn and invitea pupil
to saythe word whileyou write it underneath.

Fo pB pose 6t
@ Sing
. Pupilslook at the pictureof the boy and the girl having
a meal,at the top of page41. Describe foodsin terms
of shapeand colour,as in the Optionalactivityin
Lesson1, e.g. /t3 white. lt's/ong. Elicitthe English
words Spagheffi etc.
. Playthe songand askpupilsto pointto the correct
itemsin the pictureas they hearthem.Playthe song
againand encourage the pupilsto join in.

PBpogctt @ Picture cords

. Pupils
cutouttheeightpicture cardsshowing food.
foodsandaskpupilsto holdup the
Saydifferent
correctcard.
. Pupils
practise takingturnsto pointto pictures
in pairs,
andasktheirpartnerWhatis it?
AB poge6l @ Look ond motch
. Pupils
matchthewordsto the pictures
by drawing
lines.

Tal
 LESSON 3 PBpose{2 O Listen ond reod
. Tellthe pupilsto lookat the picture
of the boy.Ask:
Newtarget language sandwich,pizza,chocolate What'she got?(A sandwich.) Playthe recordingwhile
- Phonics practice[tS] the pupilsreadthesentence. Explain
whatchrpsare
Recycledtarget Namesof food andask:Doyou likechips?Playthe recording again
language I like... , ldon't like... . andaskthe pupilsto repeat. Tellthemthat,in English,
the letters'ch' oftenmakethe sound[tfl. Practise
the
Receptivelanguage chips sentence in smallgroups.

Worm-up AB pose[2 @ Reod ond motch

o Stickthe flashcardsaroundthe room. Saythe different o Tellthepupilsto look at the picture.Ask them (in L1)
foodsand askpupilsto pointto the corresponding what is happening.(Thewizardand the boy are having
flashcard.Thensingthe songfrom Lesson 2, with a meal.Theyaresharingit with an owl and a dog.)
pupilspointingto the appropriate
flashcardas the o In pairs,pupilsreadthe sentencesand decidewho says
differentfoodsare mentionedin the song. them. Forexample,the wizardis happilyeatingbread,
pB poges42 ond t3 so he saysI likebread.Pupilsdraw lineslinkingthe
'L2o @ Listen, point speechbubblesto the characters.
ond sog
KEY 1. I likechicken.2. I likebread.3. I don't like
. Tellthe pupilsto look at the big pictureon pages42
bread.4. I don't likecheese.5. I likecheese.
and 43, and ask(in L1)what theythinkis happening in
the picture.(Thewizard is conjuringup lots of different AB pose 42 @ Circte ond write
food for the boy.)Ask why they think he lookscross.
(He'sfussy:there are manytypesof foods he doesn't Pupilscirclethe wordsfor differentfoods,then write
them besidethe appropriate pidure.
like.) Model the new words sandwich,pizza and
chocolateand ask pupilsto repeat. KEY 1. pizza 2. bananas3. peas 4. spaghetti5. bread
. Playthe recordingwhilethe pupilslistenand pointto 6. salad7. fish 8. milk
eachitem as it is mentioned.Ask (in L1)what is the
Ending the lesson
onlything the boy likes.(Thesandwich.) Playthe
o Mimeeatingone of the food itemslearnedso far: you
recordingagainand havepuprlsreadout the wizard's
replyeachtime the boy asksWhat is it? couldbreakpiecesoff an invisible
bar of chocolateand
put them in your mouth.The pupilwho identifies
what
RECORDING 60 you areeatingcomesand doesa mime.
BoY Breadand cheeseagain! . Extendthe activityby modellinga sentenceafter each
wrzARD I like bread and cheese!OK. Try this. Jetti- mime,e.g. Sandrolikesicecream.Ask the pupilswho
zetti-kaletti. havemimedto standin a row. Pointto differentpupils
BoY Ooh, what is it? from the restof the
and elicitthe differentsentences
wrzARD lt's spaghetti. class.
BoY I don't like spaghetti.
wrzARD OK. Try this. Jeem-fleem-byzeem!
BOY Ooh, what is it?
WIZARD It's ice cream. PupilscanplayBingowith their picturecards.Ask
BOY I don't like ice cream.
them to choosefour cardsand lay them face up
on their desk.Callout different food words.
WIZARD OK. Try this. Eetsa-beetsa-weetsa.
When pupilshearone of their cardsmentioned,
BOY Ooh, what is it? they turn it facedown. Thefirst pupil to turn all
WIZARD It's pizza. four cardsface down callsout Bingo!- and is the
BOY I don't like pizza. winner.
WIZARD OK. Try this. Mocklet-docklet-pocklet!
BOY Ooh, what is it?
WIZARD It's chocolate.
BOY I don't like chocolate.
WIZARD Well, try this! Switch-kitch-banglitch!
BOY Mmmm! This is good! lt's chickenand
bread and ... mmm! What is it?
WIZARD It'sjust a sandwich.

T42
LEssoil r AB pose 43 @ t'totctr. Then drow
. Holdup your bookand pointout the word sa/adjoined
k1ldedtarget Namesof food to the pictureof the salad.Ask:Do you likesalad?Tell
hgrrege llike... , ldon't like... them to drawa smileyfaceor a sadfacein the circle
Do you like... ? nextto the saladpicture,dependingon whetherthey
likeor dislike
salad.
. Workingindividually,pupilscontinuein the sameway
Worm-up for the otherfoods.Circulateand elicitsentences
. Rrt the pupilsin groups.Tellthem they havetwo beginningI likeandI don't like.
nninutes to think of as manyfood wordsas possible. AB pose 43 @ Write. I like... or I don't
Letthem write them down if they wish.After two
mlnutes,dividethe classinto two teams.Teamstake like...
turns to callout a food word. Awarda point for each . Puprlswrite a sentenceabouteachof the picturesin
correctword. Activity7.
. In strongerclasses, eachteam couldchooseone or two Ending the lesson
peopleto run to the boardand write the words,
. Ask pupilsto sorttheirpicturecardsintofoodsthey
insteadof just callingthem out.
likeand foodstheydon't like.Circulateand elicit
Presentotion sentences basedon the cards,beginningI likeor I
don't like.
o Hold up differentfood flashcards and say:I likesalad.
t don't like bananas. Do you like
etc.Ask individuals:
br,nanas? Ask Eva.etc.
c-': PBpoge43 @ Listen ond sog right or Pupilscanmakeadditionalfoodpicturecards,
wrong usingblankcardsand photoscut from magazines
Theactivitydescribed
or supermarketcirculars.
. Askthe pupilsto lookat the pictures and namethe abovein Endingthe lessoncanbe donewith
differenttypesof food. Pointout (in L1)that in the first picturecardsmadeby the pupils.
picturethe wizardis happybecause he likesthe food
he sees;in the secondpicturehe is unhappybecause
he doesn'tlikewhat he sees.
. Pupilslistento the recording. wherenecessary
Pause
and elicitright or wrong.

RECORDING62
1. I like cheese.Right.
2. I don't like chicken.Wrong.
3. I don't like bananas.Wrong.
4. I like milk.Wrong.
5. I don't like pizza.Right.

PB pose 43 O SoU whot gou like ond

don't like
r Putthe pupilsin pairsto practise
talkingaboutwhat
listenand
food theylikeand don't like.Circulate,
correctoronunciation as necessary.

T43
 LESSON 5 AB poge44 O Oo o surveg. Ask four
friends. Do gou tike ... ?
k rget language milkshake o Focuson the oicturesof the food and elicitthe names
- pizza,fish,peaS cheeseand sa/ad.Tellpupilsto write
ncyUeO target Do you like... ?; p/ease
hguage the nameof four childrensittingnearthem,one at the
too of eachcolumn.Tellthem to asktheirfriendsDo
ncgtirc language lfeel sick; lotsof ... ; lt'smy you likepizza?etc. Theyshouldtick or crossthe boxes
favouritefood. accordingly. listenand correctas necessary.
Circulate,

Worm-up Ending the lesson

. S'-9 tne songfrom Lesson1 (Recording
59).Thenask . Say'.
pizza.Thepupilswho likepizzastandup and
:,-c s to nameotherfoodsthey havelearned,that are chorusI likepizza.Thosewho don't likepizzaremain
-,:: in the song. seatedand chorusI don't likepizza.
-entioned
. :-.cdrage pupilsto askyou whetheryou likedifferent . Continuewith morecontroversial
choicesfish,cheese,
':oos, usingDo you like... snakes.

'-' PB poge44 @ Listen ond reod.

Then oct
. Tellthe pupilsto lookat the pictureand askthem (in Pupilswork in small groups.Give each group a
Ll) wherethe children areandwhatthey'redoing. large sheetof paper and let them designtheir
rTheyarein a caf6and they'relookingat menus.)What own caf6 menu.
wouldthey,the pupils,chooseif theywent to a caf6 Arrange three or four chairsin a circleat the
havethem tell you in
wrth theirfriends.lf possible. front of the classand askfor three volunteersto
English. be customersin a caf6. When the customersare
. Askthe classto readthe wordswhileyou playthe seated,ask a pupil from the classto read out the
recording. menu, and invite the customersto placetheir
orders,adding p/ease.
. Focuson picture2, and aska pupilto readJoe'swords
again.Ask if anyoneknowswhat a milkshake is.lf not, Put the pupils in different groups,and let them
showthem the milkshake in picture1, on the poster choosefrom each other's menus.
behindJoe.Ask:Do you like milkshakes?
r Focuson picture4. Usemimeor translation to explain
I feelsick.Ask (in Ll)why Joefeelssick.(Becausehe's
eatenso much.)
o In groupsof threepupilspractisereadingthe dialogue.
againand askthem to
playthe recording
Alternatively,
repeataftereachsentence.

PB poee44 @ Picture cords

. Focuson the photoat the bottomof page44. Tellthe
classto work in pairs,sharinga setof eightpicture
word cards.Theymusttaketurnsto turn up pairsof
cardsand asktheirpartnera questionbasedon the
two cards,e.g. Do you like peasand icecream?
. Askthem to find one reallynicecombination of two
foodsand one horriblemixture. They shouldpractise
theirconversationand performit for you when they
feel ready.

T44
LESSON 6 AB pose45 @ Find ond circle
r Pointto eachof the prctures
and e c: :-e :3"3::
Letv target language healthyfood words.Askthe pupilsto find andcrrce €a:- :,.'. '
R€cycledtarget I'vegot ... . the word search.
language
AB pose 45 O Drow gour fovourite
Receptive language Excellent;Eat more fruit and sondwich. Then write
salad;Oh dear! . Tellthe pupilsto drawtheirfavourite
sandwrcfa'c
lunchbox
then completethe sentences. Monitortheirwork a-c
givepromptswherenecessary.
Worm- u p
r ,'.'rt€ on the board:Do you likehealthyfood? Help Ending the lesson
r-cils to deducethe meaningof healthyfood.Say: . Ask pupils(in L1)how well theyfeelthey'veworkedrn
3ananas are healthy.Fishis healthy.Showthem a thisunit.Askthem to lookat the English Adventure
r..reetchocolate baror afizzy drink.Say:Thisisn't sectionat the bottomof ActivityBookpage45 and
.ealthy. colourin one of the facesin the usualway.
. Encourage themto nameotherhealthyfoodsin . lf you want to carryout the end-of-unitevaluation,the
Enolis h. photocopiable progresssheetfor this unit canbe found
in the Resource Bankon page80.
Pt pose 45 @ Reod ond onswer the
questions
. Givepupilsa pieceof paperand askthemto writethe
numbers1-10.Readthe questions togetherandask Working in groups,pupilsmake postersshowing
pupilsto write Yesor No in answerto eachquestion, healthy and unhealthyfoods. Give eachgroup
nextto the appropriatenumberon theirpieceof paper. two sheetsof paper and ask them to write
. Tellthemto turn theirbooksuosidedown and readthe headingsalong the top
markingsystemtogether.Askthem to write how many These are healthy foods.
markstheyscoredfor eachquestion, and to add up
Thesearen't healthy foods.
therrtotal.Askthemto guessthe meaningof excellent,
Eatmore fruit and saladandOh dear!Ask (in L1)if (Theycan copy thesefrom the blackboard.)
theythinktheirresultsarefair.
Distributemagazines,etc. and ask pupilsto cut
PB pose45 O Whot's in gour lunchbox? out photos of food and drink, and stickthem on
the appropriatesheet.Eachfood should be
. Readthe questionaloudto the classWhat'sin your
captionedwith its name in English.Be readyto
lunchbox? (in L1)that someschoolchildren
Explain in help with unknown vocabulary.
takeown theirlunchto schoolin a lunchbox.
Britain
. Ask pupilsto drawwhat theywould liketo havein
theirlunchbox. and helpwith vocabulary.
Circulate
Thenput pupilsin pairsto askandanswerthe
question.
. Askvolunteerpairsto performtheirminidialogues
for
the class.

T45

LESSON 1
Newtargetlanguage eat,fire
Revision Actionverbs;Animalnames
canlcan't;like;don't like
Worm-up
. Reviseactionverbswith a quickgameof Simonsays.
Havepupilsmimeclimbing, running,swimming, flying,
hiding,etc.After a while,askfor volunteers
to take
your roleand giveinstructions,
with or without Simon
says.
PB poges45 o;ndh7 Boord gome
o To playthe gameyou'llneedtwo diceand a counterof
somekindfor everypupil.
. Lookat the gameon pages46 and 47. Ask pupils(in
L1)if theycantell you what'shappening. (Thegameis
a journeythroughthe junglewith a riverto crossand
the tigerand fire to avoid.)Playa practicegamewith
the wholeclass.Ask pupilswhereto start.(Bottomleft
corner.)Tellthem theyshouldmoveleft to rightalong
the bottom line,then rightto left alongthe second,
and so on. Ask them to readthe instructions together.
Explaineat and frre.Makesurethey understand what
the arrowsmean.
. Dividethe classinto threeteams.Eachteam is an
animal:a snake,an elephantor a bear.Ask pupils:
What areyou? ElicitI'm a snake.etc. Ask: Cana snake
jump? (No.) Can a snakeclimb a tree? (Yes.)Can a
snakehide in the grass?(Yes.)Cana snakeswim?
(Yes.)Cana snakerun? (No.)Do snakeslikebananas?
(No.)Do snakeslikefish?(No.)Ask about bearsand
elephantsin the sameway.(Bearscanjump, can climb
trees,can't hidein the grass,can swim,can run;they
like bananasand fish.Elephants can'tjump, can't
climb,can't hidein the grass,canswim,can run;they
likebananasbut they don't likefish.)
T46
r Everyone putstheir markeron the Startsquare.Pupils
in eachteamtake turnsto throw the two diceand call
out the numbers,e.g. Twoand six.Eight! All members
of the team movethe total of the two numbers
thrown,countingaloudas they go.
o lf they landon a squarewith an instruction,
e.g.Jump
they sayeither/ m a bea7I canjump and moveto the
squareindicated- or I'm an elephant,I can'tjump and
staywhere they are.
. lf the instructioninvolvesfood, e.g. Eata bananathey
sayeither|m a bear I like bananasand moveon - or
I'm a snakeI don't likebananasand stavwhere thev
are.
o Playcontinuesuntil one team reaches the finish.lf their
lastthrow takesthem pastthe finish,they go backto
the startand continueroundthe board.
AB pose 46 O Reod ond write
. Pupilsreadthe text and decidewhich of the four
animalsis speaking.Theywrite the animalnamein the
spaceprovided.
KEYText1. an elephant.Text2. a snake.
AB poge66 @ Look ond write
. Pupilslook at the picturecluesand completethe
namesof the animals.
KEY 1. dinosaur2. monkey3. tiger 4. elephant5. bear
6. bird 7. dog 8. horse 9. snake
Round-up
o Singthe I canwalk songfrom Unit 5 (Recording
50).

