Hello!

P1 pp4

PB4 Opener Spread pp4-5

4
 Unit aims Pupils introduce themselves and learn
about numbers and colours. This includes:
• saying what their name is
• saying how old they are
• saying what their favourite colour is
• learning how primary colours mix together to make
secondary colours
Background information The photo shows
a boy walking to school in Shah Alam, near Kuala
Lumpur, Malaysia.

Introduction to the unit

• Greet the class and introduce any new pupils: Hello,
I’m … . What’s your name? Pupils can also make a name
badge or sticker to wear. Distribute or make sure each
child has a Pupil’s Book and an Activity Book.
• Say Open your books at pages 4 and 5, please.
(Demonstrate by opening a Pupil’s Book and showing
pages 4 and 5.) Then say Now listen and look. Play the
theme song on the recording. Pupils look at the photo
and read the title of the unit, while listening to the song.
• Ask What can you see in the photo? Elicit any words
pupils may know or teach key words (A boy, a bus, a
painting on the wall/painting).
• Then ask further questions, using English as much as
possible: Where’s the boy going? (To school.) Where’s
he from? If you wish, tell pupils the boy is from Malaysia
and if you have access to a world map or globe, show
pupils where Malaysia is.
• Make sure pupils realise that the boy is walking past
a mural – a painting on the wall near his school. Ask:
What can you see in the painting? (Boys and a school
bus.)

CD1:02
(Theme song lyrics)
Guess what! Come and see.
Guess what! Come and play.
Guess what! What can we learn today?
Guess what! Come and see.
Guess what! Come and play.
Guess what! It’s time to learn today!
Guess what!

