Second Edition

1
Teacher’s
Booklet
Karen Elliott for the
with Caroline Nixon & Michael Tomlinson Interactive DVD
Teacher’s Booklet 1
for the Interactive DVD
Second Edition
Karen Elliott
with Caroline Nixon & Michael Tomlinson
University Printing House, Cambridge CB2 8BS, United Kingdom
Cambridge University Press is part of the University of Cambridge.
Introduc
It furthers the University’s mission by disseminating knowledge in the pursuit of
education, learning and research at the highest international levels of excellence. The livi
www.cambridge.org Teacher
Information on this title: www.cambridge.org/9781107665880
Gardeni
© Cambridge University Press 2008, 2014
Rocking
It is normally necessary for written permission for copying to be obtained
in advance from a publisher. The worksheets in this book are designed Let’s go
to be copied and distributed in class. The normal requirements are
A walk r
waived here and it is not necessary to write to Cambridge University Press
for permission for an individual teacher to make copies for use within Making a
his or her own classroom. Only those pages that carry the wording
‘© Cambridge University Press’ may be copied. The mu
First published 2008 Using th
Second edition 2014
Printed in the EU by Sony The pla
Using th
A catalogue record for this publication is available from the British Library
ISBN 978-1-107-66588-0 Interactive DVD with Teacher’s Booklet 1 Simon’s
ISBN 978-1-107-61757-5 Pupil’s Book 1 Using th
ISBN 978-1-107-68940-4 Activity Book with Online Resources 1
ISBN 978-1-107-63625-5 Teacher’s Book 1
Stella’s
ISBN 978-9-107-64752-7 Class Audio CDs 1 (4 CDs)
ISBN 978-1-107-67239-0 Teacher’s Resource Book with Online Audio 1 Using th
ISBN 978-1-107-68826-1 Flashcards 1 (pack of 96)
ISBN 978-1-107-69823-9 Presentation Plus 1 Suzy’s
ISBN 978-1-107-64976-7 Language Portfolio 1 Using th
ISBN 978-1-107-61214-4 Posters 1
ISBN 978-1-107-65891-2 Tests CD-ROM and Audio CD 1-2 DVD sc
ISBN 978-1-107-65840-0 Monty’s Alphabet Book
Additional resources for this publication at www.cambridge.org/kidsbox Fo

Cambridge University Press has no responsibility for the persistence or accuracy

of URLs for external or third-party internet websites referred to in this publication,
and does not guarantee that any content on such websites is, or will remain,
accurate or appropriate.
 Contents

Introduction 4
uit of
llence. The living room
Teacher’s notes and worksheets
Gardening 8
Rocking horses 12
Let’s go to the zoo! 16
A walk round London 20
o
e copies Making a cake 24
ording
The music room
Using the songs in the classroom 28

The playroom
Using the games and crafts in the classroom 32

Simon’s room
Using the interactive games in the classroom 37

Stella’s room
Using the quizzes in the classroom 39

Suzy’s room
Using the stories in the classroom 41

DVD scripts 47

For A4 size worksheets, photocopy at 120% of the original size.

uracy
ication,
n,

3
 Introduction The liv
The Kid’s Box interactive DVDs have been designed to complement the The livin
Kid’s Box English course. Although they correspond to the language and contents
topic areas covered in Kid’s Box, teachers of Primary school pupils in of childre
general will fi nd the DVDs fun and stimulating to use. Works
The material has been created for whole class participation, and will
provide hours of educational entertainment. It revises and extends Fo
the concepts and language found in Kid’s Box through documentaries,
songs, games and animated stories. Pupils are encouraged to cooperate
The wor
and learn together through class quizzes and matching and spotting
informat
activities, and to work independently when completing worksheets.
language

Using the interactive DVD

Befor
The interactive DVD is designed for use with a television and DVD player. Use the
The task
remote control just as you would when playing a conventional DVD. Select an
to your p
item using the four directional arrow buttons. Simply press play to activate your
choice.
While
The DVD can also be used on a computer or an interactive whiteboard.
After the title sequence has finished, the Star mansion will appear. You will be The task
taken down the driveway and through the front door to the downstairs hall. pupils wa
From here you can navigate your way through the mansion to the different rooms question
in the house by clicking on the arrows or room titles.
Alternatively, to view all the rooms on one screen, select the Map button in the After
top left hand corner of the screen. This gives immediate access to the contents of This task
the entire DVD. together
Follow
After ea
Two are
answer f
Where’s
will need
them qu
elephant
What’s t
the docu
Alternat

4 Introduction
 The living room
nt the The living room contains five short documentaries relating to the Kid’s Box course
ge and contents. Pupils are given an insight into British cultural life while following a group
s in of children on visits to places of interest.
Worksheets
will
ds For A4 size worksheets, photocopy at 120% of the original size.
ries,
perate
The worksheets provide the pupils with a basis for listening selectively for specific
ng
information. They contain a variety of tasks to develop the comprehension and
ts.
language skills of the pupils. They are divided into the following sections:

Before you watch

Use the
The tasks in this section are aimed at introducing the topic area and key language
ct an
to your pupils.
e your

While you watch

l be The tasks in this section require more detailed comprehension. First let your
all. pupils watch the documentaries without filling in this section. Then go through the
t rooms questions as a class. Pupils check their answers on the second viewing.

in the After you watch

tents of This task extends the topic and allows for personalisation. Complete this section
together.
Follow-up activities on the DVD
After each documentary there are four interactive follow-up questions.
Two are multiple choice type questions where pupils must choose the correct
answer from a possible three options.
Where’s Monty?  Here pupils must try to find Monty in the photograph. They
will need to look very carefully as Monty is well hidden. Help your pupils by asking
them questions with yes/no or one-word answers, e.g. Is Monty in/on/under the
elephant? When pupils have guessed, select the Next button, to reveal Monty.
What’s this?  Pupils are gradually shown parts of an object relating to
the documentary. They must try to guess what it is as quickly as possible.
Alternatively, you could pause the image to ask pupils to try to guess the object.

Introduction  5  
Choose 1 and 2  Pupils are asked multiple choice questions and provided with Suzy’s
visual options to help them with their answers. Click the Next button to see the
correct answer. All 12 sto
form. Ea
and activ
The music room ideas rel
In this room you will find all of the songs from the Pupil’s Book. The songs on the
DVD are animated, with the words highlighted on the screen and presented in DVD s
both original and karaoke versions. Once in the music room, select from the units
Turn to p
to find the song menus. Here you are given the option to turn on the karaoke if
Playroom
you wish. The DVD can be used to present the song in place of the book or for
revision and group work. The song
Once pupils have mastered the tune, you can progress to the karaoke version,
which adds interest by giving children the experience of being performers.
On page 28 you will find suggestions for singing songs in class and on page 29
suggestions for extension activities related to the songs on the DVD.

The playroom
This room contains short documentaries showing children participating in craft
activities and playing common playground and classroom games. Your pupils will
also enjoy watching children at work and play in a British school. For a list of the
games and crafts and more ideas on using the documentaries and activities shown
in them with your class, see page 32.

Simon’s room
In Simon’s room children can play interactive games individually or as a class, in
teams or otherwise.
The Hiding Game requires children to identify two Kid’s Box characters in a dark
room. All they can see are the characters’ eyes. When they select a pair of eyes,
the character is revealed.
Children play Snap, a traditional card game, by selecting or clicking on the Snap
button when they see two identical cards.
For more ideas on how to use the games in the classroom, see page 37.

Stella’s room
Stella’s room contains three quizzes based on the characters and contents of Kid’s
Box Pupil’s Book 1. The quizzes are divided into Units 1–4, 5–8 and 9–12. The
questions have multiple choice answers and are ideal for revising the language
of the units in an entertaining and memorable way. For ideas on how to use the
quizzes in the classroom, see page 39.

6  Introduction
with Suzy’s room
ee the
All 12 stories found in Kid’s Box 1 Pupil’s Book are presented here in animated
form. Each story is followed by two interactive activities. For ideas on using stories
and activities with your pupils, see page 41. See page 43 for specific extension
ideas relating to the stories presented on the DVD.
on the
ed in DVD scripts
he units
Turn to page 47 for the scripts to the documentaries found in the Living room and
aoke if
Playroom.
or for
The song lyrics and story scripts can be found in Kid’s Box 1 Teacher’s Book.
sion,
.
29

craft
ils will
of the
s shown

ss, in

a dark
f eyes,

Snap

of Kid’s
The
age
se the

Introduction  7  
 The
Living
Room
G rdening 4. Draw
children
into the
This documentary can be used anytime but follows on well from Kid’s Box
Unit 1 Hello! After
Summary: Three children visit a garden centre. They see many different 5. Tick (
kinds of flowers and plant seeds and bulbs. Ask pup
to tell yo
Objectives: To practise colour words. To understand what plants and flowers i
seeds need to grow. colours t
Key language: yellow, red, orange, purple, flower flowers o
Ask pup
Follow-up activities: Where’s Monty? What’s this? Choose 1 and 2.
See page 5 for an explanation of how the activities work. Extens
• Provi
home
Before you watch Pupils
plant
1. Colour the speech bubbles. have
Pupils will need to recognise the colours the narrator uses to describe the plant
flowers at the garden centre, as well as those that are planted by the children
• Pupils
in the documentary. If your pupils can read, let them colour the speech bubbles
Write
individually. If not, hold up a copy of the worksheet and point to the first speech
bubble. Say yellow. The children hold up their yellow coloured pencils. Say Yes, • Take
colour it yellow. Repeat for each of the colours. Drill the pronunciation. of the
• Use a
While you watch

2. Tick (✓) the boxes above. What colours does she say?
Allow your pupils to watch the documentary without pausing the DVD. Then,
on the second viewing, pause the DVD when the white flowers appear. Pupils
remember the colours they heard and saw, and tick the boxes.
Answer: yellow, red, orange and purple.

