3rd EDITION

Teacher’s Book
Syllabus 4
Introduction 9
The Alphabet 25
1 New friends 26
2 The treehouse 36
3 Come and play! 46
Me and my world & Revision 1 56
4 At the wildlife park 58
5 At the shop 68
6 Lunchtime 78
Me and my world & Revision 2 88
7 At the fair 90
8 At home 100
9 At the pool 110
Me and my world & Revision 3 120
Festivals 122
Cambridge Young Learners Test practice 125
Me and my world transcripts 129
Tests 130
Test transcripts / answers 160
Record cards 165
Portfolio 167
Wordlist 175

Mary Slattery
Tamzin Thompson

1
4443753 IEKit TB2_SP.indb 3 17/10/2013 13:35
 4
Unit Main topic and ‘Learning through Other language Skills Cognitive skills
core language English’ topic and (stories, songs, etc.) Learning for life

Syllabus
language (CLIL)* Cut and make

4443753 IEKit TB2_SP.indb 4

1 Days Maths: Measurements Let’s look at … Reading Cognitive skills
Monday, Tuesday, Now look at … • Read a story • Talk about making friends
Wednesday, Thursday, Measurements Lucky you! • Read the days of the week • Work out the next numbers in a sequence
Friday, Saturday, Sunday metre, centimetre list • Find information in a table • Match words that start with the same sound
hamster Listening • Match words to pictures
What day is it today? Numbers monitor • Listen to a story • Measure lengths, widths, and heights
What’s your favourite day? 13–30 (figures only) plant • Recognize the characters, introductions, • Think about words that start with the
My favourite day is … week and numbers same sounds
Who’s that? How tall is he / she? sunny Speaking • Evaluate your progress in class
That’s (name). They’re being measured. • Sing two songs Learning for life
She’s my (sister). What comes next? Play a trick. • Talk about your height • Making new friends
He’s my (brother). meet • Act out a story Cut and make
How old is he / she? measure here Writing • A bookmark
He’s / She’s (age). height there • Write the days of the week • A water meter
tall everywhere • Write numbers (figures)
RECYCLED measuring tape • Write he’s / she’s
Numbers Come and play!
1–12 (figures only) Don’t be shy!
Kick a ball.
What’s your name? Fly a kite.
I’m …
2 Furniture Art: Rooms in art Here’s a … Reading Cognitive skills
box, bed, cupboard, table, I’ve got a … • Read a story • Talk about using books to learn
shelf, rug, cushion, chair, House Let’s take … • Read the words for items of furniture • Talk about the differences between story
sofa door, mirror, picture, Stop it! Listening and factual books
window, vase • Listen to a story • Look at and talk about paintings of rooms
Where is he / she? treehouse • Think about what you do in different rooms
• Recognize words for items of furniture and
Is he / she / it on / under / I can see … household objects • Increase spatial awareness
in the (furniture)? Point to the … Have a look and see. • Make a collage
Speaking
Is it correct? … has got an idea. • Sing a song • Match words to pictures
RECYCLED It’s got a … • Say a chant • Match words that start with the same sound
The alphabet Books full of … • Talk about pictures • Evaluate your progress in class
Colour vocabulary collage Books can help. • Act out a story Learning for life
Here’s a … painting
I’ve got a …
Writing • Using and appreciating books
colour (v) Cut and make
• Write the furniture words
cut out • Spot the differences
stick (v)

17/10/2013 13:35
 Unit Main topic and ‘Learning through Other language Skills Cognitive skills
core language English’ topic and (stories, songs, etc.) Learning for life
language (CLIL)* Cut and make

4443753 IEKit TB2_SP.indb 5

3 Toys
scooter, skateboard,
kite, skipping rope, ball,
bat, bike, frisbee, yo-yo,
boat
He’s / She’s got …
RECYCLED
ball, bike, frisbee
I’ve got a …
4 Wild animals
dolphin, bat, zebra,
crocodile, snake, parrot,
penguin, monkey, lion,
giraffe
It can / It can’t …
Can it …?
Yes. / No.
RECYCLED
It’s got …
It’s (colour).
* ‘CLIL’ = Content and Language Integrated Learning
Maths: Venn diagrams
Transport
motorbike, plane,
helicopter, van, lorry,
wheel
Art: Drawing
Parts of an animal
wings, tail, beak, feathers
Start like this.
Use a …
draw
It’s broken! Reading Cognitive skills
What about a …? • Read a story • Talk about sharing things with other people
Never mind. • Read the toy words • Think about putting things into categories
broken Listening • Think about similarities and differences
string • Listen to a story • Talk about drawing diagrams
• Recognize toy words • Practise drawing Venn diagrams
Skip like me. Speaking • Match words that start with the same sound
Watch my tricks. • Say a chant • Evaluate your progress in class
skip • Sing a song Learning for life
tricks • Talk about what other people have got • Playing cooperatively
• Talk about putting things into categories Cut and make
Wave at me! • Act out a story • A Venn diagram
Writing
• Write the toy words
• Write sentences: He’s / She’s got …
Can you guess? Reading Cognitive skills
I know! • Read a story • Identify different animals and parts of animals
(Walk) like a (penguin). • Read the wild animal and parts of an • Think about how animals move and behave
animal words • Think about similarities and differences
stretch • Recognize initial letters of words • Think about what different animals can and
slide • Identify wild animals from descriptions can’t do
Listening • Follow audio instructions to draw a picture
climb
• Listen to a story • Find the odd one out from a sequence
jump
• Recognize words for wild animals and of objects
run
fly parts of animals • Draw wild animals
• Listen to instructions and draw • Think about different stages of a drawing
thank you
Speaking • Think about using different mediums to
juggle
• Sing two songs create a picture
Let’s play a game! • Ask questions to identify animals • Think about how to display artwork collectively
Can you … like me? • Say what different animals can do • Evaluate your progress in class
Climb a tree. • Act out a story Learning for life
Writing • Playing together and respecting differences
Are you ready? • Write the words for wild animals Cut and make
My turn. • Write what animals can and can’t do • Draw a penguin
Your turn.
Easy!

Syllabus
5

17/10/2013 13:35
 6
Unit Main topic and ‘Learning through Other language Skills Cognitive skills
core language English’ topic and (stories, songs, etc.) Learning for life

Syllabus
language (CLIL)* Cut and make

4443753 IEKit TB2_SP.indb 6

5 Small toys Maths: Money We need … Reading Cognitive skills
sharpeners, rubbers, Oh, dear! • Read a story • Think about doing something nice for
stickers, marbles, balloons, Money No … left! • Read the small toys words someone else
badges, dinosaurs, pound, p (pence), Listening • Work out what could be made from a
key rings, felt tips, figures money, buy work hard selection of materials
(plural and singular forms)
• Listen to a story
• Recognize words for small toys and • Make a card
Numbers A surprise party. school items • Think about shapes in a picture
Can I have …, please? • Identify coins from the UK
31–100 A lovely surprise. • Listen to and match parts of a conversation
Yes, here you are. • Add coins together
Speaking
No, sorry. • Think about what can be bought for a certain
How much …? Let’s make a … • Sing two songs
Plural nouns amount of money
Can he / she buy …? What about you? • Say the numbers 1–100
coin • Ask for items in a shop • Think about saving money
RECYCLED • Evaluate your progress in class
cost Writing
Numbers Learning for life
• Write the words for small toys and school items
1–30 • Learn about caring for family and friends
• Write names of shapes
• Write sums (addition) Cut and make
Shapes
square, circle, triangle,
• Using money
rectangle

Can you see …?

I can / can’t …
Can I / he / she …?
I’ve got …
6 Food Science: Food groups Can I help you? Reading Cognitive skills
cheese, tuna, chicken, What would you like? • Read a story • Think about food you like
tomatoes, sardines, Food groups Who’s next? • Read the food and food groups words • Think about items of food that go together
sausages, rice, bread, meat, dairy, fish, cereal, Can I have … • Read and recognize descriptions of food • Think about trying something new
lettuce, eggs fruit, vegetables … a little bit? Listening • Take part in a survey
… some more? • Listen to a story • Carry out a survey
Do you like …? What is (food)? • Recognize words for food and food groups • Use pictograms
Welcome! Speaking • Think about the shapes of words
RECYCLED
• Sing two songs • Think about different types of food
sandwich sandwich • Join in with a rhyme • Put food into categories
lunch • Ask for and express opinions • Make a food collage
I like / don’t like …
Can I have a …?
• Act out a story • Evaluate your progress in class
Writing Learning for life
It’s a vegetable. It’s orange.
What is it?
• Write the words for food and food groups • Learn about trying different foods
Cut and make
fish
salad
• A food collage

17/10/2013 13:35
 Unit Main topic and
core language
4443753 IEKit TB2_SP.indb 7
7 Feelings
sad, cross, scared, sleepy,
cold, hot, hungry, thirsty,
bored, dizzy, happy
Are you …?
Yes. / No, I’m …
I feel …
RECYCLED
hot, cold
I’m (feeling).
8 Indoor activities
watch TV, read, play on
the computer, do my
homework, make a model,
cook, paint, sleep, do a
puzzle, play a game
What are you doing?
I’m (verb)+ing
RECYCLED
Can I …?
House vocabulary and
phrases
Syllabus
7
17/10/2013 13:35
‘Learning through Other language Skills Cognitive skills
English’ topic and (stories, songs, etc.) Learning for life
language (CLIL)* Cut and make
Music: Responses to music I’m excited! Reading Cognitive skills
Bull’s eye! • Read a story • Think about how things make you feel
Musical instruments • Read the feelings words • Think about personal emotional responses
flute, violin, xylophone, Clap your hands. Listening to different kinds of music
guitar, piano Hold your head. • Listen to a story • Think about how you can be a good friend
Swing your arms. • Listen to musical instruments • Think about how people can feel differently
What can you hear? Rub your eyes. • Recognize words for feelings and musical about the same things
Can you hear a …? Stamp your feet. instruments • Make a musical instrument
Do you feel …? Speaking • Learn about rhythm
hot dog • Sing a song • Relate music to colours and shapes
Is it a loud sound? ride • Say a chant • Evaluate your progress in class
Is it a soft sound? zoo • Express emotions Learning for life
A strong beat. • Act out a story • Learn about recognizing and dealing with
Pass it on! Smile at me. Writing emotions
Play with me. • Write the words for feelings and musical Cut and make
Talk to me. instruments • A musical picture
Hold my hand.
Science: Using and It’s raining hard. Reading Cognitive skills
saving water I’m / He’s / She’s busy. • Read a story • Think about volume and capacity
• Read the indoor activities and water words • Think about how people use water
Uses of water hole Listening • Think about why we need to save water and
have a shower, clean my hop how we can do this
• Listen to a story
teeth, wash up, have a • Listen and match parts of a conversation • Work out how much water a family can use
bath, wash my hands, litre Why not? • Think about how much water is needed for
• Recognize words for indoor activities and
Come on. ways you use water different activities
How many times do you • Think about how important it is to vary
Have some fun. Speaking
(activity)? your activities
Go away. • Say a chant
How much water? • Think about why our bodies and minds need
It’s raining. • Sing a song
How many bottles? to be active
• Talk about what you do at the weekend
• Think about making choices and planning to
Play with me. • Act out a story
washing machine do different activities
Writing
bucket • Evaluate your progress in class
Come and help! • Write the words for indoor activities and
bottle ways you use water Learning for life
Let’s go!
• Learn about making choices about what
to play
Cut and make
• A water meter
 8
Unit Main topic and ‘Learning through Other language Skills Cognitive skills
core language English’ topic and (stories, songs, etc.) Learning for life

Syllabus
language (CLIL)* Cut and make

4443753 IEKit TB2_SP.indb 8

9 Outdoor activities Art and Geography: Not now! Reading Cognitive skills
write a postcard, float, Children’s games and What’s the matter? • Read a story • Make a toy
eat an ice cream, drink coordinates Hurry up! • Read the outdoor activities and children’s • Use coordinates to find parts of a picture
a milkshake, swim, have Wait a minute! games words • Think about mirror images
a shower, read a comic, Children’s games Look at me. Listening
listen to the radio, watch,
• Think about the initial sounds of words
play leapfrog, play marbles, • Listen to a story
take a photo play with a top, dance
• Evaluate your progress in class
Smile, please. • Listen and match parts of a conversation Learning for life
What’s he / she doing?
• Recognize words for outdoor activities and • Learn about taking care in the sun
smile cream children’s games
He’s / She’s (verb)+ing. Cut and make
pool back Speaking
sun
• A spinner
rules • Sing two songs
RECYCLED summer • Act out a story
I’m (verb)+ing. beach Writing
river • Write the words for outdoor activities and
spinner children’s games
spin
fingers
foot

Festival Language Objectives Me and my world Language Objectives

Christmas present, ball, snowflake • Find out about Christmas in Me and my world My name is … • Review vocabulary and phrases
English-speaking countries (Units 1–3) It’s / I’ve got … from Units 1–3
RECYCLED • Read and identify information My favourite … • Check understanding of a text
star, angel, bell, candle • Join in with a Christmas song • Listen and number, and identify
• Make Christmas decorations Nigeria, Wales, football players mistakes
for the classroom • Write about a bedroom

Easter flower, bush, bench, • Find out more about Me and my world My name is … • Review vocabulary and phrases
flowerpot, basket Easter in English-speaking (Units 4–6) I’m from … from Units 4–6
countries My favourite food is … • Check understanding of a text
RECYCLED • Listen and identify from It’s … • Read, listen, and identify
tree, box, table, egg position information
• Read and discover blinis, traditional, Russia(n), pancakes, • Write about your favourite food
• Make an Easter egg flour, Nasi Lemak, Malaysia(n), coconut,
delicious
Tree Day leaf, oak tree, palm tree • Find out about Tree Day and Me and my world My name is … • Review vocabulary and phrases
the importance of trees (Units 7–9) I’m from … from Units 7–9
RECYCLED • Listen and identify using This is the … • Check understanding of a text
apple tree, orange tree visual clues • Read, listen, and identify
• Look and identify by shape festival, streets, traditional, Ireland, information
• Make a badge Irish, Uttarayan, harp, India, sky • Write about a festival in your country