LESSON 2
Revision I like;ldon't like;Doyou like... ?
I can;I can't,Canyou ... ?
l'm; I'vegot
Picture cardvocabulary fromUnits
1 to 6: toys;partsof the face;
partsof the body;prepositions;
actionverbs;food
Worm-up
o 5in9the I likespaghettisongfrom Unit 6 (Recording
60) to practise/ /rke and I don't /rke.Don't forget to
havepupilsrub theirtummiesor makea face
according to their likesand dislikes.
. Playanotherroundof the boardgameon Pupil'sBook
pages46 and47.
Picture cords
. Usethe flashcards and the picturecardsfor a revision
of all the languagelearnedin Units1 to 6. Ask pupils
to spreadtheir picturecardsface up on their desk,in
sixrowsof eight.Theyshouldkeepthe cardsorganised
in sensegroups:all the toys together,etc. Congratulate
the classon havinglearnedso manywordsand
phrases.
r Do a Listenand show activitywith all the cards.Say
wordsand askthe classto showyou the corresponding
picturecards.In the caseof the geniepicturecards,say
entlrephrasesThegenie'sin the cupboard,etc. Avoid
jumpingbetweensensegroupstoo much.Forexample,
saythree or four differentwords for food before
changingto anothertopic.
. Organise a team gameusingthe flashcards. Shufflethe
flashcardsand askteamsto take turns to choosea
card.Theymustmakeup a sentenceusingthe word
by the card.Pupilsin yourweakerclasses
illustrated
may needhelpto createsentences, e.g.you could
suggestwordsthey might usein additionto the one
illustrated or you couldmoutha
on the flashcard;
sentence silentlyand askthem to lip-read.
Role plog
o Askthe pupilsto work in pairsand write a sketch
abouttwo animalsmeetingin the jungle.On the
board,show them how to set out the dialogue,with
Lhenamesof the speakerson the left, followed by the
:ext of what they say.
o Askthem to maketheiranimalstell eachotherabout
thingsthey canand cannotdo, using/ can and I can't.
Theyshouldalsoaskeachotherquestions aboutwhat
they can do, usingCan you... 7 They cantalk about
food they likeor dislike,usingllike, ldon't likeand Do
you like... ?
r Encourage them to extendthe dialogue.Theanimals
can beginby greetingeachother,and askingeach
other'snameand age.Theycan describe themselves
using /'m (green),
etc. and I've got (big etc. Help
eyes),
with vocabulary.
o lnvitevolunteersto readtheir sketchfor the class.lf
you wish,recordtheir performances on audiotape or
camcorder and playthem back.Pupilswho do not wish
to performcanwrite their dialogues neatly,using
differentcoloured pensfor the two speakers. Theycan
their
illustrate dialogueswith drawings or with photos
of animalscut from magazines. Encourage them to
drawa jungleborderroundtheirdialogue, likethe one
roundthe boardgameon Pupil'sBookpages46 and47.
AB pose t7 @ Write. t like... or I don't like
. Pupilslook at the picturesand decidewhat food the
animallikesand haseaten.and what foodsthey don't
likeand don't want to eat. Pupilscompletethe speech
bubbleaccordingly, usingfood words chosenfrom the
answerbox.
KEY 1. I likebananas.2. I don't likeicecream.
3. I likeoizza.4. I don't likechicken.
AB pose 47 @ Circte ond write
o Pupilsreadthe word lists,circlethe odd word and add
it to the correctlist.
KEY 1. bread 2. fly 3. elephant4. brown
Round-up
. Playthe mimegamefrom Unit 5, Lesson3 (Endingthe
lesson). imitatethe animalof their
Letvolunteers
choice.The restof the classmustguesswhich animalit
is, askingAreyou a snakeZetc.
T47
 r Drawa familytreewith stickfiguresrepresenting you,
yourparentsand yoursiblings Tell
- realor fictitious.
the classaboutyour family,indicatingeachpersonas
you mentionthem, e.g. Thisis my mum- Thisis my
LESSON I dad. I've got tvvosisters.I haven'tgot a brother-
o Ask severalpupils:Haveyou got a sister?Repeatwith
New target language mum,dad,brothe| sister Haveyou got a brotherT andwrite the questionson
Haveyou got a brotherlsister? the board.
I'vegot (tvvosistersanda
brothe).I haven'tgot a . Thenpupilsreadthe storytogetherin pairs.
(brothe).
€fo AB poge{8 O Listen ond number
Recycledtarget Partsof the body . Readthe instruction in the speechbubbleand ensure
language what it means.Ask pupils
that everyoneunderstands
Receptivelanguage family to listento the recordingand point to the lioness
king, princess whichthey heardescribed. (lt'spicture1.)

RECORDING65
Worm-up
. Usemimeor animalnoisesto elicitthe wordsfor My mum'sgot big eyes,a black nose,and big
animalswhichthe pupilslearnedin Unit 5. Finishby teeth. She'sgot black toes.
roaringlikea lionand shakingan invisible mane.Model
the word /ion and write it on the board.Alternatively, o Ask a pupilto repeatwhat he or shecan rememberof
simplybrainstorm animalwords,givingthe firstletters Encourage
the description. otherpupilsto help.
asclues.
again,whilethe pupilspointto the
. Playthe recording
partsof the bodyas they hearthem.
Presentotion
. Askthe classto lookthroughthe pagesof the new
unit andfind the jigsawpiece.Cantheyguesswhat AB pose 48 @ Look ond circle
the themeof the unit is?(Thejigsawpieceis on page . Pupilslookagainat picture1 in Activity1' In pairs,they
50.Thethemeof Unit7 is families.) readeachsentenceand circleyesot no.
. lf you haveany picturesor modelsof characters from KEY 1. yes 2. no 3. no 4. Yes
The LionKrng,showthem to the class.lf you wish,
writethe Englishtitleof the film on the boardand Ending the lesson
explainits meaning. o Pointto yourselfand repeatwhat you saidaboutyour
ac. PB poge48 Q Look ond listen. , e.g. I'vegot tvvos6ters.
familyearlierin the lesson
! haven'tgot a brother Then namea pupiland have
Then reod him or her say similarsentences. Letthat pupilchoose
o Setthe scene.Askthe class(in L1)if they knowwhich anotherpupil,and so on.
film this is. (Ihe LionKing ll: Simba'sPride.)Explainthat
the two younglions,Kovuand Kiara,aremeetingfor
the firsttime.Havethe pupilspointto eachcharacter
as he or sheis mentioned. Playthe recording whilethe
Do a picturedictation,describingyour mother
pupilspoint to the correctpicture. languagefrom Unit 3, e-9.
and father.Recycle
My mum's got short blackhair Introducecomic
RECORDING64
touchesif you wish, e.g. My dad'sgot big feet-
sroRyrELLERThis is a story about lions. lf you havetime, photocopyoutlinefigureson
KIAM Haveyou got a sister? whichpupilscanfill in the details.Add a brother
KovA Yes.l've got a sisterand a brother. and a sisterif you wish,to createa complete
KIAnl l'm a princess.My dad'sthe king' familygroup.
KovA I haven't got a dad. l've got a ..'
Mum!
KrARA This is my dad.

. Checkin L'l that the pupilsunderstandking and

pn'nc6s.

AI
LesioN 2 . Say:Put the cardsin order. 1 granny.2 baby 3 mum.
Encourage pupilsto comparetheircardswith their
klarget language granny,grandad, baby partners'and changethe arrangements if necessary.
brother Circulateand check.Ask individualsto readbackthe
wiggle her nose,write with cards,includingthe numbers.Continuewith other
his toes,walk on herhands, combinations of familymembers.
juggle with fish
AB pose 49 O Find ond write the numbers
}gded target can, sing, dance . Openyourbookat page49 and pointto the family.
lErrage mum, dad, sister,brother
Say:Thisis a family tree and write: family tree on the
fcptive language crazy big band board.lf the conceptis new to the class,spenda
few momentsdiscussing familytreesin 11.What
information do familytreesgiveus?
Worm-up
o Walkaroundthe class,stoppingby differentpupilsand o Pointto the firstword on the page,mum,and ask:
sryfng.e.g. Ihrs is Michael.He'sgot one brother.He Whatnumberis mum? (5.) Pupilscompletethe activity
i6r1't got a sister.Rightor wrong? Useyour or in pairs.
individually
knowledgeof pupils'families,or makeguesses. Make KEY mum- 5, dad- 6, sister- 9, brother- 7,
deliberate mistakes and elicitcorrections. Yasmin- 8, grandad- 2 and 3, granny- 1 and4,
. lf a pupilhasa babybrotheror sister,
takethe babybrother- 10
opportunityto teachbabybrotherand/orbaby sister,
writingthem on the board. Ending the lesson
o Focusagainon the songtext in Pupil's
BookActivity2.
. Drawyourown familyon the board,elicitingwordsfor
Ask:Who can wiggle her nose?Elicitthe answerMy
familymembersIhis is my ... mum elc.
srsterAsksimilarquestions
aboutthe otherfamily
a9 o pB pose rr9 €) S:ng members. Singthe songagain.
. Theclassopentheirbooksat page49. Readthe words For the next lesson
for familymembersand askpupilsto pointto the . Askthe pupilsto bringfamilyphotographs for the next
appropriatepeoplein the picture.Ensure
that everyone
Tellthemthat you would liketo keepthem in
lesson.
understandsgrannyandgrandad.
schoolfor usein two morelessonsafter that.
. tuk them (in L1)what'sfunnyaboutthe family.Spend
a few momentsidentifying the funnythingsthat the
peoplearedoing:he'swritingwith histoes,etc.
. Playthe song.Encourage
the classto pointto each Stick all the flashcardson the board except the
personastheyarementioned. picture of Yasmin.Point to eachfamily member in
turn, saying: Thisis her mum. Thisis her grandad.
o Runthroughthe variousskillsmentionedin the song,
etc. Then ask a pupil to come to the board to do
usingmimeto underlinemeaning.Say:Look,lcan the same.
wiggle my nose.Rita,canyou wiggleyour nose?eic.
Explaincrazyandin a big band in L1. Ensurethat Removethe picture of Yasmin'sbig brother, and
everyoneunderstands the differencebetweenbrg replaceit with the flashcardshowingYasmin.
brother and baby brother. Repeatthe activity from the point of view of
Yasmin'sbrother, saying hrs instead of her Thisis
. Playthe songagain,andencourage
the pupilsto join his dad. This is his srster.etc.
in, singingand miming.

PB pose 49 @ Picture cords

. Ask pupilsto cut out the eightpicturecardsshowing
Yasmin'sfamily.Ask pupilsto showthreecardsone by
one,as previously.Thenfocuson the photoon page
49 and explainthe new activity(in L1).Youaregoing
to askthe pupilsto put groupsof threecardsin order.

T49
J-
LESSON 3 Proctice I
. Showthe pupilsphotosof yourfamily.Saywho the
New target language Phonics[l] peopleareand add a shortdescription beginningHeS 5
Recycled
target Familymembers got or She'sgot, e.g. Thisis my mum. She'sgot short,
language got ...
He'slShe's curly hair. I
o Havethe pupilsshowtheirfamilyphotosand make
Worm-up descriptionsin the sameway,eitherin smallgroupsor i
as a whole classactivity.
o Startsinging 2 slowly,
thesongfromLesson without
. Youcouldaskthe pupilsto draw and write abouta
T
the recording.Pausebeforekeywords and phrasesto
pupilsto singthe
elicitthem from the class.Encourage
songwith you.
memberof theirfamilv.Usethe work to makea
classroomdisplay.
T
. Usethe flashcards to revisewords for family members. . Collectthe photographs 4
and keepthem for Lessons T
Showthe pictureof Yasmin,then show her various and 5.
relatives,elicitingthe words Thisis Yasmin.Thisis her...
'efo PBpoge5o
I
dad etc. O Listen ond reod
flf . PB poses50 ond 5l @ Listen ond point
. Tellthe pupilsto lookat the picture.Ask:Howmany I
fish?Playthe recording, whilethe pupilsreadthe
. Ask the classto look at the big pictureon pages50 sentence. Playthe recording againandaskthe pupils T
and 51. UseL1 to establish the situation:the young to reoeatthe sentence.
lionessis showingherfriendsomecavepaintingsof o Practisethe sound/r/. Contrastit with the sound/i/. I
herfamily.Askthe classto listenand pointto the
Putthe pupilsin smallgroupsandaskthemto
differentfamilymembersasthey are mentioned.
brainstorm morewordswiththesoundh/. Elicit I
. Playthe recordingas far as She'sgot green eyes.Check suggestions fromthe class,e.g.milk,chicken, chin.
that the pupilsare pointingto number4, and elicit I
She'snumber4. AB pose50 O Circle the fomilg words.
. Playthe restof the recording.
Pausethe recording Then write
beforethe numberof eachpaintingis given.Elicitthe . Pupils
findandcircleseven familywords,thenwrite
answerfrom the class.Be readyto correctmistakes themon the lines.
involvingHe3 and 5he3. KEYgrandad,
granny,
mum,dad,brothelsister,
baby
RECORDING 67 AB poge5o O Reod ond colour
I
PUPIL Look.Thisis my picture.l'm small. . Puoils
readthetextsandcolourthe lioncubs
NARRATOR She'snumber5. to readthe textsandshow
Askvolunteers
accordingly.
1
PUPIL And this is my mum.She'sgot green theclass
theiroictures.
eyes.
NARRATOR She'snumber4. Ending the lesson
2
PUPIL Where'syour dad? o Playa memorygame.Say:My srter3got a doll.lnvire
1
PUPIL Thisis my dad. He'sgot a big headand to addan item,e.g.My srster3
volunteers got a doll
long hair.He'sgot big teeth. anda scooter... My stster3got a doll,a scooteranda
NARRATOR He'snumber3. etc.Useflashcards
dinosaur. or actualtoysasprompts,
PUPIL
1 Thisis my granny.She'sgot brown if necessary.
eyes.She hasn'tgot long hair. o Starta newchainwith My brother's got a book.
NARRATOR She'snumber2.
2
PUPIL lsthisyourgrandad?
PUPIL
1 Yes.He'sgot a big headand brown
hair. Holdup the flashcards of Yasmin,her big brother
NARRATOR He'snumber1. and her sister.Dictatedescriptions and askthe
classto write them 1. Thisis Yasmin.She'sgot
long, blackhain 2. Thisis her big brother. He'sgot
short, black hair.3. Thisis her sister.She'sgot
Iong, brown hair.
Ask individualsto readthe sentences backto you,
holdingup the cgrresponding picturecard.

T50
ITESSON 4 . Pupilswork in pairsand makemoresentences with
two adjectivesto describethe lioness.Write prompts
ktarget language Orderof adjectives,
e.g. long, on the board:legs,feet, haic head, eyes,nose,teth.
brown hair Ask differentpupilsto saytheirsentences to the class.
Pupilsmay not havethe sameideas:somemaythrnk
fcyOeO target feet, ears that the lioness's
legsare short;othersthat they are
trgrrage He'slShe'sgot long.Thisneedn'tmatter,as longasthe pupilsexpress
Familymembers an opinionand understand the words.

Worrn-up AB pose5t @ Reod ond find. Circle the

. Std the familyflashcards on the board.Say:He hasn't number
got lnir. ElicitGrandad.Repeatwith other pictures, . Readthe speechbubblealoudwhilethe pupilsfollow
grvrngdescriptions with She'sgot or He3 gof. Invite in theirbooks.Thenaskpupilsto lookat the four lions
rdunteersto take your role. and decidewhichis Kovu'sbrother.
* o pB pogest @ Listen ond sog right or KEY Picture4
wrong AB pose5t @ Cotour ond write
. Tellthe pupilsto lookat the pictureof the big lionand . Pupilscolourthe baboonaccording
to the key.
listento the youngliondescribing him. Pause the
recordingafter eachof Kiara'ssentences and elicit . Thentheycompletethe sentences, usingthe adjectives
Rightor Wrong.Continuethe recording to check. from the box in the correctorder:sizefollowedbv
colour.
RECORDING69
KEY 1. He'sgot a small,blueface. 2. He'sgot a long,
(ARA My dad'sgot small,yellow feet. red nose.3. He'sgot big,yelloweyes.4. He'sgot long,
'RESENTER Ri9ht. white hair.
(iARA He'sgot big, blackteeth.
,RESENTER Wrong. Ending the lesson
<IARA He'sgot short, white legs. . Workwith the wholeclassto draw a monsteron the
)RESENTER Wrong. board.Askthe class(in L1)if theywant to drawa girl
<tARA He'sgot a big, brown head. monsteror a boy monster.Drawa headand a body
PRESENTER Right. yourself,
then instructvolunteersto add details,e.g.
KIARA He'sgot long, brown hair. He'sgot long, green hair.He'sgot one big, yellow eye.
PRESENTER Right.
He'sgot short, blue legs.
. Whenthe pictureis finished,askindividualsto repeat
Proctice your instructions
backto you,e.g.pointto the
monster'shair and elicitthe sentenceHe'sgot long,
. On the board, wrile: smalLyellow feet / big, white
yellow hair.
teeth / a big, brown head / long, brown hair Explain(in
L1)that wordsthat tell you aboutthe sizeof
somethingalwayscomefirst, beforecolours.Describe
your own hair,e.g. l've got brown hair.l've got long
hair.I've got long, brown hair. PlayGuesswho? Aska pupil to describe
somebodyin the classusingtwo adjectives
. Aska pupil- one who isn'tshy- to standup. Elicita together,e.g.She3got short,blackhair. She's
description got
of hisor her hair,beginningHe's/She's got big brown eyes.The personwho guesses
shortllong... correctlycontinuesthe game.
PBpose5t O Look ond sog
. Askthe classto lookat the picture.Invitea volunteer
to readthe text of the speechbubble.Elicitwaysto
end the sentence,e.g.short,brown hair.

T5r
ts
I
LES'oN . When playershavea set of four, they put them on the
table in front of them. Thewinner is the fi6t playerto
ktarget language Hereyou are. get two completesets.
I h<yded target Familymembers . Encourage pupilsto sayHereyou are when handrng
overcards,likethe boy in the photo.Theycan say
I brryage Haveyou got a brother?etc.
My mum can dance. My Yippee!when they get a full set, likethe grd in the
grandadcan't swim. etc. Dhoto.
I My granny'sshorf. etc.
AB pose52 @ Reod ond motch
I Worm-up . Pupilsreadthe descriptions
in eachspeechbubble,
then decidewho is beingdescribed.
Theywritethe
I . Ask pupilsif theycan remember and describe the correspondingnumberin the box.
rnonsteryou drew togetherin the lastlesson.Elicit
I sentences beginningHe'slShe's
adjectives.
got, followedby two
Drawthe monsteragainas instructedby the
KEY
My granny3got shorthair... 2.
I pupils.Makedeliberate mistakes,
insteadof greenhair.Encourage
e.g.draw red hair
the classto correct
My granny5got longhair... 1.
My grandadhasn'tgot hair... 4.
I you. My grandad's
got blackhair.... 3.