5

Lesson aims Pupils are introduced to new course
characters. They learn to introduce themselves.
New language Olivia, Tina, David, Leo (character
names) | Hello. | What’s your name? I’m/My name’s
(Olivia). | Numbers 1 to 4
Materials CD1 | A small, soft ball (or scrunch a
piece of paper into a ball) | Music for the end-of-
lesson activity (optional)
Warmer
• If you haven’t already done so, greet the class, saying
Hello, and encourage them to say Hello back to you.
• Use the ball and play a name game with the class. Hold
the ball and say My name’s (Miss Barker). Then hand the
ball to a pupil and ask What’s your name? Pupils repeat
the question. The pupil answers the question My name’s
(Luis), before passing the ball to another pupil, asking
What’s your name? The activity continues until all pupils
have stated their name.
• If you asked pupils to make name badges or stickers
when looking at the opening spread of the course,
ask pupils to wear them. If not, pupils can make name
badges or stickers to wear at this point.
Pupil’s Book page 6
1 Listen. Who’s speaking?
• Say Let’s meet some children. Open your books at page
6, please. Encourage pupils to guess their names, by
asking What’s his/her name? Suggest some names
yourself to help pupils. Then point to each character and
say their names from left to right: Olivia, David and Tina.
(Pupil’s can also guess the lizard’s name: Leo)
• Ask What are they saying? Demonstrate waving your
hand in greeting and elicit Hello! Point to the moving
vans in the background of the picture and explain that
Olivia and David have just moved into a new house, and
are meeting a new friend, Tina.
• Say Let’s listen to the children. Who’s speaking? Play
the recording. Pupils listen and point to the different
characters as they hear them introducing themselves.
• Then play the recording again, pausing to elicit each
character’s name and that of David’s pet lizard, Leo.
Point out that people can either use My name’s or I’m
when introducing themselves by name.
CD1:03
Olivia: Hello. I’m Olivia.
Tina: Hello.
Olivia: What’s your name?
Tina: I’m Tina.
David: I’m David. Hello, Tina.
Tina: Hello.
David: And this is Leo.
Leo: Crick!
Tina: Ha ha! Hello, Leo.
Hello!
2 Listen, point and say.
• Make sure pupils can recognise numbers 1 to 4 before
you do the activity. Count on your fingers from 1 to 4 and
encourage pupils to repeat the numbers with you. Then
write the numbers on the board and say them aloud.
• Say Now listen, point and say. Play the recording. Pupils
listen and point to the numbered characters in the
picture as they hear them mentioned in the recording.
Then play again. Pupils listen and say the characters’
names.
CD1:04
1 Olivia 2 David 3 Tina 4 Leo
3 Listen and find.
• Say Now listen and find. Play the recording, pausing for
pupils to find and point to the correct character, as they
hear them introduce themselves in the recording. Pupils
can also say the correct number.
Key: David 2 Olivia 1 Leo 4 Tina 3
CD1:05
David: Hello. I’m David.
Olivia: Hello. I’m Olivia. What’s your name?
David: This is Leo.
Tina: I’m Tina.
Find Leo.
• Point to the Find Leo icon at the bottom of the page. Ask
What’s his name? (Leo.) Say Now find Leo. Pupils find
and point to Leo in the picture (David is holding him).
Activity Book page 4
1 Look and match.
• Pupils match each character with their silhouette.
They can also say the character’s name as they do
the matching.
Key: 1 b (Olivia) 2 c (Leo) 3 d (Tina) 4 a (David)
2 Ask and answer with a friend.
• Pupils ask each other their names and then say goodbye
to each other. They use the example speech bubbles on
the page as a model.
Ending the lesson
• Play a game of Meet and greet (see page xv). or pupils
can turn and greet the pupils to their left and right and
in front of and behind them, from where they are sitting.
Extra activities: see page TB114 (if time)
TB6
 Lesson aims Pupils practise greetings and names.
New language Goodbye.
Recycled language Hello. | What’s your name?
I’m/My name’s (Tom). | Numbers 1 to 4
Materials CD1 | A blindfold (optional)
Warmer
• Greet the class saying Hello, and encourage them to say
Hello back to you. Then make sentences with I’m … and
My name’s …, using the names of pupils in the class.
Pupils stand up when they hear their name. Confirm by
asking the pupil/s who is/are standing up What’s your
name? (I’m/My name’s Monica.)
Presentation
• Practise Hello and teach Goodbye. Wave and say Hello,
(name) and encourage that pupil to come to the front of
the class. Shake their hand and say Hello, (name). Then
wave again, this time saying Goodbye (name). Indicate
that they should go and sit down on their chair again.
Pupils repeat Goodbye in chorus and individually.
Pupil’s Book page 7
4 Say the chant.
• Say Open your books at page 7, please. Look at the
photo and elicit where the children are (At school).
Tell pupils they are playing a name game.
• Say Listen to the chant. Play the recording. Pupils listen
and point to the children they think are speaking the
lines in the chant. Then point to the boy in the middle of