17/10/2013 13:35
 Welcome to the course
This is the second level of a six-level course for pupils starting
English at the age of six or seven. It can be used with children
who have spent a year learning English already. The course
provides teachers with a very rich and flexible set of teaching
materials, allowing them to expand the language syllabus
into other areas of the curriculum. The context is fresh,
light-hearted, and fun while the underlying methodology
is sound and well-established.
Level 2 components
Class Book
This is a 96-page colour book containing all the presentation
material you will need for your lessons, including stories,
songs, games, and other activities.
The nine main units of the book are eight pages long and
are based on topics familiar to children of this age group.
After every third unit, there is a page dedicated to reading
practice, which focuses on different children around the
world. There is also a revision game after every three units.
After the main units are three festivals sections (on
Christmas, Easter, and Tree Day). You will also find the words
for the songs here.
There is an eight-page section at the end of the book that
contains material based on the Cambridge Young Learners
(CYL) English test. This is presented in two stages – practice and
test preparation. You will find more notes on how to use these
pages in the introduction to the CYL section on page 125.
Activity Book
This is a 104-page, black-and-white book full of challenging
and entertaining puzzle-type tasks to practise the language.
The activities include matching, sorting, labelling, crosswords,
and mazes, and are designed to motivate and challenge
the pupils.
The course structure integrates the Activity Book fully with
the Class Book in the lessons, and in this level it is intended
that the Activity Book should be used in class rather than
for homework. However, some activities are appropriate for
completion at home, e.g. completing the colouring for a
listening activity.
Each unit in the Activity Book concludes with a two-page
spread entitled ‘Show what you know’. This section offers
written revision of the vocabulary and structures from the
unit. This includes a self-evaluation exercise at the end of each
unit, designed to make pupils aware of their own learning (see
the Lesson 10 section on page 18 for further details).
A further feature of the Activity Book is a nine-page Picture
Dictionary with stickers, designed to help pupils organize
and memorize key vocabulary.
Throughout the Activity Book there are extra activities for fast
finishers, in addition to suggestions in the teaching notes.
4443753 IEKit TB2_SP.indb 9
Picture Dictionary
The Picture Dictionary pages are at the back of the Activity
Book, and are to be used with stickers that cover the core
vocabulary of each unit. There is one dictionary page for each
of the nine units. Each page has two separate areas for the
unit’s two vocabulary sets (vocabulary input from Lesson 1
and Lesson 7). After each set, pupils stick in the vocabulary
stickers, matching them with the words on the page.
Pupils can either leave the Picture Dictionary pages in
the Activity Book or cut out the pages to make a separate
Picture Dictionary (in which case they can put the pages in a
folder, or make a cover). Such dictionaries can be displayed
and could form part of any portfolio work to show pupils’
achievements (see page 167).
Teacher’s Book
The Teacher’s Book serves as a clear and flexible guide for the
teacher in all aspects of the course. It contains the following:
• the course syllabus;
• this introduction, which sets out the overall objectives and
principles that underlie the course, as well as giving an
outline of how the course works;
• a resource bank of activities and games (pages 20–22);
• a list of sample classroom language (pages 23–24);
• step-by-step teaching notes for every lesson in the book,
also containing extra teaching ideas, and suggestions for
classroom management;
• transcripts for all the recordings apart from the songs and
chants (which appear at the back of the Class Book);
• answers for all activities (unless included in the transcripts);
• teaching notes for the three festivals, including cultural
information;
• teaching notes for the ‘Me and my world’ sections in
the Class Book, Activity Book, and Photocopy Masters
Book (PMB);
• teaching notes for the Revision game in the Class Book
and Revision pages in the Activity Book;
• photocopiable test pages (see below);
• photocopiable portfolio pages (see below);
• a wordlist containing the core vocabulary and other
key language.
Test / Portfolio section
This section in the Teacher’s Book includes test material that
reflects the objectives of the course. It contains:
• nine end-of-unit tests that assess what pupils have learnt
in each unit;
• three Review tests that can be used after Units 3, 6, and 9,
or at the end of each term;
• three Skills tests that assess the pupils’ abilities in listening,
reading, writing, and speaking.
These tests use similar exercise formats to the activities
pupils have become familiar with in their Activity Books.
Introduction 9
17/10/2013 13:35
 Photocopiable record cards are included to allow you to 1 Flo / 69 dinosaurs 35 boat / 103 guitar
keep a continuous record of pupils’ attitudes and behaviour,
2 Fred / 70 key rings 36 frisbee / 104 xylophone
and a unit-by-unit record of their achievements in reaching
linguistic objectives. 3 Bing / 71 figures 37 skateboard / 105 piano
In addition to the test material there are six photocopiable 4 Titch / 72 pound 38 bat / 106 cook
pages that allow pupils to create the framework for their 5 Poppy / 73 p (pence) 39 ball / 107 sleep
own Language Portfolio, to which they can add examples of
6 Mitch / 74 cheese 40 skipping rope / 108 paint
their work, exam certificates, material from trips abroad, etc.,
in accordance with the recommendations of the Council of 7 Mr Fixit / 75 tuna 41 bike / 109 watch TV
Europe. (For further information on portfolios, see page 167.) 8 Norton / 76 chicken 42 lorry / 110 play a game
9 Monday / 77 rice 43 helicopter / 111 do a puzzle
CDs 10 Tuesday / 78 bread 44 plane / 112 play on the computer
For Level 2 of the course there are three CDs to support
11 Wednesday / 79 lettuce 45 motorbike / 113 make a model
teaching in class. These contain recordings of all the songs,
chants, stories, and listening activities for the units. They also 12 Thursday / 80 tomatoes 46 van / 114 read
contain listening material for the CYL and course tests. 13 Friday / 81 sardines 47 wheel / 115 do my homework
Songs and chants can be used to change the pace of the 14 Saturday / 82 sausages 48 dolphin / 116 wash my hands
lesson and to help manage the transition from one stage to
15 Sunday / 83 eggs 49 bat / 117 have a shower
another. In Level 2 the songs also carry the ‘Learning for life’
message (see list of topics on page 13). 16 metre / 84 meat 50 zebra / 118 wash up
17 centimetre / 85 fish 51 crocodile / 119 clean my teeth
iPack 18 table / 86 cereal 52 snake / 120 have a bath
The Incredible English Kit iPack is a DVD-ROM that contains 19 bed / 87 fruit 53 parrot / 121 litre
Digital Classroom Resources. All these resources can be used
20 chair / 88 vegetables 54 penguin / 122 watch
interactively, either on an interactive whiteboard (IWB) or on
a projector. The in-built teaching tools allow you to zoom, 21 cupboard / 89 dairy 55 monkey / 123 swim
highlight, cover, or spotlight materials on each page, or to 22 cushion / 90 sad 56 lion / 124 float
add notes and web links. 23 rug / 91 happy 57 giraffe / 125 write a postcard
The Incredible English Kit iPack for Level 2 includes:
24 shelf / 92 cross 58 wings / 126 read a comic
• all pages from the Class Book and Activity Book on screen;
25 box / 93 scared 59 tail / 127 listen to the radio
• complete audio for the course;
26 sofa / 94 sleepy 60 beak / 128 eat an ice cream
• interactive exercises throughout, including grammar
presentation and competitive anagram games; 27 window / 95 hungry 61 feathers / 129 drink a milkshake
• interactive answer keys; 28 picture / 96 thirsty 62 sharpeners / 130 take a photo
• animated Class Book stories; 29 mirror / 97 bored 63 rubbers / 131 have a shower
• flashcards on screen; 30 vase / 98 dizzy 64 stickers / 132 play leapfrog
• extensive video clips containing extra ‘Learning through 31 door / 99 hot 65 marbles / 133 play marbles
English’ material (see page 12);
32 scooter / 100 cold 66 balloons / 134 dance
• additional practice for the CYL tests.
33 kite / 101 violin 67 badges / 135 play with a top

Teacher’s Resource Pack 34 yo-yo / 102 flute 68 felt tips

The Teacher’s Resource Pack contains material for Levels 1 and
2 of the course. The Level 2 components are described below.
Flashcards
There are 135 picture cards for Level 2. These include the
main unit vocabulary for Units 1–9 (10 words in most units)
as well as the days of the week, the course characters, and
the additional vocabulary input from the ‘Learning through
English’ lessons (see page 13).
Flashcard list
The flashcards are double-sided, so each card has two
images (except card 68).
Text cards
There are 134 text cards for Level 2. These include the main
unit vocabulary for Units 1–9, the ‘Learning through English’
vocabulary, and the character names. The text cards can
be used in combination with the flashcards to increase
language exposure and provide support for reading.
The text cards are contained in a photocopiable booklet.
Photocopying on to card or stiff paper is recommended.
Teachers with large classes may like to enlarge the cards
when photocopying, so that they can be seen more easily
from the back of the classroom.
Photocopy Masters Book (PMB)
The PMB has 55 pages of material, described below:
• pupil word and picture cards for each unit;
• the course ‘bookmark’;
• character masks;
• a Story Frames booklet for each unit;

10 Introduction

4443753 IEKit TB2_SP.indb 10 17/10/2013 13:35

 • a cut-out for each ‘Learning through English’ section;
• a cut-out for each of the three Festivals lessons;
• ‘Me and my world’ writing pages that pupils can use to
personalize the Reading lesson from the Class Book;
• an Alphabet worksheet.
Word and picture cards
The cards for the main vocabulary input are prepared by
the pupils in Lesson 2 and used in activities and games
throughout the unit. The cards for the ‘Learning through
English’ section (additional vocabulary input) are prepared
in Lesson 7 and used in activities in Lessons 7–10.
Photocopying on to card rather than paper is recommended
in order to make the cards last longer.
If timing is an issue when preparing the cards, pupils could
take the picture cards home and colour them in preparation
for the next lesson.
Once the cards are made they can be kept in the classroom in
separate sets, e.g. in envelopes (with the pupils’ names on) so
pupils can use them many times for games and revision.
The bookmark
The bookmark on page 2 of the PMB is made in Unit 1,
Lesson 2, and then used regularly in each unit. It has an
opening to allow pupils to isolate what they are looking for
on the page. This supports concentration by limiting the
pupils’ focus to individual pictures, words, or letters.
Pupils can personalize their bookmark by colouring it and
writing in their name and class.
Photocopying on to card or stiff paper will help the bookmark
last longer. Pupils can make a pocket in the front of their Class
Book or Activity Book in which to keep their bookmark (by
sticking down three sides of a piece of cardboard 22 cm x
10 cm or by sticking in an envelope or plastic wallet).
When preparing the bookmark, it will help if you demonstrate
the stages by making another bookmark at the front of the
class, and showing how to use it, by moving it around until
you can see what you’re looking for through the ‘window’.
Character masks
Pupils can cut out the character masks in Unit 1, Lesson 3, and
then continue to use them throughout the course to help
when acting out the stories. The PMB for Level 2 contains the
masks for Mitch and Poppy; Level 1 PMB contains the masks
for Mr Fixit, Norton, Titch, Flo, Bing, and Fred. If you need an
extra mask for occasional or extra characters, you could make
one using the given masks as a template.
Story Frames booklets
The Story Frames booklets are an integral part of every unit
in the PMB. The frames from each story are reproduced in
the new dimensions of the PMB. The pupils can cut out the
frames, number them in sequence, and colour the pictures
to make their own copy of the story. It also includes a title
page where pupils can write their names to personalize their
work. It is suggested that these are used in Lesson 3.
Lesson 8 cut-outs
A key feature of this course is ‘Learning through English’.
Each unit contains a specific section that aims to connect
with other areas of the curriculum (including additional
vocabulary input). This section covers two lessons in the
4443753 IEKit TB2_SP.indb 11
Class Book and Activity Book, of which the second lesson
(Lesson 8) always involves making a cut-out. All the Lesson 8
cut-outs are provided in the PMB.
Festivals cut-outs
There is one cut-out activity for each of the Festivals pages in
the Class Book. These pages, once completed, can be added
to the pupils’ personal portfolios, or taken home and given
to friends and family.
Me and my world
These pages (PMB pages 52–54) form the ‘Personal album’
part of the skills lessons. They allow pupils to describe their
lives based on the special reading pages in the Class Book,
highlighting similarities and differences between their own
lives and those of the children they have read about.
The Alphabet worksheet
The Alphabet worksheet on page 55 of the PMB provides
extra practice to help children become more confident with
using the alphabet in English.
Story Frames Book
This 144-page book reproduces the Class Book stories, giving
each frame a whole page, for story-telling at the front of
the class. This enables you to retell the nine unit stories in a
different way, e.g. with pupils seated in a semi-circle away
from their desks.
The Story Frames Book can either be used as a flop-over
book, or alternatively teachers can cut out and laminate the
pages to use as storycards.
The Story Frames Book can be used in Lesson 3 to present the
story or at later points in the unit to revise the story as needed.
Puppet
There is a Norton glove puppet for the teacher. Norton the
bird is one of the story characters in the book, and so acts
as a link between the classroom and the imaginary world
of the course. His main role in class is to assist the teacher in
presenting vocabulary and revising it throughout the unit,
but he also has a ‘kit box’ of lesson materials (see below) that
is kept in the classroom. With this he helps to make the pupils
aware of their learning objectives as he reveals the materials
they will be working with at the beginning of each lesson.
To start your English lesson it is useful to have a routine
that pupils are familiar with and look forward to. As Norton
welcomes the pupils and presents the materials you will use,
you can interact with him in English. This marks the change
from lessons in their mother tongue to English lessons.
In flashcard presentations, by asking Norton to handle the
flashcards you have the first opportunity to say what is on
each card and to naturally repeat the word as Norton gives
you the card. Norton can also be used to model activities,
e.g. you can ask him to point to or find a flashcard. Allow
Norton to make mistakes sometimes, so that pupils feel
more comfortable with their own mistakes.
Norton can also act as your partner while you model
dialogues or pair-work activities for the class, for example:
Norton: Where’s my (ball)?
Teacher: It’s here. (Teacher gives Norton the card.) OR It isn’t
here. (Teacher shrugs.)
Norton: Thank you.
Introduction 11
17/10/2013 13:35
 You may find it useful to practise turning and moving the DVD 1 & 2 is divided into eight sections: Art 1 and 2, Maths 1
puppet as ‘he’ speaks. When Norton is speaking he should look and 2, Science 1 and 2, Geography, and Music. The table
at the children, and should open and shut his beak in time to above shows how these sections connect with the topic
what he says. areas of Levels 1 and 2 of the course, and gives a brief
summary of contents.
Norton’s kit box
This is a box in your Teacher’s Resource Pack (you can make Section Content Task Topic area link
it from a flat template into a box). It is where you can keep Art 1 Footage of Completing a Level 1, Unit 1
the A5 lesson materials that will be needed for any particular Sydney collage picture of (Colours and shapes)
Sydney Level 1, Unit 8
lesson (flashcards, text cards, CDs, completed cut-outs, PMB
(The weather)
picture / word cards, etc.). In the lesson notes you will see
that Norton’s kit box is used as the starting point for your Maths 1 Footage Making a block Level 1, Units 2
lessons. Pupils say a kit rhyme, asking Norton to look in the of family graph and 5 (Family, and
kit and show them what is in it for today. As you and Norton garden party, Descriptions of
focusing on people)
take the materials out of the box you can mark the transition hair colour
to English by interacting with the puppet, and telling the
Science 1 A report on an Finding out how Level 1, Unit 3 (Food)
pupils what activities they will be doing. Similarly when you organic farm cheese is made Level 2, Unit 6 (Food)
are finishing your lesson and putting away the materials you
can use the box to review the lesson content. Geography A report on a Matching Level 1, Unit 9 (Places
local town places with grid in a town, and Using
In addition to the course materials, use realia wherever references grid references)
possible to give a flavour of the coming lesson and to keep
Art 2 Footage of Drawing and Level 2, Unit 4
pupils curious about what might be in the box. For example, wild animals colouring animals (Wild animals)
when introducing a new unit topic, try to find small items and sticking
to put in the kit which could represent it – a tomato for the them on a
food topic, a small plastic animal for the animals unit, etc. world map