9f n PB pose 52 @ AB pose 52 O Do o surveg. Ask three

I tisten ond reod.
Then oct friends
I . Askthe pupils(in L1)to lookat the picturesand tell
you what is happening. (Harryis showingYasminsome
. Pupilscompletethe firstcolumnby writingYesor No in
eachsquare.lf they have,say,two sisters,they should
I photosof hisfamily.)Playthe recording
pupilslookat the pictures.Encourage
whilethe
them to pointto
write Yes,2 in the appropriatesquare.
. Pupilscirculate and askthreeotherchildren.They
I the peopleastheyarementioned. shouldwritetheirfriends'namesat the top of each
r Ask a pupilto readHarry'sfirst speechbubble.Then column,askthem the two questions and recordtheir
I askdifferentpupils:Canyour mum dance? answers.
o Ask two morepupilsto readthe nexttwo speech
I bubbles.Tellthe classto pointto grannyand grandad.
Ending the lesson
. Singthe songfrom Lesson
2 (Recording
66).
Usegesturesto show them what short and tal/ mean.
I Thenaskdifferentpupils:Canyour grandadjuggle?

I o Putthe pupilsin pairsto practisereadingthe dialogue.

Thenaskthem to changeoverso they readboth parts. UsingActivity8 on ActivityBookpage52 asa
I P8 poee52 @ Picture cords
model,pupilsdraw members of their familyand
write aboutthem.Write exampleson the board
I . Dividethe classinto groupsof four.Ask eachgroupto
put all four setsof picturecardstogetherand shuffle
of how they can beginsentences My dad'sgot ... .
He can... . He can't... .
I them,then dealout eightcardsto eachpupil.
r Theaim of the gameis to collectsetsof four identical
I four grannies,
cards:four sisters, etc. Playersmustn'tlet
other playersseetheir cards.Player1 asksone of the
I other playersHaveyou got a (brother)Zlf the player
hasany brothercards,he or shemustgiveone of them
I to Player1, who canthen askanotherplayerfor
anothercard,until someonesaysNq sorry.The player
I who saidNo then asksfor a cardthat he or shewants,
in the sameway.
I
I
I
I
I T52
I
rEssoN 6 o Workingwith a partner,pupilswrite pairsof sentences
contrasting
themselveswith theirpartner,usingthe
Xew target language tne same sentenceson the boardasa model.
straight,curly r Invitevolunteerpairsto standup and askthe restof
R€cyded target l'm tall. He'slShe'stall. etc. the classto suggestwhat the contrastmightbe.Then
language l've got brown hair. He's/She's askthe pupilsstanding to readtheirsentences.Be
got... . carefulto askonlyconfidentpupilsto stand;avoid
focusingattentionon physical characteristics
about
Receptivelanguage tuvins,twin sister whichpupilsmaybe self-conscious.
handpri nts,footprints,
fingerprints AB pose53 @ Look ond motch
. Pupilsidentifyeachmemberof the familyby drawinga
W o rm -u p linkingline.
. ls< randompupilsaroundthe class:Haveyou got a
:.other? ... Haveyou got a sister?
... AskThomas... AB poge53 O Drow someone in gour
.lsk me. fomilg. Then write obout
c-' them
PB poge53 @ Listen, look ond reod . Pupilsdrawa memberof theirfamilythencomplete
r Tellthe classto lookat the photosof Rosaand Sharon. the caption, He'sor Shes, asappropriate.
deleting
ilrcrt(in L1)thattheyaretwin sisters. Explainthat Rosa
and Sharonare identical twinsso they lookexactlythe Ending the lesson
same.Modelthe word tvvin.Playthe recording while . Askpupils(in L1)how welltheyfeelthey'veworkedin
:he pupilsfollowin theirbooks. this unit.Askthem to lookat the threefacesat the
r Demonstrate the meaningof the expression the same. bottomof ActivityBookpage53 and colourone of
lf possible,find two pupilsin the classwho havethe themin the usualway.
samepencilcaseor someotherpossession. Say,e.g. r lf you want to carryout the end-of-unitevaluation, the
Cristinaand Mariahavegot the samebag. Givepupils photocopiable progresssheetfor this unit can be found
a few momentsto discuss with theirpartnersto seeif in the Resource Bankon page80.
theyhaveany identicalpossessions. Encourage them to
makesentences beginningWe'vegot. Everyone should
J '* : =' -
at leastbe ablelo sayWe'vegot the samebook. " 't.

r Ensure
that the classunderstands the meaninqof
handprints,fingerprintsand footprints.
PB pose53 O Look ond find the
differences
. Askthe classto lookat the ohotosof Davidand Paul.
Tellthem(in L1)thatDavidand Paularetwins,but not
twins.Writeon the board:David'sgot long
identical
hair.Paul'sgot short hair.
. In pairs,pupilsstudythe photosof Davidand Pauland
find two moredifferences.Helothem makesentences
rn Engli sh
David'sgot curlyhair.Paul'sgot straight hair.
David'sgot glasses.
Paulhasn'tgot glasses.
Proctice
. Invitea pupilwho isn'tshyto cometo the front of the
class.Choosesomeonewhoseappearance contrasts
with yourown in someway,and say,e.g.l'vegot
straighthair.Eva'sgot curlyharr Write this modelon
the board.
Ask pupilsto createtheir own Right or wrong?
exerciseabout membersof their family.They
shoufdwrite sentencessuchas My dad'sgot
g/assesor My brother hasn't got a bike. Provide as
many modelson the board asyou feel your pupils
need.
Encouragethem to mix false sentenceswith true
sentences,and to give no cluesas to which is
which. After each sentence,they should write yes
ot no.
They exchangepaperswith their friends,read
each other'ssentencesand circle yesot no as
appropriate.lf they know each other'sfamilies,
so much the better.Alternatively,collectin their
work and try to circlethe correctanswers
yourself,monitoring their written work as you do.

T5 3
 o Askthe pupils(in L1)whathappensin the story.ffhe
dinosaurtellsthe cowboythat he - the cowboy- is on
W. Thespaceman rushesto see,causingthe dinosaur
to stepon the remotecontroland changethe
LESSON I programme.Whenthe cowboygetsto seethe screen,
there'sa chickenon instead.He thinksthe dinosaur
New target language He'slShe'swearing (a big hat). had beenjoking.)
What'shelshewearing? . Playthe text for pictureone,and havethe pupilspoint
Recycledtarget hat, boots to the cowboyon TV.Playthe text for picture2, and
language He'sa ... . He isn'ta ... . havethe pupilspointto the big hat and the boots.
Toys Thenplaythe restof the recording whilethe pupils
pointto the correctspeechbubbles.Playthe recording
Receptivelanguage on TV Letrne see. Be careful.
again,thistime pausingaftereachsectionfor the
Veryfunny! pupilsto repeatthe words.
o Helppupilsdeducethe meaningof let me see,Be
Worm-up
careful! and Veryfunny!
. Usethe flashcardsto reactivatevocabulary from earlier
units.Showcardsand elicitthe words.Varyyour AB pose 54 O Tick (Z) or cross (r().
questionsand the responses you elicitHaveyou got
Whot con gou see?
a dog? Haveyou got a spaceman? ... Touchyour
. Pupilsreadthe listof toysand put a tick besidethose
nose... Where'sthe genie? ... Do you like spaghetti?
... Askme. AskEva... . whichappearin the pictureand a crossbesidethose
whichdo not.
o Leavethe flashcardson viewin a row so that pupils
get a senseof how far theyhavecomein theirEnglish KEY1. A spaceman / 2. Acar/ 3.A horseI
learning. 4. A doll/ 5. A chickenX 6. AballX 7. A cowboy/
8. A dog ,/ 9. A teddybear,( 10.A dinosaur/
1!. pB poge5{ Look ond listen.
O AB pose 54 @ Circle the tog words
Then reod
. Ask pupilsto lookfor wordsfor toysand drawcircles
. Askthe pupilsto lookthroughthe pagesof the new
roundthem.
unit to find the jigsawpiece.(lt'son page59.)Help
them guess(in L1)thethemeof the unit (c/ofhes). teddybear ball,dog, doll,cowboy
KEY spaceman,
. Drawa largeW screenon the board.Stickthe cowboy
Ending the lesson
in the middleof the screenand say:Look A
flashcard
. Ask a boy to standup. Ask.What'she wearing?
cowboyon fV Replace with the spacemanflashcard
Repeatwith Answerthe questionyourselfby pointingto one thing
and ask:What'son TV?ElicitA spaceman.
the dinosaurflashcard. the boy is wearingand saying,e.g. HeSwearinga
sweater.Repeatthe processwith a girl, asking:What's
. Ask pupilsto lookat the picturestoryand listento the shewearing?... She'swearinga dress.Writethe
recording. sentences on the board.Readthem againand askthe
classto repeat.Tellthem that in the next lessonthey
RECORDING72 will be learningmorewordsfor clothes.
This is a story about some toys.
sToRyTELLER
?EX Look! A cowboy on TV.
.,.ooDY What's he wearing?
?o( He'swearing a big hat. And he's Give out drawing paper and ask the classto draw
wearing boots ... lt's you! You're a W outline. Alternatively, draw one yourself and
on TV. make a photocopyfor each pupil.
=.:a Let me see. Pupilsdraw an animal or a personon the sheet.
;5r Be careful! Encouragethem to stickto known vocabulary.
rtrOCD'" Very funny! He isn't a cowboy.He'sa Circulateand make suggestions.
chicken. Pupilshold up their drawingsand say,e.g. Look!
There'sa lion on TV.

T54
LESSON 2 AB pose55 O Reod ond motch
. Pointto the first word and elicitsnzeater.
Havethe
New target language hat, T-shirt,sweate4dress, pupilsfollowthe lineto the picture.Thenaskthem to
scart, jeans,shirt, shorts, completethe taskin pairs.
trainers,boots
What are you wearing? 1! o AB pose SS @ Listen ond colour
l'm wearing... . Pupilslookat the pictureand listento the recording.
Recycledlanguage Colours . Playthe firstphraseagainand askthem to repeatit
a brown hat. Say:Where'sthe hat? and askthem to
Worm-up ooint to it. Ask: What colour is it? and elicitbrown.
. Aska confidentpupilto leavethe room,then askthe Askthem to colourthe hat brown.
class:What3he/shewearing?Elicitthe correctanswer . Playthe recording
again,allowingtime for them to
He/She'swearing... , supplying
wordsas necessary completethe colouring.
thenhavethe pupilcomebackin.
. Askthe questionagainand checkthat the pupilswere RECORDING75
right. A brown hat. A yellow T-shirt.A red dress.
A pink scarf.A purple sweater.Orangeshorts.
2! = PB pose 55 @ Listen ond point. A green skirt. Blackjeans.
Then sog
. lf possible,
bringinto the classthe ten clothesitems Ending the tesson
shownon page55. Alternatively, usethe clothes o Singthe songagain(Recording 74),with the pupils
flashcards. pointingto the picturesor realitemsas before.
. Askthe pupilsto listento the recording
and pointto
the correctpicturesin the book.Playthe recording For the next lesson
again,pausingaftereachitemfor the classto repeat. o Ask pupilsto bringin pictures
of peoplefrom
r Placethe ten clothingitemsaroundthe classroom. magazines or clothescatalogues.
Call
out: sweaterand encourage the pupilsto pointto the
sweater.Invitea volunteerto takeoverfrom vou and
callout morewords.
Playa game of Guesswho? using clothesas clues.
PBpoge55 @ Picture cords Ask pupilsto write a sentencesayingwhat their
. Ask pupilsto cut out the eightclothespicturecards. partner is wearing. Sentences
should begin He3
wearing or 5he3 wearing and list two or three
. Saythe differentwordsfor clothesand askpupilsto items of clothing.
showyou the correctpicturecard.
Collectin the work. Readout sentencesand ask
. In pairs,pupilspractise
sayingclotheswords,usingthe the rest of the classto say who is being described.
cardsas prompts.Theycansaythe word and seeif
theirpartnercanshowthe correctcard.Or theycan
pointto differentcardsto seeif theirpartnerknows
the word.
5::' PB poge55 @ Sittg
. Pupilslistento the songand followthe wordsin the
book.
. Playit again,andencourage the pupilsto join in. Have
them pointto the correctpicturesor to the clothesyou
brouohtin.

T55
LESSON 3 Proctice
. Askthe class
to takeout theirmagazine photos.In
Newtarget language trousers,shoes smallgroups,theypractisedescribingtheirpictures,
[sh]sound
Phonics: usingHe3lShe'swearing... .
target
Recycled He'slShe'swearing... o Whentheyareready,stickall the pictures
on the
language glasses,
short board.Haveonepupilfromeachgroupdescribe oneof
Clothes Theothergroupsguess
theirphotos. whichphotoit is.
Colours
'=9F" PBpose56 @ Listet ond reod
wrong.
language That's
Receptive
o Tellthe pupilsto lookat the prcture of the doll.Ask
them:What'sshewearing? (A greenshirtanda purple
Worm-up skirf.)Ask:Is the skirtlongor short?Elicitshort
r Singthe songagain(RecordingT4), then ask
. Playthe recording whilethe pupilsreadthesentence.
individuals:What areyou wearing?Elicitreplies
beginningl'm wearing... . Playthe recording again,thenaskthe pupilsto
repeatit.
9i o PB poges56 ond 57 @ Listen ond o Tellthemthat in English sh makethesound
the letters
correct /j/. In pairs,pupilsthinkof morewordsthatinclude the
o Putthe pupilsin pairsand askthem to look at the big sound/j/, e.g.she,shoe,fish,milkshake.
pictureon pages56 and 57. Allow a few minutesfor
them to discuss (in Ll)what is happening in the AB pose56 @ Wr:te the words
picture.(Thedoll is lookingout of the windowthrough . Pupilscomplete
the word puzzle.
binoculars.In the insetpicture,we seewhat she is
KEY 1. sweater2. shorts3. hat 4. skirt 5. jeans
lookingat: a man is puttingthe cowboyinto a bag in
6. dress7. T-shirt8. boots
the boot of hiscar.Thedoll is relayingthis information
to the othertoys,who are drawingthe man on an AB pese56 O Reod ond motch. Whot's
Etch-a-Sketch.)
he/she weoring?
. Focuson the pictureof the man. Modelthe words . Asktheclass to lookat thefourpictures.
Readthefirst
shirt, trousersand shoes.Ensurethe class
glasses, sentence aloud:He'swearingtrousers.Askthe pupils
understandsthem. to pointto the relevantpicture.
. Tellthe class(in L1)thatthey are goingto heartwo . Pupils thetaskin pairs.Remind
complete themto take
childrentalkingaboutthe picture.Playthe recordingas noteof HeandShe- theyareimportantclues.
far as Nq that'swrong. He'swearing... . and elicitthe
correctanswerfrom the classHeS wearinga red shirt. K E Y1 . 2 2 . 1 3 . 3 4 . 4 5 . 1 6 . 3 7 . 2 8 . 4
. Playthe restof the recording,
elicitingor modellingthe Ending the lesson
correctwords eachtime the boy saysNq that'swrong. . Pupils
canplayBingowiththe clothes picture
cards.
He'swearing ... .
Askthemto choose fourcardsandlaythemfaceup
RECORDING 76 clothes
on theirdesk.Callout different words.When
pupilshearoneof theircardsmentioned, theyturnit
GIRL Oh no! This man has got the cowboy. facedown.Thefirstpupilsto turnallfourcardsface
He'swearing a yellow shirt. downcallsoutBingo!-andisthewinner.
Boy No, that's wrong. He'swearing ... a red
shirt.
GIR L Oh, yes. He'swearing orange glasses.
BOY No, that's wrong. He'swearing black Returnthe magazinephotosto the different
glasses. groups.Helpthem to produceposters.They
GIRL Oh, yes. He'swearing green trousers. shouldarrangethe photoson a sheetof paper,
BOY No, that's wrong. Oh, yes. He'swearing ... with a written descriptionunderneath.They
brown trousers. shouldwrite a rough draft first, for you to check.
GIR L Oh, yes. He'swearing blue shoes.
BOY No, that's wrong. He'swearing black shoes.
GIR L Oh, yes.

T56
LESSON i AB pose57 O Reod ond colorr
. Pupilsreadthe descriotrons
anococ'-i.:€ a€:-"rE
}qldedtarget What'shelshewearing? accordingly.
t4uage He'slShe's
wearing... .
Clothes AB pose57 O Find. Then write
Toys . Ask pupilsto followthe linefrom nurr*r ' crc -el
Colours you what the girl is wearing.(A skrrtanc a ls- I rs{
them to completethe exercise, taking carelc r'r-t€ ''rE
Worrn-up and Shecorrectly.
o ln(rrreputtingon a pair of trousers,then ask: Whatam
KEY 1. She'swearinga skirtand a T-shirt.2. Hes
t r€€.ng? Elicit trousers. wearingjeansand a sweater.3. She'swearinga T-shrt
r Fr't€ a volunteerto cometo the front.Showhim or and shorts.4. He'swearingjeansand a shirt. 5. Shes
-€. cne of the clothesflashcards,withoutlettingthe wearinga dress.
e: of the classseeit, then askhim or herto mime
i,-1-Jn9 on that itemof clothing.Askthe class:What3 Ending the lesson
-'eShewearing?Continuewith othervolunteers. . Holdup the magazine photosfrom Lesson 3, or point
. p'actisethe tonguetwisteragain(Recording to them if theyarealreadypartof a classroom display.
77) or sing
Say:Rightor wrong?then describewhat the peoplein
:€ song(Recording 74).
the photosarewearing.Makedeliberate mistakesfrom
r-'o PB poge17 @ Listen ond sog time to time and elicita correctversion.Includegender
mistakes,e.g. He3 wearinginsteadof 5he3 wearing.
. Playthe first sentenceof the recordingHe'swearinga
hatand boors.Ask: Who isit? Elicitthe reply lt'sthe
cowboy.
. Continuewith the recording,
encouraging pupilsto Ask pupilsto draw a boy and a girl or a man and
guessthe toy eachtime,beforeit is named. a woman, dressingthem in any clothesthey
pleaseand colouringthem in. Circulateand
RECORDING78 discusstheir pictures.Ask: What's helshewearing?
PUPIL
1 He'swearing a hat and boots. Ask them to write captionsunder their pictures,
PUPIL
2 lt's the cowboy. beginning He's wearing and She'swearing.
PUPTL
I She'swearing a dress.
PUPIL
2 lt's the doll. When they havefinishedthey can do a picture
PUPrL
1 He'swearingblue jeans. dictation in pairs.Pupilstake turns to read their
captionsto their partners:their partnersdraw and
PUPIL
2 lt's the cowboy.
colour two people as described.Afterwards, they
PUPIL
1 She'swearinga pink hat. can comparethe new versionwith the original.
PUPIL
2 lt'sthe doll.
PUPIL
1 He'swearing a yellow shirt.
PUPIL
2 lt's the cowboy.

o Putthe pupilsin pairsto practisea dialoguesimilar

to
the one on the recording. Theytaketurnsto describe
one of the characters on pages56 or 57, beginning
HelShe's wearing... . Theirpartnerguesseswho it is.