3. Match. What colours are the children’s plants?

As in the first activity, allow your pupils to colour the speech bubbles first.
They then match.
Answer: Girl 1: orange, Girl 2: orange, Boy: Yellow, purple and red.

8 The living room – Gardening

 4. Draw the flower. Colour it. Pause the DVD at the point where the three
children watch the big red flower grow out of the pot. Pupils copy the red flower
into the space provided.
’s Box
After you watch
erent 5. Tick (✓). Where can you see flowers?
Ask pupils to look around the classroom. If there are flowers visible, ask pupils
to tell you what colours they are. Pupils tick the boxes. If possible, if there are
and flowers in the playground, take your pupils out to see them and to tell you what
colours they are. Finally draw a picture of a house or flat on the board. Put some
flowers on the balcony. Say that it’s your house, and that they are your flowers.
Ask pupils about their houses. Are there any flowers at home?

Extension activities
• Provide seeds, soil, pots and a watering can, or ask pupils to bring them from
home. Sunflower seeds are particularly good because they grow quite quickly.
Pupils follow the instructions in the documentary in order to grow their own
plants. They could measure them at different stages of their growth and even
have a competition to see whose plant grows the tallest. Pupils could draw the
plants at different stages and take them home when they are fully grown.
ren
• Pupils decorate the display board with flowers made from coloured paper.
bbles
Write the colours next to the flowers.
peech
Yes, • Take pupils outside to look for flowers in the school grounds, drawing pictures
of them and colouring them.
• Use all or any of the follow-up activities on the DVD.

hen,
upils

Teacher’s notes  9  
 The N me
Living G rdening D te
Room

Before you watch

1 Colour the speech bubbles.

0 yellow 1 blue 2 red 3 green

✓

4 orange 5 pink 6 black 7 purple

While you watch

2 Tick (✓) the boxes above. What colours does she say?

3 Match. What colours are the children’s plants?

4 Draw the flower. Colour it.

   
3 Match. What colours are the children’s plants?


  
4 Draw the flower. Colour it.

Boy Girl 2 Girl 1

orange purple

red yellow

After you watch

  
5 Tick (✓). Where can you see flowers?
In the classroom 
In the playground 
At home 

Gardening – Worksheet  11  
PHOTOCOPIABLE    © Cambridge University Press 2014  
 The
Living
Room
Rocking horses After

5. Colou
Pupils co
This documentary can be used anytime but follows on well from Kid’s Box
colours i
Unit 3 Favourite toys or Unit 5 Our pets.
Summary: Afsheen, Salimah and Morgan go to a Rocking horse factory, Extens
where they watch Anthony and his assistant make rocking horses. First
• Play ‘
the wood is cut and shaped. Then the tails, manes, reins and saddles
the w
are added.
of car
Objectives: To practise toy words. To learn how a rocking horse is being
made by a craftsman. in the
place
Key language: horse, tail, mane, rein, saddle the p
the w
Follow-up activities: Where’s Monty? What’s this? Choose 1 and 2. over
See page 5 for an explanation of how the activities work.
• Make
each
decid
Before you watch a toy.
poste
1. Point and say.
Ask pupils to point to the toys and say what they are. Drill the words.

While you watch

2. How many children are at the toy factory?

Pupils watch the opening sequence of the documentary. Pause when all three
children are in front of the factory. Pupils circle the correct answer.
Answer: three

3. Tick (✓). What toys do the children see?

Refer pupils to the pictures in exercise 1. Pause the DVD when the children are
standing inside the shop. Ask them what toys they can see.
Answer: horses

4. Make your rocking horse. Add the mane, tail, reins and saddle.
Let the pupils watch the documentary straight through. While the documentary is
playing a second time, as each element is added to the wooden horses, ask pupils
to add a mane, tail, reins and saddle to the rocking horse outline provided.

12 The living room – Rocking horses

 After you watch

5. Colour your rocking horse.

Pupils colour their horse, mane, tail, reins and saddle. Ask questions about the
’s Box
colours in their pictures.

tory, Extension activities

rst
• Play ‘Pin the tail on the rocking horse’. Enlarge the rocking horse outline on
the worksheet by another 250%. Attach it to the whiteboard. Make a tail out
of cardboard, with some sticky tack attached to the top of it. Pupils take turns
s being blindfolded. Turn the blindfolded pupil around three times, point them
in the direction of the rocking horse attached to the board, and ask them to
place the tail where they think it should go. Mark each spot on the board with
the pupil’s initials. The pupil who pins the tail closest to its correct position is
the winner. If you have too many pupils to do this in one class, spread it out
over three classes, with the finalists playing a last game together.
• Make toy factory posters. Put your pupils into groups of four or five and give
each a large piece of paper or card on which to display their work. Pupils
decide what toys they make in their factory. Each pupil draws and colours
a toy. They then cut them out and stick them onto their poster. Display the
posters under the title: Our toy factories.

ree

en are

entary is
k pupils
.

Teacher’s notes  13  
 The N me
Living Rocking horses D te
Room

Before you watch

1 Point and say.

car doll horse bike train

While you watch

2 Circle. How many children are at the toy factory? one two three four

3 Tick (✓). What toys do the children see?

cars dolls horses bikes

4 Make your rocking horse. Add the mane, tail, reins and saddle.
   
4 Make your rocking horse. Add the mane, tail, reins and saddle.

a mane

a tail

reins

a saddle

After you watch

  
5 Colour your rocking horse.

Rocking horses  – Worksheet  15  

PHOTOCOPIABLE    © Cambridge University Press 2014  
 The
Living
Room
Let’s go to the zoo! After

4. Draw
Show pu
This documentary can be used anytime but follows on well from Kid’s Box Pupils dr
Unit 7 Wild animals. under it.
Summary: Carl, Megan, Alex and Joe are at the zoo. They start
by visiting the elephants, lions, penguins and tigers. Then they catch a Extens
train to see the snakes, giraffes, monkeys and other wild animals.
• Pupils
Objectives: To practise the vocabulary of wild animals. on th
to sti
Key language: elephant, tiger, lion, penguin, train, snake, giraffe, monkey
• Write
Follow-up activities: Where’s Monty? What’s this? Choose 1 and 2. to the
See page 5 for an explanation of how the activities work. guess
• Use a

Before you watch

1. Write the animals.

Ask pupils to name the animals in the pictures. If they are just learning to write,
let them copy the words from their Pupil’s Books or write the words on the
board. Drill the words.

While you watch

2. The children are at the zoo. Put the animals in order.

After watching the documentary through once, pause the DVD when the children
first enter the zoo. Tell the children to look at the four animals in activity one.
Point to the number one in the box next to the elephant. Tell the pupils to watch
the documentary and write the numbers 2, 3 and 4 in the correct boxes.
Answer: 1 elephants, 2 tigers, 3 lions, 4 penguins

3. What animals do the children see after the train? Put a tick (✓) or
cross (✗) in the boxes.
Pause the DVD at the point where the children are getting off the train. Tell them
to tick the animals they see which appear on the worksheet.
Answer: They see snakes, giraffes, birds (flamingos) and monkeys.

16 The living room – Let’s go to the zoo!

 After you watch

4. Draw and write. What’s your favourite animal at the zoo?

Show pupils the documentary again, asking them to find their favourite animal.
’s Box Pupils draw their favourite animal in the box and write the name of the animal
under it.

a Extension activities
• Pupils make a zoo display. They make different kinds of enclosures depending
on the needs of the animal, and then draw or cut pictures out from magazines
to stick inside the enclosures.
y
• Write the names of animals on small pieces of card. Pupils take turns coming
to the front of the class to mime the animal’s movements until another pupil
guesses the animal correctly.
• Use all or any of the follow-up activities on the DVD.

write,
he

children
one.
o watch

ell them

Teacher’s notes  17  
 The N me
Living Let’s go to the zoo! D te
Room

Before you watch

1 Write the animals.

l___ e_______ p______ t____

While you watch

2 The children are at the zoo. Put the animals in order.

3 What animals do the children see after the train?

Put a tick (✓) or cross (✗) in the boxes.