Maths 2 Footage Making Venn Level 2, Unit 3 (Toys)

Teacher’s Resource CD-ROM / Portfolio of family diagrams
garden party,
The Incredible English Kit Teacher’s Resource CD-ROM
focusing on
contains printable materials. As well as photocopiable tests, children’s toys
the CD-ROM includes downloadable pages that allow pupils
Science 2 A report on an Finding out Level 2, Unit 6 (Food)
to create the framework for their own Language Portfolio,
organic farm where the food
to which they can add examples of their work, exam (continued) from a packed
certificates, materials from trips abroad, etc., in accordance lunch comes
with the recommendations of the Council of Europe. (For from
further information on portfolios, see the website.) Music A report on a Matching sounds Level 2, Unit 7
music school and instruments (Musical instruments)
Oxford Online Learning Zone for Primary
The Oxford Online Learning Zone for Primary
(http://oolz.oupe.es/primary) is an exclusive website for
students who are using Oxford primary courses. It offers
fun and engaging activities that can be used at school or at
home. Students can see interactive stories and songs from Course metaphor
their course, and do vocabulary and grammar activities. They The metaphor for this course is a toolbox or ‘kit’ that
can also find lots of exciting English games in the Fun Zone! represents the multiple nature of language learning and
Your school will be provided with an activation code for the teaching. In the compartments of our metaphorical box
Oxford Online Learning Zone for Primary at the beginning teachers find what they need to teach and children discover
of the school year. You will then be able to register to use what they need to learn and function in English. The kit
the website, and create usernames and passwords for your concept is represented by Mr Fixit’s tool kit in the stories and
students. Please contact your local Oxford representative if in Norton’s kit box, which is used to reveal teaching materials.
you have any questions.

DVD and DVD Activity Book

Learning other subjects through English
The course includes an optional multimedia component
(interactive DVD and accompanying Activity Book) to
support the ‘Learning through English’ strand of the syllabus.
There is one DVD per two levels. The DVD aims to support
teachers who wish to extend the range of teaching materials,
and give their pupils exposure to live action and dialogue, in
an interactive format. The Activity Book contains creative and
practical activities, linked with the content of the DVD, as well
as full teaching notes.
Course principles
The learning objectives
The learning objectives are based on fundamental
educational aims. They recognize the importance of helping
pupils to apply their learning and develop interpersonal and
intrapersonal skills. Six threads run through the course:
1 Language; 2 Strategies for learning; 3 Learning for life;
4 Understanding myself and others; 5 Learning through
English; 6 Assessment
These strands are further explained as follows.

12 Introduction

4443753 IEKit TB2_SP.indb 12 17/10/2013 13:35

 1 Language
Language in context
Children are likely to learn a second language more
effectively if they hear and see the language used in
meaningful contexts and if they are involved in enjoyable
activities. In line with this, it is hoped that the teacher will:
• make connections with the pupils’ developing
understanding of the world;
• use the pupils’ mother tongue as a bridge to their learning
of English;
• take as many opportunities as possible to speak in English;
• be aware of the potential for absorbing English when
organizing and preparing activities and talking to pupils
about their immediate surroundings.
In Level 2, language (initially oral language) is presented and
practised in a clear context through the four skills and is not
analysed into its component parts.
The vocabulary and structures listed in bold in the Syllabus on
pages 4–8 of this Teacher’s Book are the ‘core’ language from
Units 1–9. This is what pupils should be able to understand
and use by the end of the book. In addition to this, pupils will
absorb language from a range of sources, such as:
• the skills and Festivals sections;
• language for setting up and doing activities;
• the off-page narrator’s lines in stories (on the CD);
• the interaction between Norton and the teacher;
• the many classroom situations that offer opportunities for
meaningful use of English.
The language focus
In Level 2 the focus is on the acquisition of vocabulary and
structures in the form of chunks of language, e.g. What
day is it today?, I like fruit … Pupils are encouraged to add
vocabulary to the chunks they know in order to form
phrases of their own, e.g. I don’t like (food or drink).
The skills-based syllabus
Language is practised through the four skills – moving
from listening and showing understanding of single words
and phrases (e.g. Teacher: Where can you put the toy? Here
or there?) to speaking and showing understanding by
responding (e.g. Teacher: What’s she doing? Pupils: She’s
swimming.).
2 Strategies for learning
Pupils need to:
• become effective and independent learners;
• develop an awareness of their own learning strategies;
• do activities to suit their diverse learning styles;
• have opportunities to reflect on how they learn best.
This course upholds these objectives by providing material
to support a range of different types of intelligence:
• Linguistic: stories, teacher talk;
• Musical: songs and chants;
• Kinaesthetic: action games, tracing and joining activities,
‘make and do’ activities;
• Visual: artwork, diagrams, flashcards, ‘cutting and sticking’,
observation, such as ‘look and find’ activities;
• Mathematical: activities that call on the pupils to
sequence and order items;
4443753 IEKit TB2_SP.indb 13
• Natural: activities based on the natural world, including
observation, categorizing, cycles;
• Interpersonal: circle games, pair and group work;
• Intrapersonal: personal word collection (Picture
Dictionary), reflecting on and talking about own
styles and abilities, target and goal setting.
The course also offers a rich visual and auditory context
that encourages pupils to become visually and aurally
literate through:
• predicting, listening to, and reading stories;
• meeting familiar characters in pre- and post-story activities;
• interacting with the puppet;
• using visual supports (Class Book / Activity Book pictures,
flashcards, PMB picture cards, and all the visual material
that individual pupils make in class).
3 Learning for life
A focus on personal, social, and health education is
introduced in songs and through stories, chants, and
follow-up activities.
Song topics
Unit 1 – Making friends
Unit 2 – Using and appreciating books
Unit 3 – Playing cooperatively
Unit 4 – Playing together, respecting differences
Unit 5 – Caring for family and friends
Unit 6 – Trying different foods
Unit 7 – Recognizing and dealing with emotions
Unit 8 – Making choices about what to play
Unit 9 – Taking care in the sun
Elsewhere in the course every opportunity is taken to
encourage appropriate behaviour, community feeling,
caring for others, and developing good relationships.
4 Understanding myself and others
Cultural awareness and intercultural learning are part of
language education.
It is important for children to:
• develop an awareness of the people around them;
• learn about people who live in other countries;
• understand and reflect on the differences and similarities
between their own and other cultures.
The intercultural learning objectives are based on pupils’
immediate experiences, and include:
learning about celebrations around the world and comparing
them to their own
• Christmas, Easter, Tree Day
becoming aware of children’s lives in other countries
• ‘Me and my world’ Reading pages in the Class Book, with
follow-up activities in the Activity Book and PMB
5 Learning through English
This key element of the course links directly to subjects such
as Maths, Science, Art, and PSHE (Personal, Social, and Health
Education).
All nine units contain a specific section that aims to connect
with a subject topic and act as a starting point for teachers
who wish to explore it further with their classes.
This section includes:
Introduction 13
17/10/2013 13:35
 • new vocabulary;
• listening and reading activities to develop understanding
of the subject and practise subject-specific skills;
• a practical activity that allows pupils to become personally
involved in the topic (e.g. a cut-out).
In this section the focus is as much on the content as the
language used to convey it.
Content topics
Unit 1 – Maths / Measurements
Unit 2 – Art / Rooms in art
Unit 3 – Maths / Venn diagram
Unit 4 – Art / Drawing
Unit 5 – Maths / Money
Unit 6 – Science / Food categories
Unit 7 – Music / Musical instruments
Unit 8 – Science / Uses of water
Unit 9 – History and Geography / Children’s games and
map coordinates
At this stage in children’s learning, many of the class
teacher’s and the English teacher’s objectives may coincide.
The course will assist development in many of these areas
and complement the work done in other subject areas,
e.g. developing sound / letter recognition, which is
developed through activities in Lesson 9 in each unit.
The optional DVD and accompanying Activity Book can
be used to support these lessons and really bring the
subject to life.
6 Assessment
The final lesson in the Activity Book in every unit contains
an opportunity for pupils to assess their own progress in
a two-page ‘Show what you know’ section. The learning
objectives for each unit can be recapped at the beginning
of each review lesson, so the pupils are reminded of what to
assess themselves on. They can then evaluate their progress
on each page by choosing one rainbow out of three to
colour, to describe whether they felt their work was ‘not bad’,
‘good’, or ‘very good’.
The aim of this is to:
• raise pupils’ awareness of their own potential;
• help pupils understand the purpose and aim of the
lessons and their own learning;
• increase their feelings of achievement.
To support teacher observation and to help teachers chart
what pupils can do there are two photocopiable record
cards (see pages 165 and 166) that can be used to keep a
continuous record of pupils’ attitudes and behaviour, and
a unit-by-unit record of their achievements in reaching
linguistic objectives, including their test results. The criteria
listed on the record card for attitudes and behaviour are
suggestions and there are some spaces for adding your own
specific assessment criteria.
The Test section in this Teacher’s Book includes test material
that reflects the objectives of the course. It contains nine
end-of-unit tests, three end-of-term review tests that can be
used after Units 3, 6, and 9, and three skills tests that practise
each of the four skills.
There is further test material in the CYL section at the end of
the Class Book. The tests here replicate the CYL test, and so
can be useful preparation if your pupils are doing this.
14 Introduction
4443753 IEKit TB2_SP.indb 14
Teaching and learning a new language
Children learn a new language when they have sufficient
exposure to it and they experience the new language in
meaningful situations that engage their attention. They need
to see English as a normal means of communication, like their
language, and they will begin to use it when they can.
Exposure
The main task for a teacher of English is to provide learners
with a lot of exposure to the language by talking about what
pupils can see and understand. Whatever you say in English
has to be understandable for the pupils by:
• building on routines they already know;
• giving instructions to them in simple English;
• using gesture and body language;
• modelling what they are going to do.
When pupils see that you enjoy speaking and reading in
English and that you encourage and praise their efforts, they
will develop confidence and be motivated to do the same.
There are many opportunities in class to vary what we say and
increase pupils’ exposure. Some suggestions arising from basic
classroom situations are given in the language grid on pages 23
and 24 of this Teacher’s Book.
Mother tongue
Mother tongue (L1) plays a very important role in the
language-learning process. Children need:
• to be understood;
• to be able to respond freely in their mother tongue.
It will be a long time before they can do this in English
(L2). When they respond in their mother tongue they
are showing their understanding and this should be
acknowledged. The teacher can:
• respond in English and make the meaning clear to pupils;
• ‘recast’ what the child has said in English (see below).
Recasting is a very useful technique to develop and you
can start by recasting single words and short phrases into
English. In this way the mother tongue can be used as a
bridge to learning English. Recasting shows pupils that
they are understood and that all languages have the same
communicative function. Throughout the lesson notes
opportunities for recasting have been mentioned. When
recasting, use gesture and mime to support your meaning,
e.g. Yes, it’s big! (open your arms wide).
The abbreviations L1 and L2 stand for ‘first language’ and
‘second language’ and are used in the teaching notes to
refer to the pupils’ mother tongue (L1) and English (L2).
Course structure
There are nine main units, each made up of ten lessons. The
lessons are split between the Class Book and Activity Book,
and some involve pages from the PMB. Activities consist of
presentation, practice, and practical activities to give pupils
the variety of activity types they need to keep them engaged.
In addition to the main units, there is a Reading page after
Units 3, 6, and 9 in the Class Book and Activity Book, with a
corresponding writing page in the PMB; there is also a revision
game after these units in the Class Book, and a Festivals
section comprising three lessons at the end of the book.
17/10/2013 13:35
 Unit structure
Each unit in Level 2 follows the same sequence, which
makes it easier for both the pupils and the teacher to use
the book (see the grid on page 19 for an overview of the
unit structure and the components used in each lesson).
Lesson 1 – Introducing vocabulary
Class Book page 19
This lesson introduces the topic and the first set of new
vocabulary.
At the start of this lesson the pupils preview what they are
going to learn in the unit. Pupils look through the unit in
their Class Books and the teacher quickly writes the topics
and activities they will be doing on the board.
The new vocabulary is first presented by the teacher (with
Norton’s help) using the flashcards. The unit-opener page in
the Class Book is then used to introduce the new vocabulary
in context, via a listening activity. The unit-opener picture
always links with the story, but is not part of it. There then
follows a chant, rhyme, or song focusing on the new
vocabulary.
Lesson 2 – Practising vocabulary
Activity Book page 20      Activity Book page 21
This lesson provides:
• an opportunity to review the new vocabulary through
active involvement;
• two listening activities to establish good pronunciation
and recognition.
Pupils often need to develop useful classroom habits, such
as ‘good listening’, which will remain with them throughout
their education. Through discussion you can decide what
4443753 IEKit TB2_SP.indb 15
‘good listening’ means to your class, e.g. looking at the
speaker, being quiet, thinking about what you hear.
You could also use an attention signal, such as an instrument
(e.g. a triangle or a bell) or a countdown chant. Teach the
pupils some actions that they can do when they hear the
instrument or say the chant. They could have a list of actions
to follow, e.g. Count down from five – face the board – clap
your hands twice – don’t speak!
It’s important to end with an action that has pupils ready to
start the new activity. So for listening you could make a silent
signal, e.g. putting your finger over your lips.
Lesson 3 – Story
Class Book page 20         Class Book page 21
This is the story lesson. The pupils will:
• look at the story pictures and predict the storyline;
• listen to the story and follow it in their Class Books;
• meet a new language structure;
• learn a short rhyme, chant, or refrain that they can join in
with when retelling the story;
• act out the story in small groups, using the character masks.
This is one of the key opportunities for extending teacher
talk in English. As the pupils talk about their interpretation
of the story in L1 you can provide the language-learning
support they need by ‘recasting’ (repeating the main point
of ) what they say in their mother tongue in English.
You can use the Story Frames Book to present the story for
the first time if you wish. After listening to the story there is
an activity that is based on reviewing parts of the story, and
encourages visual literacy and role play.
The final part of the lesson involves the pupils in acting
out the story in groups. Give them plenty of support and
encouragement as they do this to build their confidence
in performing.
At the start of the school year they may not feel confident
about speaking parts in English, but as the course progresses
you can encourage them to do this more and more.
The character masks provide a fun and useful way for the
pupils to role-play the story characters and become less
self-conscious.
There is a follow-up activity in the PMB where the children
can make their own booklet of the story frames.
Introduction 15
17/10/2013 13:36
 Lesson 4 – Language focus
Class Book page 22         Activity Book page 22
This lesson gives the pupils the opportunity to thoroughly
practise the language point that was introduced in the story.
This is done through listening and reading activities and
followed up with a simple writing task.
A grammar box at the top of this page highlights the key
language being practised – this can be used more and more
as the year progresses to give pupils the chance to look at
the written form of the language.
Teachers can use the material on these pages for further
speaking practice if desired. Ideas for how to do this are
given in the teaching notes.
Lesson 5 – Language focus
Activity Book page 23      Activity Book page 24
The focus of this lesson is on providing further practice of
the grammar and vocabulary covered up to this point in
the unit.
The exercises use a range of activities, covering listening,
reading, and writing skills to ensure the grammar is practised
thoroughly, and personalized as much as possible.
The pupils are then asked to produce the new language in
simple speaking activities, set in the context of the unit topic.
16 Introduction
4443753 IEKit TB2_SP.indb 16
Lesson 6 – Learning for life (song)
Class Book page 23         Activity Book page 25
Lesson 6 is the mid-unit reassessment point and the
‘Learning for life’ lesson.
Throughout the nine units the ‘Learning for life’ section
extends the main unit topics dealing with civic education
and personal and social development (see the song topics
list on page 13 for the areas this lesson covers).
Because of the topic extension this lesson often includes
language that is not the main focus of the unit. This is another
opportunity for the pupils’ L1 to act as a bridge for pupils as
they talk about the topics of these lessons. Pupils always learn
an action song that sums up the message of the lesson. The
final activity in this lesson (in the Activity Book) aims to be
cognitively challenging and contains a puzzle element that
develops their thinking skills.
At the end of this lesson in each unit pupils are given the
opportunity to look back over what they have learnt, and
look forward to what is to come.
This mid-unit review offers the opportunity for revision in
different and meaningful ways, e.g. categorizing vocabulary
pupils are now familiar with under different headings.
Categorizing vocabulary into different sub-divisions, and
illustrating these with flashcard or text card groupings on
the board, taps into different learning styles (e.g. visual /
mathematical learning) and can help pupils to use different
strategies for remembering vocabulary.
The pupils can now complete the first part of their Picture
Dictionary using the words from the first vocabulary set.
17/10/2013 13:36
 Lesson 7 – Learning through English
Class Book page 24         Class Book page 25
This lesson introduces the ‘Learning through English’ topic
and the second related set of new vocabulary. The content
introduced in this lesson relates to the unit topic. The new
vocabulary is a smaller set of words and like the first set it
can be introduced with flashcards.
Photos or paintings are used to connect with the previous
material and vocabulary, and to introduce the new extended
vocabulary in context.
This lesson offers opportunities for content discussion
beyond the language level of the unit.
Lesson 8 – Learning through English
Class Book page 25         Activity Book page 26
This lesson continues the ‘Learning through English’ topic.
It starts with discussion and recall of the last lesson, but the
main focus of this lesson is the ‘make’ activity (PMB cut-out)
that is linked to the content topic.
This activity is always supported by photos of children
making the same item in the Class Book, so the pupils in
your class can see children like them doing the same thing
and work through the stages step by step.
The end product of this ‘make’ activity is very suitable material
for pupils’ portfolios if portfolio assessment is part of your
class plan.
4443753 IEKit TB2_SP.indb 17
Lesson 9 – Pronunciation and speaking
Class Book page 26
This lesson opens with an activity to focus on letter / sound
recognition. There is a focus on pronunciation of initial sounds,
with activities that ask pupils to listen carefully to these sounds
and repeat them in the form of a chant or rhyme.
The pronunciation of initial sounds is:
• a starting point for pupils’ awareness of the sound and
spelling patterns in English;
• based on language pupils are familiar with from the work
done in each unit.
The target letters are highlighted in the Class Book so that
the visual association will help the pupils to recognize and
recall the sounds.
The second section of the page involves a speaking activity
that encourages pupils to use the target language of the unit.
Through prompts, such as photos, tables, and illustrations,
pupils first listen to a model dialogue and then produce their
own version to act out with a partner.
There is always a clear linguistic aim to these activities and the
teaching notes give full instructions on how to set these up.
Pupils also complete their Picture Dictionary in this lesson
(see page 9).
Introduction 17
17/10/2013 13:36
 Lesson 10 – Review and self-evaluation
Activity Book page 27       Activity Book page 28
This is the self-evaluation lesson. In this lesson the pupils:
• complete Activity Book exercises to demonstrate how
much they have learnt in the unit;
• recall together what was in the unit.
These pages contain a range of activities to revise what
pupils have covered in the unit, with the emphasis being on
allowing pupils to reflect on and reinforce what they have
learnt. For Unit 1, for instance, you could ask the following
questions:
• Activity 1: Do you know the days of the week?
• Activity 2: Do you know how to say what your favourite day
of the week is?
• Activity 3: Do you know numbers in English?
• Activity 4: Do you know how to add numbers in English?
• Activity 5: Do you know how to say measurements in English?
Do you know how to say how tall someone is in English?
The lesson ends with a self-evaluation activity, which uses a
consistent symbol throughout the course. The pupils choose
and colour the rainbow on each page that best reflects how
they feel about their performance in key areas. The teacher
can use their self-evaluations to monitor pupils’ sense of
progress.
At this stage there is a strong emphasis on motivating pupils
through acknowledging their participation and their efforts,
no matter how small.
After every three units there is a revision game in the Class
Book. This is set up as a simple board game that pupils can play
in pairs. As part of a Revision lesson, pupils move their counters
around the board, using the pictures as prompts for recalling
the vocabulary, grammar, story dialogues, and songs / chants
from the preceding three units. Setting this in the context of
a fun game with a competitive angle motivates the pupils to
recall what they have learnt, and to produce the language
they have covered independently.
18 Introduction
4443753 IEKit TB2_SP.indb 18
Festivals lessons
There are three Festivals lessons (see Class Book pages 81–83):
• one lesson on the celebration of Christmas;
• one lesson for Easter;
• one lesson for Tree Day (many countries celebrate Tree
Day, when everyone is encouraged to plant a tree, and
think about the importance of trees in the world).
The choice of festivals means that you can divide the lessons
throughout the school year from autumn to spring.
The festivals lessons are integrated with the rest of the
course since they feature the central story characters. The
language demands of the activities are based on what pupils
are already familiar with. In addition to recycling, these four
lessons offer opportunities for extension, e.g. the Easter
activities recycle language for colours and prepositions of
place, but also extend pupils’ learning about things you can
find in a garden.
Me and my world lessons
There are three Reading lessons (see Class Book pages 27, 53,
and 79). These lessons:
• focus on the lives of children from around the world;
• deal with topics your class will already know from their
main lessons (me, my family, animals, and clothes);
• have been structured to allow pupils to recycle the
language they will have covered in the main units.
The aim of these lessons is to:
• allow your class to get to know about the similarities and
differences in other children’s lives around the world;
• help pupils develop an awareness of being part of a
global community through fostering a sense of their
own identity;
• support their growing understanding and respect of the
ways of life of people throughout the world.
The lesson topics are presented after each block of relevant
units, and are linked thematically and linguistically to the
preceding material. They all:
• demand natural recycling of the vocabulary and language
that the pupils are already familiar with;
• are personalized, as pupils are asked to make a ‘Me and my
world’ page (see PMB pages 52–54).
To make these pages pupils will personalize the topic through
carrying out simple writing activities and drawing / sticking
pictures.
17/10/2013 13:36
 Unit structure overview
Lesson Focus Description Class Book Activity Book Other materials