PBpose57 G) Reod. Who is it?

r Tellthe pupilsto lookat the two cowboys,then ask
them to lookat the text whileyou readit aloud.Ask:
Who is it? Oneor Two?Elicitthe answerOne.
. Optionally, beforethe classseesthe text,you coulduse
it for dictation.Theycouldthen checkwhat theyhave
writtenagainstthe text in the book.

T57
LglS'ON 5
hc1ldedtarget what areyou wearing?I'm
hguage wearing....
my,your
tcptive language Where's ...
It'slate.
Quick!
Worrn-up
o lldd up eachof the flashcards
in turn. Elicitthe words,
ad stickthe cardson the wallsaroundthe classroom.
Ask-Where3thescarf?Pupilspoint to the scarf.
o Repeatwith the other cards,or havea pupiltake over
your roleto askthe questions.
G" PBpoge5S @ Listen ond reod.
Then oct
. Askthe pupils(in L'l)to lookat the pictures
and tell
you what3 happening. (Harryand Joehavebeen
swimming.Theyare in sucha hurrythat they put on
eadr otherbclothes.)
. Playthe recordingwhile the pupilsreadthe words,
pdnting to the correctspeechbubbleas they do.
Explain (in Ll)what Harrymeanswhen he says/t3 /ate/
Qtick, Joe!
. fupilspractise readingthe dialoguein pairs.
tl poge 58 @ Picture cords
o hrt the pupilsin smallgroups.Thepupilsput all the
picturecardstogether,shufflethem and placethem in
a pile,facedown.
. Pupilstaketurns to turn overthe top card.The object
is to try to collectfour itemsof clothingthat they could
wear together.After their first turn, they can only keep
an item if it would be possibleto wear it with the
clothescardsthey alreadyhave.Forexample,if they
alreadyhavea dress,they can't wear a skirt.
. Cardstheycannotuseshouldbe returnedto the
bottom of the pile.Whenthey havecollectedfour
cardsthat go togethel they can sayYtppeelTheir
friendsaskthem Whatareyou wearing?Theyreply,
using/'m wearing..., layingtheircardson the tablein
front of them as a set.Thenthey try to collectanother
s€t.
. Thewinner is the pupilwho collectsthe mostsetsof
clothing.
. Beforeplaybegins,run throughthe rulesin 11,using
the photoin theirbooksasa model.Thencirculate,
listenand help.
AB poge58 O Reod ond motch
. Ask a pupilto readout the questionWhatareyou
wearing?Haveanotherpupil readthe first of the four
repliesI'm wearing jeansand a T-shirt.Ask the classto
follow the lineto the correctpicture.
. Pupilsto completethe exercise or in pairs.
individually
KEY 1. l'm wearingtrousers and a shirt. 2. l'm wearing
a skirtand a sweater.3. l'm wearingjeansand a T-shirt.
4. l'm wearinga dressand a hat.
AB pose 58 @ Drow ond write. Whot ore
gou wecring?
. Pupilsdrawthemselves what theyare
and describe
wearing.Encourage themto givedetails,e.g.l'm
wearinga blue shin. l'm wearinga short skirt.
Ending the lesson
. Aska pupil- Pupil1 - to cometo the front and stand
facingawayfrom the class.Indicateanotherpupil-
Pupil2 - withoutsayingthat pupilsname.
. TellPupil2 that you aregoingto askthem a question
and that they mustdisguisetheirvoicewhen
answering.Ask:Whatareyou wearing?Pupil2 replies
in a disguisedvoice:I'm wearing.... Pupil1 triesto
guesswho is speaking.
. Repeatwith otherpupilsin both roles.Oncethe class
haveunderstood the rules,Pupil1, ratherthanyou,
can ask What areyou wearing?
For the next lesson
. Ask pupilsto bringold dressing-up clothesfrom home
- hats,scarves,shirts,skirts,etc.- the sillierthe better.
-l
.=a
Pupilsplay-acta scenelikethe one with Harry
and Joein Pupil'sBookActivity9. Theycan
imaginethey are leavingschoolin a hurry.They
put on eachotherssweaters,scaryes,hats or
boots.Teachthem any new vocabularythat might
help,e.g.coator gloves.
their dialoguein pairs.Invite
Pupilspractise
volunteerpairsto performfor the class.
T't
LESS'ON 6
ktarget language grey
ffitarget I like... . ldon't like...
ltguage favourite
Clothes
Colours
:agtire language clothes,in granny and
grandad's time, today
VYorm-up
. bt 2 (Recording
by singingthe songfrom Lesson 74).
r Colectall the dressing-upclothesthe pupilshave
bq4ht in. Dividethe classinto smallgroupsand
rcdstributethe clothesso that eachgroup hasa variety
cf dothes.
o Ell the groupsto organisea fashionshow.Extrovert
puprlscanmodelthe clotheswhileothersgivea
cornmentary He'swearing... . Shebwearing... .
€" PB poges9 @ Listen, reod ond find
. Focuson the pictures of the four people.Askthe pupils
iin L1)if theylikethe people's clothes.Are these
ciothesfrom the presentor from the past?Wouldthey
liketo wearclotheslikethe boy and the girl are
wearing?Pointto the boy'sshortsand ask:What
colour are hisshorts?feach grey.
. Establish
that theseareclothesfrom the time when
theirgrandparentswereyoungadults.Readthe title:
Clothesin grannyand grandad'stime and ensurethat
everyone understandsit.
o Focuson the photoin the lowerhalfof the page.Ask
similarouestions
to establishthat theseareclothes
from the present.Readthe litle: Clothestoday.
. Explainthat theyaregoingto heartwo childrentalking
aboutthe clotheson this page.Youwant them to
and pointto the clothesthat the girls
listencarefully
arediscussing.
RECORDING80
1
GIRL | like the blacktrainersand the yellow
T-shirt.
GIRL
2 | don't like the long, green skirt and the
white shoes.
r On the board,writethe two models:I likethe... . and
pupilsto express
I don't likethe ... . Encourage
opinionsaboutthe clothes,usingthe wordsin the
boxesas prompts.Beginby givingan opinionof your
own, then invitecontributions from the class.
. Askeachpupilto writetwo sentences aboutthe
clotheson page59, beginningI likeandI don't like.
PB pose 59 @ Totk obout gour fovourite
ctothes
. Tellthe classabout somethingthat you arerarearing
which you particularly like,e.g. I likemy su€ater lt's
blue. lt's my favouritesweater.fuk pupilsabout dothes
they arewearing,e.g. I likeyour T-shirt.Whatcolouris
it? ... ls it your favouriteT-shirt?No? What colour is
your favourite T-shirt?
. Askthe classto thinkfor a few momentsabouttherr
beginningI likemy .
favouriteclothes.Elicitsentences
AB poge59 O Reod, drow ond colour
. Pupilsreadthe speechbubblesand drawand colour
the children's clothesaccordingly.
lf necessary,readthe
firsttext and talk throughthe activitywith the whole
class.Letthemwork individually on the secondpicture
whileyou circulate and checktheirwork.
AB poge59 @ Drow ond write obout gour
friend. Whot's he/she
weoring?
r Putthe pupilsin pairs,if possible
with someonenew.
Tellthem to drawtheirpartnerand writea description
of hisor herclothes,deletingHe or Sheas appropriate.
. Walkroundthe classand checktheirwork, offering
helowhereneeded.
Ending the lesson
. Ask pupils(in L'l) how welltheyfeelthey'veworkedin
this unit.Askthem to lookat the threefacesat the
bottomof ActivityBookpage59 and colourone of
them in the usualway.
. lf you want to carryout the end-of-unitevaluation, the
photocopiable progresssheetfor this unit can be found
in the Resource Bankon page80.
Ask pupilsto draw an item of their clothing
which they like and one which they don't like.
Encouragethem to think about all the clothes
they have at home, not just what they are
wearing today.
They can draw smiling and frowning facesbeside
their pictures,and write captions,e.g. I like my
white sweater. I don't like my orange skirt.
T59
 RECORDING82
BETH Look at the photo of my family. lt's
funny! Can you see me? l'm in the car.
I'm small and l've got a teddy bear.
LESSON 1
PRESENTER Number5.
Revision peopleb
Describing BETH Joe'sin the car too. He'sgot white
appearancewith hasgot hair.
Clothes PRESENTER Number7.
Familymembers EETH My granny'son the bike. She'swearing
a green shirt.
Wor m - u p PRESENTER Number 1.
. Revise BETH Grandad'son the bike too. He's
wordsfor familymembersby singingthe song,
My family'scrazy,from Unit 7 (Recording
66). wearing a pink T-shirt.
PRESENTER Number2.
1s PB pose 6o Q Listen ond motch the BETH Mum's in the car.She'sgot long hair.
bobies with the nomes PRESENTER Number4.
. Lookat the four babyphotosin Beth'salbum.Playthe BETH Harry'sgot black hair.
recording. PRESENTER Number5.
BETH Where'smy dad? He'sgot big ears and
r Pausethe machineaftereachsentence and ensurethat he'swearing glasses.
everyoneunderstandsthe task.Stopthe recordingafter
PRESENTER Number3.
BethsaysCanyou match the babiesand the names?
. Askthe classto look carefullyat the photosand say
AB pose50 Q Reod ond motch
which babytheythink is which.Tellthem to payspecial
. Pupilslook at the familygroupand readthe six
attentionto the colourof the eyesand the hair.
Encourage them to flick backthroughtheir booksand descriptionsunderneath. Theymatchthe descriptions
lookfor similarities
betweenthe babiesand the with the peoplein the photo,writingthe appropriate
childrenas they appearelsewhere. Ask questions,e.g. numbersin the boxes.
What colour is Joe'shair? Elicitsentencessuch as 8eth3 KEY 1 -2. 2-5. 3- 4. 4-3. 5-6. 6- 1.
got brown eyes.
. Elicitanswersby saying1 is ... Joe,etc.Writethese AB pose 5o @ Circte ond write
ideason the board,then playthe lastlineof the . Remindthe classof what is meantby Findthe odd
recordingto seeif yoursuppositions werecorrect.
word.Talkthroughnumber1 with the classand ensure
RECORDING81 that everyoneunderstands why headis circledand
written in column2. Letpupilscompletethe activity
BErH Hi, l'm Beth. Look at my family photos. individuallyor in pairs.
Look at the babiesin photos 1, 2, 3 and 4.
KEY 1. granny(i.e.all femalerelatives)2. head
They'vegot the wrong names.
3. dad (i.e.all malerelatives)
4. nose
Can you match the babiesand the names?
1 is Joe. 2 is me. 3 is Harry. 4 is Mum. For the next lesson
. Ask pupilsto bringin a photo of themselves
when they
19 PB pose 5o @ Listen ond point
werea babyfor nextlesson.Tellthem to put the photo
. Ask pupils(in Ll) if theyunderstandwhat'shappening in an envelopemarkedwith their name.
in this photo.(lts a funfairphoto,wherepeopleput
their headsthroughholesin a paintedscene.) Round- up
. Playthe recordingand askpuprlsto listento Bethand . Pupilsplaythe gamewith picturecardsfrom Unit 7
pointto the variousmembersof her family.Pausethe Lesson5 (Haveyou got a brother?).
and askpupilsto give
recordingaftereachdescription
you the numberof the characterin the photo.

T60
LESSON 2 PB poge6l @ You ore ot o cornivol.
Whot ore gou weoring?
Receptivetarget Carnival . Ask pupilsto imaginetheyareat a carnival.
Invitethem
language What'sHarrywearing? to suggestideasfor costumes,then giveeveryonea
Rwision I'mlHe'slShe'swearing... pieceof paperand askthem to designa costume.Ask
He'slShe'sgot ... . themto writetwo sentences I'm wearing... . I'm a ... .
Partsof the face;Colours
AB pose 6t O Motch. Then write
. Pupilschoosethreesetsof threeclothingitemswhich
Worm-up couldbe worn together.Talkthroughnumber1 with
. if pupilshavebroughtin photosof themselves as the wholeclass.Thenlet pupilswork in pairson
babies,put them safelyon yourtableso that the rest numbers2 and 3. Askthem to writethe clotheswords
of the classdon't seethem.in readinessfor the in the gaps.
comoetition at the end of the lesson.
KEY 1. Boots,jeans,shirt 2. Shorts,T-shirt,
trainers
. Warmup with the guessing gamefrom Unit8 Lesson 5 3. Dress,hat and shoes
(Ending Onepupilstandswherehe or she
the lesson).
cannotseethe restof the class,thentriesto guessthe AB pose6t O Find ond colour the clothes
identityof the pupilswho answeryourquestions. . Pupilsfind the itemsof clothingin the puzzleand
colourthem according Theythen
to the instructions.
5 PBpose6t O Listen ond point
countthem and writethe totalsin the spaceprovided.
. Ask pupilsto lookat the carnivalpicture.Ask(in L1)if
anyonehasbeento a carnivalor takenpartin one. KEY shorts- 3, jeans- 7, hats- 6, shoes- 11
Playthe recordingand askpupilsto pointto the
childrenas Bethdescribes them. Round- up
. Organise a Namethe babycompetition. Whilepupils
RECORDING83 stickthe babyphotos
aredoingthe lasttwo activities,
BErH Look at the photo of the carnival.Can to the boardand write a numberby eachphoto.
you find me? l'm wearinga Pink hat and . Givepupilsa pieceof paperand askthemto cometo
a long, pink dress.CanYou find Harry? the front in smallgroups- whilethe othersare
HARRv l'm wearing an orange and blackT-shirt, continuingto work in theirActivityBooks- and write
blackjeansand a tiger mask. the namesof the childrenin the photos.
BErH Canyou find Joe? . Wheneveryone hashada try lookat eachphotoin
JoE l'm wearing a green T-shirt,green turn with the classand askwho theythink it is and
trousersand a scarymask. why. Elicitanswerssuchas He'sgot blackhair.She's
BErH And can you find Yasmin? got big eyes.etc. Thenaskthe pupilwhosephoto it is
yAsMrN l'm wearing a blue hat, a blue T-shirtand to standuD.
blue trousers.I can flY!

. Ask questionsaboutthe pictureWhat'sHarrywearing?

(An orangeand blackT-shirt,black ieansand a tiger
mask.)What is he? (A t/ge,:)etc.

PB pose6l @ Describe o person in the

Photo
. Describe one of the peoplein the photo,e.g.5he3
wearinga blue T-shirtand blue trousers.Ask pupilsto
pointto the personyou aredescribing. Invite
individuals
to describe someone in the photo,
beginningHe'swearing... . or She'swearing... .
Checkthat everyone is pointingto the correctchild.

T61
 Who am l? I've got a purple mask.l'm a
wizard. l'm Harry.Have I got a
lantern?No.
TOM Who am l? l've got one eye. l'm a
LESSON 1 monster.l'm Tom. Have I got a green
face? Yes.
New target language Halloween Who am l? l've got a white face. l'm a
wizard, ghost, apple, witch,
ghost. l'm Joe. Have I got a mask?No.
hat, mask,lantern
Who am l? l've got purple hair. l'm a
Recycledtarget HaveI got ...? Partsof the witch. I'm Emma.Have I got a big nose?
language face;Colours Yes.
Receptivelanguage I'vegot....
PBpose62 @ Reod ond sog. Who is it?
Worm-up . Askfor a volunteerto readsentence1. Helpwith any
. In a whisper,aska pupil(in Ll)to draw a witch on the oronunciation Askthe classto look at the
difficulties.
board.As he or she draws,askthe classiWhat is it? pictureand decidewho is speaking.(Tom.)Pupilsthen
Acceptanswersin 11,but modelthe Englishwtch. completethe taskin pairs.
Write the word besidethe completeddray'ring. Whisper KEY 1.Tom 2.Joe 3.Tom 4.Joe
to anotherpupilto draw a ghost.Proceed in the same
way. AB pose 62 O Look ond motch
. Openyour Pupil'sBookat the pictureof the wizardon . Pupilsdraw lineslinkingthe wordsto the appropriate
page43. Say:/s it a witch?... No. lt's a wizard.Write: oictures.
wizardon the board.
AB poge62 @ Drow o Holloween
1r o PB poge62 O Listen ond point. chorocter. Then Yvrite
Then sog . Pupilschoosea Halloween characterand draw it in the
. Explarn(in L1)thatthe childrenin the pictureare and askindividuals
frame.As theydraw,circulate
playinga traditionalHalloween game:Bobbingfor abouttheirdrawings:Whatis ir? Elicitanswers
apples.Theaim is to pickup one of the applesin your beginninglt'sa ... .
teeth without usingyour hands- itb verydifficult! . Ask the pupilsto completethe captionbelowtheir
. fupils listento the recordingand point to the different drawing.
itemsas they are mentioned.
Ending the lesson
RECORDING84 . Playa gameof Bingousingthe Halloween wordson
lawizard 2aghost 3anapple 4awitch PupilsBookpage62. Forinstructions on how to play,
5ahat Samask Talantern seeReviewUnits1 and 2, Lesson2 (Practice).Pupils
should write four Halloween
words on their Bingocard
. Playthe recordingagain.Thistime,askthe classto and,if time allows,drawsimplepicturesof eachitem.
repeateachword as they point to the appropriateitem
in the picture.