   
3 What animals do the children see after the train?

Put a tick (✓) or cross (✗) in the boxes.

horse  ✗   snake    hippo    crocodile 

bird    giraffe    monkey 
After you watch

    raw and write. What’s your

4 D
favourite animal at the zoo?

Animal:

Let’s go to the zoo!  – Worksheet  19  

PHOTOCOPIABLE    © Cambridge University Press 2014  
 The
Living
Room
A w lk round London 3. Watc
Using mi
statue is
This documentary can be used anytime but follows on well from Kid’s Box Answers
Unit 10 At the funfair. seen. d F

Summary: Three girls, Lucy, Ashna and Natasha, spend the day
After
in London. They see different kinds of transport and statues, visit
Buckingham Palace where they see the guards and their horses, and walk 4. What
along the River Thames. At the Houses of Parliament they hear Big Ben What’s
ringing. Ask pup
town or
Objectives: To learn about London; that the buses are red and the taxis
their tow
black, and that Big Ben is the bell in the clock tower at the Houses of through
Parliament. Pupils will compare the transport in London to that where
they live.
Extens
Key language: car, bus, taxi, lorry, motorbike, bike, horse, black, red, statue, • Make
lion pupils
one f
Follow-up activities: Where’s Monty? What’s this? Choose 1 and 2.
trans
See page 5 for an explanation of how the activities work.
• Play B
pictu
squar
Before you watch of pic
name
1. Point and say. that r
Go through the pictures on the worksheet, drilling the words if necessary. Ask: • Play ‘
What’s number 6? (a plane) etc. Then ask pupils to point and say the words, as a playg
class or in pairs. The p
Pictures: 1 car, 2 boat, 3 bus, 4 helicopter, 5 motorbike, 6 plane, 7 taxi, 8 lorry, to ten
9 horse, 10 train, 11 bike are o
until
While you watch • Use a

2. Tick (✓). What transport do the children see?

Play the DVD, pausing briefly at the cars and taxis so that pupils can see that they
need to tick the transport they see in the documentary. The types of transport
can be seen throughout, so let the pupils watch the documentary once simply
looking for the types of transport.
Answers: 1 car, 2 boat, 3 bus, 5 motorbike, 7 taxi, 8 lorry, 9 horse, 11 bike (trains
are not seen, although the underground station entrance is; pupils who have been
to London may therefore tick 10, trains).
20 The living room – A walk round London
 3. Watch again. True (T) or false (F)?
Using mime and/or by drawing a picture on the board, explain to pupils what a
statue is. Go through the sentences before watching the documentary again.
’s Box Answers: a False. There are three girls. b True. c False. No statues of horses are
seen. d False. Big Ben is a bell.

After you watch

walk 4. What transport do you have in your town or city? Circle the pictures.
Ben What’s your favourite transport?
Ask pupils to look at the pictures in the first activity again. Say the name of your
town or city and ask pupils to tell you which of these kinds of transport are in
taxis
their town. Ask: What’s your favourite transport? Pupils put up their hands as you go
of through the options.
ere
Extension activities
tatue, • Make a class graph of favourite types of transport. Name a transport and ask
pupils to put up their hands if it is their favourite. Pupils can have more than
one favourite if you wish. Make a column graph with pictures of each type of
transport at the bottom and record the results onto it.
• Play Bingo using the pictures from the worksheet. Pupils choose five of the
pictures, cut them out and glue them on to paper. They then cut five blank
squares of paper to cover their pictures as they are called out. Photocopy a set
of pictures (on card if you wish) to put in an envelope. Pull out a picture and
name the transport. The first pupil to cover all five pictures is the winner of
that round.
Ask: • Play ‘Statues’. Pupils line up on one side of the classroom, or preferably, in the
s, as a playground. The teacher stands with their back to the pupils and counts to ten.
The pupils walk towards the teacher. When the teacher has finished counting
orry, to ten, he/she turns around. The pupils must keep very still. If they move, they
are out. The teacher turns away and counts to ten again. The game continues
until only one pupil is left.
• Use all or any of the follow-up activities on the DVD.

hat they
sport
mply

e (trains
ve been

Teacher’s notes  21  
 The N me
Living A w lk round London D te
Room

Before you watch

1 Point and say.

1 2 3 4 5 6

7 8 9 10 11

While you watch

 While you watch

  
2 Tick (✓). What transport do the children see?
  
3 Watch again. True (T) or false (F)?
a There are two girls. F There are three girls.
b There’s a statue of a lion.
c There’s a statue of a horse.
d Big Ben is a statue.

After you watch

  
4 What transport do you have in your town or city? Circle the pictures.
What’s your favourite transport?

A walk round London  – Worksheet  23  

PHOTOCOPIABLE    © Cambridge University Press 2014  
 The
Living
Room
M king c ke 4. Yes o
Pupils cir
Answer:
This documentary can be used anytime but follows on well from Kid’s Box
Units 11 Our house and 12 Party time.
After
Summary: Alastair and Rebecca are in the kitchen, making a cake.
After washing their hands, they measure the ingredients using kitchen 5. Tick (
Ask your
scales. Then they mix the ingredients. Mum puts the cake in the oven
Pupils tic
for 20 minutes. Finally, the children decorate and eat the cake.
underne
Objectives: To practise food vocabulary. To learn how to make a cake. chocolat

Key language: This is …, kitchen, chocolate, cake, 4 eggs, I like …

Extens
Follow-up activities: Where’s Monty? What’s this? Choose 1 and 2. • Have
See page 5 for an explanation of how the activities work. Pupils
choco
• Pupils
Before you watch • If you
• Use a
1. What’s this? Say.
This task gives children the basic vocabulary they need to be able to follow the
documentary and answer the questions on the worksheet. Check understanding
by asking pupils if they like chocolate, eggs or cake. Drill the pronunciation.

While you watch

2. Put the pictures in order.

On the second viewing, pause the DVD at the point where the cartoon chocolate
cake appears on the screen. Ask, Who’s this? (Alastair and Rebecca), Where are
they? (in the kitchen) and What are they making? (a chocolate cake). Ask pupils to
look at their worksheets and put the pictures in order. The first picture has been
done (1. The children wash their hands). Play the documentary again so that pupils
can check their answers.
Answer: 2 They measure the ingredients. 3 They mix the ingredients. 4 Mum
puts the cake in the oven. 5 They decorate the cake. 6 They eat the cake.

3. Circle. How many eggs?

Pupils circle the correct answer.
Answer: four

24 The living room – Making a cake

 4. Yes or No?
Pupils circle the correct answer.
Answer: Yes.
’s Box
After you watch

en 5. Tick (✓).
Ask your pupils if they like chocolate cake. Get a show of hands for yes and no.
n
Pupils tick the boxes. Put two columns on the board with a happy and sad face
underneath each one. Count how many pupils like and how many don’t like
ake. chocolate cake and colour the columns to make a graph.

Extension activities
• Have the pupils ask each other about different foods (e.g. chocolate, eggs).
Pupils put the information on a graph, using the columns on the board about
chocolate cake as the example.
• Pupils draw a picture of their favourite cake.
• If you have the facilities in your school, make a cake during the English class.
• Use all or any of the follow-up activities on the DVD.
w the
anding
.

hocolate
e are
upils to
as been
at pupils

Mum
.

Teacher’s notes  25  
 The N me
Living M king c ke D te
Room

Before you watch

1 What’s this? Say.

While you watch

2 Put the pictures in order.

1 2 3

4 5 6
 4 5 6

  
3 Circle. How many eggs? After you watch
two   three   four   five
  
5 Tick (✓).
  
4 Yes or No? I like chocolate cake.
Alastair and Rebecca like chocolate
cake. J Yes     L No 
J Yes     L No 

Making a cake  – Worksheet  27  

PHOTOCOPIABLE    © Cambridge University Press 2014  
 The • If you
Music
Room
Songs pop g
of tim
pupils
Ideas for using the songs in the classroom award
Remember that songs can be central to the learning process. Effective enjoy
learning is an emotional experience; it is when children are enjoying of the
themselves and encounter something new that real learning takes place. • Use t
In this section you will find general ideas for using songs in the classroom they
as well as specific activities to accompany the 12 Kid’s Box songs. can th
• Songs are a great way to channel your pupils’ energy and creativity. Use them • If you
at any point in the lesson to provide a change of pace and focus. Put on the be ab
DVD for pupils to listen and sing along to while doing project work or arts and may n
craft activities. This is an effective way of creating more exposure to English in
the classroom. The Kid
• Incorporate songs as part of the classroom routine as a warmer at the start of Kid’s Box
the class or at the end to finish the lesson. to use w
• Pupils need to be given time to learn a song. Start by having them listen and Unit 1.
perhaps clap along two or three times to become familiar with the tune and Make a
words before inviting them to sing along. them to
• Divide pupils into groups and ask them to stand up to sing the songs. The and draw
performing group can stand while the audience remains seated. Encourage paints, ch
the audience to clap along and to give a generous round of applause to all they can
performers.
Unit 2.
• Use TPR (total physical response) or actions to aid understanding and memory
How are
of the vocabulary in the songs. For example make a rainbow with outstretched
the name
arms when singing The rainbow song. Pupils can point to objects and mime
seating a
actions and adjectives as they sing. You can provide them with the actions or
out. You
alternatively ask them to invent their own.
karaoke
• Divide the class into two groups singing alternate lines of the song. This works
well with answer and response songs as well as those that use the characters Unit 3.
from the Pupil’s Books. Where’s
Ask pup
• A selection of percussion instruments, such as tambourines, cymbals, maracas,
pupils kn
jingles, woodblocks and chimes should be available in the classroom. These will
table? Is h
encourage pupils to keep the rhythm and help involve less confident pupils in
the activity. Alternatively, pupils could make some percussion instruments Unit 4.
as a craft activity. Adjectiv
sad: two
Ideas for using karaoke in the classroom happy: th
young: pl
• You can add excitement by turning the karaoke activity into a concert. For old: bend
this you need to allow pupils to prepare the song, perhaps giving them time beautiful
to practise dance steps and routines together as well.