1 Introducing Presenting new core Vocabulary Bookmarks

vocabulary vocabulary for this unit’s presentation page
topic

2 Practising Practising the core Three activities Children’s PMB

vocabulary vocabulary from Lesson 1 practising the picture / word
core vocabulary, cards (new
including reading vocabulary set)
(optional up to
Unit 4)

3 Story Listening to and working Story Story Frames

with the story Book

Acting out the story in PMB Story Frames

groups booklet

Bookmarks

Character masks

4 Language Practising the structure Practice of new Practice of new

focus introduced in the story structure structure

5 Language Consolidating the new Grammar practice

focus language through activities and
practice activities writing tasks

6 Learning Personal, social, and Song (with the Song activity Picture Dictionary
for life health education (PSHE) PSHE message)

Starting the Picture

Dictionary

7 Learning Introducing a related Presentation of new Practice of new Children’s PMB

through vocabulary set, linked to vocabulary vocabulary picture / word
English another curriculum area (first activity) cards (new
vocabulary set)

Bookmarks

8 Learning ‘Make’ activity Model of how to Practice of new PMB

through make the item vocabulary photocopiable
English (second activity) sheet for the
‘Make’ activity

9 Pronunciation Pronunciation focus Pronunciation Picture Dictionary

and speaking activity followed by
Producing language from role-play using target
the unit or previous units language of unit
Completing the Picture
Dictionary

10 Review and Reviewing the unit Review activity

self-evaluation

Introduction 19

4443753 IEKit TB2_SP.indb 19 17/10/2013 13:36

 Activities and games
The following activities and games are suggested in the
lesson notes. As with all material it is up to you to choose
what best suits your teaching situation. These games all have
a linguistic focus, but are also active and enjoyable. Some of
the games mention Total Physical Response (TPR) which is
deservedly popular. At its simplest, TPR looks for a response
from the child that shows an understanding of language
and as such is of constant use in the classroom.
Some of the activities require the flashcards to be turned
over so that the image is hidden. The flashcards in this
course are double-sided, and so it is recommended that
when you start to work with a new flashcard set, you
temporarily cover the back of each card with paper
(e.g. using a reusable adhesive) to hide the other image
on the reverse. Alternatively you can slot the flashcards
into A5 plastic wallets with paper or cardboard at the back
to hide the image you are not using.
Introducing new vocabulary
There can be up to 10 words in the first lesson of a unit.
Many teachers have a routine when using flashcards to
introduce new vocabulary. For example you could:
• show two or three flashcards and say what each one is;
• show them more new flashcards in groups of two or three;
• repeat earlier words as you continue to show them new
words (this will help them remember all the words);
• give the flashcards to 10 pupils (use different pupils each
time you do this);
• ask the pupils to help you put the flashcards on the board;
• call out different words and ask the whole class to point
to the cards (every time you say and identify a new word
the meaning becomes more established and the pupils
absorb more pronunciation);
• ask pupils to point to and repeat the words.
True or not true? (TPR)
This is a useful early activity when new vocabulary has just
been introduced. It helps remind pupils of the vocabulary
and focuses on listening, understanding, and responding.
You can use a set of flashcards and text cards or realia that
the pupils are familiar with.
Explain that you are going to:
• hold up each card / real item so that they can see;
• call out all the vocabulary they are working on.
When they hear you say the word that matches what is on
the flashcard they can respond by:
• doing an agreed action, e.g. standing up / putting up their
hands / clapping once;
• saying an agreed word, e.g. Yes;
• repeating the name of the item on the card.
Norton says … (TPR)
This is the same as the traditional game ‘Simon says ...’,
but using Norton as the key word. The pupils can stand
up or sit down. Explain that they:
• have to listen very carefully;
• have to do the movements;
• should only move when you say Norton says …
20 Introduction
4443753 IEKit TB2_SP.indb 20
If you don’t say Norton says …, they must keep still.
As young children often move, it’s a good idea to let them
stay in the group and continue to do the actions saying
something like Never mind … Just try again. The aim is not to
exclude pupils from the activity. Norton is too kind-hearted
to put anyone out of a game!
When you are calling out the instructions you could hold
Norton close to your ear so that he seems to be telling you
what to say.
Uncovering a card
Explain to the pupils that they are going to see parts of a
picture and should guess what it is using all the visual clues
as support.
• Hold a piece of plain card in front of the flashcard.
• Slowly drag the paper covering down / up so that the
picture appears bit by bit.
OR
• Cut a hole / several holes in a piece of plain card.
• Put this perforated paper in front of the flashcard and
move it around so that the pupils can see small parts of
the picture underneath.
Reversing cards
• Code the backs of flashcards or text cards using coloured
dots or numbers.
• Turn the cards around.
• Put them in a line where the pupils can see them.
• Check if the pupils can remember the identity of the card
by the colour or the number.
Flashing a card
• Hold the flashcard or text card facing you so that the
pupils cannot see it.
• Flash / Turn the card quickly so that the pupils see it for
a second.
• The first person to put up their hand tells you what they
think was on the card.
Pronunciation circle
This is a repetition activity using single words or phrases.
• Ask the pupils to stand in a big circle or stay in their places.
• Hold up the first flashcard and say what it is, e.g. a car.
• Pass the flashcard to the first child in the circle or in the
first line.
• He / She passes on the flashcard saying a car to the next
child who has to say the same word as he / she passes the
card to the next child.
• Everyone in the circle has to repeat the word / phrase
when they get the flashcard.
• When a flashcard has gone around three or four learners
give the first child another flashcard and so on until all the
flashcards are moving around the circle or down the lines.
• When the first flashcard comes around the circle or
reaches the end of the lines, hold it until the last card has
been given out.
• Repeat the activity with all the flashcards again, but
change the order.
• Encourage the pupils to do this activity slowly until they
feel confident.
17/10/2013 13:36
 A very long sentence
• Use flashcards the pupils are familiar with.
• Give each child a flashcard and ask them to stand in a line.
• Use a starting phrase that the pupils know, e.g. I’ve got …
• Help the first child say I’ve got … (whatever is on his / her
card), e.g. I’ve got a teddy.
• The second child then says I’ve got (what is on the first
pupil’s card) and (what is on his / her card…), e.g. I’ve got a
teddy and a bike.
• Continue in this way until everyone has added what he or
she has got.
Memory
This simple game (known traditionally as ‘Pairs’) is one of the
most enjoyable language games.
• Use one or two sets of flashcards and matching text cards.
• Pupils can work in pairs or small groups.
• Put the cards back to front on the board or face down on
the floor, ensuring the flashcards and text cards are clearly
separate.
• The pupils can stand around the board or in a circle with
floor space in the middle.
• One child from each small group or pair takes a turn to
turn over any two cards.
• If the flashcard and the text card match they keep the
two matching cards.
• If they don’t match they are turned over again and left
in place.
• Continue until all the cards have been matched.
• The pupils can then display their pairs and say what
they are.
Whispers
• Use some of the pupils’ picture and word cards that they
are already familiar with (or you can use flashcards and
text cards).
• You need to have a matching picture card and a word
card for each child in the class.
• Make lines with at least three pupils in each line.
• Put a set of picture cards in a pile on a table or on the floor
in front of each line.
• Put the matching set of word cards on a table or on the
floor behind the lines.
• The first person in each line picks up the first picture card
in their set.
• Then he / she puts it back on the table or floor and
whispers the word / phrase to the next person in the line.
• Each child whispers the description to the next person
until the last person in the line hears it.
• The last person in each line has to look at the word
cards laid out on the table or floor to find the word that
matches what he / she heard.
• This last child then brings this word card to the front and
puts it beside its matching picture card.
• This child stays at the front and takes the next picture card
and the whole process begins again.
Variations: As there are several sets of the same picture and
word cards in each unit you could play this by matching
pictures to pictures or words to words.
4443753 IEKit TB2_SP.indb 21
Pass the ball
• Ask the pupils to make a big circle.
• Play some music.
• Pass around a ball.
• When the music stops, the child with the ball has to
choose a flashcard (e.g. from a fan held in your hand so
that the pupils cannot see the pictures) and say what it is.
• If any pupils are worried about doing this, let the child
who has the ball ask the rest of the class to say what is on
the flashcard.
What’s / Who’s missing?
• Use flashcards or text cards (or both) that pupils are
familiar with.
• Ask the pupils to get into groups.
• Put a number of flashcards or text cards on the board.
• Tell the pupils to turn around and close their eyes!
• Remove one card.
• When the pupils turn around they can put up their hands
if they know what is missing.
• Let them work in groups so that they can all take turns
at answering.
• When they are very familiar with the activity let different
pupils take turns to remove a card.
• This game can also be played in pairs using the pupils’
PMB picture and word cards.
Three in a row!
This is a game for pupils to play with their PMB picture and
word cards.
You can use a single vocabulary set providing you have nine
cards or you can mix the sets from other units.
Play the game once on the board so that all the pupils see
what they have to do.
Use either the picture cards or the word cards.
Ask the pupils to:
• put their cards in any order in a square (three cards by
three cards);
• listen to Norton calling out the cards;
• turn each card upside down as they hear it.
When they have a row of cards turned upside down they call
out Three in a row!
Continue calling out until all the cards are upside down.
When they are confident let different pupils call out
different cards.
Active Bingo
You can play this game using the PMB picture / word cards
or extra picture / word cards made by the pupils (to allow for
vocabulary extension).
If you are using the pupils’ own material then you will need
to make a note of the words on the cards.
• Divide the class into two or three groups.
• Let the groups stand up in a line.
• Give each child a picture card or a word card.
• Call out the words you have in your list.
• When a child hears his / her word he / she can sit down.
• When the entire group is sitting they can shout Bingo!
Introduction 21
17/10/2013 13:36
 Snap – whole class
This game is a variation on conventional Snap adapted to
suit vocabulary work in the classroom.
Use the PMB picture or word cards and the matching class
flashcards or text cards to play classroom Snap.
It is usually played with the teacher and the class, but Norton
can also stand in for the teacher.
• Ask the pupils to choose any five of their PMB picture
cards or word cards from a particular vocabulary set,
e.g. Choose five clothes picture cards.
• Tell the pupils to turn the five cards upside down on
their desk.
• Let Norton use all the flashcards or text cards in the set.
Norton should take a card out of the kit and call out what
is on his card, e.g. a hat.
• The pupils should then turn over any card they like.
• If the card is the same they say Snap!, show the card, and
say the word, e.g. a hat. They can then leave this card
turned up.
• If the card is not the same they have to turn it upside
down again.
• As pupils finish and have their five cards turned up they
can stand up.
• Norton should keep taking out cards from the kit until
a certain number of pupils (e.g. five) have all the cards
turned up.
• When this happens the pupils that are standing all shout
Snap Norton!
This game is based on chance so it is not a question of skill.
It is more enjoyable if the game is played quickly and more
pupils have a chance to be ‘winners’.
I hear with my little ear …
This game is very similar to the game I spy with my little
eye … except that the pupils should say the sound at the
beginning of the word rather than the letter.
• Use vocabulary the pupils are familiar with in their
classroom or from the Class Book.
• Let pupils work together in pairs or small groups.
• The pair or group should choose something they can see
in the classroom or on a page in their Class Book, their
Picture Dictionaries, or on their PMB picture cards.
• They think of the name in English and say the sound at
the beginning of the word.
• If you like you can teach pupils the rhyme I hear with my
little ear something beginning with (sound).
• Encourage the pupils to check with you if they find it
difficult to think of words.
• The rest of the class has to listen carefully and guess what
the word is. They put up their hands to answer.
• The first child to guess the word correctly chooses the
next word with their partner(s).