the circle in the first photo. Ask What’s his name? (Tom.)
• Then say Now listen and say the chant. Play the
recording again. Pupils can clap along to the rhythm at
first, joining in with as many words as they can. Then
repeat as often as necessary, until pupils are chanting
confidently.
• Pupils then play the name game in class. Ask a group of
pupils to come to the front of the class. They stand in a
circle, with one pupil in the middle. Play the recording
again. The children in the circle join in with the chorus
part and the child in the middle says Tom’s part but
using his/her own name. Pupils then repeat the chant
with a different child in the middle of the group. Repeat
the activity using different groups of pupils, until all or
most of the class have had a turn.
CD1:06
Chorus: Hello, hello, hello to you.
Hello. What’s your name?
Tom: I’m Tom. I’m Tom.
Chorus: Hello, Tom. Hello, Tom.
Tom: Hello, hello to you.
Chorus: Goodbye, goodbye, goodbye, Tom.
Tom: Goodbye, goodbye to you.
TB7
5 Look and say the name.
• Point to each character silhouette and ask What’s his/her
name? Guess! Pupils try to remember each character’s
name. Then they can check by looking at the picture on
page 6.
• Then say a number, e.g. Number 1. (Write the number on
the board if necessary.) Pupils say the correct character
name: David. Repeat with numbers 2 to 4. Pupils can also
do the activity in pairs.
• Pupils can then mime greeting the characters and say
Hello, (David), and Goodbye, (David).
Key: 2 Tina 3 Olivia 4 Leo
Activity Book page 5
3 Listen and stick.
• Pupils will need the Hello! Unit stickers from the back of
the Activity Book. Play the recording. Pupils listen and
stick the stickers into the correct position.
CD1:07
1 Tina: Hello! My name’s Tina.
2 David: Hello! I’m David.
3 Olivia: Hello! My name’s Olivia.
4 Listen and number.
• Pupils look at the pictures and guess what the characters
are saying.
• Play the recording. Pupils listen to the mini dialogues and
number the pictures.
Key: 2 a 3 b
CD1:08
1 Olivia and David: Hello!
Tina: Hello!
2 Olivia: What’s your name?
Tina: My name’s Tina.
3 Olivia and David: Goodbye, Tina!
Tina: Goodbye!
Ending the lesson
• Ask pupils to close their eyes. Then tap one pupil on the
shoulder. That pupil says Hello to the rest of the class.
The class listens and guesses their name from their voice.
Pupils then open their eyes and see if they were right.
Repeat the activity, tapping other pupils on the shoulder.
• At the end of the lesson, say Goodbye as you dismiss
pupils.
Extra activities: see page TB114 (if time)
 Hello!
Lesson aims Pupils learn numbers 1 to 10 and ask • Pupils can also play a guessing game, using the children
and answer about how old they are. in activity 7. One asks How old are you? Their partner
answers with the age of one of the children in activity 7,
New language numbers 1 to 10 | How old are
e.g. I’m eight. The first pupil then guesses the name of
you? I’m (seven).
the child: You’re Alex! Demonstrate the activity with a
Recycled language hello, goodbye | What’s confident pupil first, then pupils can play in pairs.
(your name)? (I’m/My name’s Sam.)
CD1:10
Materials CD1 | Handmade number cards for
numbers 1 to 10 (optional) 1 Interviewer: Hello. What’s your name?
Sam: My name’s Sam.
Interviewer: How old are you?
Warmer Sam: I’m six.
2 Interviewer: Hello. What’s your name?
• Do a lipreading activity. Mouth a greeting or question, Alex: I’m Alex.
e.g. Hello. / Goodbye. / What’s your name? My name’s
Interviewer: How old are you?
(Olivia). Pupils try to guess what you are saying by
Alex: I’m eight.
reading your lips. Pupils can then do the same activity
in pairs. 3 Interviewer: Hello. What’s your name?
Lucy: I’m Lucy.
Presentation Interviewer: How old are you?
Lucy: I’m seven.
• If you have made number cards, use these to teach
numbers 1 to 10. Hold up each card in order and say the Activity Book page 6
numbers for pupils to repeat in chorus and individually.
Then hold up the cards in a random order. Pupils look 5 What’s next? Draw a line.
and say the number. Pupils can then count round the • Pupils look and guess the next number in each sequence.
class from 1 to 10, and back again from 10 to 1. They then draw a line to the correct number.
• Then draw a birthday cake on the board and start to
Key: 2 10 3 7 4 4 5 3
draw some candles on it. Ask a pupil How old are you?
Elicit the answer I’m (six). 6 Listen and write the numbers in the pictures.
• Play the recording. Pupils listen and write the correct
Pupil’s Book page 8 numbers in each child’s age badge.
6 Listen, look and say. Key: 2 6 3 43
• Say Open your books at page 8, please. Look at the CD1:11
skittles and elicit the numbers from 1 to 10.
1 How old are you? I’m seven.
• Then say Now listen and point. Play the recording. Pupils
2 How old are you? I’m six.
listen and point to the skittles in order from 1 to 10. Then
say Now listen and say. Play the recording again, pausing 3 How old are you? I’m nine.
for pupils to listen and repeat the numbers. 4 How old are you? I’m three.