28 The music room – Songs

 • If you wish to turn the karaoke activity into a competition, divide the class into
pop groups and ask each group to choose a name. Allow the groups plenty
of time to practise their acts. You can be the judge (with or without other
pupils). The pop groups take turns to sing the song, with 1–5 stars being
awarded for each performance (make sure to be generous!). If the class is
ve enjoying the activity, groups winning five stars can be the finalists, with the rest
of the class deciding on the winners.
ace. • Use the karaoke version to perform original songs. Once pupils know the tune,
room they can write their own lyrics to the songs or substitute different words. They
can then perform their new version to the class.
e them • If you have a microphone and recorder available, or a video camera, you will
n the be able to provide pupils with a thrilling reality-show style experience (you
arts and may need permission from parents to video your class).
nglish in
The Kid’s Box songs
start of Kid’s Box 1 Teacher’s Resource Book contains specific song worksheets for you
to use with your pupils.
n and Unit 1. The rainbow song
e and Make a rainbow mural.  Show your pupils pictures of real rainbows and get
them to name the colours in the order they appear. Get a large piece of paper
The and draw arched lines marking the different colours on the paper. Using poster
rage paints, children paint and make hand prints in the colour bands. Alternatively,
all they can make a collage with different colours of paper.
Unit 2. How are you?
memory
How are you? I’m fine, thank you.  Using the karaoke version, pupils substitute
tretched
the names of each classmate in place of the Star family. Go through the class by
me
seating arrangement or in alphabetical order, so that none of the pupils are left
ons or
out. You could do this at the beginning of several classes, singing along to the
karaoke version until each pupil has had a chance to sing alone.
s works
acters Unit 3. Where’s Monty?
Where’s Monty?  Bring a toy mouse, or other small toy animal to the classroom.
Ask pupils to close their eyes and count slowly to ten three times (or to 30 if
maracas,
pupils know the numbers). Hide the toy animal. Ask, Where’s the toy? Is he under a
hese will
table? Is he in my bag? The pupil who guesses correctly has a turn at hiding the toy.
upils in
nts Unit 4. We are family
Adjective charades.  Use the following mimes for each adjective in the song:
sad: two fingers on either side of the mouth, pulling it down.
happy: the fingers pull the mouth upwards.
young: placing the thumb close to the mouth as in a baby sucking its thumb.
For old: bending over as if walking with a walking stick.
time beautiful: pushing the hair up as if you think you are very beautiful.

Teacher’s notes  29  
ugly: making a monstrous face, using the fingers to pull at the eyes. Unit 11.
Say the words. Pupils mime the actions, and those who mime the wrong action Where’s
are out. The winner is the player(s) left standing. of the so
classroom
Unit 5. The pet song
middle. S
Pictionary.  You will need to make approximately 12 cards. Write an adjective mimes th
and the name of a pet on each card. E.g. a clean cat, a dirty bird, a small dog,
a big cat, a beautiful fish, a long horse, etc. Unit 12
Divide the class into two teams. Pupils take turns to pick a card, read it and Simon s
without speaking, draw a picture on the board. A pupil from their team must different
guess what is written on the card. You might want to give them a time limit of, say, drink wa
two minutes. If they guess correctly within the time limit, they win a point for their
team. The team with the most points at the end of the game wins. Alternatively,
you could draw the pictures on the board and ask teams to tell you the correct
answer.
Unit 6. I’m a very ugly monster
Make a monster mural. On paper or card, pupils draw, colour and cut out their
own monsters. Make a wall display of the monsters having a party. Use the display
to play a game: describe a monster and pupils guess which one it is.
Unit 7. The animal song
Animal parade. Divide pupils into groups. Give each group the name of one of
the animals in the song. Have them invent a short dance to represent the animal.
Play the song, with each group of pupils doing their dance when it’s their animal’s
turn. Use the karaoke version to do other animal dances invented by the children.
Unit 8. He’s got a blue jacket
She’s got a … in her hands. Collect several items which can be used to
substitute the words in the original song. Make sure to drill the objects and their
colours before you start.
Play the karaoke version, with pupils holding the objects and the class singing what
they are. Allow everyone to have a turn.
Unit 9. The Maskman song
Do the classroom song. Using the karaoke version, substitute classroom
language such as hands up/down, read, write, listen, say, play a game, sit down/stand
up. Substitute sing, sing, sing for play, play, play at the end of every verse.
Unit 10. I’m walking
Classroom survey: How do you come to school? Use this as the title for a wall
display survey. Make a grid with the number of pupils on the vertical axis, and the
following column headings: walk, by bike, by bus and by car. Ask pupils how they
come to school: do they walk, ride a bike, catch a bus, or come by car? Count the
pupils and shade the columns. Alternatively you could divide the class into groups
and have them conduct their own group surveys. You could get them to collate all
of the results into one grid on the board at the end.

30   The music room  –  Songs

 Unit 11. Where’s grandpa?
ction Where’s Sara? In the classroom. What’s she doing? Use the karaoke version
of the song for this activity. Make a set of cards with activities pupils do in the
classroom. Pupils stand in a circle, with each pupil taking a turn to stand in the
middle. Show the pupil standing in the middle one of your activity cards. He/she
ctive mimes the action without speaking. The other pupils sing what he or she is doing.
og,
Unit 12. Do you like bananas?
d Simon says with food. Play Simon says, but ask pupils to eat, drink or make
ust different kinds of food (e.g. eat an apple/banana/ice cream, make a sandwich/cake,
it of, say, drink water/milk). The five pupils left doing the correct actions are the winners.
for their
atively,
orrect

ut their
e display

one of
animal.
nimal’s
children.

d their

ing what

n/stand

or a wall
and the
they
unt the
groups
ollate all

Teacher’s notes  31  
 The While
Play
room
G mes nd cr fts
Pause th
teacher.
Games and crafts involve pupils following instructions to reach a desired
outcome. They focus children’s attention on completing a task, and present Check th
language in a natural way. These types of activity are valuable in the primary Yes or no
classroom because children are engaged both physically and mentally as a book. (
they learn.
Children bring a lot of knowledge about games to the classroom; they After
know that there are rules to follow and that they involve turn-taking. Some Play Simo
games focus on cooperation and others on competition but all are based on for too lo
some kind of challenge. Likewise, although crafts tend to be more solitary stop whe
activities, they also involve following instructions to create a desired the end,
outcome. the game
the com
Tips for using games and crafts in the classroom
• Be prepared. Make sure you have what you need (dice, cardboard, etc.) before
One p
you go into the classroom. The One
Unit 1 H
• Make games and crafts central to the lesson rather than always leaving them
to the end. When pupils are tired it is more difficult for them to follow Key lang
instructions, especially in another language. seven po
• Don’t expect your pupils to understand verbal and written instructions. You
need to give your instructions for the game or craft step by step. With crafts, Befor
ask early finishers to help slower students.
Make a fi
• Expect noise and L1! During craft activities, you can reduce this by playing you coul
English songs for pupils to sing. However, remember that as long as the parts into fists
of the game or craft activity which require the language to be spoken or Drill.
written are done in English, the pupils are learning.
While
Simon says
This DVD clip can be used at any time. Pause th
on the le
Key language: point to (with colours, flashcards and classroom objects), listen, straight t
stand up, sit down, open, close. In later units you can use more verbs (walk, run, sing
The rainbow song, etc.), ask pupils to be various animals, be happy and sad, touch
parts of the body and clothes, drive cars, ride bikes, swim, eat apples, ice cream, After
cake, etc. Drill the
choose t
Before you watch pupils m
Get pupils to stand in a group. Ask them to follow your instructions. Say, Point to
the door, open a book, close the door, point to the chair, sit down, hands up, point to
blue, etc. Tell pupils to sit down to watch the DVD.

32 The playroom – Games and crafts

 While you watch
Pause the DVD at the beginning and ask: How many pupils? (nine). Point to the
teacher. Ask, Who’s this? Play the DVD through.
sired
present Check the pupils understand the game by example. Say, Simon says read a book.
primary Yes or no? Mime reading a book. (yes). Say, Read a book. Yes or no? Mime reading
y as a book. (no).

ey After you watch

g. Some Play Simon says with your pupils. If you have a lot of pupils and the game goes on
ased on for too long, so that it is difficult to control those who are out, you can decide to
olitary stop when there are ten pupils left. You could give these pupils a card so that at
the end, the winner is the pupil with the most cards. When pupils are familiar with
the game, volunteers can come to the front and take turns giving
the commands.