Snap – pairs
When pupils are playing in pairs they should play
conventional Snap.
Each child should:
• arrange a pile of their PMB picture or word cards upside
down on their desk or table;
• turn over one card at a time from their own pile;
• say Snap! and the word when two cards match: Snap –
a rabbit!
The child who says this first can take all the cards that have
been turned over so far.
The child who has all the cards at the end wins!

22 Introduction

4443753 IEKit TB2_SP.indb 22 17/10/2013 13:36

 Classroom language
The following section gives examples of classroom language for use in different situations.

Saying what you are going to do at the Giving instructions for moving around and
beginning of the unit, lesson, or an activity helping in class
Norton’s going to … take out the book. OK everybody, … stand up, please.
show us the picture. Now everyone, … come and stand around the board.
hold the flashcards. move a bit further apart.
find the photocopies. step back a bit please … that’s good!
come out here to the front, please.
In this unit we’re learn more about the characters.
going to … listen to a story. I want you to … make a circle.
make (four) lines of five.
play some games.
stand in a line here.
get to know some names.
stand next to your desks / tables.
learn a rhyme / chant.
move forward a bit.
Today we’re going to … see what’s in the kit. turn around and not look at the board.
look at our poster. look carefully and tell me what’s missing.
do some colouring / drawing / go back to your places.
painting. (name / names) move over here.
listen and colour. Can you … hold this flashcard.
listen and identify. (name / names) put this text card next to the flashcard.
Would you … pass Norton the card.
Now we’re going to … sing a song.
play a game. give out the photocopies.
draw a puppet. collect the word cards / picture cards.
listen carefully. I need … four helpers, please.
draw a circle around the picture. Can I have … nine children to hold the flashcards.
cut out the book. Who’d like to … help?
practise ‘good listening’. put away the cards?
give out the sheets of paper?
Showing pupils how to do something Let’s … clear everything up nicely.
We’ll … start like this. pick up all the papers.
We can … do it this way.
do it like this. Giving encouragement and praise
Let’s do some together first so what I mean. That was really good, let’s do it again.
you’ll see … what to do. now … do the actions.
Norton’s going to show you … how to do it. sing it again and do the actions at
the same time.
This is … one I made.
Here’s … what it looks like when it’s Well done (name), … you’re really good at this.
finished. That’s very good that’s / it’s a lovely picture.
one for you to look at. (name), … you know the first letters of ten words.
how you do it. Excellent (name ), …. you put your hand up five times.
Watch carefully … then you can try. you’ve done a really good job.
and try to do it the same way. your table is really neat and tidy.
you’ve made a very good job of that
colouring.
you’re good at …
That’s … very nice.
very neat work.
lovely!
wonderful!
fantastic!
really good!

Classroom language 23

4443753 IEKit TB2_SP.indb 23 17/10/2013 13:36

 Asking for recall of words, phrases, activities Setting up pairs and groups
Now who can … show me the kitten? Are you ready? You’re going to in pairs / in twos.
tell me what this is? do this … in threes / in small groups.
OK everyone, you’re going to in groups of three / four.
Let’s see. Can you what Titch says? work …
remember … what’s in Mr Fixit’s kit?
what comes next? Here are two pictures, but don’t colour them now.
don’t show them to anyone
What’s … this? else.
his favourite (food)?
We’re going to … play this together.
Can you … do the actions and sing the song? divide the class in two.
see Flo swimming? make four groups.
find the dolphin?
You can look at them … now.
say all the names?
You can practise it … together.
help me tell the story?
tell me what Bing says?
remember six things? Ending an activity / a lesson
OK, … we’re going to stop now.
Encouraging good behaviour that’s all for now.
just one more time before we finish.
Quiet everyone settle down.
now, … just one more time – and that’s it.
calm down.
Now let’s … pick up all our things.
(name / s,) could sit down like the others please? Thank you.
you … put the flashcards in the kit.
do it the way we practised? … Good.
leave the Picture Dictionaries over here.
OK, … let’s practise ‘good listening’.
We’ve no time … now.
does everyone remember how to
prepare …? Very good. for anything else.
let’s listen … today, but we’ll do it tomorrow.
lots of hands up … That’s very good. That’s all … you can do now.
everyone is sitting down … That’s excellent. for today.
We’ll do … more tomorrow.
it again on Monday.
it first thing tomorrow.

24 Classroom language

4443753 IEKit TB2_SP.indb 24 17/10/2013 13:36

 The Alphabet worksheet PMB page 55
Lesson objectives
Refamiliarize with the names of letters in English
Join in with an alphabet rhyme
Read and follow instructions
Language
Core: Names of letters in English
Materials
Alphabet worksheet (PMB p55) – one photocopy per
pupil; Coloured pencils / pens
Beginning the lesson
• Tell the pupils they are going to learn the names of the
letters in English.
• If your class has used Class Book 1 remind them of the
four letter names they learnt last year, in Unit 9, Lesson 7:
a​/eɪ/, b /biː/, c /siː/, and d /diː/.
• If the names of the letters and sounds they make are
the same in your pupils’ first language (L1), explain that
in English each letter has a name that is different to the
sound of the letter.
Say the chant. PMB page 55
• Tell your class that they are going to learn a chant with all
the English letter names.
• Explain that there are 26 letters in the English alphabet.
• Write them on the board in groups of five – as in the
chant: ABCDE – FGHIJ – KLMNO – PQRST – UVWXY – Z.
• Practise ‘good listening’ and use your ‘silence signal’.
• Say the chant and tell the pupils to listen while you point
to the letters.
• Encourage them to clap the rhythm of the letter lines.
• Say the first two lines again. Point to the letters and do
appropriate actions for the second line.
• Say these lines again and encourage the pupils to join in
and do the actions.
• Continue in this way, doing appropriate actions for all the
alternate lines.
• In the last line you can add a surprise element by
changing the object, e.g. Put a (book) on your head!
• Divide lines 2, 4, 6, and 8 into two parts and let half the
class say the first part and half the class say the second
part: So everyone in this half says: ‘What’s the answer?’ and
all of you in this half say: ‘Me! I know!’ …
4443753 IEKit TB2_SP.indb 25
Practise the letters
• Write the letters on the board in groups that share the
same vowel sound in their names:
a, h, j, k
b, c, d, e, g, p, t, v
f, l, m, n, s, x, z
q, u, w
o
r
i, y
• Point to the letters and say the names:
a /eɪ/, h /eɪtʃ/, j /dʒeɪ/, k /keɪ/
b /biː/, c /siː/, d /diː/, e /iː/, g /dʒiː/, p /piː/, t /tiː/, v /viː/
f /ef/, l /el/, m /em/, n /en/, s /es/, x /eks/, z /zed/
q /kjuː/, u /juː/, w /dʌbljuː/
o /əʊ/
r /aː/
i /aɪ/, y /waɪ/
• Encourage the pupils to repeat them after you.
• Ask the pupils why the letters are grouped like this.
• Explain that each group shares a sound.
Read and colour. PMB page 55
• Tell pupils to find pencils or pens in these colours: grey,
green, red, blue, yellow, and orange.
• Tell them to read the sentences and put a dot of the
correct colour in each letter, so that they will know what
colour the letters need to be coloured in with later.
• Tell them they can complete their colouring of the letters
when the recording has finished.
• Ask them to say the letters that are the same colour:
Let’s say all the green letters …
• Make sure the pupils are aware of the sound these letters
share: What sound do they all have? Yes … very good … the
‘e’ sound … /iː/.
Answers
grey A, H, J, K   ​green B, C, D, E, G, P, T, V   ​
red F, L, M, N, S, X, Z   ​blue Q, U, W   ​
yellow O  ​orange R  ​white I, Y
Spelling
• If the pupils used Class Book 1 last year, ask them to spell
the names of the characters.
• Alternatively, write some of their own names on the
board, then choose one and start to spell it.
• Pupils put up their hands when they know the name.
• Repeat with the other names and then get the pupils to
spell out the names in chorus.
• Invite pupils to spell out their own names. Write the letters
on the board, or invite more confident pupils to come to
the board and write the letters.
The Alphabet 25
17/10/2013 13:36
 Lesson 1 CB page 3 1 Listen and say who. $ 1•1 CB page 3
• Look at the picture on Class Book page 3 and ask the
Introducing vocabulary pupils to find the characters.
• Explain that the characters are in their classroom looking
Lesson objectives at the monitors’ list.
Look at what is to come in the unit • Teach the words hamster, list, plants, and monitor (if the
Become familiar with days vocabulary idea of a monitor is not one the pupils are familiar with,
Listen and find information on a chart explain to them that a monitor is a pupil who has a special
Join in with a song duty at school).
• Check that the pupils understand how the chart works.
Language • Tell the pupils they have to listen to find the day and the
Core: Character vocabulary: Fred, Flo, Poppy, Bing, Titch, pupil responsible for the plants or the hamster on that
Mr Fixit, Norton, Mitch; Days vocabulary: Monday, Tuesday, day, and say who is speaking.
Wednesday, Thursday, Friday, Saturday, Sunday; What day • Play the recording.
is it today?
Transcript
Extra: list; hamster; monitor; plant; week
Teacher Let’s look at the list. What day is it today?
All Monday.
Materials Teacher Who’s the plant monitor?
Norton; Norton’s kit box; CD 1.1–1.2; Character flashcards Flo It’s me!
(1–8); Days text cards (9–15); A calendar (big enough for Teacher And the hamster monitor?
the whole class to see) Fred Me! Great!
Teacher What about Tuesday?
Beginning the lesson Bing I’m the hamster monitor on Tuesday! Great!
• Hold up the kit box and use the Norton puppet to say: Teacher And Wednesday?
Hello, everybody! If the pupils have used Class Book 1, Titch I’m the plant monitor on Wednesday. Good, I like plants.
remind them that it is Norton’s kit box. If not, introduce Teacher Now look at Thursday.
Norton: Hello! I’m Norton!, and explain that he is going to Bing Look, it’s me. I’m the hamster monitor on Thursday.
look in the kit box at the beginning of each lesson to find I love hamsters.
what games and fun activities the class will be doing that Teacher Now look at Friday.
lesson. Ask the pupils if they can guess what might be in Fred Great! I’m the plant monitor on Friday.
there today. Poppy Ooh. Look! Look!
• Say the kit chant: Open the kit! Open the kit! What’s in the All What?
kit today? Poppy I’ve got the hamster on Saturday and Sunday!
All Lucky you!
• Repeat this and encourage the pupils to say it with you.
• After listening, check by asking questions, e.g. Who’s the
• Open the kit box and use Norton to take out and present
plant monitor on Monday?
the items for today’s lesson: Today, we’re going to do some
listening, sing a song, and play a game … 2 Listen and sing. $ 1•2 CB page 3
• Ask the pupils to take out their Class Books and look • Give out the days text cards to some pupils and ask
through Unit 1. Ask them where they can see Norton. them to come to the front and stand in order, holding the
Ask them to tell you which pages they like best, and what cards in front of them. The pupils listen to the song and
activities they think they will be doing: Yes, we’re going to bend their knees once when they hear their day.
listen to a story, we’re going to learn a song, and we’re going • Play the song. Repeat several times, giving the cards to
to talk about the days of the week and measurements … different pupils.
• Show the pupils a calendar. Ask them if they know any • Encourage pupils to join in with the song. (See page 84 of
words in English for the days of the week. the Class Book for the song words.)
• Show and say the appropriate day text card and let the
pupils repeat it, first in chorus and then in small groups. Teaching tip: You may like to make your own bookmark
• Continue to show and say all the days text cards and stick (PMB page 2) for the next lesson.
them on the board in order.
• Play What’s missing? (page 21), keeping the cards in the
correct order.