CD1:0 Ending the lesson

One, two, three, four, five, six, seven, eight, nine, ten • Play a game of Meet and greet (see page xv). This time,
when the music stops, pupils ask How old are you?
7 Look and match.
(Alternatively, pupils ask How old are you? in a chain
• Pupils look at the photos and guess how old each child round the class.)
is. They then follow the tangled lines to the correct age • Say Goodbye before dismissing the class.
badge and say the number.
Extra activities: see page TB114 (if time)
Key: 1 6 2 8 3 7
8 Now listen and check.
• Say Now listen and check. Play the recording, pausing
after each answer for pupils to repeat the child’s name
and their age.
• Then say Now listen and say. Play the first interview with
Sam on the recording again, pausing for pupils to repeat
the questions and answers.
• Nominate different pupils to ask and answer the
questions in class. Pupils can then ask and answer
in pairs.

TB8
 Lesson aims Pupils ask and answer about their
favourite colour.
New language red, yellow, green, blue, pink,
orange, purple | What’s your favourite colour? (My
favourite colour’s (red).)
Recycled language numbers 1 to 10 | How old
are you? (I’m (six).)
Materials CD1 | Flashcards: 6–16 | Word cards:
see page TB105 (optional)
Warmer
• Gesture to a pupil and make a deliberate mistake saying
their name and their age, using the first person, e.g. My
name’s Paola. I’m eight. The pupil listens and corrects
the mistake: No! I’m Sara. or No! I’m seven.
Presentation
• Hold up each flashcard (or point to the pictures on
Pupil’s Book page 9) and say the colour. Pupils repeat in
chorus and individually.
• Take one colour flashcard and smile. Say (Red!) Hmm.
My favourite colour’s (red). Pupils repeat the sentence
My favourite colour’s (red). Ask individual pupils What’s
your favourite colour? (Blue.)
Pupil’s Book page
Listen, point and say.
• Say Open your books at page 9, please. Pupils look at
the picture of Tina with her painting. Ask What colours
can you see? Point to each colour and elicit the answer.
• Say Listen and point. Play the recording. Pupils listen and
point to the colours. Ask What’s Tina’s favourite colour?
(Purple.)
• Then say Now listen and say. Play the recording again,
pausing for pupils to listen and repeat.
CD1:12
Tina: Red, yellow, green, blue, pink, orange and purple!
My favourite colour’s purple! (x2)
10 Sing the song.
• Ask Who can you see? (Olivia, David and Tina.) What
colours can you see? Pupils name the colours.
• Ask What’s Tina’s favourite colour? (Purple.) What’s
Olivia’s favourite colour? Pupils look at the paint Olivia is
holding and guess: Red. Repeat with David.
• Say Let’s find out. Listen and point. Play the recording.
Pupils listen and point to each character and the colour
they mention. Ask again What’s Olivia’s favourite colour?
(Red.)
• Say Now sing the song. Play the recording a few times,
until pupils are singing confidently. The first time, pupils
can just listen and hum to the tune and join in with any
words they can remember. Then they can sing along with
the song, either to the version with the words, or to the
karaoke version.
TB
CD1:13
Olivia: Red, yellow, green and blue,
Pink, orange and purple.
David: What’s your favourite colour? (x2)
Olivia: My favourite colour’s red. Yes!
My favourite colour’s red.
David: Red, yellow, green and blue,
Pink, orange and purple.
Tina: What’s your favourite colour? (x2)
David: My favourite colour’s green. Yes!
My favourite colour’s green.
Tina: Red, yellow, green and blue,
Pink, orange and purple.
Olivia: What’s your favourite colour? (x2)
Tina: My favourite colour’s purple. Yes!
My favourite colour’s purple.
11 Ask and answer.
• Ask pupils the questions about themselves, e.g. How old
are you? (I’m (six).) What’s your favourite colour? (My
favourite colour’s (green).)
• Pupils can then ask and answer in pairs, using the
example speech bubbles on the page as a model.
Activity Book page 7
7 Listen and colour.
• Play the recording. Pupils listen and colour the numbered
paint splodges in the correct colour.
Key: 2 yellow 3 pink 4 purple 5 orange 6 blue
CD1:14
1 What’s your favourite colour? My favourite colour’s green.
2 What’s your favourite colour? My favourite colour’s yellow.
3 What’s your favourite colour? My favourite colour’s pink.
4 What’s your favourite colour? My favourite colour’s purple.
5 What’s your favourite colour? My favourite colour’s orange.
6 What’s your favourite colour? My favourite colour’s blue.
8 Look. Then draw and say.
• Pupils look at the cake and candles, and read the speech
bubbles. They then draw their own number of candles on
the other cake and colour them in. Pupils can then ask and
answer in pairs, using the speech bubbles on the page as a
model.
My picture dictionary ➔ Go to page 84. Tick the
words you know and trace.
• Pupils turn to page 84 and tick the colours they know. Read
the colour word labels aloud before pupils trace over the
words.
Ending the lesson
• Play Pass the flashcards (see page xvi). Pupils say My
favourite colour’s (blue) when they have a flashcard.
The rest of the class says yes or no.
Extra activities: see page TB114 (if time)