) before
One potato, two potato
The One potato, two potato clip can be used at any time, but follows well from
Unit 1 Hello! and Unit 12 Party time.
them
Key language: One potato, two potato, three potato, four; five potato, six potato,
seven potato, more! He/she’s ‘it’.
s. You
crafts, Before you watch
Make a fist with your hand. Indicate that it looks like a potato. It would be ideal if
ing you could bring a fist-sized potato to class. Ask your pupils to make their hands
parts into fists. Say, One potato (hold up one fist), two potato (hold up the other fist).
or Drill.

While you watch

Pause the DVD at the beginning. Ask, How many pupils? (five). Point to the girl
on the left, who is saying the chant. Say, This girl is ‘it’. Pupils watch the DVD clip
en, straight through. When we see the boy who has won the round, say, Now, he’s ‘it’.
run, sing
touch
cream, After you watch
Drill the chant. Divide the class into groups of five or six pupils. In each group,
choose the first ‘it’, but have the whole group say the chant together. Stress that
pupils must be gentle when being ‘it’ or you will give their turn to someone else.
Point to
oint to

Teacher’s notes  33  
Decorating a box After
The Decorating a box clip can be used at any time. If possibl
Key language: box, boxes, glue, scissors, glitter, red, blue, green, yellow, finished, stars, play a qu
shapes. who stan
one of th
Who’s go
Before you watch around a
If you are intending to do this craft activity with your pupils, ask them to bring until eve
boxes from home, or collect them yourself. Shoeboxes are ideal. You will need
to have glue, scissors, coloured paper and glitter to decorate the boxes. You may Please
prefer to make wrapping paper or pretty bags instead. This DVD
Key lang
While you watch catch.
Pause the DVD and point to a box. Ask, What’s this? (a box). Let pupils watch
the DVD clip through. On the second viewing, you may wish to pause the clip at Befor
different times and ask, What’s this? (glue, paper, scissors, colours, a star).
If you us
on page
After you watch Draw a p
You may want to cover the tables with newspaper. Pupils place the craft materials figures o
on their tables. Ask pupils what materials and colours they are using as they make cross the
their boxes. and your
ribbons f
Who’s got the ball?
This DVD clip can be used at any time, but follows well from Unit 3 Favourite toys. While

Key language: Who’s got the ball? I haven’t got it. It isn’t in my pocket. yes, no. Pause th
clearly vi
river, and
Before you watch the pupi
Bring a small, soft ball to class. Ask your pupils to close their eyes. Give one pupil side. On
the ball, to hide on their lap. Say, Open your eyes. Who’s got the ball? Pupils take children
turns until they guess. Mr Croc
the river
While you watch
After
Pause the DVD when the children are lined up and the boy who is ‘it’ is standing
with his back to the group. Ask, How many children? There are twelve in total. Ask, If possibl
Who’s ‘it’? Point to the boy on the right. Say, He’s ‘it’. He’s got the ball. Watch the Mr Croc
DVD clip through. On the second viewing, pause it at the end, and ask: Who’s ‘it’ + a colo
now? Point to Vivian, the girl on the right with the ball. two or t

34  The playroom –  Games and crafts

 After you watch
If possible, take your pupils to the playground to play the game. If not, you can still
d, stars, play a quieter version in the classroom. The pupils stand in a line. Choose an ‘it’,
who stands at the front of the classroom with their back to the other pupils. Give
one of the pupils the ball. When they’re ready, the pupils chant, Who’s got the ball?
Who’s got the ball? I haven’t got it. It isn’t in my pocket. The pupil who is ‘it’ turns
around and tries to guess. You can play this game at the end of several classes
ring until everyone has had a turn.
need
ou may Please, Mr Crocodile
This DVD clip can be used at any time but follows well from Unit 7 Wild animals.
Key language: Please, Mr Crocodile, can we cross the river? If you’ve got + colour, line,
catch.
atch
clip at Before you watch
If you use this game in conjunction with Kid’s Box 1 Unit 7, you can use the picture
on page 48 of the Pupil’s Book to show pupils the crocodiles beside the river.
Draw a picture of a river on the board with a crocodile in the middle. Draw stick
materials figures on one bank, with a speech bubble saying, Please, Mr Crocodile, can we
ey make cross the river? Drill the phrase with your pupils. If you are going to play the game
and your pupils wear a school uniform, you will need to collect different coloured
ribbons for pupils to wear. These can be attached using safety pins.

rite toys. While you watch

Pause the DVD when the pupils are lined up and the pupil who is Mr Crocodile is
clearly visible. Using your board drawing, indicate that the pupils want to cross the
river, and that Mr Crocodile will say, If you’ve got orange. Pupils listen and watch as
the pupils with orange bands cross, and then the others run to get to the other
e pupil side. On the second viewing, pause the DVD at the point where most of the
take children are crocodiles, so that pupils understand that as they’re caught, they join
Mr Crocodile in the middle of the river. The winner is the last pupil crossing
the river.

After you watch

anding
otal. Ask, If possible take your pupils to the playground to play the game. Choose your first
ch the Mr Crocodile from one of your better English speakers (they must say, If you’ve got
ho’s ‘it’ + a colour). Use existing lines or chalk to draw the two banks of the river, and put
two or three different coloured ribbons on each pupil if they’re wearing uniforms.

Teacher’s notes  35  
Kim’s game
This DVD clip can be used at any time, but follows well from Units 1 Hello!,
Simon’s
Room I
2 My school and 3 Favourite toys.
Key language: eraser, red/yellow/blue/green/white/purple pencil, ball, mouse, green/ Using t
pink pen, star, snake; Look. What’s missing?
The inte
you have
Before you watch need so
Collect the objects in the key language section above, or approximately 12 The h
classroom objects that correspond to vocabulary items your pupils are learning,
and put them on a tray. Pick up each object and say, Look. What’s this? Overvie
the two
scene is
While you watch
Language
Pause the clip at the point where the four pupils and the teacher are shown. She’s her
Ask, How many pupils? (four) Who’s this? (the teacher). Pupils watch the clip
through once. On the second viewing, pause the clip at the point where the tray Playing
containing all the objects is seen. Ask pupils to name the objects on the tray. 1. Select
When the teacher places the tray in front of the pupils with an object missing, very dark
pause the DVD again. Say, Look. What’s missing? Play the DVD for pupils to listen them? Po
to the answers given. eyes? (six
2. Movin
After you watch Simon? Is
3. Pupils
Play the game with your pupils using the tray of objects you have prepared. If you
chosen a
don’t want to move the tray, you can ask your pupils to turn around and close
their eyes while you remove an object. This is a game early finishers can play at Extend t
times when you need to give individual attention to other pupils. asking: W

Snap
Overvie
screen. T
Language
Playing
1. Select
the pictu
2. Ask: W
Pupils co
3. Pupils
a matchi
screen a

36 The playroom – Games and crafts

 !,
Simon’s
Room Inter ctive g mes
reen/ Using the interactive games in the classroom
The interactive games are a useful tool in the classroom, especially when
you have just a few minutes left at the end of a lesson – or when pupils
need some light relief!
2 The hiding game
rning,
Overview: The screen is dark except for six pairs of eyes. Pupils listen and select
the two pairs of eyes the speaker asks for. When the correct eyes are chosen the
scene is revealed. There are three games in total.
Language: Where’s Simon/Stella/Suzy? Can you find Maskman/Marie/Monty? He/
wn. She’s here. He/She’s number 1/2/3/4/5/6.
p
he tray Playing The hiding game
ay. 1. Select The hiding game from Simon’s computer menu. Ask pupils to listen: It’s
sing, very dark. Simon and his favourite toy, Maskman, are hiding in the dark. Can you find
o listen them? Point to the screen and ask: What are they? (eyes) How many (pairs of)
eyes? (six).
2. Moving from left to right, assign each pair of eyes a number. Ask: Where’s
Simon? Is he number 1, 2, 3, 4, 5 or 6?
3. Pupils take turns choosing a number until the two correct pairs of eyes are
d. If you
chosen and the scene is revealed.
lose
lay at Extend the language practice by pointing to various objects in the room and
asking: What’s this?

Snap
Overview: A button is selected whenever two matching cards appear on the
screen. The cards show the Star family and the toys.
Language: Who’s this? It’s Monty/Stella/Mrs Star etc. Snap!
Playing Snap
1. Select Snap from Simon’s computer menu. Listen and read: Press Snap when
the pictures are the same. Let’s play!
2. Ask: Who’s this? It’s Marie. And who’s this? That’s right it’s Marie. Press Snap.
Pupils could take turns using the remote control.
3. Pupils say the names of the characters appearing on the screen until there is
a matching pair, when they say: Snap! They must press the Snap button on the
screen at the same time.

Teacher’s notes 37
Extend the game by playing it in teams. Have a time limit, say 30 seconds, in which
a team has to see how many matches they can get. Write the scores on the board
Stella’s
Room K
and declare a winner when all the teams have played one or two rounds.