Go ?Bpose52 @ Listen ond onswer Tellthe pupilsto look at Pupil'sBookActivity3

o Tellthe pupils(in L1)that theyaregoingto hearthe six
childrenin the picturespeaking.Theymust listento
eachspeakercarefully,point to them in the picture,
tlsr ansruertheir question.
IECORDING 85
\Astrffir Who am l? l've got black hair. l'm a
witch. I'm Yasmin.Have I got a hat?
yes.
Who am l? l've got green hair. l'm a
witch. l'm Beth. Have I got an apple? No.
again.Organise them in pairsand askthem to
preparesimilarsentences about the characters in
the picture.
Ask different pupilsto saya sentencewhile the
othersguesswhichchildin the pictureis
supposedto be speaking.Somesuggestions /'ve
got a blue hat.I like apples.(Harry)I've got a
blackhat and a greenmask.(Beth.)

T62
 €o PBpoge5t @ Listen ond sog yes or no
r Holdup yourbookand pointto page63. Ask:How
many candles?... How manycards?... How many
presents?
Establishthat therearefive presents.
LESSON I
. Say:Point to Beth's present.What is it? ... ls it a snake?
New target language Christmas,card,sta7 reindeef ... ls it a teddybear?Elicitlt'sa dog. Followa similar
candle,tree, FatherChristmas; procedurefor one of the other presents.
present,Happy Christmas . Ask:HasDadgot a book?... No. He'sgot a pen.
Recycledtarget Toys . Playthe recording.Pausethe machineaftereach
language questionand elicitYesor No. Playthe answeron the
Receptivelanguage Has[Joe]got a ... ? recordingso pupilscanseeif theywere right.

RECORDING88
This lessonis designedto be taught just before
Christmas. MAN HasJoe got a dog?
woMAN No.
Worm-up MAN HasMum got a book?
. Askthe class(in L1)if they know how to wishsomeone woMAN Yes.
a happyChristmas in English.Writethe phr45eon the MAN HasBeth got a spaceman?
board:HappyChristmas and explainthe senseof both woMAN No.
words. MAN HasHarrygot a car?
. Explainthat, in Britain,24 Decemberis knownas woMAN Yes.
Christmas Fveand 25 Decemberis Christmas Day.
Writetheseexpressions on the board.Comparethem AB pose 63 Q fina ond circle
with theirequivalents in 11. . Askthe classto lookat the sixlittlepictures.
Elicitthe
e lf Christmasis celebrated in yourcountry.compareyour words relndee7present,star,card, tree, candle.
Christmas traditionswith thoseof the English-speaking Workingin pairs,pupilsfind eachword in the word
world.Traditionally, childrenin Britainleavelongsocks search.Checkby invitingdifferentpupilsto cometo
stockingsby their bedson ChristmasEve.Youngchildren the boardand write the words.
believethat FatherChristmas comeson hissledgewhile
theyareasleepandfillstheirstockingwith presents. AB pose63 @ Reod ond colour
. Pupilscolourthe pictureaccording to the keyon the
Lf o PBpose63 @ Listen ond point. left.
Then sog . Revisecoloursby callingour'.1 red, and askingpupils
. Ask the classto tell you in L1 what objectsthey to hold up a red crayon.Tellthem to usethat crayonto
associated with Christmas. Useblackboard drawingsor colourall the spacesmarked/.
L1 paraphrase to elicitsomeof the followingcard, sta4
. Allowtime for them to completetheircolouring. then
Christmastree, FatherChristmas,reindeet present.
ask:Who is it? (FatherChristmas.)
. Writethem on the boardin English.
. Pupilsopentheirbooksat page63. Theylistento the Ending the lesson
recording and pointto the differentitemsastheyare . Wishindividual pupilsa happyChristmas. Say:Happy
mentioned. Christmas,Sonia.Sayit to Michael.elc.

RECORDING86
lacard 2astar 3reindeer 4acandle 5atree
6 Father Christmas 7 a present Organisethe pupils in groups.Give each pupil
a piece of card, and give each group glitter,
. Ask the classto repeatthe wordsbackto you. Say glue-sticks,etc. to share.
randomnumbersfrom 1 to 7 and elicitthe Pupilsdesign and make Christmascardsfor dni
corresponding words. friends or family. Write an example greeting an
the. board for pupils to use as a model:
9i pose 63 @ Listen ond chont
" PB
. fuk the classto readthe wordsand listenwhilevou Happy Christmasto ...
playthe chant. Lovefrom ...
. Playthe chantagain.Encourage
the classto join in.
T5E
 o Notethat thereare nineeggsin the picture,including
the egg that Joeis eating.

RECORDING90
LESSON I Canyou find nine eggs in the picture?
Where'sthe blue egg?
New target language Easter WOMAN It's under the hat.
chocolateqg, wall, swee6, MAN Where'sthe yellow and red egg?
rabbit,flowef Eastertrea6 WOMAN It's in the tree.
Recycledtarget in, on, under;Colours MAN Where'sthe green egg?
language Doyou like... ?;I like... ; WOMAN It's on the wall.
ldon't like... . MAN How many eggs in the tree?
Receptivelanguage Howmany... ?; WOMAN Two.
Who'sgot ... ? MAN How many eggs in the bag?
WOMAN Two.
Worm-up MAN Who's got the orange egg?
. lf you havealreadyworkedon prepositions (Unit4), WOMAN The rabbit.
Easteroffersan opportunityto revisethem in the
contextof an Easter-egghunt. Buyfour olfive small ffio PB poge 6t O Listen, reod ond
chocolateeggs.Keepone to showthe clas and teach chont
the expressionchocolateegg. Placethe othersaround . Tellthe pupilsto readthe wordsand listenwhileyou
the classroom beforethe lesson,in placeschildrenwill playthe chant.
be ableto seeand describein the cupboard;on the
. Playit again.Encourage
the classto join in.
book; on the chair;under the table; etc.
. Showthem the egg whichyou havenot hidden.Say: AB pose 6t Q f ina ond write
Whatisit? and modelthe answera chocolateegg. . Pupilsfollowthe pathto find out who3 got the egg.
Say'.l've got five eggs. They'rein the classroom.Where
are they?Lookaround.Encourage the pupilsto look KEY- Who'sgot the egg? Therabbit.
for the eggs.Theymaystandup but shouldnot leave
theirplaces. Theymaypointand tell you wherethe AB poge64 @ Complete the chont
eggsare.Onlyacceptanswersin English.Say:ln . Pupilscompletethe wordsof the chant.
English,p/ease.
Ending the lesson
* o PB posc 5i Q Listen ond point. . Letpupilshideone of the chocolate eggsso that you
Then sog haveto find it. Givethe egg to a pupil,
then turn
. tuk the pupilsto lookat the pictureof the childrenin roundor coveryour eyesand count to twenty.
the garden.Askthem (in L1)whattheycansee. . Ask:Are you ready?,translatinginto L'|. lf they sayYes
Encourage them to nameitemsin English, e.g. turn roundand lookfor the egg.
chocolateegg, table, tree, grass,hat Explainthat it is
an Eastertraditionto decoratehatswith flowersand . Allowvolunteersto takea turn at findinghiddeneggs.
ribbons. Tryaskingtwo pupilsat onceto do the searching,so
that moreof them can havea turn.
. fupilslistento the recording
and pointto the various
rtemsas they are mentioned.

NECORDING89
Do a picturedictation.Giveeachpupil a pieceof
1. a drocolate egg 2. a wall 3. sweets paperand tell them to listenand draw.
4. a rabbit 5. a flower
Dictatesfowfywhile the pupilsdraw:Drawa
. Piaythe recordingagain.Thistime, pupilsrepeatthe table.Draw a box on the table. Draw two eggsin
ruds after the voice.
the box.Draw three eggsunder the table.
Ask pupilsto checktheir partner'sdrawing.
€o ?t pogc6t @ Look, listen crnd onswer
. Ast the dassto listento the questionsin Recording
90.
Pa.cetre recordingafter eachquestionand elicit
:rmls- Playthe answeron the recordingso pupils
at dpck if they were right.

T64
 . Usegestureor L1 translationto conveythe senseof
the different wordsswing, carrot, wheel, bone,ball of
wool, treasurechest.

LESSON 1 PB pnge 65 (O Oo o closs surveg

. Ask pupilsto copythe chartinto theirnotebooks
or on
Lesson
aims Toaskandanswerabout loosesheetsof paper.
what petspeoplekeep o Write questionson the board:Haveyou got a pet?
New target language pet,bird,cat,dog, fish, Whatisit? Readthe questions aloudand inviteone or
hamste'mouse,rabbit two individualsto answer.Encourage themto repeat
Haveyougot a ...?,What's the questionsto other pupils.Say:AskGiorgio.Ask
your favouritepet? Stella.
Recycledtarget l'vegot ... . Pupilscirculate
with theirsurveychartsand asktheir
language friendsabouttheirpets.Seta time limitfor thispartof
Materials Magazinephotosof pets the activity.
. Pupilsreturnto theirdesksand countup the totals.
Worm-up Ask:How many childrenhavegot horses?etc. lf
o Reactivate
the phrasel'vegot by singingthe songfrom necessary teachthem to sayNone.
Pupil'sBookpage13,t'm a scarymonster(Rtcording2'l).
Ending the lesson
Presentotion
. Havethe classstandin a circle.Giveyouranimal
. Tellthe class(in Ll)that todaytheywill be doinga
pictures placedat approximately
to individuals equal
speciallessonon a new topic Pets.Ask them if they distancesfrom eachother.Playsomemusicand ask
know anywordsfor petsin English. Youcanelicit pupilsto passthe picturesroundthe circle.
vocabulary by mouthingwordssilentlyfor pupilsto lip-
read,by imitatinganimalnoises, o Stopthe musicsuddenly. Askthe pupilsholdingthe
or by drawinganimals
on the board. picturesto makea sentence abouttheiranimal,
beginningI'vegot, e.g. l've got a rabbit.
. Usemagazinephotosof petsto teacha selectionof
new wordsfor pets.Choosefour or five wordsfrom
the following snake,cat, fish, bird, dog, rabbit, mouse,
hamster.
Write
o Handout the magazine pictures
to differentpupils. Extendyour work on got by teachingthe third-person
Say:Ihrs is your pet ... And thisis your pet ... Ask form. Write a true sentenceabout a pupil in the class,
pupilsaboutthe picturetheyareholding:Haveyou got e.g. Giorgio hasgot a hamster.Ask the classto write
a mouse?etc. and elicitthe answerYesor No. two similarsentencesabout their friends,usinghas
got.
?! pose 65 O toot ond sog
e Givethe classa few momentsto look at the pictureof
peoplein a vet'swaitingroom.Readout the animal
namesone by one and askthe classto repeatthem.
. Fkcldup your book and point to differentpeoplein the
picture.fuk: Hashe got a dog? Hasshegot a cat? elc.
. Ask: What'syour favouritepef? and invitedifferent
indMdualsto answer.Extendthe personalisation by
askingpupilsabouttheir own pets,e.g. Haveyou got a
oet? What is it? ls it a bird? etc. Be readyto supply
uabufary for any petsnot coveredso far,e.g.gerbil,
ttotsr,.lzard.

?lrrrr G) Look ot the pictures. Motch

. Fcrrs on eachof the picturesin turn. Say:look at the
slt-rg. Whkh animal is it for? lt's for the ... Elicitthe
dfferent animalwords.

T66
LESSON 2 No! Parrotsdon't likecarrots.
. Pupilswork in pairs.Oneof them closestheirPupil's
Lesson
aims Torevisewordsfor pets;to Book.Theother looksat page67 and makestrue-or-
lookat theworldfroma pet3 falsesentences aboutthe animals,
e.g.Ednais a
pointof view parrot. Ned rs a dog.
New target language like(v.),parrot r Writesentences aboutone of the animals, e.g.for
Recycled
target Wordsfor pets Ednathe parrot,She'ssmall.She'sred. Shelikesnu6.
language Shecan fly. Askthe classif the sentencesarevalidfor
one of the otheranimals, e.g. Maxthe dog. Invite
Worm-up individualsto rub out the inappropriate
wordsand
write correctwords: He'sbiq. He'swhite. He likes
. Describedifferentpetsand seeif pupilscan identify
bones.He can run.
them, e.g. lt's small.lt hasn'tgot armsor legs.It lives
in water.lt can swim. What is it? (A fish.)
Ending the lesson
Presentotion . Ask pet-ownersamongthe pupilsto tell the classin L1
r Stickone of the pet photosfrom the previouslesson what arethe mostimportantrulesfor lookingafter
onto the board- ideallyone of the commonerpets theirpet. Remindthe classof the importanceof care
suchas the cat.Abovethe animal,drawthreeor four and respectwhen lookingafteran animal.
cloud-shaped 'thoughtbubbles'. 2
o In 11,askthe classto imaginewhat a cat thinksabout.
What thingswould a cat recognise? What thingsare
importantto it? Acceptideasin L1 and translate
them Discuss
into English.Drawthem in the thoughtbubbles,e.g.a Focuson the animals shownat the bottomof the
ball of wool, a mouse,a bowl of food. posterfox"goal goose,llamaandsheep.Explainin L1
thattheseanimals canalsobe seenat theAnimal
Home.Askpupilsto imagine thattherearejustsix
Proctice enclosuresat theAnimalHome.Of the tenanimals
o Eachpupilwill needa loosesheetof paper.Letpupils shownon the poster, whichcansharean enclosure?
chooseanotherpet. Givethem a fixedtime to draw Pupilsdiscussin groupsanddrawa plan.
theirpet,then draw picturesof thingsthat are
importantto that animal.
o Inviteindividuals
to showtheirwork to the class.Ask
similarquestionsto thoselistedabove.Seeif the class
cansuggestotheritemsthat mightappearin the
bubbles.
r Alternatively,
turn the activityinto a guessinggame.
Holdup differentpupils'sheetsor stickthem on the
classroom wall. Coverthe animalitselfwith a Post-lt@
Ask pupilsto guesswhat the animalis by
sticker.
lookingat the itemsin the thoughtbubbles.

Poster
o Explainin Ll that all the animalson the posterlivein a
special'AnimalHome'- a children's zoowhichpeople
canvisit.Elicitthe differentanimalnamesby pointingto
erh in turn and saying:Thisis Whiskers. He'sa ... cat.
Remindthe classthat it is usualto referto petsand
dornesticanrmalsas he or she.
e Drawtheseitemson five separatePost-lt@ stickersa
fsh, a carrot,a peanut,a bone,somegrass.Depending
on the levelof your class,you maywant to add the
trord itselfas a caption.Stickthe stickerscloseto
cfifferentanimalsand saye.g. Here3a bone for Max.
@s likebones.Makedeliberatemistakes,e.g. Here3
a carrot for Edna.Parrotslikecarrots... . ls that rioht?

r57
I
!
I LE SS O N3 Proctice
. Readout the ouestionat the bottomoi F-: . 3:,:.:
Lessonaims Towrite a letterabout page68. Ensure everyoneunderstands the -e.- -1 :'
oneself Are you like... . Translate
if necessary to aro c
New target language glasses,freckles,letter confusion with Do you like... .
Ask pupilswhichlettercomesclosestto the lene' :-e,
Recycledtarget Partsof the face
mightwriteto OurWorldmagazine.
language He's/She'sgot ..., I'vegot ...,
I'm wearing..., lcan ... . Pupilsdrafttheirown letterto OurWorld.Theycan
imagine thattheyaresending it with theirphoto.Help
Receptivefanguage letterspage,all day, internet, them by writingsentences on the board.Usea
fast, Areyou like William? coloured markerto highlight the itemswhichtheycan
Materials Pupilsshould bring in a cnange.
photo of themselves Thisis a photo of (me and my . ) l've got (short,red)
hair.I'm wearinga (blue T-shirt).l've got a (compute)
W o rm -u p in my (bedroom).(Football)is my favouritesport.I can
r Warmup with a picturedictationto revisewordsfor (ride a scooter).
partsof the face.Drawtwo face-shapes on the board. o Circulate and helppupilsexpress theirideasin English.
Say.Draw two facesin your notebooks.Vlrite names Makea displayof lettersand photos.
underneath. saying:Thisis Meg.And thisisHarry NOTE- ThePublishers cannotreplyto letterssentto
. Describe theiroffices.Askat your localteachers' centrefor
Megand Harryandaskpupilsto drawthem:
Let'sdraw Meg. She'sgot long, blackhair. She'sgot
information aboutfindingpenfriends or settingup an
blue eyes.And she'sgot glasses. exchange of letterswith otherschools.
Now let'sdraw Harry.
He'sgot short,red hair.He'sgot greeneyes.He'sgot Ending the lesson
freckles. . Ask ouoilsto closetheirbooks.Dictatefour short
Usegesture to conveythe meaning
or translation of sentences adaptedfrom the letterson PupilsBook
and /reckles.Write the two wordson the
Erlasses page68. Collect themin to checkon pupils'acquisition
board. of the structures coveredin the lesson.
. Say.Tellme about Harry.Askindividuals to readback 1. l've got short blackhair. 2. I likecomputers.
the descriptionsusingShe'sgot andHe'sgot. 3. I can ride a bike. 4. Footballis my favouritesport.
Presentotion
o Askthe classto turn to Pupil'sBookpage68. Discuss
the rdeaof a 'letterspage'in L1. Askthe classif they Write
haveeverseena letterspagein a magazine. Havethey Pupilscouldwrite a letterto Our Worldfrom an
everwrittena letterto a magazine or a comic? imaginary from fiction,such
child,or from a character
as HarryPotteror Aladdin.
PB poge58 Letters poge
. Askthe classto listencarefully whileyou readthe
lettersaloud.Pauseaftereachletterand askpupilsto
readbackanywordsthey haven'tunderstood. Use
comprehension questionsto checkunderstanding.
ForWilliams letter:What3 William'sfavouritesport?
What colour is his T-shirt?What doeshe do on
Saturdays?For Kate'sletter: Pornfto Kate'sfriend.
What'shername?Whereis Kate'scomputer?For
Frankie's letter:Whaf3 Frankie'sfavouritetoy?
. Foradditional exploitation.
readout thesetrue-or-false
statements.
Williamdoesn't like football.(False)Williamplays
football on Saturdays.(True) Tessalikecomputers.
(True)Katehasn'tgot a computer(False)Frankie's got
a scoote,:(True) Frankiecan't ride a scooter (False)