26 Unit 1

4443753 IEKit TB2_SP.indb 26 17/10/2013 13:36

 Lesson 2 AB pages 2–3 2 Listen and circle. $ 1•4 AB page 2
• Give out the days text cards and tell the pupils to put
Practising vocabulary them in order, starting with Monday.
• Ask What day is it today? Confirm their answers: Teacher:
Lesson objectives What day is it today? Pupils: Tuesday. Teacher: Yes. Tuesday.
Review days vocabulary That’s right.
Listen and identify characters • Focus their attention on their Activity Books again. Tell
Listen and identify written forms them to listen to the recording and circle the correct day.
• Practise ‘good listening’ and use your ‘silence signal’.
Language • Play the recording. Pause before each section to check
Core: What day is it today?; What’s your favourite day?; that the pupils can read the alternatives.
My favourite day is …
Transcript
Review: Days vocabulary; Character names
1 Adult What day is it today?
Child It’s Monday.
Materials 2 Adult What day is it today?
Norton; Norton’s kit box; CD 1.2–1.4; Days text cards (9–15); Child It’s Saturday.
Days and character picture cards (PMB p4) – one 3 Adult What day is it today?
photocopied set per pupil; Days and character word cards Child It’s Thursday.
(PMB p5) – one photocopied set per pupil (optional); 4 Adult What day is it today?
Bookmark template (PMB p2) – one photocopy per pupil; Child It’s Sunday.
Coloured pencils / pens; Scissors; Glue 5 Adult What day is it today?
Child It’s Wednesday.
Beginning the lesson $ 1•2 6 Adult What day is it today?
• Say the kit chant and use Norton to help you present the Child It’s Tuesday.
items for today’s lesson. Answers
• Sing the song The days of the week (CD 1.2) again. 1 Monday  ​2 Saturday  ​3 Thursday  ​
• Divide the class into two halves and let them take turns 4 Sunday  ​5 Wednesday  ​6 Tuesday
to sing the days. (All sing Sunday together.)
3 Write and order. AB page 3
• Put the days text cards on the board and start to spell
one of the days. Encourage the pupils to tell you which • Tell your class that these children are putting the days
one it is. in order.
• Talk to the pupils about what ‘good listening’ means and • Ask them to use the word bank for spelling support, write
practise your ‘silence signal’ (see page 15). the days in the appropriate spaces, and put numbers in
the boxes to show the correct order.
1 Listen and number. $ 1•3 AB page 2 Answers
• Check that the pupils remember the names of the 1 Monday  ​2 Tuesday  ​3 Wednesday  ​
characters by asking them to point to each character 4 Thursday  ​5 Friday  ​6 Saturday  ​7 Sunday
in their books.
• Before you play the recording, explain that they have to Fast finishers: Ask fast finishers to draw a picture of
listen carefully and write the numbers in the small boxes. what they do on their favourite day, then write a sentence
• Practise ‘good listening’ and use your ‘silence signal’. underneath their picture: My favourite day is (Saturday).
• Play the recording.
Make the picture / word cards. PMB pages 4–5
Transcript • Give out the photocopies of the days and character
1 Teacher Hello. What’s your name? picture and word cards from the PMB.
Poppy Hello. I’m Poppy. • Let the pupils cut out and colour the picture cards.
2 Teacher Hello. What’s your name?
• If you are using the word cards, let the pupils cut them
Flo Hi. I’m Flo.
out and match them with the picture cards.
3 Teacher Hi. What’s your name?
Bing Hello. I’m Bing. Make the bookmark. PMB page 2
4 Teacher Hello. What’s your name? • Give the pupils the photocopies, scissors, and glue, and
Titch Hello. I’m Titch. explain how to make the bookmark: 1 Cut along the
5 Teacher Hello. What’s your name? external dashed lines; 2 Fold along the centre vertical
Fred Hi. I’m Fred. line; 3 Stick the two halves together; 4 Cut out the
• Check the answers when you finish. internal circle; 5 Colour the bookmark; 6 Write your
Answers name (optional).
a 2  ​b 5  ​c 3  ​d 1  ​e 4

Unit 1 27

4443753 IEKit TB2_SP.indb 27 17/10/2013 13:36

 Lesson 3 CB pages 4–5, PMB pages 6–7
6 Narrator They run here, there and everywhere.
Fred Norton’s here!
Bing Where?
Story Poppy There!
Lesson objectives Mitch That naughty bird is everywhere!
7 Narrator Where’s Norton?
Predict from visual clues
Mr Fixit Look in the kit.
Listen to a story and join in with a rhyme Titch Norton!
Find details in a picture and practise story language Mitch And my cap!
Act out a story 8 Narrator Mitch is happy.
Mitch Now I’ve got my cap … and lots of new friends too.
Language Mr Fixit Well done, Norton!
Extra: That’s …; He’s / She’s …; make friends; trick; naughty; • Talk about the story and the pupils’ predictions.
cap • Say the rhyme from the story and decide together on
Review: Days vocabulary and phrases appropriate actions.
• Listen to the story again. Encourage the pupils to join in
Materials with the rhyme and do the actions.
Norton; Norton’s kit box; CD 1.5; Character flashcards (1–8);
Story Frames Book; Bookmarks; Character masks (PMB p3); 2 Find and number. Say. CB page 5
PMB Story Frames (PMB pp6–7) – one photocopied • Talk to the pupils about the cut-out pictures from the
set per pupil; Coloured pencils / pens; Scissors; Glue; story: Where’s this picture in the story? It’s here – frame (2).
A stapler • Explain that they have to look through the story, find each
picture, and write the number of the frame it is in.
Beginning the lesson • Give the pupils a few minutes to find the pictures and
• Say the kit chant and use Norton to help you present the write the numbers. They can check with a partner.
items for today’s lesson. • Go through the answers with the class. Then ask the
• Use the character flashcards to play a game, e.g. Flashing children to try to remember what the character says in
a card (page 20). each case. Model the phrase and encourage the whole
class to join in and practise in chorus.
1 Listen and point. $ 1•5 CB pages 4–5
Answers
• You may like to use the Story Frames Book to present the [from left to right]   Mitch (frame 2): ‘Hey! My cap!’
story. Titch (frame 3): ‘Hello! I’m Titch. I’m in Class 1A. What’s
• Talk about the pictures with the pupils. Ask them to your name?’  ​Flo (frame 5): ‘Bing! Fred! Come on! Help us
name all the characters they know: Who’s this? What’s get the cap!’  ​Mitch (frame 4): ‘Who’s that?’  
his / her name? Mitch (frame 8): ‘Now I’ve got my cap … and lots of new
• Ask them to predict what the story is about. Acknowledge friends too.’  ​Fred (frame 6): ‘Norton’s here! Where? There!
their contributions and recast their comments in English. That naughty bird is everywhere!’
• Ask the pupils to listen and follow the story in the Class
3 Listen again and act. $ 1•5 CB page 5, PMB page 3
Book, pointing to each frame. Pupils can also use their
bookmarks to follow the story in their books. • You may like to use the character masks from PMBs 1 and 2
to enable the pupils to get into character. Hand out the PMB
• Play the CD. Practise ‘good listening’ and use your
character masks (page 3) and ask pupils to colour them in.
‘silence signal’.
• Explain to the children that they are going to listen to the
Transcript story again, and mime it as they listen.
1 Narrator It’s Monday. It’s the first day of school. • Assign characters to pupils.
Mr Fixit That’s Mitch. He’s new. • Play the recording and encourage them to mime their part.
Norton Hello, Mitch! Some children may feel confident enough to say the words
Mitch Oh, hello. along with the recording.
2 Narrator Norton plays a trick. • Repeat with one or two more groups of children.
Mitch Hey! My cap!
Poppy No, Norton! Naughty Norton! Make a story book. PMB pages 6–7
3 Narrator Mitch meets Titch. • Tell pupils that they are going to make their own story book.
Titch Hello! I’m Titch. I’m in Class 1A. What’s your name?
• Give out the PMB Story Frames photocopies: 1 They
Mitch I’m Mitch – and that’s my cap!
colour in the story frames; 2 They cut out the story frames;
4 Narrator Then he meets Flo.
3 They put the pictures in a pile in the correct order, and
Flo Naughty Norton.
write the number of each frame in the box; 4 They write
Mitch Who’s that?
their name on the cover page, and fold this around the
Titch That’s Flo. She’s my sister.
cut-out frames; 5 Help them to staple together the pages
5 Narrator Everyone runs after Norton.
of their book.
Flo Bing! Fred! Come on! Help us get the cap!

28 Unit 1

4443753 IEKit TB2_SP.indb 28 17/10/2013 13:36

 Lesson 4 CB page 6, AB page 4 Transcript
Girl How old is he?
Boy He’s six.
Language focus
Girl How old is he?
Lesson objectives Boy He’s nine.
Present and practise the target language Girl How old is she?
Boy She’s eight.
Listen to and identify numbers
Girl How old is he?
Practise counting Boy He’s ten.
Narrator What colour is the door?
Language Girl Green.
Core: How old is he / she?; He’s / She’s (age); Numbers 1–12 Boy How old is he?
Girl He’s eight.
Materials Boy How old is she?
Norton; Norton’s kit box; CD 1.6–1.8; Days flashcards (9–15) Girl She’s seven.
Boy How old is he?
Beginning the lesson Girl He’s six.
• Say the kit chant and use Norton to help you present the Boy How old is he?
items for today’s lesson. Girl He’s nine.
Narrator What colour is the door?
• Invite a pupil to the front of the class. Hand the pupil four
Girl Orange.
days flashcards. Call out the words for the cards. The pupil
sticks the cards on the board in the correct order. Repeat Answers
with other pupils and other flashcards. First door: green; Second door: orange

1 Listen, count and find. $ 1•6 Say the letters. 1 Match. AB page 4
CB page 6 • Ask the pupils to look at the pictures in activity 1 and say
• Remind the pupils that we say he for a boy and she for a girl. the numbers. Then ask pupils to read the words.
• Present and practise the question: How old is he / she? • Elicit the first answer from a pupil, then allow pupils time
• Ask pupils to write their age on a piece of paper and to complete the activity.
hold it up. • Check answers by pointing to a picture and asking pupils
• Point to pupils and ask: How old is he / she? Encourage to point to and say the correct word.
pupils around the class to ask and answer.
2 Listen and write the numbers on the T-shirts.
• Look at the pictures with the pupils. Ask them to point $ 1•8 AB page 4
to the people in the pictures and say he or she.
• Look at the pictures with the pupils and ask them to tell
• Play the first item on the recording. Invite the pupils to you the child’s age in picture 1, using she correctly.
repeat the lines and point to the correct picture.
• Practise ‘good listening’ and use your ‘silence signal’.
• Play the recording once all the way through. Ask the pupils
to point to the correct pictures and say the numbers.
• Play the recording. Ask them to listen carefully for he and
she and write the numbers on the children’s T-shirts.
• Invite the pupils to make sentences about the people in
the pictures, e.g. She’s three. Transcript
1 That’s my friend. 3 That’s my friend.
Transcript How old is she? How old is she?
Male How old is he? Female How old is she? She’s nine. She’s five.
Female He’s 8. Male She’s 9. And that’s my friend. And that’s my friend.
Narrator f Narrator d How old is he? How old is he?
Female How old is she? Male How old is he? He’s eleven. He’s four.
Male She’s 11. Female He’s 5. 2 That’s my friend. 4 That’s my friend.
Narrator e Narrator He’s 5. How old is he? How old is she?
Male How old is he? Female How old is she? He’s eight. She’s eight.
Female He’s 3. Male She’s 7. And that’s my friend. And that’s my friend.
Narrator a Narrator b How old is she? How old is he?
She’s seven. He’s six.
2 Listen and follow. What colour is the door? $ 1•7 Answers
CB page 6 1 He’s 11. She’s 9.    ​2 He’s 8. She’s 7.  
• Play the recording one line at a time, and ask the pupils to 3 He’s 4. She’s 5.   ​4 He’s 6. She’s 8.
repeat, chorally and individually.
• Play the recording all the way through as the pupils follow
the picture route. Invite individual pupils to show you the
route in their books, saying the correct numbers.
• Ask pupils what colour the doors are.