There a
Kid’s Bo
choice q
been co
question
many ro

When
The quiz
found aft
effective

Quiz c
Quiz 1 (
numbers
Quiz 2 (
actions a
Quiz 3 (
and the v
Featur
• Each
• Pupils
are g
appro
• If pup
from
rema
next
need
• Finall
again
straig

38 Simon’s room – Interactive games

 in which
he board
Stella’s
Room Kid’s Box 1 Quiz

There are three quizzes in Stella’s room, one for each four units in the
Kid’s Box course. In each round Sophie, the presenter, asks six multiple
choice questions out of a total of 24 possibilities. Once a round has
been completed, the score is given. If pupils wish to play again, six more
questions are chosen randomly from the question bank. Pupils can play as
many rounds as they wish.

When to use the quizzes

The quizzes are particularly useful to supplement the Our world review sections
found after every four units in the Pupil’s and Activity Books, and provide an
effective and entertaining way to revise the material found in Kid’s Box 1.

Quiz contents
Quiz 1 (Units 1–4) contains questions about the Kid’s Box characters, colours,
numbers, classroom objects, toys, family and adjectives found in units 1–4.
Quiz 2 (Units 5–8) asks questions about animals, parts of the body, clothes,
actions and adjectives found in units 5–8.
Quiz 3 (Units 9–12) asks questions about hobbies, transport, the home, food
and the verbs found in units 9–12.
Features
• Each question has three answer options, selected by using the remote control.
• Pupils receive immediate feedback after each question. Correct answers
are greeted with a ‘well done’ and cheers, and incorrect ones with an
appropriately sympathetic response.
• If pupils have not chosen an answer after 30 seconds, a timer counts down
from five. Select the repeat button to go back to the question within the
remaining time limit. If no answer is chosen the presenter moves on to the
next question. The time limit is useful for identifying language areas which may
need extra revision.
• Finally a score is given for the round and pupils are asked if they want to play
again. To play another round, select the same quiz. Skip the introduction to go
straight to the new set of questions.

Teacher’s notes 39
Using the Kid’s Box Quiz in the classroom Suzy’s
Room
As a whole class activity
When the whole class plays together, they are in a sense playing against the DVD, The role
as every correct answer is a point awarded to the class. Pupils take turns using the Stories
remote control to select the answers to questions. When using the game in this them to
way, you can play one or two rounds at the end of each lesson for the duration how to
of the Our world review units. You will need to keep track of who has had a turn stories,
using the remote control. may fee
As a team competition Stories h
Divide the class into two or three teams. Each team chooses a name. Write the characte
team names on the board in order of play. plays or
Version 1: The teams each answer the six questions in one round. The winner is Basic g
the team with the most points. You can have a final if there are teams with even To help w
scores. Pupils not competing can use the remote control to select answers and emotion
write up the scores. the story
Version 2: If you feel your pupils will get bored waiting for their team’s turn, give the real
each team three cards marked A, B and C. When the question appears on the classroom
screen, the teams hold up their answers. Write the answers in the teams’ columns
on the board. Select the correct answer on the screen and award points to the
Extend
teams who have answered correctly.
The second version allows you to play as many or few rounds as you wish and is • Actin
useful for playing in the last few minutes of a lesson. learn
large
Use with mixed-ability classes the ro
If your classroom set-up allows for a TV or computer area, pupils who finish early • Have
can answer the quiz questions, taking turns using the remote control or mouse, wall d
while the teacher helps pupils who need individual attention. • Perso
Follow-up and extension activities or inv
• Encou
• Write your own quiz questions, or get pupils to write their own.
class
• Make a quiz poster. It could be a lift-the-flap poster, with each question on the the st
front piece of card. The answer is underneath and revealed by lifting the card.
• Dress
pupils
fancy
super
• Props
very
• Have
party

40  Stella’s room –  Kid’s Box 1 quiz

 Suzy’s
Room Stories
e DVD, The role of stories in children’s emotional development is well established.
using the Stories help children cope with their feelings and problems by allowing
in this them to identify with different situations and roles. They teach children
ation how to solve problems by seeing how others deal with them. Through
a turn stories, children learn to accept their feelings and to recognise that others
may feel the same way as they do.
Stories help develop children’s imaginations. Encourage your pupils to make the
te the characters their own when acting them. They can also write their own simple
plays or make changes to the original versions when acting them out.
nner is Basic guidelines
h even To help with comprehension, use plenty of visual clues. Point and mime. If
s and emotions are mentioned, act out the feelings expressed yourself. Act out parts of
the story using objects in the classroom to reinforce comprehension and connect
n, give the real with the two dimensional. Try to create a relaxed atmosphere in your
n the classroom where pupils feel free to act and express their emotions.
columns
o the
Extending the story experience in your classroom
and is • Acting out the stories will help develop your pupil’s English through active
learning (TPR). Make sure everyone gets a turn to play a part. If you have a
large class, you may want to have several plays going on in different corners of
the room. Alternatively have one group up at a time to act out.
sh early • Have pupils draw their own pictures of the stories and the characters. Make a
ouse, wall display. Update it regularly as you watch and read new stories.
• Personalise the experience by having pupils draw their favourite super heroes
or invent their own. Have them talk about and draw their own toys.
• Encourage your pupils to create fl ashcards so that they can tell the story to the
class or in groups. They can draw pictures on card and use them to tell
n on the the stories.
he card.
• Dressing up is a natural play activity. Gather a selection of fancy dress items for
pupils to use when playing or acting. Exploit Halloween and Carnival and other
fancy dress occasions in the classroom. Get pupils to dress up as their own
super heroes, and invent new characters with new personalities.
• Props such as percussion instruments, telephones and plastic food can also be
very useful to have in the classroom.
• Have a toy party. Pupils use toys found in the classroom or simply organise a
party together. They can watch their favourite Kid’s Box stories at the party.

Teacher’s notes 41
• Get pupils to read other books and watch other films in class, acting out While
different characters and looking for similarities and differences in characters,
places, attitudes, fears, problems etc. First and
until the
• Talk about the way characters solve their problems in the stories. Why is DVD if y
Maskman afraid? Can the children think of solutions? Although this can be
difficult in a foreign language, by using expressions to show emotions and
asking questions with simple answers you can involve the children in these After
types of activity. You can use the ‘sandwich’ technique if necessary: explain
something in English, then in L1, and then in English again. This maintains Check u
your English persona and allows pupils to understand while giving them an answers
opportunity to pick up new English words and expressions. compreh
Follow
Using the DVD stories in the classroom There ar
The animated versions allow teachers to exploit the stories fully by creating types list
more opportunities for hearing and practising the language. They can be used to What’s d
present the stories to the pupils for the first time, or as a follow up to listening to the story
the stories using the CD and Pupil’s Book. Show the stories at any time during the Next but
year to revise the language or even at the end of a class to reward your pupils for
What’s t
a hard day’s work.
They mu
Due to the simple story lines you should have no trouble using the stories at any pause th
time. However, you may wish to complete activities for the unit from the Pupil’s it is reve
and Activity Books to orientate the pupils before watching the DVD.
Match  P
options.
Before you watch
Choose 
1. You could revise key language by asking yes/no and short answer questions object fr
before you show the story. Read the CD tapescript for the story in the
Teacher’s Book and ask your pupils: Specifi
• questions with yes/no or one-word answers, e.g. (pointing to a blue pencil) There ar
Is this blue? or What colour is this? Teacher’
• two-option questions, e.g. Is this Maskman or Marie? That’s right, it’s Marie.
Unit 1
2. Use the flashcards to remind pupils of the characters. Use other flashcards to • Kid’s
revise vocabulary that appears in the story. work
secon
3. Create interest and develop pupil’s prediction skills by pausing the DVD on the
first screen of the story. Ask pupils questions about the characters and objects • Put lo
which appear in the scene. Pupils
penci
Unit 2
• Kid’s
work

42  Suzy’s room –  Stories

ut While you watch
cters,
First and foremost, let the pupils enjoy the stories; don’t stop and ask questions
until the end. The second time you watch is a more appropriate time to pause the
is DVD if you wish.
be
nd
ese After you watch
plain
s Check understanding through questions with simple yes/no and one-word
m an answers before watching the story again. Encourage pupils to think of their own
comprehension questions to ask their partner or the class.
Follow-up activities on the DVD
There are two follow-up activities after each story, chosen from among the four
ng types listed below:
sed to What’s different?  This is a spot the difference activity, where two images from
ening to the story are shown on the screen. Pupils are asked, What’s different? Select the
uring the Next button to check your pupils’ answers.
upils for
What’s this?  Pupils are gradually shown parts of an object relating to the story.
They must try to guess what it is as quickly as possible. Alternatively, you could
at any pause the image early on to give your pupils the chance to guess the object before
Pupil’s it is revealed.
Match  Pupils are asked a question about the story and given a choice of three
options. Pupils choose a, b or c. Click the Next button to view the correct answer.
Choose  Pupils answer a question about the story by identifying the correct
ons object from a choice of three. Select the Next button to see the answer.
e
Specific story activities
e pencil) There are two activities for each story. For the first one, you will need Kid’s Box 1
Teacher’s Resource Book.
Marie.
Unit 1
rds to • Kid’s Box 1 Teacher’s Resource Book, page 10. Make photocopies of the
worksheet. Before watching the DVD, pupils cut out the story cards. On the
second viewing, they order the cards as they follow the story.
D on the
objects • Put lots of coloured pencils on your table. Ask pupils to name the colours.
Pupils close their eyes as you put one pencil in a pencil case. Ask, What’s in the
pencil case? Pupils take turns guessing: It’s a green pencil, etc.
Unit 2
• Kid’s Box 1 Teacher’s Resource Book, page 16. Make photocopies of the
worksheet. Pupils will need coloured pencils for this version of the activity.