T68
LES SON4 Project
. Workingindividually or in groups,pupilsdesigna
Lessonaims To raiseawareness
of the posterto promotehealthyeating.lf possible, tell them
importanceof healthy that theirposterswill be put up in a schoolcorridor
eaTrng whereotherpupilsand teachers will seethem and
Recycled
target Wordsfor food and drink benefitfrom them.
language Doyou like...?,I like..., o Collectthe pupils'own ideasfor the messages they
I don't like..., My favourite wishto convey. Writethem on the board.Youcanalso
food is ... suggestslogans,e.g. Drinkmilk everyday.Topathletes
Receptivelanguage healthy don't eat lotsof sweets.ls your diet healthy?Sweets
arebad for your teeth. Fruit is good for you. Eat lotsof
Materials Magazinephotosof food vegetables.
. Pupilscanillustrate
theirposterswith theirown
Wo rm -u p photos.
drawingsor with magazipe
. Singthe songon PupilsBookpage41 - I like
spaghetti,to teachor reactivate
wordsfor food. Ending the lesson
. Askeachpupilto write a sentence aboutfood,
Presentotion
beginningI likeor I don't /*e. Invitevolunteers
to read
r UsePoster2 - Foodffrramid- to askpupihabout
out theirsentences.
foodstheylikeor don't like.Pointto differentfoodson
the posterand askDo you likecheese? ... AskCrista...
AskMario.etc. Usemagazinephotosof food to extend
the rangeof questions.
Venn diagrams
Proctice On the board,drawa Venndiagramwith two large
. Askyourpupilsto drawtheirperfectlunch.They circlespartiallyoverlapping.Captionthe circles / /*e
shouldimagine a tablespreadwith all theirfavourite thesefoods and Ihese are healthyfoods.Write in
food and drink.lf possible,
photocopy yourown examples of (1)foodswhichyou likeandwhichare
outlinedrawingof an emptytable-top to whichpupils alsohealthy(2)foodsyou likewhicharenot healthy
(3) healthyfoodswhichyou don't like.As you write,
canaddthe food anddrink.
saysentences, e.g. / Iikebananasand bananas are
. Whiletheyareworking,circulate andaskthemabout healthy.Good! ... I love chocolatebut it's not very
their drawings What'sthis?What'sin thisglass? healthy.Oh dear! ... Spinachis healthybut I don't like
What'syour favouritefruit? etc. it Translatewherenecessary.
o Invitevolunteersto showtheirdrawinqsand talk about Ask pupilsto copythe diagramand fill it in to reflect
the food theylike. their own tastes.Ask them to write one.two or three
itemsin eachsectionof the diagram,depending on
Poster theirlevel.
. lf pupilshavecompleted Unit6, theywill alreadyhave
encountered the notionof 'healthyfood'. Remindthem
of it now - or presentit for the firsttime- by asking
them(in L1)aboutthe dietsof top athletes and
sportspeople. Whatfoodsdo athleteseat to stayfit?
Whatfoodsdo theyavoid?
o Focusagainon Poster2, Foodfirramid.Askthe class
(rnL1)why theythinkthe food in the posteris
arrangedas it is.Why aretherelotsof fruit and
lessmeatand dairyproducts,
vegetables, and veryfew
sweetsand cakes?Establish that the carbohydrates
shownat the bottomareessential to the diet of young
peoplegrowing:the sweetthingsat the top arethe
leastimoortant.
. Askpupilsif theythinktheirperfectlunchmatches
the
proportionsshownin the food pyramid.

T69
LESS O N 5 . Askthe classto follow in theirbookswh e _.:-
the text aloudslowly.Ask pupilsto showtc- r',-rJ
-:
Lesson
aims Tocompare houses in Britain photo illustrates
eachtype of housementiore:
in the pupil's
with houses
own country PB pose 70 @ Wtrich is gour fovourite
house?
New target language garden,flat,I livein a flat/
. Ask differentindividualsPoint to your favouritehott*
house,Wheredo you live?
... lt's that one. Why do you likeit? Accept reasons^
Rerycfedtarget door;window tree,house L1 but translate them backinto English and askpupils
language to repeat,lt's big. lt's got a nicegarden. etc.
Receptive
language Howmany...?Doyou livein
a houseor a flat?,window Write ond drow
boxes,strange . Writeon the board:I livein a flat.lt's in Forest
Road.
that British
Explain streetnamesusually consist
of two
Worm-up words,endingin Streetor Road.
r Warmup witha gameof SimonSays. Include
allthe . Tellpupilsto writetwo similarsentences abouttheir
commands the pupilsknow, e.g. Touch your(nose). own houses. Tellthemto leavestreetnamesin Ll .
Touchthe floor.Touchthe table.Pointto something
(red).Sitdown.Standup. Standon one/e$.Pupils E n d in g t h e le s s o n
shouldonlycarryout the instruction whenit is . Endwith a ouestion-and-answer at a brisk
session
preceded by Simonsays... pace.Include allthequestions
the pupilshavelearned
r Usethe gameto presentor revisedoor andwindow, sofar.ThesemightincludeWhat'syourname?How
old areyou?Haveyou got a dog?Canyou swim?...
e.g. Pointto the door.Pointto the window.
AddWheredo you live?Andelicitanswers beginning
Presentotion /n ... followedby the streetname.
. Usea picturedictation to introducethethemeof
houses. Drawa houseon the boardsimultaneously,
whileyoudictate.
Walldisplay
Drawa house.Drawa door.Draw threewindows.
Drawa garden.Drawtvvotreesin the garden.Now Pupils
canmakea display abouthouses in theirown
colourthe door red. countryor region,similarto the oneon Pupil'sBook
page70. Theycanillustrateit with postcards,photos
Writeanyunfamiliar vocabulary on theboard. fromtouristbrochures,or with theirown drawings or
. Letpupilspersonalise theirdrawingby addingextra photos.
detailssuchasa ca7a dog,a bike,a horse.Tellthem
theyshouldonlydrawthingswhichtheycannamein
E n g l i s h.
. Whiletheyarefinishing theirdrawings, circulate
and
askquestions, e.g.(pointingto a detailtheyhave
added)What'sfhis?(pointing to the house) Howmany
windows?How manytrees?Whatcolouris the door?
. Pupils labelthe differentitemsin theirdrawingwith
the English words.
r Qurckly drawa blockof flatson the boardbeside the
houseyoudrewduringthe dictation. Drawan arrow
pointingto oneof the flatsand say Thisrsa f/at.Point
alternately to the houseandflat youhavedrawnand
modelthe two words.

PBpose7o Q Reod ond find

. Explainbrieflyin L1 that all the photoson PupilsBook
page70 are of housesand flats in Britain.Ask pupilsto
lookat them carefully and tell you how the British
housesresemblehousesin their own country and how
thev are different.

T70
LESSON 6 Proctice
. Ask pupilsto draw smallpicturesof themselves,
no
Lesson
aims Totalkaboutthingsonecan morethan a centimetrehigh.Helpthem cut theseout
seein a villageor town shape,no biggerthan a postage
into a rectangular
New target language Shopsand buildingsin a stamp.
village . Pupilsplacetheirpictureson the villagesceneon fuprlS
I cansee... Bookpage71. Theycan usea spotof latexglueto
Recycledtarget house, lt'sgot ..., lt hasn't keeptheir drawingin place.Theythen write sentences
language got ... aboutwhat theycan see- vehicles, people,
buildings,
etc.- beginning/ cansee... . Circulateand listento
theirsentences.
Worm-up
. Beginwith a question-and-answersession
to remind r Alternatively,
continuethe activityas whole-class
work.
pupilshow to requestpersonalinformation(seeOur Pupilscan draw slightlylargerpicturesof themselves
World,Lesson5, Endingthe lesson). and stickthem on the poster.
. Givea short dictation:I livein a smallhouse.lt'sgot a Ending the lesson
green door. lt'sgot four windows. lt hasn't got a . Hidethe posterand askpupilsto closetheir books.
garden.
Dividethe classinto two teams.Teamstake turns to
o Correctthe drctationwith the wholeclassl€ptionally, namesomethingthey saw in the poster.
pupilscouldwrite sentences aboutthe picturesthey . You can usethe activityto practisefhere3.Pupils
drew of their own housesor flats,usingthe dictation
should say lhere3 a dinosaur.etc.
as a model.

Presentotion
. Talkaboutthingsyou can seefrom the classroom
window.Seehow manythingsthe pupilscan namein Draw a town plan
English.
Alternatively,
askthem what they canseeif Pupilscandrawa mapof the neighbourhood where
theyarestandingat the schoolgates,or what theycan theyliveor wherethe schoolis.Theythenlabelthe
seefrom their own bedroomwindow. different
buildings
in English,
usingnumbers anda
key:1. My school2. My house...
o Collect'town'vocabularyon the boardca?shop,
supermarket,caf6,etc. Lookfor opportunitiesto teach
the namesof shops,etc.whichappearon Poster3,
The Village:bank, butchet chemist, icecreamvan,
library newsagent,postoffice, supermarket.

Poster
o Put up Poster3, TheVillage.Describedifferentpeople
who appearon the poster.Talkabout their hair,
clothes,etc. Pupilslook at the posterand try to find
" the personyou are describing.
. Teachany remainingkeyvocabulary relatingto the
poster,e.g. cast/e,letterbox, motorbike.Explain(in L1)
that you are going to pretendto be one of the people
on the poster.Youwill tell pupilswhat thingsthe
personcan see.Theymust usethis informationto
ktentify the person,e.g. I can see treei a caf a
motorbike- and my dogl (Pupilsshouldpoint to the
@ walkinghisdog oppositethe school.)
. Let pupilstake your roleand pretendto be someonein
the picturelistingthe thingstheycansee.Pupilscan
playin pairsor smallgroups,or you can makeit a
wtple-classactivity.Pupilscan draft their sentencesin
wnting first, if you wish.
o Encouragepupilsto saybutcher's,newsagent'sand
clemist's,when speakingof thoseshops.