Lesson aims Pupils consolidate language with a
story. They also learn the value of being curious.
New language Come and see. | It’s a
(treehouse).
Recycled language numbers 1 to 10,
colours | What’s your favourite colour? My favourite
colour’s (purple). | Guess what!
Materials CD1 | Flashcards: 6–16
Warmer
• Play a guessing game. Put a colour flashcard behind
your back and say Guess what! What’s my favourite
colour? Pupils call out different colour words until one
of them guesses correctly. That pupil has the next turn.
Presentation
• Use the picture on page 6 of the Pupil’s Book to ask
pupils about the course characters. Ask Who can you
see in the picture? (Olivia, David, Tina and Leo.) What’s
his/her name? (Olivia.) What’s Olivia’s favourite colour?
(Red.) Then say Let’s listen to a story about Olivia, David
and Tina.
Pupil’s Book page 10
12 Listen.
• Say Open your books at page 10, please. Ask Who can
you see? (David, Tina and Olivia.) If you wish, explain (in
L1) that Olivia and David have asked Tina to play with
them in their new garden.
• Say Now listen to the story. Play the recording. Pupils
listen and look at the story frames. Then point to the
treehouse in frame 4 and ask What can you see? Say It’s
a treehouse.
• Play the recording again, pausing at the end of each
frame to ask: Frame 1: What colours can you see? (Red,
yellow, green, purple.) Frame 2: What’s Olivia’s favourite
colour? (Red.) Frame 4: What can you see? (A treehouse.)
Frame 6: What do the children say? (Wow!)
• Point to the children’s smiling faces and ask Are the
children happy? Smile yourself to help demonstrate
the meaning of the word. Nod and say yes. Repeat
the children’s expression Wow! Explain if necessary (in
L1) that this means the children are excited about the
treehouse. Pupils can also put up their hands and say if
they have seen or been inside a treehouse and where.
• Pupils can listen to the story again for pleasure, or
pause after each key line for pupils to repeat. Encourage
pupils to use gestures and intonation from the story as
appropriate.
Hello!
CD1:15
1 Olivia: Red, yellow, green, purple.
Tina: Wow!
2 Olivia: What’s your favourite colour, Tina?
Tina: Purple. What’s your favourite colour?
Olivia: My favourite colour’s red.
3 David: Olivia! Tina! Guess what! Come and see!
Olivia and Tina: OK.
4 David: Look!
Olivia: It’s a treehouse!
Tina: Wow!
5 David: One, two, three, four, five, six, seven, eight,
nine, ten!
6 All: Wow!
Value Be curious
• Play the dialogue for frame 3 of the story again, pausing
and asking pupils to repeat David’s line: Come and see!
Show with gesture the meaning of this expression. Then
read the value title Be curious with the class. Make sure
that pupils understand that being curious means being
interested in exploring the world around them. Ask Are
the children in the story curious? (Yes.) What do they
find? (A treehouse.)
• Divide the class into three groups and give each group a
character name – Olivia, Tina and David. Then play the
dialogue from frames 3 and 4 again. Pupils listen and
repeat the lines for their group’s character.
• Divide the class into groups of three, each with one
‘Olivia’, ‘Tina’ and ‘David’. Pupils practise the dialogue,
using gesture and intonation to emphasise curiosity.
Activity Book page 8
Listen and tick ✓.
• Say Now listen and tick. Play the recording (on which
there are four frames from the story). Pupils listen and
tick the correct picture, a or b.
Key: 2 a 3 b 4 a
CD1:16