Teacher’s notes  43  
 On the first viewing, pupils number the objects as they appear on the screen, Unit 7
and draw them in the spaces. On the second viewing, pause the story for • Kid’s
pupils to colour the objects as they appear in the clip. work
• Use this story as an opportunity to reinforce classroom instructions using the toget
Kid’s Box Pupil’s and Activity Books. Pupils put both of their books on their • Anima
desks. Say, Open your Activity Book at page 6. Open your Pupil’s Book at page 24. the c
Point to the ball, etc. Pupils can take turns giving instructions to the class. tall/sh
card
Unit 3
one a
• Kid’s Box 1 Teacher’s Resource Book, page 22. Make photocopies of the
worksheet. After watching the story once, pupils match the halves that go Unit 8
together. They check their answers on the second viewing. • Kid’s
• Practise the prepositions in, on and under using a toy car or other object. Pupils work
close their eyes. Put the car somewhere in the classroom. The first pupil to tell Betw
you where it is correctly, hides the car next time. frame
pictu
Unit 4
• Desc
• Kid’s Box 1 Teacher’s Resource Book, page 28. Make photocopies of the trouse
worksheet. Before watching the DVD, pupils cut out the 12 story cards.
Between the first and second viewing, they order the cards into the six story Unit 9
frames and then check their answers. • Kid’s
• Bring a photo album of you and your family to class. Tell your pupils about your work
family. You could ask your pupils to bring in photos too. secon
• Mime
Unit 5
a boo
• Kid’s Box 1 Teacher’s Resource Book, page 34. Make photocopies of the can b
worksheet. Before watching the DVD, pupils cut out the story cards. On the have
second viewing, they order the cards as they follow the story.
• Have a ‘virtual pet show’. Pupils draw or cut out pets from magazines. Put Unit 10
them on the board and vote for the best pets. Make a poster with three • Kid’s
plinths, 1st, 2nd and 3rd, and glue the pictures on the plinths. work
On th
Unit 6 and d
• Kid’s Box 1 Teacher’s Resource Book, page 40. Make photocopies of the pupils
worksheet. Pupils will need coloured pencils for this version of the activity. • Take
On the first viewing, pupils number the objects as they appear on the screen, some
and draw them in the spaces. On the second viewing, pause the story for beach
pupils to colour the objects as they appear in the clip. safety
• Put the Kid’s Box character flashcards (Star family and toys) on the board.
Without pointing to a flashcard, ask, Who’s this? and describe one of the Unit 11
characters. Pupils must guess who you are describing. With strong classes, • Kid’s
the pupil who guesses correctly can describe another character. work
toget
• Enlar

44  Suzy’s room –  Stories

screen, Unit 7
for • Kid’s Box 1 Teacher’s Resource Book, page 46. Make photocopies of the
worksheet. After watching the story once, pupils match the halves that go
ing the together. They check their answers on the second viewing.
heir • Animals, animals, big and small… Put the flashcards from Units 5 and 7 around
page 24. the classroom, perhaps on desks or attached to the walls. Say: I see a big/small/
s. tall/short/long/green/brown/beautiful/ugly (etc.) animal. Pupils point or walk to the
card with the animal you’ve described. In some cases there may be more than
one answer. Pupils could also take turns being the speaker.
e
go Unit 8
• Kid’s Box 1 Teacher’s Resource Book, page 52. Make photocopies of the
t. Pupils worksheet. Before watching the DVD, pupils cut out the 12 story cards.
pil to tell Between the first and second viewing, they order the cards into the six story
frames and then check their answers. If you wish, get your pupils to glue the
pictures in the correct order.
• Describe what pupils are wearing. Say, This pupil’s got a yellow T-shirt and brown
e trousers. She hasn’t got a skirt. Pupils guess who you are describing.
s.
x story Unit 9
• Kid’s Box 1 Teacher’s Resource Book, page 58. Make photocopies of the
out your worksheet. Before watching the DVD, pupils cut out the story cards. On the
second viewing, they order the cards as they follow the story.
• Mime activities for your pupils to guess. Ask, What am I doing? Mime reading
a book, playing tennis, making a cake or sandwich, etc. The pupil who guesses
e can be the next one to mime the activity. You may have to give them ideas or
On the have picture cards prepared.

Put Unit 10
ee • Kid’s Box 1 Teacher’s Resource Book, page 64. Make photocopies of the
worksheet. Pupils will need coloured pencils for this version of the activity.
On the first viewing, pupils number the objects as they appear on the screen,
and draw them in the spaces. On the second viewing, pause the story for
e pupils to colour the objects as they appear in the clip.
vity. • Take the opportunity to discuss swimming and road safety. If you can find
screen, some posters in English add them to your display wall, or print some road,
for beach and pool safety signs from the internet. Alternatively, make some road
safety posters with your class.
rd.
e Unit 11
ses, • Kid’s Box 1 Teacher’s Resource Book, page 70. Make photocopies of the
worksheet. After watching the story once, pupils match the halves that go
together. They check their answers on the second viewing.
• Enlarge the picture of the six rooms on page 67 of Kid’s Box 1 Teacher’s

Teacher’s notes  45  
 Resource Book, if possible with each room A4 size. Cut out or draw a very
small black and white pencil. Put your rooms on the board. Ask pupils to close D
their eyes. Stick the pencil in one of the rooms with sticky tack. Ask, Where’s
the pencil? Pupil’s try to guess where it is. The pupil that guesses takes a turn
hiding the pencil.
The liv

Unit 12
Garden
• Kid’s Box 1 Teacher’s Resource Book, page 76. Make photocopies of the narrato
worksheet. Before watching the DVD, pupils cut out the 12 story cards. centre
Between the first and second viewing, they order the cards into the six story plant s
frames and then check their answers. These
• Like/don’t like diagonals game. Clear a space in the middle of the classroom. Put the bu
a picture of smiley face with a big YUM above it. Diagonally opposite, put a sad Plants
face with YUK written above it. Go through the food flashcards. Pupils decide yellow
how much they love or hate a food, and stand at the appropriate place along Girl 1: Lo

the diagonal line going from the like it to the don’t like it faces. Girl 2 : M
boY: My
red.
narrato
trays.
soil. Lo
small.
boY: Loo
narrato
the bu
into fl
grow.
Then
here. I
can gr
children
narrato
children

Rockin
narrato
Morga
They m
Look a
horses
horses
how t
a piec
wood

46 Suzy’s room – Stories

 very
to close DVD scripts
here’s
a turn
The living room
Gardening
e NARRATOR: Today we are at the garden
s. centre. The children are going to
x story plant some seeds and some bulbs.
These are the seeds and these are
om. Put the bulbs. There are lots of plants.
ut a sad Plants can be many colours: orange,
decide yellow, purple, red and lots more.
along GIRL 1: Look, my plants are orange.
GIRL 2 : My flowers are orange too!
BOY: My flowers are yellow, purple and
red.
NARRATOR: First they put the soil in the
trays. Then they put the seeds in the
soil. Look at the seeds. They’re very
small.
BOY: Look at the bulbs.
NARRATOR: Now they are going to plant
the bulbs. These bulbs will grow
into flowers. Flowers need water to
grow.
Then the children put the bulbs
here. It’s hot here and the flowers
can grow.
CHILDREN: Wow! Look! Amazing!
NARRATOR: And that’s how plants grow!
CHILDREN: Goodbye!
Rocking horses
NARRATOR: Today Afsheen, Salimah and
Morgan are in a very special shop.
They make rocking horses here.
Look at all the different rocking
horses. Anthony makes the rocking
horses. He’s showing the children
how to make them. First you use
a piece of wood. Then you cut the
wood on a machine. Look.
The children are making the body.
Now Anthony’s making the head.
Look at the rocking horse.
Now you add the tail, mane, saddle
and reins. This woman’s making the
reins. The children are combing the
hair. Look! A finished rocking horse.
Now the children can ride the
horses. Someone else is riding the
horse. Who is it?
So that’s how you make rocking
horses. It’s very interesting, isn’t it?
CHILDREN: What a great day! Bye!
Let’s go to the zoo!
NARRATOR: Carl, Megan, Alex and Joe
are going to see lots of animals.
They’re at the zoo.
CHILDREN: Today we’re at the zoo!
NARRATOR: There are lots of fantastic
wild animals. First let’s go and see
the elephants. The elephants are
very big and move slowly. They are
grey. They’ve got very big ears and
very long trunks. They eat and drink
with their trunks. Look, there are
some baby elephants too. Look!
There’s someone riding an elephant!
Who is it?
Now let’s look at more animals.
What’s this? Yes, it’s a tiger. Tigers are
big orange, black and white cats. They
live in the jungle. How many legs have
they got? Let’s go and see some more
big cats. Look! Here are the lions.
Lions are the king of the jungle.
DVD scripts 47
 Some animals like the water. Can This is the river Thames. It’s very big. The pl
you think of any? Look. Penguins. Lots of boats go along the river. The
Penguins are black and white. Look boats carry lots of things and people. Simon
at them jump into the water. They children: We love London! Good bye. narrato
can swim very fast. a gam
There’s a train at the zoo. You can Making a cake called
go up high and you can see all the narrator: This is Alastair and this them
animals. The train stops here and is Rebecca. Today they’re in the says, S
the children can see the snakes. kitchen. They’re going to make a childre
They’re very long. Now let’s look chocolate cake. says, T
at the giraffes. They’re very tall and alastair: Hello, I’m Alastair and this is don’t
they’ve got very long necks. They eat Rebecca. Today we’re in the kitchen. they a
leaves from trees. Let’s make a cake! sit dow
Let’s see some more animals. Do rebecca: Let’s make a chocolate cake! The te
you know these animals’ names?
narrator: First they wash their hands. This is
It’s a camel. It’s a monkey. This is a
They measure the ingredients. Look. player
rhino. These are flamingos.
Alastair is using the kitchen scales and the ga
children: What a fantastic day!
Rebecca is helping. Sugar, butter, flour
narrator: Do you like the zoo? It’s and eggs. One po
a very interesting place isn’t it? rebecca: One, two, three, four. Four narrato