T:r,
) ToYST0RY
l Unit1l
Andyis a boywith a big collection
of toysthat secretlycome
to lifewhen no humansarein sight.Hiscollectionincludes
Mr PotatoHead,Slinkythe springdog,Rexthe toy dinosaur
andBo Peepthe shepherdess lamp.
Thetoys arealwaysworriedaboutbeingreplacedin Andy's
affections.WhenAndys birthdaycomes,hisfavourite
cowboydoll,Woody,learnsthat Andyhasa new toy: Buzz
Lightyear,the latestspaceactionfigure.With hiswingedjet
packandbuilt-inlaser,Buzzquicklybecomespopularwith
the othertoys,andWoodyis jealous.BuzzandWoodyfight,
andBuzzaccidentally fallsout of the window.Theothertoys
thinkthatWoodyhaspushedhim,soWoodysetsoff into
the outsideworldto retrieveBuzz.
Thetwo rivalsfacemanyproblems. At onepoint,theyare
trappedin the homeof Sid,the horribleboynextdoorwho
dismantles histoysfor fun.WoodyandBuzzovercometheir
differencesas they struggleto returnhometo Andy.
2
) TOYSTORY
lUnit8l
ln ToyStory2, Woodyis stolenby a toy collector,Al. He
discovershe oncehadfamewith Jessie,Bullseye andThe
Prospectorin aW seriescalledWoody'sRoundup. Buzz
LightyearandAndy'sothertoysset out on a daringrescue
mission.At lasttheyall get home,bringingJessieand
Bullseyewith them.
) MONSTERS,INC.
lUnit2f
Childrenthinkthatwhen monstershidebehindwardrobe
doors,theyarewaitingto frightenthem.In fact,monsters
onlyscarechildrenbecauseit'stheirjob!
MonstersIncorporated, a hugefactoryin the monsterworld,
processes children's
screamsandturnsthem intoenergy.
TheScarersarean essentialpartof thisoperation,andSulley
- a big,blue,funy monsterwith purplespotsandhorns- is
oneof the bestScarersaround.Sulleyis assistedby Mike,a
oneeyedgreenmonsterwith lots of energy.
In fact,the monstersbelievethat it'schildrenwho arethe
danger:they mustneverbe allowedintothe monsterworld.
T72
Sulley'sproblemsbeginwhen he opensa wardrobedoor
andaccidentally letsin a humangirlcalledBoo.Mikeand
Sulleydo theirbestto keepBoohiddenfrom the Child
DetectionAgency,and repeatedlyfail to returnher to the
humanworld.Alongthe way,Sulleyactuallygrowsto like
the littlegirl.He decidesto giveup hisjob as a Scarerbut by
doingso, he loseshis bestfriend,Mike.
In the end,MikeandSulleymanageto returnBooto her
homeandtheybecomefriendsagain.Theyevenuncovera
conspiracy at Monsterslnc.andprovethat cfribrenarenot
reallya dangerto monsters.In fact,the laughterof drildren
is far morepowerfulthantheirscreams.
) BEAUTYANDTHEBEAST
lUnit3l
politeandclevergirlwho lovesto read
Belleis a beautiful,
anddream.Gaston,a vainbut determined manwho livesin
the sametown,wantsto marryBelle.Sheignoreshim and
spendshertime lookingafterherfather,Maurice,an
eccentricinventor.
Oneday,herfatheris lostin the woodsandcomesacross
an enchanted castlewhereallthe servantshavebeen
magicallychangedintohousehold objects.He meets
Lumierethe Frenchcandelabra, Cogsworth the clock,Mrs
Pottsthe teapotandChipherteacupson.
Althoughthe servantsdo theirbestto makeMaurice
welcome,he is soonimprisoned in the dungeonby their
master,tfe Beast.He is a frighteningandbad-tempered
beastwht canonlybreakthe powerfulmagicspellhe is
underif he canlearnto loveanother, andbe lovedin return.
Bellecomesto rescueherfatherfrom the dungeonand
agreesto remainin the castlewith the Beastif herfatheris
set free.TheBeastfeelsthat Bellecouldbe the personto
breakthe spellhe is under,but he hasmanyproblems
controlling
histerribletemper.Meanwhile, Bellemissesher
fatherso mucfithat,in the end,the Beastsadlyallowsherto
go home.
WhenBellereturnsto the town,Gastondecidesto gather
togetherotherpeoplein orderto attackthe Beastin his
castle.Bellenow realises that she lovesthe Beastand
rushesbackto the castleto warnhim of the danger.She
arrivesjust in time,the spellis brokenandthe Beastis
transformed backintoa handsome orince.
+taJ
IUnit4l
lhtfr@q C J€ren fiyresa clever young thief named
ffitml ihb '-ts rtd falls in lcryewith PrincessJasmine,
lhhuinffii.l la*rlter of the Sultan. PrincessJasmine's
{h[,trg s to €scapefrom the protected palacelife of a
ms'
J&t ffte Sdtarr"sanrlvizier,tricks Aladdin into stealingthe
'rmryErF fror" trre Caveof Wonders. Jafar plans to use
'il![t EI"E ]5 seEe po,ver from the Sultan. But Aladdin keeps
ilim tT - anc the magicalGeniewithin - for his own use.
"illlflnu
fu+el<rng Genie grants Aladdinthree wisllps. For his
ftE flsfr. Ataddinbecomes'PrinceAli Ababwa"andrides
nqescd|y into Agrabah,hopingto impressPrincess
",,rn!rrne-Unfortunately,
PrincessJasminehas seen too
rr1 grffe+up princeslikeAli Ababwa,and is not
rcrested.
Adin abandonshis disguiseand,with the help of the
kle. battlescourageously to defeatJafarand thwart his evil
aans. In rewardfor his braverv,Aladdinreceivesthe title of
>nce'and PrincessJasmineconfessesher lovefor him.
Abddin uses his lastwish to free the Genie.as he oromised
re lrculd.
) THEJUNGLEBOOK
lUnit5l
Thisis the storyof Mowgli,a humanboy or 'Man-cub'who
is raisedin the jungle by wolves,underthe lovingcareof
Akelaand Rama,the chiefwolf.Thereare, however,many
dangersin the jungleand perhapsthe most fearfulof all is
ShereKhan,the tigerwho has promisedto killthe boy.lt is
decidedthat Mowgli shouldreturnto civilisation.Bagheera
the pantheragreesto accompanyMowgli on the journeyout
of the jungle.
The problemis that Mowgli loveslifein the jungleand
doesn'twant to leave,especiallywhen he meets Baloo,the
big,friendlybear,who becomesa closefriend.Mowglialso
nieets KingLouieand his tribe of Apes. Both Balooand
Bagheeratry to encouragethe boy to returnto the 'Man-
village'.Mowgliis determinedto stay in the jungle,so he
runsaway.Alonein the iungle,he facesmanydangers.He
meets Kaathe enormouspythonwho tries to hypnotisehim,
and ShereKhan,who wantsto killhim. Fortunately, Mowgli
is rescuedby his friends,and ShereKhanis defeated.At the
end, Mowglimeetsa younggirlfrom the villageand is happy
to returnto livewith other humans.
) THESWORD
IN THESTONE
lUnit6l
In the churchyardof a cathedralin London,a sword appears
magically embeddedin a stone.An inscription nextto the
stone claimsthat whoevercan pull the sword out of the
stoneis the true Kingof England.Many men try, but no one
can pullout the sword.
Eleven-year-oldArthur,nicknamed'Wart',livesin the castleof
Sir Ectorwhere he worksas a servantand apprentice squire.
Thoughhe works hard,Wart still has time to be taught by
the kind wizard Merlin in a nearbyforest. lt is there that he
encountersthe evilMadamMim, who fightsa wizardduel
with Medin.
One day,at a tournamentin London,Wart forgets his
master'ssword and runs backto get it. When he sees the
sword in the stone,he innocentlypullsit andthe sword
comes out easily.Laterhe has to proveto the other knights
that he was the personwho achievedthis feat,and he is
proclaimedKingof England.Fortunatelythe nervousnew
KingArthurhas Merlincloseby to guidehim with his
wisdomand maoic.
) THELIONKNA il. SIMBA'SPRIDE
lUnit7l
Simba,the LionKingand his Oueen,Nalagivebirthto a
babygirl calledKiara.One day she meets Kovu.the son of
Simba'suncleScarand they beginto fight,but when they
are in dangerKiarasavesKovu.They stop fightingand start
playingtogether.
Simbafinds Kiarawith Kovuand takes her backto the Pride
Landstellingher she must stay awayfrom Kovuand the
Outlandsfor the good of the kingdom.Kovu'smother,Zira,
hatchesa planto get backto PrideRock.
Ziraordersa few of the Outlandersto set fire to the tall
grasssurrounding Kiarawhen she is out hunting.Kovu
rushesin to saveher and when Simbaarrivesand sees what
Kovuhasdone he inviteshim to join the pride.
Ziracontinuesto plot againstSimba,and causesa battle
between the lionsof PrideRockand the Outlanders.Kiara
tells everyonethat they shouldstop fightingand live in
peaceas they are all one with the Circleof Life.Everyone
agreesexceptZirawho fights with Kiara.Zia is defeatedand
both prideslive happilyon PrideRock.
T73
) UNIT1
Woodyand Rexareusingbinoculars to spyon a new toy,
BuzzLightyear. Rexis lookingthroughthe binocularsthe
wrongway,so Buzzlooksvery small.WoodyhelpsRexby
turningthe binocularsthe rightway round.By mistake,Rex
looksat Woodyinsteadof Buzzthroughthe binoculars. He is
frightenedat how big he looks.BeforeWoodycanexplain,
Rexrunsaway.
) UNIT2
Sulley,Mikeandanothermonsterfriendarein the locker
room.Thefriendis boastingaboutallthe thingshe hasgot
that Sulleyhasn't.Sulleygetsboredas he listensto his
friendboastingabouthiseyes,hisearsandhisteeth.In the
endSulleygetscrossandroarsveryloudlyto showthe
boastfulmonsterhow big his mouthis.Theboastfulmonster
runsawayin fright,andSulleyandMikelaugh.
) UNIT3
Belleis gettingdressedto go out.Thecoatstandbringsher
the Beast'sbootsby mistake.Bellecan'twearthem because
theyaretoo big.Shehassmallfeet.BelleandLumierelook
at the Beast'sbootsandcoatandthinkaboutthe waysthe
Beastis differentfrom her.He hasbigfeetandlongarms.
ThenBelletrieson his hatandsaysthat he hasgot a big
head,too.TheBeastarrivesandis crossto find Bellewith
hishaton.
) UNIT4
Jafar,the wickedvizier,is determined
to stealthe magic
lamp.He sendshis panot,lago.to stealthe lampfrom the
boxwherehe thinksAladdinkeepsit. ButAladdinandthe
Geniehavetrickedthem by fillingthe boxwith twentyother
lampsthatall lookthe same.Jafarorderslagoto ruballthe
lampsuntilhe findsthe correctone.Aladdinandthe Genie
arewatchingthemfrom outsidethe window on a magic
carpet.Aladdinhasthe realmagiclarnpsafelyin his hand.
Aladdinandthe Geniearepleasedthattheirtrickhasworked
so well.
Tt1
) uNtT5
Balooand Mowgliareat KingLouie'spalace.Baloois
dressedup as a monkeyandis tryingto convinceKingLouie
that he is a realmonkey.KingLouieis suspicious.
He tests
Balooby askinghimto do allthe thingsa realmonkeycan
do. Baloodancesandjumps.ThenKingLouieaskshimto
climba tree,but Baloocannotclimblikea monkeyandhe
fallsoff andhiscostumecomesoff.Themonkevssee he is
reallya bear.Balooand Mowglihaveto runawayvery
quickly.
) uNtT6
Wartis havinglunchwith Merlin.He doesn'tlikeanyof the
foodMerlinhasto offerhim.ThenMerlinhasan idea.He
asksWartif he likesctricken.WhenWartsaysyes,he
conjuresup a bigctrickenfor them bothto eat.Unfortunately
the magicspellgoeswrongandthe chickenis stillalive.lt
runsawaybeforeWartandMerlincaneat it.
) UNIT7
Simba'sdaughter, Kiara,andherfriendKovuaretalking
abouttheirfamilies.KovutellsKiaraabouthisbrotherand
sister.ThenKiaraboaststhatshe is a princessandherdadis
the king.Kovutellshersadlythat he hasn'tgot a dad.Just
thenhis mum arrives.Shedoesn'tlikeKiaraandsnarlsand
growlsat her.Simbaarrivesto protecthisdaughter. He roars
at the lionessto scareheraway.Kiarais veryproudof her
dadandintroduces himto Kovu.
i
) UNIT8
Rexis watc*ringTV Woodyis in the roomwith him but isn't
lookingat theTVscreen.Suddenly Rexseesa cowboyonTV
He is wearingexactlythe sameclothesasWoody.Whenthe
cowboyturnsround,Rexcanseethat it isWoody.He is on
W! Buzzis veryexcitedandrunsoverto havea looktoo. He
pushespastRexandmakeshimtreadon the remote
control.Thechannelchanges. WhenWoodycomesto lookat
the screen,all he cansee is a manin a big chickencostume.
Woodythinksthat Rexwas onlyjokingaboutseeinghim on
TV
 WHAT'S BEHIND MY BACK?
Takeone of the cardsfrom a set and put it behindyour
back.Ask: Whats behind my back?Thepupilstry to
guesswhat it is. Continuewith the othercardsin the
set.
2. ORDERING
The pupilshavetheircardslaidout on theirdesksin
front of them. They listento your instructionsand put
the cards in the correspondingorder.
3. WHAT'S MISSING?
Youwill need a tray and a scarf for this gfne. Lay out
a set of cardson the tray and go throughthe
vocabularywith the pupils.Then coverthe cardswith
the scarf,removeone without the pupilsseeing.Show
them the remainingcardsand ask What'smissing?
When the pupilsare familiarwith the game,they can
playin pairs.One pupilturns roundwhile the other
removesone of his or her cards.The first pupil turns
roundagainand triesto identifythe missingcard.
STORYSEOUENCES
Preparea short story which involvesthe different
items shown on the cards in a particularsequence.
The pupilslisten and sequencethe cardsaccordingto
the order in the story.You can use adaptationsof the
stories in EnglishAdventure 7 or storiesthe pupils
alreadyknow to helpcomprehension.
(AI.ADDIN) SAYS:
The pupilshavetheir cards laidout in front of them.
Choosingone of the charactersfrom the course,say:
(Naddin) says, 'Hold up the (salad)'.Thepupils hold up
the conespondingcard. lf you don't include (Aladdin)
sat/s,the pupilsshould not respond.
HRROTS
Shcnar one of the cardsto the pupilsand say: /t's a
lDr,ll)ft the statement is true, the pupilsrepeatit. lf
tfre statement is false,they remainsilent.Youcan play
this as a team game and ask individualpupilsin the
te€xrrsto resoond. Give a ooint for each correct
response.
WHATIS IT?
Placea:setof cardsin an envelopeandslowlystartto
revealone of them.Thepupilstry to guesswhat it is
withouts-eeing you
the wholeimage.Alternatively,
canhavethe cardappearfrom behinda book.
8. MEMORYGAME
Thepupilsplayin groupswith two setsof the cards.
Havethem placethe cardsfacedownon a desk,
mixedup.Theytaketurnsto turnovertwo cardsto try
to finda matchingpair.As theyturnthe cardsover
theynamethe objects.lf the cardsarethe same,the
pupilskeepthe pairandcontinue.
9. SNAP
Playthisgamein groups. Thepupilsplacetheircards
upsidedownin frontof them.in a pile.Theytaketurns
to reveala cardandsaywhat it is.Thecardis left
turnedover.lf the cardis the sameas the previous
pupil'scard,theyshoutSnaplThefirstpupilto shout
Snaplkeepsthe pair,but mustbe ableto namethe
object.Thepupilwith the mostpairsat the endwins.
NUMBERSGAME
Thepupilsworkin groupsand'pool'theircards.
Practisethe vocabularywith numbersby saying:Show
me (three)/shoes/.
Thepupilslookthroughtheircards
to findandholdup three'shoe'cards.Thefirstgroup
to do so winsa ooint.
11. HAPPYFAMILIES
Pupilsplayin groupsof four.They'pool'theircards,
then handout fourto eachpupil.Therestof the cards
areplacedupsidedownin the centreof the desk.
Pupilstry to collecta groupof fourcardswhicharethe
same.Thevtaketurnsto askeachother:(Maria),have
yougot a (coat)? lf (Maria)hasa (coat),shehandsthe
cardoverandthe pupilcontinues to askothersin the
group.lf the answeris Nc the pupiltakesa cardfrom
the pilein the centre,but mustput downanotherone
nextto it.
T75
 12. ODD.ONE-OUT
Preparea quiz with differentsets of cards.Put
togethertwo or three objectsfrom the same card
group,plus one item from a differentgroup.The
pupilsidentifyand name the objectwhich doesn't
belong.With strongerclassesyou can havethem
preparetheir own quizzeswith their cards.

13. BTNGO!
Pupilsselectfour cardsand laythem out in front of
them. Now play Bingol As you callout the words the
pupilsturn their cardsover.

CHAIN GAME

Havethe pupilsstand in a circlewith their cardsin

their hands.One pupilnamesone of the objectson
his or her cards,showingit at the same time.The next
pupilshows and namesa differentcard.This
continuesuntilyou say Change!,at which pointthe
directionchangesand the 'chain'goes in the opposite
direction.As the pupilsbecomefamiliarwith the
game,speed it up.

1 5 . COPSAND ROBBERS
This activityworks well at the end of the year for
consolidationof the coursevocabulary. You need a
largespaceto play the game, preferablyoutside.
Dividethe classinto two groups,the 'cops'and the
'robbers'.Arrangethe groups behindtwo linesfacing
eachother. Put differentpicturecardson the ground.
When you shout out the name of an object,the
'robbers'run, try to pick up that obiect and take it
backacrosstheir line.lf the 'cops'touchthem before
they cross their line,thev haveto returnthe caro.

T76
 1. LABELS
Giveeachpupila label(or a pieceof paper)and ask
them to draw an item from a topic you want to
revise,e.g. food. Collectthe labels(or piecesof
paper)and stickor fix one on eachpupil'sback.
Pupilsshouldnot see what is on their back.The aim
of the game is for pupilsto guessthe word on their
backby asking,e.g. /s it cheese?Invitethe pupilsto
walk aroundand ask ouestionsor answerthem.
2. CHINESEWHISPERS
Dividethe classinto two groupsand ask eachgroup
to stand in a row.The first pupilin eachrow should
be next to the desk. On the desk, lay out two sets
of flashcards, one for eachgroup,e.g. food and fam-
ily members. Choosea differentword for each
group, e.g. bread and granny,and whisfer it to the
lastpupilin eachrow Say:StartlThenthe pupils
passthe word alongthe row by whispering.The
first pupilin the row (standingnext to the desk)
picksup the flashcardcorresponding to the whis-
pered word and shows it. The group get a point for
every correct flashcardthey pick up.
3. HEARTSANDCIRCLES
Dividethe classinto two teams.Ask them to
choosea symbol:heartor circle?Fix nine flashcards
on the boardin three rows.Ask the first team to
name a card.lf the word is correct,draw a circle
aroundthe flashcardfor the 'circle'team. or a heart
for the 'heart'team.The aim of the game is to
obtaina row of three symbols(threecirclesor three
hearts)in a vertical,horizontalor diagonalline,as in
the game noughtsand crosses.The first team to get
a row is the winner.
4 . FISH
Draw twenty fish and a crab on a piece of card-
board.Alternatively, ask pupilsto do this. Cut them
out and put them into a cloth bag.Ask individual
pupilsto pickout the fish and count them, e.g. One.
tvvo,three, ... They stop when they pick out the
crab, say Crab,then go backto their seat.The win-
^er is the pupilwho can countthe highestnumber
cr fi s h.
5. YELLOW BANANAS
C;t out picturesfrom magazinesrelatingto topics
:wered in EnglishAdventure 7. Placethem in an
e^velopewhich you havedecoratedwith yellow
=€^anas.Ask the pupilsto passthe envelopeas
:-ey listento a song.Stopthe song and ask the
:-o who is holdingth e ' y e l l o wb a n a n a s ' too p e n i t
as r oeelinga bananaand to take out one of the pic-
:-'es. Ask the pupilto name the picture.As the year
:rES on, you may liketo encouragepupilsto pro-
:-ce s.mple sentences,e.g. /tb a pizza.I likepizza.
6. BINGO
Make simplepicturecardsby dividingan A4 sheet
into eight squaresand drawinga vocabularyitem in
eachsquare.Photocopyas many sheetsas you
needfor the class,and cut out the cards.Ask the
pupilsto choosefour cardsfrom their set and place
them face up on their desks.Callout vocabulary
items. lf you callout a cardthey have,the pupils
haveto turn it face down.The pupilwho first turns
down alftheir cardssaysBingo!Checkthe cardsby
askingthe pupilsto name their cards.
MIME
Playone of the storiesfrom Lesson5 of any unit.
Ask for some volunteersto mime the story as they
listento it. Callon a new groupof pupils,in orderto
involvethe whole classin mimingthe story.This
time, try not to use the recording.Ask the classto
helpthe miminggroupby reproducing the dialogue
or the sound effects.
8. FEELIEBAG
In a largecloth bag, placeitems which pupilswill be
ableto name,suchas toys,classroomitems,plastic
fruit or vegetables.Pupilsput a handin the bag,say
what item they can feel,then draw it out to see if
they were correct.
9. ANAGRAMS
Revisevocabularyby writinganagramson the board
and askingpupilsto solvethem.Then pupilscan
work in pairsand createanagramsfor each other.
Tellthem to keepto a singlelexicalset, e.g. action
veros.
10. SPELLINGSHARK
Pupilshaveto guessa word, as in Hangman.On the
board,draw as many dashesas there are lettersin
the word. Below draw a matchstickman and,to the
rightof him, a row of dashesleadingto a cliff edge,
with a sharkwaitingin the sea below Draw as
many dashesas you wish to let the pupilsmake
guesses.lf they guess correctly,add the letter to
theirword. lf they are incorrect,rub out the man
and move him one steo nearerto the cliff edoe.
T77
 EVALUATION playsan integralpart in the teacfringand learning
process.lt can provideimportantinformationnot only on the
performanceof the childrenbut alsoon teachingmethodsand
materials.The evaluationmaterialincludedin EnglishAdventurehas
beendesignedto analysepupils'progress,with the aim of reinforcing
the positiveaspectsand identifyingareasfor improvement.For
formative eualuation, it is advisablethat both the pupils'work and the
classroomactivities(methodological features,materialsused,etc.)are
monitoredsystematically and on a regularbasis.A photocopiable
evaluationsheet to recordclassroomactivitiescan be found on
pageT79.
To carry out summative evaluation photocopiableEvaluationSheets
havebeen includedwhich correspondto eachteachingunit.As
traditionalstyle tests can give rise to anxiety,the EnglishAdventure
tests consistof activitytypes with whicfi the pupilsare already
familiar.lnstructionsand answer keysare providedfor each Evaluation
Sheetand a photocopiablerecordsheet for the resultscan be found
on pageT80.
Self-evaluation: At the end of eactrLesson6, pupils are invited to
reflecton what they havelearnt,and what they can now do in the
new ranguage.
To carryout oral evaluation, use the groupand pairworkoral
activitiesincludedin the PuprT's Book.Selectactivitiesthat the pupils
are alreadyfamiliarwith for eaci unit, but this time choosespecific
pairsor groupsto observeas they do the activity,keepinga recordof
their performance.Repeatthe procedurein a differentlesson.This
time focus on a differentselectionof pupils.

o EVALUATION
PROCEDURE
Timing is a key factorwhen usingthe EvaluationSheefs.ldially they
shouldn'ttake uo a whole lesson.Set a time limit that reflectsthe
pace at which your class normallyworks. To do the EvaluationSheets,
first handout a copy to eactrchildand go throughthe activitieson the
page.Be availableto clarifyany querieswhich may arisewhile the
pupilsare working.