1 David: Olivia! Tina! Guess what? Come and see!
Olivia and Tina: OK.
2 Olivia: Red, yellow, green, purple.
Tina: Wow!
3 David: Look!
Olivia: It’s a treehouse.
4 Tina: Wow!
David: One, two, three, four, five, six, seven, eight,
nine, ten!
Ending the lesson
• Play a game of Who’s speaking? (see page xvii).
Extra activities: see pages TB114 (if time)
TB10
 Lesson aims Pupils practise the function of
identifying objects.Pupils also practise saying the
sound /p/.
New language panda, turtle, lizard, pen, ball
Recycled language numbers, colours | Come
and see. | It’s a (lizard).
Materials CD1 | Pictures of a panda, a turtle,
a lizard, a bird, a fish, a cat, a pen and a ball (you
could download the pictures from the internet, or
use cut-outs from magazines)
Warmer
• Draw a simple picture of a treehouse on the board,
pausing after each line, for pupils to guess what you are
drawing. When you’ve finished the picture, point to it
and say Look! It’s a … Pause for pupils to complete your
sentence with the word treehouse.
Pupil’s Book page 11
13 Listen and act.
• Say Open your books at pages 10 and 11, please. Remind
pupils that the children in the story found a treehouse
when they were exploring in their garden.
• Tell pupils they are going to listen to another child
finding and identifying something exciting as they are
exploring. Point to the photo on page 11 and say Come
and see. What can you see? See if any pupils know the
word lizard in English. Then say Listen and find out. Play
the recording. Pupils listen and point to the lizard.
• Say Now listen and repeat. Play the recording again,
pausing for pupils to repeat the line.
• Then choose one of the pictures that you have brought
to class. Hold one of these pictures so that it’s facing
away from the pupils. Then gesture excitedly to a
group of pupils, saying Come and see! When the pupils
approach you, show them the picture and introduce
the word to them and the rest of the class: Look! It’s
a (panda).
• Repeat the procedure with the other pictures you have
brought, then attach them to the board so that all pupils
can see them. Pupils can then practise pointing to them
and saying Look! It’s a (turtle).
• Say Listen and say. Play the sound sentence on the
recording. Pupils listen and repeat, emphasising the /p/
sounds in pink, purple and panda.
• Pupils can then repeat the sound sentence without the
recording, saying it faster and faster each time. See how
fast they can say it.
• Ask pupils to think of any other words they know which
begin with the sound /p/. For example, they may know
the classroom objects pencil or pen. If not, show them
these objects and say the words.
CD1:18
/p/ A pink and purple panda.
Activity Book page
10 What’s missing? Look and draw. Then stick.
• Pupils guess the missing animal that the children have
discovered in a nest. They then choose the correct animal
from the three options shown and draw it into the nest.
Key: Pupils should draw the bird (b).
11 Trace the letters.
• Pupils trace the letter p in the sound sentence.
12 Listen and circle the p words.
• Play the recording. Pupils listen and circle the words
which have a /p/ sound in them.
Key: Pupils circle the pen and panda.
CD1:1
1 pen, pen 2 panda, panda 3 turtle, turtle 4 book, book
Ending the lesson
• Show pupils a picture and say Look! It’s a panda. Pupils
stand up and mime being the animal or using the object
on the picture if you describe it correctly, and stay sitting
down if you don’t.
Extra activities: see page TB114 (if time)