Unit 1 29

4443753 IEKit TB2_SP.indb 29 17/10/2013 13:36

 Lesson 5 AB pages 5–6
Language focus
Lesson objectives
Review and practise the target language
Listen and identify numbers
Personalize the target language
Language
Core: Who’s that?
Review: He’s / She’s (age); Numbers 1–12
Materials
Norton; Norton’s kit box; CD 1.9; Days flashcards and text
cards (9–15)
Beginning the lesson
• Say the kit chant and use Norton to help you present the
items for today’s lesson.
• Invite five pupils to the front of the class. Hand each pupil a
day flashcard. The pupils arrange themselves in the correct
order, then say their days. Repeat with other pupils and
other flashcards.
• Show the days flashcards one after the other, very quickly,
saying one day (e.g. Thursday) as you show the cards.
Pupils call out Stop! when you reach the correct card.
• Invite individual students to come to the front of the class
and repeat the game.
1 Listen and match. $ 1•9 AB page 5
• Ask pupils to look at the pictures and say the numbers on
the balloons and the names on the children’s T-shirts.
• Play the first part of the recording. Elicit the correct name
and number from pupils around the class.
• Play the recording all the way through. Pupils draw lines
to match the balloons to the children.
2 Look at activity 1. Read and write. AB page 5
• Ask pupils to look at the pictures in activity 2. Explain that
the people are the same here as those in activity 1.
• Say the first sentence for each picture, e.g. That’s my friend,
Jim. Ask pupils to point to the correct person and say how
old each person is, e.g. He’s eight.
• Invite individual pupils to read the words in the word bank.
• Allow pupils time to complete the activity.
• Invite pupils to read out their answers.
Answers
1 That’s my friend, Jim. He’s eight.
2 That’s my friend, Ann. She’s four.
3 That’s my friend, Rob. He’s nine.
4 That’s my friend, Sue. She’s ten.
3 Write names and ages on the T-shirts.
Ask and answer with your friend. AB page 6
• Ask the pupils to look at the pictures.
• Invite pairs of pupils to act out the example dialogue.
• Invite pupils to write names on the T-shirts and ages on
the badges, then act out exchanges in pairs.
• Check pupils’ answers around the class.
4 Draw two friends and write. AB page 6
• Explain that pupils are going to draw two of their friends
in the frames on the page, then write about their friends.
• Allow pupils time to draw their pictures, then ask them
questions about their friends: Who’s he / she? How old is
he / she?
• Allow pupils time to write about their friends.
• Invite individual pupils to read out their work.
• Ask pupils to work in pairs and ask and answer about their
pictures, using the example in activity 3 as a model.
Fast finishers: Ask pupils to draw pictures of people in
their family and write a sentence under each picture,
e.g. This is my (dad).

Transcript Teaching tip: In preparation for Lesson 6 you may wish to

1 Adult Who’s that? 4 Adult Who’s that? complete the first vocabulary set in the Picture Dictionary
Girl That’s my friend, Jim. Girl That’s my friend, Sue. for Unit 1 in your copy of the Activity Book (page 92).
Adult How old is he? Adult How old is she?
Girl He’s eight. Girl She’s ten.
2 Adult Who’s that? 5 Adult Who’s that?
Girl That’s my friend, Ann. Girl That’s my friend, Li.
Adult How old is she? Adult How old is he?
Girl She’s four. Girl He’s five.
3 Adult Who’s that?
Girl That’s my friend, Rob.
Adult How old is he?
Girl He’s nine.
Answers
Jim, 8  ​
Ann, 4  ​Rob, 9  ​Sue, 10  ​Li, 5

30 Unit 1

4443753 IEKit TB2_SP.indb 30 17/10/2013 13:36

 Lesson 6 CB page 7, AB page 7
Learning for life
Lesson objectives
Review vocabulary and language of the unit
Learn about making friends
Join in with a song
Read and match information with visual clues
Language
Extra: shy; fly a kite; watch TV; stay the night
Review: Days vocabulary and phrases; Number vocabulary
and phrases
Materials
Norton; Norton’s kit box; CD 1.2, 1.10; Days flashcards and
text cards (9–15); Your own completed Picture Dictionary
page for Unit 1
Beginning the lesson $ 1•2
• Say the kit chant and use Norton to help you present the
items for today’s lesson.
• Sing the song: The days of the week (CD 1.2).
1 Listen and sing. $ 1•10 CB page 7
• Ask the pupils to tell you the name of the new character in
the book, how it feels to be new in a class, and how they can
help a new boy or girl feel part of the class.
• Talk about things that friends do together. Make a list
together using the pupils’ suggestions.
• Make sure the list includes the actions in the song they’ll
be singing, i.e. run, jump, ride our bikes, kick a ball, fly our kites,
watch TV.
• Explain they are going to learn a song about making friends.
• Before playing the song, teach some gestures and actions
to go with the language, e.g. hello (wave), come and play
(beckon someone over), run (run on the spot), jump (jump on
the spot).
• Give instructions to Norton: OK, Norton, wave, very good.
Now run, Norton.
• Play the song and encourage pupils to do the actions.
(See page 84 of the Class Book for the song words.)
1 Read and match. AB page 7
• Read the speech bubble next to the first picture with your
class. Explain that it describes this child’s friend, and that
they have to look at the pictures on the opposite side to find
this friend.
• Point out that they have to count the fingers the friends are
showing us to find out their ages: How old is he? Tell pupils
that they also have to sort out the letters next to the friend’s
picture to find his / her name.
• Give the pupils a little time to find the correct picture. Then
either continue with the whole class working together, or
get the pupils to finish the activity in pairs.
Answers
1 d  ​2 f  ​3 a  ​4 c  ​5 b  ​6 e
4443753 IEKit TB2_SP.indb 31
Mid-unit review
• Use the Class Book to remind pupils of all the activities
and language done so far in this unit. Praise them for their
progress so far.
• Use the days flashcards to do a categorizing activity.
• Talk about different ways of organizing and categorizing
words. Explain that organizing words in different ways can
help us to remember them.
• Try organizing the flashcards in the following ways:
weekdays / weekends; days the pupils have English
lessons; favourite days; days beginning with the same
sound; days beginning with the same letter.
• See if the pupils have any other ideas, and organize the
flashcards according to what they say.
• Play What’s missing? (page 21) with one of the word
organizations above.
• Encourage the pupils to remember the ‘picture’ of the
word sets in their minds (this will help them to understand
how their visual memory works).
Picture Dictionary AB page 92
• Show the pupils your completed Picture Dictionary for
Unit 1. Explain that they are going to make a book of the
English words they are learning, as they did for Level 1.
• Ask them to find page 92 in their Activity Books and the
stickers for Unit 1.
• Tell them they have to put the stickers on the page in the
correct places and that they have to read the words in the
word bank to work out where each sticker goes.
• Remember that they have not yet covered all the
vocabulary in the unit, so explain that they will complete
this page later.
• Students stick the stickers in the appropriate square and
copy the words next to / above / below the stickers.
Sing the song $ 1•10
• Sing the song from the lesson (CD 1.10) again and do
the actions.
• If you have time, use the instructions from the song in a
TPR game, e.g. Norton says … (page 20).
Unit 1 31
17/10/2013 13:36
 Lesson 7 CB pages 8–9, AB page 8
Learning through English
Lesson objectives
Review numbers 1–12
Become familiar with numbers 13–30 and measurements
vocabulary
Listen and identify measurements
Read and identify measurements
Language
Core: Numbers 13–30; Measurements vocabulary: metre,
centimetre
Review: Numbers 1–12 and phrases
Materials
Norton; Norton’s kit box; CD 1.11; Bookmarks;
Measurements picture cards (PMB p4) – one
photocopied set per pupil; Measurements word cards
(PMB p5) – one photocopied set per pupil (optional);
Measuring tape; Coloured pencils / pens; Scissors
Beginning the lesson
• Say the kit chant and use Norton to help you present the
items for today’s lesson.
• Tell pupils they are going to learn about measuring height.
• In order to present the topic, invite a pupil to come to the
front and ask the pupils to guess: How tall is he / she?
• Recast and help them to say their answers in English:
1 (metre) 20 (centimetres).
• Measure the pupil to find the answer.
• In order to introduce numbers 13–30, first tell the pupils they
need to know how to say big numbers in English so that
they can say how tall they are.
• Write the numbers 1, 2, 3 on the board, horizontally and well
spaced out.
• Check that the pupils remember how to say them.
• Add a zero to each number and teach ten, twenty, thirty.
• Under 10, write out the numbers 11–19.
• Teach these numbers and practise them in chorus and round
the class.
• Under 20, write the numbers 21–29.
• Teach these numbers and practise them, as before.
1 Listen and chant. $ 1•11 CB page 8
• Tell the pupils they are going to practise these new numbers
in English.
• Ask the pupils to listen to you and point to the numbers and
repeat the numbers together.
• Say the sequence together, pointing to the numbers as you
go: 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 24, 25, 26, 27,
28, 29, 30.
• Say the sequence again, asking small groups to repeat the
numbers each time.
• Then ask the pupils to listen and point to the numbers going
up in twos: 11, 13, 15, etc.: Let’s say these numbers in twos …
• Ask small groups to repeat these numbers also.
32 Unit 1
4443753 IEKit TB2_SP.indb 32
2 Read and say who. CB pages 8–9
• Look at the photo with your class.
• Explain that the children are standing next to a height
chart to be measured: They’re being measured. They’re
standing very still …
• Ask them to read the speech bubbles and find each child’s
height and name on the measuring tape on the left. Tell
them to use their bookmarks to find them.
Answers
1 Nicola  ​2 Becky  ​3 Martin  ​4 Max
1 Write and say the next numbers. AB page 8
• Look at the first series of numbers in item 1 with the pupils.
• Ask them to guess the next number: What comes next?
• You could let them think about their answer in pairs
before discussing the answers with the whole class.
• Repeat this with the remaining series of numbers.
• If you have time, you could work on more series of
numbers, e.g. ask pupils to count in threes, count the
odd numbers from high to low.
Answers
1 14, 15   ​2 20, 22   ​3 19, 21   ​
4 26, 27   ​5 27, 29   ​6 26, 25
Play a game
• Play a game of Number Bingo.
• Ask the pupils to draw a 4 x 4 grid and write a number
from 1 to 30 inside each box.
• Use Norton to call out any number from 11 to 30.
• When the pupils hear a number in their grid they should
cover it with a piece of paper.
• The first person with all the numbers covered shouts
Bingo! and wins.
Make the picture / word cards. PMB pages 4–5
• Give out the photocopies of the measurements picture cards.
• Make and use the picture / word cards as described in
Lesson 2.
Teaching tip: Make your own number game (Class Book
page 9, PMB page 8) for the next lesson (optional).
17/10/2013 13:36
 Lesson 8 AB page 8, CB page 9, PMB page 8
Learning through English
Lesson objectives
Review number vocabulary
Make a number game
Become familiar with ordering and sequencing work
Language
Core: tall; metre; centimetre
Review: Number vocabulary and phrases
Materials
Norton; Norton’s kit box; CD 1.12; ‘Make a number game’
(PMB p8) – one photocopy per pupil and your own
completed example; Coloured pencils / pens; Scissors
Beginning the lesson
• Say the kit chant and use Norton to help you present the
items for today’s lesson.
• Review numbers 1–30.
• Get the pupils to work in groups of three.
• Call out a number from 11 to 30 and get the group to
show you that number of fingers.
1 Listen and write the numbers. $ 1•12
• Remind the pupils of how we express heights:
She’s / He’s 1 metre 20 centimetres.
• Show the abbreviations for metres (m) and centimetres (cm).
• Ask them if they have ever measured themselves against
a height chart.
• Explain that the children are measuring themselves
against a measuring chart.
• Tell your class to listen to the recording and write the age
and height of each child in the gaps in each sentence.
• Practise ‘good listening’ and use your ‘silence signal’.
• Play the recording.
1 Make a number game. CB page 9, PMB page 8
• Show the pupils the number game that you have made.
• Draw a large version on the board and use it to explain
how to play.
• Explain to the pupils that the sides of the triangles that
touch have to add up to twenty.
• Show them some examples: So this is eight and this is
twelve … add them together and you’ve got twenty … and
this is five and this is fifteen … so how much have you got?
• Tell them that they are going to make a similar game,
which they will play in pairs.
• Together look at the photos in the Class Book showing
the stages for making the game.
• Make sure they know what materials they will need:
coloured pencils / pens, scissors.
• Give out the ‘Make a number game’ photocopies and go
through the stages with the pupils:
1 They colour the triangles: Colour the three sections in
each triangle … use your three favourite colours;
2 They cut out the triangles: Cut them out very carefully …
so you can put the edges together like this …
• As they make the game, be ready to discuss and praise
their work and recast phrases and words: That’s good …
you’ve got a three-sided purple, yellow, and green triangle …
Play a game
• When the pupils have finished making their number
AB page 8
games, tell them to play in pairs (using one set of triangles).
• Call out some numbers and encourage the pupils to work
together to show the numbers that make that total.
• Ask the pupils what numbers they have and encourage
them to report back.
Teaching tip: If you haven’t already done so, you may wish
to complete the second part of the Picture Dictionary page
for Unit 1 in preparation for the next lesson (optional).

Transcript
1 Adult How old is Rosie? 4 Adult How old is Isabelle?
Child She’s seven. Child She’s five.
Adult How tall is she? Adult How tall is she?
Child She’s 1 metre 29. Child She’s 1 metre 12.
2 Adult How old is Ben? 5 Adult How old is Katy?
Child He’s seven. Child She’s four.
Adult How tall is he? Adult How tall is she?
Child He’s 1 metre 24. Child She’s 1 metre 5.
3 Adult How old is Oliver?
Child He’s six.
Adult How tall is he?
Child He’s 1 metre 15.
Answers
1 She’s 7. She’s 1 m 29 cm.   ​2 He’s 7. He’s 1 m 24 cm.   ​
3 He’s 6. He’s 1 m 15 cm.   ​4 She’s 5. She’s 1 m 12 cm.   ​
5 She’s 4. She’s 1 m 5 cm.

Unit 1 33

4443753 IEKit TB2_SP.indb 33 17/10/2013 13:36

 Lesson 9 CB page 10 2 Listen and match. $ 1•14 Act out the dialogues.
CB page 10

Pronunciation and speaking • Point to the pictures on the right-hand side of the page.
Ask pupils to say the names and ages.
Lesson objectives • Play the recording, one line at a time, and ask pupils to
Revise the language of the unit repeat, first chorally, then individually.
Practise pronunciation of initial sounds • Play the recording all the way through and ask pupils to
draw lines to match the pictures.
Language • Elicit answers from pupils by asking questions: Who’s
Extra: sunny number (1)? How old is he / she?
Review: Vocabulary and phrases used in Unit 1 • Ask pupils to read out the example dialogue in pairs, then
act out dialogues about the two remaining people.
Materials
Transcript
Norton; Norton’s kit box; CD 1.11, 1.13–1.14
1 Girl Who’s that?
Boy That’s my friend, Tom.
Beginning the lesson Girl How old is he?
• Say the kit chant and use Norton to help you present the Boy He’s eight.
items for today’s lesson. 2 Boy Who’s that?
• Review numbers with the pupils by letting Norton call out Boy That’s my friend, Amy.
a number from 11 to 30. Boy How old is she?
• Ask the pupils to work in groups of three and show Norton Boy She’s nine.
the number he calls out using their fingers, as they did in 3 Girl Who’s that?
Lesson 8. Boy That’s my friend, Rob.
Girl How old is he?
1 Listen and point. $ 1•13 Listen again and repeat. Boy He’s seven.
CB page 10 Answers
• Point to the pictures in the Class Book and ask the pupils 1 c  ​2 a  ​3 b
to say the days they can see on the calendars.
• Play the recording and ask pupils to point to the relevant Picture Dictionary AB page 92
pictures as they listen. • Tell the children to complete their Picture Dictionaries
• Point to the words and focus on the initial /s/ and /f/ with the words from Lessons 7 and 8.
sounds, ask the pupils to find the first letters of the words • Invite some pupils to hold up their finished pages to show
in the Class Book. Tell them that the /s/ sound is written the class.
with the letter ‘s’ and the /f/ sound is written with the
letter ‘f’. Play a game
• Make the initial sounds for pupils to copy chorally, then • Divide the class into two teams.
individually. • Invite a pupil from team A to come to the board and write
• Invite the children to tell you any other words they know their name and their age.
that start with these sounds, either in English or in their L1, • Invite a pair of pupils from team B to act out a dialogue
for example: six, sorry, Flo, fizzy. about the pupil from team A, using the dialogue in
• Play the recording again and ask pupils to repeat the words. activity 2 as an example.
• Point to items in the pictures and ask individual pupils to • Award one point for each correct dialogue. Repeat with
say the correct words. pupils from each team in turn. The team with the most
points is the winner.
Transcript
It’s a sunny Saturday. Say a chant $ 1•11
It’s a sunny Sunday. • End the lesson by playing the chant from Lesson 7
It’s a sunny Saturday. again and encourage the pupils to chant along with
It’s a sunny Sunday. the recording.