T78
r.
CLASS: UNIT: LESSON:
ACTIVITIES:

OBJECTIVES:

bscr io-catron Limited, 2005

 EVALUATION
SHEET

MARKfNGCRITERI,A:SD t -3 = still developing OK 4- 6 = progressingwell E 7 - 10= excellent

T80 @ PearsonEducationLimited.2005
Photocooiable
I
L
f

L EvaluationSheet
I

L
Q Readand write Q Readand draw
L
Tellthepupilsto lookat the pictures andreadthe Focusthe pupils'attention
on the description and
labefs.Focustheirattentionon lettera. Say:lt isn't tell themto readanddrawa oicturein the frame.
a dinosaur. lt'sa ... Ask pupilsto completethe Tellthemthattheyshouldnotaddanycolours
sentence. Thepupilsdo the samefor the other now.
;
three.
I a. lt isn'ta dinosaur. lt'sa dog. 3 points
b. lt isn'ta car.lt's a cowboy.
.
E c. lt isn'ta spaceman. lts a teddybear.- @ Colourand wdte
d. lt isn'ta doll.lt'sa ball. Tellthe pupilsto lookat the pictureof the monster
I and say:
Colour the nose green.
! 4 points
Colour the eyes red.
3 @ Readand then write the questions Colour the teeth purple.
Now tellthem to write the descriptionof the
D Focusthe pupils'attentionon the picturesand the
5; monster.
examplesentence.Readthe examplesentence
f and tell the pupilsto write the questionsfor the l've got a green nose. l've got red eyes. l've got
L otherthree. purpleteeth.
t b. ls it a doll?
b 3 points
q ls it a dog?
t.
d. ls it a ball?
D €) Wtrat is it?Wdte
I
Focusthe pupils'attentionon the smallpictures.
E 3 points
Tellthem to write the name of eachpicturein the
spaceprovided.
t @ Answer and draw
a. nose
I Ask pupilsto answer the questionand draw a
b
picture of their favouritetov. b. ear
i, G. eye
b
3 points d. mouth
;l
b
4 points
rb
F
b

T81
 EvaluationSheet

O Listen and number.Thenwrite O Look and write

Tellthe pupilsto lookat the picturesandto Focusthe pupils'attention
on the picturesandthe
numberthemaccording to yourinstructions. two examplecaptions.Readthe captionswith the
Nu m b e r lisatoe. pupilsandtellthemto writecaptionsfor the rest
of the pictures.
Number2isahand.
c. a dog
Number3isafinger.
d. threerings
Number4isafoot.
e. a magician
3=2
b =4
3 points
C= 3
d= 1 @ Answer the question
Focusthe pupils'attentionon the picturesandask:
4 pointc Wherebthespider?Readthe exampleanswer
aloudandtellthe pupilsto complete the rest.
@ Wtrat'smissing?Write b. lt's underthe table.
Tellthe pupilsto lookat the pictures
andthe c. lt'son the cupboard.
examplesentence. Tellthemto completethe
d. lt's in the lamp.
sentencesfor eachpicturein orderto saywhat is
missing.
3 points
b. Shehasn'tgot a hand.
c. He hasn'tgot a head. @ Listenand colourthe numbers
d. He hasn'tgot a foot. Tellthe pupilsto takea red,blue,yellowandgreen
Tellthemto lookat the numbersandcolour
oencil.
3 points thgmaccording to yourinstructions:
Number16is yellow.
@ Look and write Number17is red.
Tellthe pupilsto lookat the cartoonpictures
and
Number1Bis green.
write aboutthe four boys,sayingwhat partsof
theirbodiesarestrange. Number19is blue.
b. Kensgot shortlegs.
4 points
c. Ben'sgot big hands.
d. Den'sgot longarms.

3 points

T82
 Evaluation
Sheet Evatuation
Sheet

Q OUer and write the animats @ Look and write

Tellthe pupilsto solvethe anagramsand write the Focusthe pupils'attentionon the pictureand tell
namesof the four animals. them to completethe labelsusingthe words in
a. monkey the word bank.
b. tiger b. ice cream f. cheese
c. snake c. salad g. bananas
d. bear d. sandwich h. peas
! e. spaghetti i. chips
4 points
4 points
@ Wtte true sentences
Focusthe pupils'attentionon the example @ Write sentencesabout the boy and the
sentencesand tell them to write true sentences sid
aboutthe otheranimalsusingthe verbsprovided Focusthe pupils'attentionon the pictures.Read
b. A snakecan'tjump.A snakecan climb. the examplesentencesaboutthe boy and tell the
classto write about the other food items in the
c. A bird can fly. A bird can't ride a scooter.
same way.
d- A fish can'trun.A fish can swim.
c. He likespeas.
d. He doesn'tlikesandwiches.
3 points
e. She likessalad.
O AnsYverthe questions f. She doesn'tlikechios.
? the pupilsto answerthe questionsabout g. She likesspaghetti.
:e.nselves using one of the answersfrom the h, She doesn'tlikeice cream.
.'rcrdbank.
3 points
3 points
€) Completethe questions
Pupilscompletethe threequestionswith words
from the word bank.
a. Do you likebreadand cheese?
b. Do you likebananas?
c. Do you like ice cream?

3 points

T83
 EvaluationSheet Evatuation
Sheet

@ Order the letters Q tisten and number

Focusthe pupils'attention
on the anagrams
and Focusthe pupils'attention on the clothespictures
the exampleanswer.Tellthemto solvethe andtellthemto listenandnumberas youdictate:
anagrams andwritethe familymember. Number1 is shirt. Number4 is shor-ts.
b. uncle Number2 is trainers. Number5 is sweater.
G.aunt Number3 is scarf. Number6 is jeans.
d. cousin a = 5; b = 3; c = 2; d = 4;e = 6; f = 1.
e. twin
3 points
4 poants
@ Look and write
Write the question and answer Yesor Focusthe pupils'attention
No on the pictures
andthe
example. Tellthemto writesimilarsentences
Tellthe pupilsto orderthe wordsso as to make aboutpictures b andc.
questions.Tellthemto answerthe questions b. I'm wearinga sweateron my legs.
personally.
c. I'm wearinga scarfon my feet.
a. Haveyougot a sister?
b. Haveyougota cousin? 3 points
c. Haveyou got an uncle?
Orderthe sentences
3 points O f"tt the pupilsto put the wordsin orderto form
two questionsandtwo answers.
@ tisten and number a. What'sshewearing?
Tellthe children
to listenandwritethe numbers i She'swearingjeans.
nextto the correctpicture. b. Whatshe wearing?
Number1: Shebgot straighthair. He'swearinga sweater.
Number2: Shebgot g/asses.
Number3: He'sgot curlyhair. 4 points
a =3 ;b=1 ;c= 2.

3 points

T84
O Reooono wrre

t
O. It isn't o dinosour.It's o G. It isn't q spocemon.
b. It isn't q cor. It's d. It isn't o doll.

O Reodond then write the questions

It's biq. It isn't block. c. It's smoll. It isn't white.

fs it-o teddg bear ? ?

Yes. Yes.
b. It's white. It isn't big. d. It's blqck. It isn't smoll.

Yes. Yes.

O Answer ond drow

Whot's your fovourite toy?
My

(Q +points @ zpoints @ s points TOTAL:

Photocooiable Limited.2005
@ PearsonEducation T85
UNIT

2 Evatuation
Sheet NAM E:

CLASS:

O Reodond drow
['ve got two big eyes.
I hqven't got o smoll mouth.
I've got two teeth.
I've got o big nose.
I've got lots of hoir.
I've got four eors.

@ Colour ond write iI

:
I've got I

I
I

t
I

I
I

t
O Whot is it? Write I

I
I

F
I

t
I
_--=\.^_=
^j
v ----. _---/
I
I

I
I

q. b. c. d. I
I
I
@ s points @ spoints @ + points TOTAL:
I
T85 Photocopiable
@ PearsonEducationLimited,2005
I
 Evaluation
Sheet NAM E:

CLASS:

O Listen ond number.Then write

O Whot's missing?Write

o. He c. He
b. She d. He

O Look ond write

Snalf big long short

qrms hqnds S# legs

g.eL.:lt
q. Len..1:. sl!..eyg.:'.......
b. Ken
c. Ben
d. Den

@ s points
Photocopiable
@ PearsonEducationLimited.2005
 NAME:

CLASS:

O Look ond write

b. d.

ii_-ln ,4,-\
H

Htrf,
ut''it
@
@
cowboy choirs rings mo9rcrqn

c. d.
b. e.
c.

@ Answer the question

Where'sthe spider?

in on under toble
corpet lomp cupboord

q. It's on the carpet.

b.
c.
d.

O Listen ond colour the numbers

16 f 7 f8 tq
@ s points @ zpoints @ + points TOTAL:
T88 Photocopiable
@ PearsonEducationLimited,2005
lI{rr

5 Evaluation
Sheet NAME:

CLASS:

o Order ond write the onimols

gtire

kmneyo

ksqne rebq
c.

Write true sentences

o. (tiger/run/donce) A tiger can run. A tiger ccn't dance.

b. (snoke/iump/climb)
c. (bird/flylride o scooter)
d. (fish/run/swim)

O Answerthe questions

Yes,I con. No, I con't.

o. Con you fly?

b. Con you dance?
c. Con you swim?

@ spoints
Photocopiable
@ PearsonEducationLimited,2005
UNIT

6 Evaluation
Sheet NAME:

CLASS:

o Look ond write

spoghetti
sqndwich
solod
cheese
clieldn
ice creqm
bonqnos
peqs
chips

@ Write sentencesobout the bog ond the girt

o. He likes milkshokes. e, She

b. He doesn't like chocolote. f.
G. 9.
d. h

Gt Complete the questions

-
bqnonqs
ice

ond lik€

Q +point s @ spoints @ s points

@ PearsonEducationLimited,2005
Photocopiable
 Evaluation
Sheet NAM E:

CLASS:

O Order the letters

o. rbohret brother d. isuocn

b. cnule e. wnti
c. nout

O Write the question ond onswer Yesor No

o. got q sisterhove you

b. o you cousin got hove

c. you uncle got hove on

O Listenond number

t
rl
)

Q +points @ spoints @ s points

Photocopiable
@ PearsonEducationLimited,2005
UNIT

I Evaluation
Sheet NAME:

CLASS:

o Listen ond number

O LooK ono wrrce

shorts sweoter troiners scorf heqd honds feet legs

l'm wearingshorts
on mg head.

Order the sentences

o. she / Whot's / weoring ?
weoring / jeons / She's.

b. weoring lhe / Whot's?

sweoter/ He's I o I weoring .

@ e points @ spoints @ + points

T92 Photocopiable
@ PearsonEducation
Limited,2005
 EISODE KEY TANGUAGE LANGUAGE
NEW/RECEPTIVE
OTSA'FYOR DISNEY/PIXAR FILM

1 | likemonsters! Counting:1-10 Scared,(monster)

Faceand body:eyes,ears,teeth school
lfironsters,lnc. green,yellow brown
Colours:pink, Owl
Legs,arms

I 2 lts magic! Faceand body:hand,eyes,nose,teeth, His/her

fingers,foot,toes,body Sad,scary
fuuty and the Beast Magic:magicwand,magician, abracadabra
Where'smy ...?lt'sin/under
...
House:bathroom, bath,bedroom,bed,
chair,table
3 Can you dance? Animals:horse(s),bird,monkey,snake Canyoudance?
CANfor ability:dance,climb,swim,jump, Lionscanroar.
lugle Book sing,walk,run,fly l' m h u n g ry !
Lion,frog,cat
Smile,cry
I l"mwearinga T-shirt! Adjectives:crazy,funny,fast, happy l'm goingto my granny's
house.
Weather: sunny,raining,snowing,cold Scared,auntie,uncle,one by one,
rcql's Once Upon trainers,shorts,hat,coat
C/orhes;T-shirt, shirt
tChristrnas boots,umbrella,sweater,scarf
Colours:red,blue,green,brown
Family:mum,dad,granny,grandad, brother
sister.twins

dre Yideos useto act out similarscenesin the classroom.

q: videofor eachlevelof EnglishAdventure.
b b dMdedinto four episodes whichfocuson
rfun two unitsof the Pupil'sBook.Thevideo
l$ keylanguage in new situations.
$ rerr words are introduced,with clearrefer-
ldnr their meaning.Therearetwo presenters,
lry wtro usekeylanguageastheytalk, singand
trE Shortclipsfrom Disneyand Disney/Pixar
lmd b illustratelanguage.Languageis practised
fr*ctirns on the realworld.
l,|ue are three partsto eachepisode:Fun
hTrre and RealTrme
h hn Time,Lucyand Tedsometimesplaya
r{ry
- a pke together,or sometimesthey sing a
rru6k, pupilsdevelopa positiveattitude
:gh
tnftsge learning,and musichelpschildrento
l:nrnnrber. The songsin FunTime alsopro-
FnrE rt and motivation. Tedand Lucyper-
tr$ wr$ actions and it is easyfor the pupils
hJde $reyare listening. Thesongsprovide
FJout to reinforcethe language of the
F fu excellentpractice of pronunciation,
;drlhyfim. When Tedand Lucyplaygames
Dtu,e dabgue that the childrencan later
Film Time: Theclipsaretakenfrom severaldelightful
Disneyand Disney/Pixar filmsthat the childrenmaybe
familiarwith. Theseclipsfeaturewell-knowncharacters
and amusingsituations. Thechildrenare invitedto par-
ticipateby identifyingkeywordsin the scenes.
RealTime: We seefilm of the realworld,and the chil-
drencan seethe languageof the episodein relationto
with realpeoplein the Englishspeak-
externalsituations,
ing world.
How to use the English Adventure videos and
worksheets
Step 1 - Watch
Watchthe episodefrom startto finish.Askthe childrenif
they know the film that was featuredand elicitany words
that they rememberhearingfrom the episode.
Step 2 - Watch
Watchthe first part,FunTime,and stopbeforeFilm
Timestarts.Watchthisa secondtime or more.Where
thereis a song,askthe childrento followthe wordsand
actionsof the presenters.Theyshouldcopythe actions
as soonas they can,and as they becomemoreconfi-
dent,they canjoin in with the words.

T93
Yrrep

Step 3 - Watch E p is o d e 4
Withthechildren sittingquietlyagain,watchFilmTime.
Askthe children if theyknowthe film andthe charac- Worksheet
ters.Askthe children aboutwhattheysaw,to elicitkey Handout Worksheet 4. Thechildren
comolete the sen-
words.Youcanprovide the Englishcharacter
names. tencesusingwordsfromthe box.
WatchFilmTimeagain,pausing afterthe questions,
for Answers:My granny'swearinga hat,a coat,trousers
the pupilsto answer. Alternatively,
watchwithoutthe andboots.
sound,pausing at keymoments andaskthe children to My sister's
wearinga sweaterandshorts.
saythe wordsrelated to the image,or askquestionslike ThetwinsarewearingT-shirts,
trousersandtrainers.
thosethat Tedand Lucyask,e.g. Who'sthis?What's
this?ls it blue?ls he happy?
Step4-Afterwatching
Thechildren complete
the Worksheet for the episode.
Thechildren cancolourthe pictures
whentheyhavefin-
ishedor at home.
Step 5 - After watching (optional)
WatchFunTimeagain,andhavethechildren singthe
song,or playthe gamethatTedandLucyshowthem,or
theycanactout the scenein class.
Ep isod e 1
Song:
LUcY I'vegot two eyes.One,two.
TED We'vegot four eyes.One,two.
LUCYThree,four.
l'vegot two ears.One,two,
TED We'vegot four ears.One,two,
LUcYThree,four
l'vegot foureyes!One,two, three,four.
TED We'vegot eighteyes!One,two, three,four
LUcY Five,six,seven,eight.
BorH We'vegot eight!
Worksheet
Handout Worksheet
1. Askthe children
to readthe text
the drawing
andcomplete andcolouring.
E p iso d e 2
Worksheet
Handout Worksheet2. Thechildren
copythe right
wordsontothe labelsandcompletethe speechbubbles.
E p iso d e 3
Song:
TED Canyoudance?
LUCY No,I can't
TED Canyousing?
LUCY Yes, I can!
TED Canyouclimb?Canyoujump?Canyouswim?
LUCY No.I can't!
Canyousmile?
TED Yes,I can!
LUCY Canyouwalk?Canyourun?Canyoufly?
TED Yes,I can!Yes,I can!Yes,I can!
No,I can't!No,I can't!
Worksheet
Handout Worksheet 3. Askthe children
to choosethe
correctwordsfor the monkeyandbear;thento choose
andwritewordsfor the eleohant.

T94
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ond long / shortlegs.It con / con't
climbtrees.

A beor'sgot long / shortlegs.lt

conI con't swim. It con / con'tflg.

An e le p h o n t' sg o t o n o se.
It wo lk.
It ju- P.

Photocopiable
@ Pearson
Education
Limited,2005 T97
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Mg sister'sweoring
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The twins ore weoring

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sweoter boots hot T-shirt

shorts troiners coot trousers

T98 @ PearsonEducationLimited.2005
Photocopiable
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