CD1:17
Girl: Look! It’s a lizard!
14 Listen and say. /p/
• In this activity, pupils practise saying the /p/ sound.
• Say Look at Activity 14. What can you see? Elicit or teach
It’s a panda. Then ask What colours can you see? (Pink
and purple.) (Note: You could also teach black and white
here if you wish – otherwise these colours are taught in
the next unit.)
• Then say panda – /p/ /p/ /p/ – panda. Pupils repeat,
emphasising the /p/ sound in panda.

TB11
 Lesson aims Pupils learn and talk about mixing
primary colours to make secondary colours.
New language rainbow | What colour is it?
Recycled language colours
Materials CD1 | DVD | Flashcards: 6–16 |
Blue, yellow and red paint or tissue paper (optional)
Warmer
• Use the flashcards to revise colours. Each time you hold
up a flashcard, ask the question What colour is it? Then
play a game of Point to (red), (see page xvi).
Pupil’s Book page 12
What colour is it?
• Say Open your books at page 12, please. Say or elicit It’s
a rainbow, teaching the word rainbow. Then read and
ask the opening question What colour is it? Pupils look
at the photo and name the colours they can see in the
rainbow. Then point to other items in the photo, e.g. the
sky, tree and grass, asking What colour is it? (Blue, green
and green.)
Pupil’s Book page 13
1 Listen and say.
• Say Open your books at page 13, please. Use the photos
to elicit and revise the colour words red, yellow, blue,
orange, green, purple.
• Say Listen and say. Play the recording. Pupils listen and
repeat the words. Then use the colour paintbox photo to
indicate how the primary colours mix to make secondary
colours. Point to red and yellow and then to orange
and say Red and yellow make orange. Repeat with blue,
yellow and green, and red, blue and purple.
CD1:20
1 red 2 yellow 3 blue 4 orange 5 green 6 purple
2 Watch the video.
• Play the video.
• If you don’t have the video, use some paints and mix the
colours together to show how they make the secondary
colours. Say, e.g. Red and yellow make orange. You
can also invite pupils to do some of the colour mixing.
Alternatively, do the same activity using tissue paper in
red, yellow and blue and holding two pieces of tissue
paper up to the light, so that the light shines through
them to make the secondary colour.
Video 00 : see page TB124
TB12
3 Say the colour.
• Pupils look at each colour sum and say the missing
colour in each one. In number 1, the missing colour is the
secondary colour made by mixing the first two primary
colours together. In numbers 2 and 3, the missing colour
is one of the two primary colours needed to make the
illustrated secondary colour.
• Check the activity by saying the number of the colour
sum. Pupils say the missing colour.
Key: 2 Yellow. 3 Blue.
Guess What!
• Pupils look at the swirled photo and guess which of the
pictures from the page it is.
Key: It’s the rainbow project in activity 4.
Activity Book page 10
1 Listen and colour.
• Play the recording. Pupils listen and colour the numbered
paints in the palette correctly. Encourage pupils to see
which are the primary colours (red, yellow and blue),
and which are the colours the primary colours mix to
make (orange, green and purple).
Key: 2 orange 3 yellow 4 green 5 blue 6 purple
CD1:21
Colour number 1 red. Colour number 3 yellow. Colour
number 5 blue.
Red and yellow make orange. Colour number 2 orange.
Yellow and blue make green. Colour number 4 green.
Blue and red make purple. Colour number 6 purple.
2 Look and colour.
• Pupils look at the colour sums and guess the missing
colours. They then colour the circles in the correct
colours.
Key: 1 Pupils colour orange. 2 Pupils colour green.
3 Pupils colour purple.
Ending the lesson
• Use the colour flashcards to play a game of What’s
missing? (see page xvii).
• For the next lesson (optional): Ask pupils to bring tissue
paper or other collage material in different rainbow
colours.
Extra activities: see pages TB114 to TB115 (if time)
 Hello!
Lesson aims Pupils make a rainbow painting or Activity Book page 11 – Evaluation
collage. They can also complete the evaluation in the
Activity Book. 1 Follow the lines. Then trace and say.

Recycled language rainbow, colours | Pupils
revise all unit vocabulary and grammar in the
evaluation.
Materials A3 paper and coloured paints, or tissue
paper and glue, for making the rainbows | Word
cards: see page TB105 (optional) | A small soft ball or
similar (optional)
Warmer
• Draw a rainbow outline on the board. Ask What colours
can you see in a rainbow? Elicit the seven colours red,
orange, yellow, pink, blue, purple and green. If you have
board pens in these colours, add these colours onto your
rainbow as pupils call them out. Alternatively, just elicit
the words and leave the rainbow outline on the board
as it is.
Pupil’s Book page 13
4 Make a rainbow.
• Pupils follow the lines from the characters’ pictures to
their names. They then trace over the words for the
characters’ names, saying each name as they do so.
Key: 2 a David 3 d Tina 4 c Leo
2 What’s your favourite part? Use your stickers.
• Pupils choose their favourite part of the unit – the story,
the song or the video – and put a sticker under their
chosen preference.
3 Trace the colour.
• Pupils trace over the colour word pink. They then go to
page 3 and find and colour all the puzzle pieces marked
with Hello! in pink.
Ending the lesson
• Pupils choose their favourite activity from the unit and
do it again, e.g. sing the song, say the chant, listen to the
story, or play a game.
Extra activities: see page TB115 (if time)

• Say Open your books at page 13, please. Look at the

rainbow in activity 4. What colours can you see? Pupils
look and say the six colours they can see in order: red,
orange, yellow, green, blue, purple. Then say Now let’s
make a rainbow.
• Divide pupils into groups and give each group an A3
piece of paper and coloured paints for a rainbow
painting, or coloured tissue paper and glue for a rainbow
collage. Elicit the colours of the paints or coloured tissue
first. Pupils draw lines for the shape of the rainbow
first, copying your example drawn on the board. Pupils
can then work on the different colours of the rainbow
for their painting or collage – painting each arc in the
correctly mixed paint colour, or sticking on pieces of
tissue paper that they have torn or cut and rolled up
into small balls. Encourage them to work neatly, building
up each arc of the rainbow in a systematic way, and
following the colour order of a real rainbow. They can
use the photo on page 12, or the project illustration on
page 13 to help.
• Alternatively, pupils can choose their own colours and
colour order for their rainbows, seeing how changing the
colour order affects the overall look of the rainbow.
• Allow the paintings or collages time to dry. Pupils can
then present them to the class and say what colours
they’ve used and in what order if they’ve chosen their
own colour sequence.

TB13