A walk round London eggs. circle

alastair: Right, let’s start. Have you middle
narrator: Lucy, Ashna and Natasha One c
got the sugar?
are visiting London. touche
rebecca: Yes, here you are.
children: Hello. Today we’re in potato
alastair: Thank you. Butter.
London. five po
narrator: Now they mix the butter
narrator: The children can see lots of more!
and sugar together. It takes a long
buses, cars and taxis. The buses in The la
time!
London are red. The taxis in London her ba
rebecca: Now the eggs.
are black. London is very busy! two po
There are lots of people in London. narrator: They add the flour. They
add the chocolate … and the baking potato
children: Look at the lions!
powder. The la
narrator: Look, there are lots of
alastair: Right, let’s mix! their b
statues! Look at the soldiers. Can with t
you see who is with the soldiers? narrator: They mix all the ingredients
and put the mixture in the cake tins. Now y
Yes, it’s Maskman! The soldiers are potato
wearing uniforms. Black boots, white alastair: Mum, can you help?
gloves and gold hats. They stand rebecca: Thanks, mum.
very still. They mustn’t move. Look alastair: Right, let’s decorate the cake.
at the soldiers on the horses. narrator: And that’s how you make
Can you see Big Ben and the Houses a chocolate cake!
of Parliament? Big Ben’s a large bell. alastair: Mmm I like cake!
They’re holding their ears because rebecca: Me too!
the bell’s very loud.

48  DVD scripts
 very big. The playroom
ver. The
d people. Simon says Decorating a box
ood bye. narrator: The children are playing narrator: Today, the children are
a game. They are playing a game decorating some boxes. They’ve got
called Simon says. Their teacher tells coloured paper, shiny paper, glitter
this them to do some actions. If she and lots of glue. They can cut out
the says, Simon says touch your head, the shapes and use the glue to stick the
ke a children touch their heads. If she paper to their boxes. They’re having
says, Touch your head, the children lots of fun.
d this is don’t move. If someone moves then They can also use glitter – but be
kitchen. they are out of the game and they careful! Look at his fingers! They
sit down. use many different colours: red,
e cake! The teacher can say things quickly. blue, green and yellow. Look at the
hands. This is difficult. The winner is the finished boxes. There are lots of
s. Look. player who is standing at the end of stars and other shapes. They’re very
cales and the game. nice! Can you make a beautiful box
ter, flour too?
One potato, two potato
Four narrator: The children stand in a Who’s got the ball?
circle and put their hands in the narrator: The children are playing a
e you middle. Their hands are potatoes. ball game. The child with the ball
One child counts the potatoes and stands in front with his back to his
touches each hand. She says, One friends. His friends stand in a line
potato, two potato, three potato, four, behind. The child in front throws
five potato, six potato, seven potato, the ball behind his head. The other
butter
more! children run after the ball. They
long
The last child puts her hand behind all want to be the first to get to it!
her back.They play again. One potato, When one of the children has got
two potato, three potato, four, five the ball, they hide it behind their
They back. The children stand in the line
e baking potato, six potato, seven potato, more!
again and chant:
The last child puts their hand behind
their back. The winner is the child Who’s got the ball? Who’s got the ball?
with the last hand in the middle. I haven’t got it. It isn’t in my pocket.
redients
ake tins. Now you can play One potato, two The child in front turns round and
potato too. guesses who’s hiding the ball. If he
says the wrong name, he guesses
again. Is he correct now? When their
he cake. guess is right the child with the ball
make goes to the front. This game is called
Who’s got the Ball? Now you can play
Who’s got the ball? too!

DVD scripts  49  
Please, Mr Crocodile Kim’s game
Tha
narrator: The children are playing narrator: The children are playing
Please, Mr Crocodile. They’re wearing Kim’s game. The teacher puts a tray
different colours! One of the with lots of objects on it in front of The au
children is Mr Crocodile. He’s in a them. The children look, and say the Phaebus
river! The other children stand next objects. The Anim
to the river. They want to cross it. children: Eraser, pencils, ball, car, Botticch
They ask, Please, Mr Crocodile can we mouse, green pen, pink pen, star and Video Ed
cross the river? Mr Crocodile says, If snake. Camera
you’ve got orange. narrator: Can they remember all of Sound: M
The children wearing orange can the objects? The teacher hides the Camera
walk across the river. Mr Crocodile tray and takes one of the objects Our ver
doesn’t run after them. He’s waiting from it. The children guess which Bettridg
for the other children! object isn’t on the tray! Can you
They run as fast as they can to cross see what’s missing? The teacher
the river but Mr Crocodile runs after hides the tray again and a takes a The au
them. different object from it. Can you
Kirsty-L
see what’s missing? Are you good at
The children who Mr Crocodile remembering things? Now you can Joe Boo
touch become crocodiles. They stay play Kim’s game! Rebecca
in the river and help Mr Crocodile! Alastair
The winner is the child who the and Mar
crocodiles don’t touch. Have you got
different colours? Then you can play Mrs Kat
Mr Crocodile too! School. S
so enthu
Anthony
Rachael
Maggie
Diane C
whole pr
those lo

50  DVD scripts
 Thanks and Acknowledgements
ying
s a tray
ront of The authors and publishers would like to thank:
d say the Phaebus Media Group
The Animation and DVD Authoring Team: Jon Barnard, Francesco
ar, Botticchio, Ben Mallinson, Andy Latham, Lee McKenzie and Phil Moss
star and Video Editor: Matt Thompson
Camera: Greg Cheetham
r all of Sound: Mike Mullen and Kevin Walsh
es the Camera Assistant: Matt Rigg
jects Our very special thanks to the production team at Phaebus, Steve
which Bettridge and Emma Lace, for their infectious energy and enthusiasm.
you
her
kes a The authors and publishers would also like to thank:
you
Kirsty-Leigh Porter
good at
ou can Joe Booth, Eleanor Boyle, Carl Cheetham, Megan Few, Alex Hagan,
Rebecca Hosfield, Ashna Luchmun, Natasha Mawani, Lucy O’Driscoll,
Alastair Paterson, Afsheen Shah, Salimah Shah, Morgan Anthony Tyson
and Martha Watson.
Mrs Kate Abrahams, Rachel Perez and Katie Townsend of Bury Lawn
School. Special thanks to the pupils of years 2 and 3 for participating
so enthusiastically in the recording sessions.
Anthony Dew of The Rocking Horse Shop Ltd.
Rachael Ashton, PR and Media Manager at Chester zoo.
Maggie Smith at Etherow Garden Centre.
Diane Cranz and Dorota Bednarczyk for calmly coordinating the
whole project and for providing delicious chocolate biscuits during
those long meetings.
The fun course for seriously good results!

Loved by children and teachers the world over, Kid’s Box is bursting
with bright ideas to inspire you and your pupils. Perfect for general
use, this seven-level course also fully prepares students for success in
the Cambridge English: Young Learners (YLE) tests. Levels 1 & 2 cover
the Cambridge English: Starters test syllabus.

On this fantastic interactive DVD pupils can:

Sing along to beautifully animated songs, with a karaoke option

Learn about the real world through short documentaries

Check their progress with interactive quizzes

Join in with traditional playground games

www.cambridge.org/kidsbox

ISBN 978-1-107-66588-0