Fran’s favourite day is Friday.

Fran’s favourite day is Friday.
Fran’s favourite day is Friday.
And it’s Friday today. Hurray!

34 Unit 1

4443753 IEKit TB2_SP.indb 34 17/10/2013 13:36

 Lesson 10 AB pages 9–10
Review and self-evaluation
Lesson objective
Review of Unit 1
Language
Review: Vocabulary and phrases used in Unit 1
Materials
Norton; Norton’s kit box; CD 1.13, 1.15–1.16; All materials
used in Unit 1; Coloured pencils / pens
Beginning the lesson $ 1•13
• Say the kit chant and use Norton to help you present the
items for today’s lesson.
• Ask the pupils if they can remember the different words
beginning with the sounds /s/ and /f/ in the phonics chant.
• Play the recording from Lesson 9 (CD 1.13) and encourage
the pupils to join in with the words.
1 Find and colour the days. Number the days of
the week. AB page 9
• Revise days by writing the days in a random order on the
board. Ask the pupils to call out the letters as you write
them. Then ask individual pupils to come to the front and
point to the days and say them in the correct order.
• Allow pupils time to find the days in the word square.
• Ask pupils to say which day is number 1, 2, etc.
Then ask pupils to number the days.
Answers
[from top to bottom] Sunday (7), Wednesday (3), Monday (1),
Friday (5), Saturday (6), Thursday (4), Tuesday (2)
2 Make the words. Write. AB page 9
• Point to the words and explain to the pupils that each one
is a jumbled day of the week.
• Allow pupils time to write the letters in the correct order.
• To check answers, ask pupils around the class to read out
the completed sentences. Ask pupils to say what their
favourite days are.
3 Listen and join the numbers. $ 1•15 ​Complete.
AB page 10
• Draw pupils’ attention to Mitch and elicit from the class
that he looks like he has lost something.
• Point to the numbers and ask pupils to say them.
• Play the recording and ask pupils to repeat the numbers
and point to the correct numbers.
• Play the recording again and allow pupils time to join
the numbers.
• Point to the outline of the joined numbers and ask: What’s
this? Ask pupils to complete the sentence.
Transcript
four, ten, eight, fourteen, eleven, five, twelve, two, seven,
nine, three, six, thirteen, fifteen, one
Answer
Hey! My cap!
4443753 IEKit TB2_SP.indb 35
4 Look and write. AB page 10
• Point to the pictures and ask pupils to say the numbers on
the T-shirts.
• Invite a pupil to come to the board. Say the numbers on
the first child’s T-shirt. The pupil writes the numbers on
the board (in figures). Invite pupils to add the numbers
together. Invite another pupil to write the answer on the
board. Repeat for the remaining pictures.
• Allow pupils time to complete the activity in their books.
Elicit answers by asking: How old is he / she?
Answers
1 He’s nine.   ​2 She’s ten.   ​3 He’s twelve.   ​4 She’s eleven.
5 Listen and match. $ 1•16 AB page 10
• Point to the people and ask pupils to say the names. Point
to the tape measures and ask pupils to say the heights.
• Play the recording and ask pupils to draw lines to match
the people to the heights.
• Check answers by asking: How tall is (Abdul)?
• Invite pupils to act out dialogues in pairs.
Transcript
1 Adult How tall is Abdul?
Boy He’s 1 metre 22.
Adult One metre … twenty-two … thanks.
2 Adult How tall is Katie?
Boy She’s 1 metre 30.
Adult Right. One metre … thirty … OK.
3 Adult What about Boris? How tall is he?
Boy He’s 1 metre 16.
Adult One metre … sixteen … Good, thanks.
4 Adult And finally, how tall is Cindy?
Boy She’s 1 metre 25.
Adult OK, one metre … twenty-five … thanks.
Answers
1 1 m 22 cm   ​2 1 m 30 cm   ​3 1 m 16 cm   ​4 1 m 25 cm
End-of-unit review
• Ask the pupils what they remember doing in previous
lessons. Help them to recall activities and language by
showing them flashcards / things they have made /
pictures in their books; playing songs, and saying rhymes
and chants.
• Ask them what they liked or didn’t like, and what they
found easy or difficult.
Self-evaluation AB pages 9–10
• Help the pupils to complete the self-evaluation activity as
described on page 14.
• The pupils colour the appropriate rainbow according to
how well they think they have done on each page.
Further practice
Unit 1 Test (pages 130–131)
Unit 1 35
17/10/2013 13:36
 Lesson 1 CB page 11 Transcript
Flo Here’s a box.
Introducing vocabulary Poppy Look, I’ve got a cupboard … and a table.
And there’s a sofa.
Lesson objectives Flo Great!
Become familiar with furniture vocabulary Fred Look at this. It’s a shelf.
Listen and identify items of furniture Bing Brilliant! I’ve got a rug and a chair!
Join in with a song And let’s take that bed!
Fred Wow! Brilliant!
Practise more spelling in English
Titch Look, Mitch. I’ve got a cushion!
Mitch Hey! Stop it, Titch!
Language
Core: Furniture vocabulary: box, bed, cupboard, table, shelf, 2 Listen and sing. $ 1•18 CB page 11
rug, cushion, chair, sofa • Put the furniture flashcards on the board in the same
Extra: treehouse order as they appear in the song.
Review: The alphabet • Play the song and tell the pupils they should:
– listen to the song;
Materials – point to the items of furniture as they hear them.
Norton; Norton’s kit box; CD 1.17–1.18; Furniture • Teach them the middle lines: I’ve got a bed …
flashcards and text cards (18–26); Bookmarks • Give the flashcards to nine pupils and ask them to come
to the front of the class.
Beginning the lesson • Play the song again and encourage all the pupils to join in.
• Say the kit chant and use Norton to help you present the • Ask the pupils with the flashcards to hold them up high
items for today’s lesson. when they hear their word.
• Talk to the pupils about furniture. Ask them if they know
any words in English for items of furniture. Ask them what Play a mime game
words they would like to learn. • Say the name of a piece of furniture and encourage all the
• Ask the pupils to take out their Class Books and look pupils to mime using it.
through Unit 2. Ask them where they can see Norton. • Ask the pupils to work in pairs or threes and mime using a
Ask them to tell you which pages they like best, and what piece of furniture.
activities they think they will be doing: Yes, we’re going to • The rest of the class has to guess what it is: You’ve got a
listen to a story, we’re going to learn a song, and we’re going cupboard … very good … you’re opening the doors …
to talk about furniture and things in the house …
• Use Norton to find the flashcards and text cards in the kit. Play a spelling game
• Teach the new vocabulary with the flashcards. • Explain to the pupils that you are going to spell a word slowly.
• Play a game, e.g. What’s missing? (page 21) with the • They have to:
flashcards. – write down the letters as they listen;
– try and guess the word before you finish.
1 Listen and find. $ 1•17 CB page 11 • They should put up their hands when they think they
• Look at the picture on page 11 with the pupils and talk know the word.
about it.
• Explain that Mitch has got a new treehouse in his garden
and the children are finding things to put in it.
• Ask your class:
– what pieces of furniture each character has got: What’s
Flo got?;
– to use their bookmarks to find the pieces of furniture as
they listen.
• Remind them of ‘good listening’ and use your ‘silence
signal’.
• Play the recording.
• Pause after each mini dialogue and give the pupils time to
find the pieces of furniture.

36 Unit 2

4443753 IEKit TB2_SP.indb 36 17/10/2013 13:36

 Lesson 2 AB pages 11–12 2 Read, look and tick ✓ or cross ✗. AB page 11
• Explain to the pupils that they have to:
Practising vocabulary – read the words below the picture;
– check if the item of furniture is in the picture:
Lesson objectives Can you see the rug?
Review furniture vocabulary • If the item is in the picture, e.g. rug, the pupils put a tick
Listen and identify furniture items in the box next to the word; if it is not in the picture, the
Recognize and write vocabulary pupils put a cross in the box.
Participate in an identification game Answers
rug ✓, table ✓, chair ✓
Language shelf ✗, cupboard ✓, box ✗
Review: Colour and furniture vocabulary bed ✓, cushion ✗, sofa ✗

3 Write. AB page 12
Materials
• Check the pupils can read the words in the word bank.
Norton; Norton’s kit box; CD 1.18–1.19; Furniture
flashcards and text cards (18–26); Furniture picture cards
• Explain that they have to trace the lines from the picture
to the speech bubble and write the appropriate word in
(PMB p9) – one photocopied set per pupil; Furniture
the speech bubble.
word cards (PMB p10) – one photocopied set per pupil
(optional); Coloured pencils / pens; Scissors Answers
1 table  ​2 cupboard  ​3 rug  ​4 box  ​
5 chair  ​6 cushion  ​7 shelf
Beginning the lesson $ 1•18
• Say the kit chant and use Norton to help you present the Fast finishers: Ask fast finishers to draw a picture of their
items for today’s lesson.
bedroom, then colour and label the items of furniture.
• Put the furniture flashcards on the board. Invite pupils to show their pictures to the class and talk
• Sing the song Hey ho, this is my treehouse (CD 1.18) again about what is in their bedroom: Look! It’s a blue bed.
and ask the pupils to point to the cards as they say them.
• Play a game with the flashcards and text cards, e.g. Memory Make the picture / word cards. PMB pages 9–10
(page 21). • Give out the photocopies of the furniture picture cards
from the PMB.
1 Listen and colour. $ 1•19 AB page 11
• Make and use the picture / word cards as described in
• Look at the picture with the pupils and ask them to tell Unit 1, Lesson 2.
you what they can see: What’s this? It’s a (bed).
• Ask pupils to hold up a picture when Norton says,
• Tell them to take out their coloured pencils / pens. for example, Show me ‘cupboard’.
• Explain that they have to listen carefully and colour
each item. Play a game
• They can put a small dot of colour on the item as they • Play a game with the furniture picture and word cards to
listen so that they can remember what colour it should practise the dialogues in Activity Book page 11, activity 3.
be, and finish colouring when the recording stops. • Use Norton, the flashcards, and the text cards to show
• Play the recording. them what to do:
• Check pupils’ answers before they colour. – Teacher: What’s this? (showing Norton a flashcard);
– Norton: It’s a (bed).
Transcript • Norton then finds the matching text card and holds it up.
Look! A green table.
• Let the pupils work together in pairs and use their picture
Look! A purple and yellow rug.
and word cards.
Look! A red bed.
Look! A yellow cushion.
Look! An orange chair.
Look! A blue cupboard.
Look! A pink sofa.
Look! A grey shelf.
Look! A brown box.

Unit 2 37

4443753 IEKit TB2_SP.indb 37 17/10/2013 13:36

 Lesson 3 CB pages 12–13, PMB pages 11–12
Story
Lesson objectives
Predict from visual clues
Listen to a story and join in with a rhyme
Find details in a picture and practise story language
Act out a story
Language
Core: Is he / she / it in / on / under the (furniture)?
Extra: hamster; cage
Review: Furniture vocabulary and phrases
Materials
Norton; Norton’s kit box; CD 1.18, 1.20; Furniture picture
cards; Story Frames Book; Bookmarks; Character masks;
PMB Story Frames (PMB pp11–12) – one photocopied
set per pupil; Coloured pencils / pens; Scissors; Glue;
A stapler
Beginning the lesson $ 1•18
• Say the kit chant and use Norton to help you present the
items for today’s lesson.
• Give out the furniture picture cards from Lesson 2. Ask
the pupils to arrange their picture cards on their desks.
• Play and sing the song Hey ho, this is my treehouse (CD 1.18)
again and let the pupils put the picture cards in the order
they appear in the song.
1 Listen and point. $ 1•20 CB pages 12–13
• You may like to use the Story Frames Book to present the
story.
• Talk about the pictures with the pupils. Ask them to
name all the characters they know: Who’s this? What’s his /
her name?
• Ask them to predict what the story is about. Acknowledge
their contributions and recast their comments in English.
• Teach the words hamster and cage.
5 Children Look in the cupboard.
Look under the chair.
Look on the shelf.
Look everywhere!
6 Mitch and Titch Harry, where are you? Come out, please.
7 Narrator Norton has got an idea!
Norton Look at the book about hamsters.
Books can help.
8 Narrator Mitch picks up the book.
Mitch Look! He’s under the book.
Norton Hello, Harry!
• Talk about the story and the pupils’ predictions.
• Say the rhyme from the story and decide together on
appropriate actions.
• Listen to the story again. Encourage the pupils to join in
with the rhyme and do the actions.
2 Find and number. Say. CB page 13
• Talk to the pupils about the cut-out pictures from the
story: Who’s this? Where’s this picture in the story? That’s right,
it’s here – frame (6).
• Explain that they have to look through the story, find each
picture, and write the number of the frame it is in.
• Give the pupils a few minutes to find the pictures and
write the numbers. They can check with a partner.
• Go through the answers with the class. Then ask the
children to try to remember what the character says in
each case. Model the phrase and encourage the whole
class to join in and practise in chorus. For the picture of
Bing (frame 5), remind pupils of the chant and encourage
them to say this, although it is spoken by all of the
characters.
Answers
[from left to right]   Titch (frame 6): ‘Harry, where are you?
Come out, please.’ Norton (frame 8): ‘Hello, Harry!’  ​
Bing (frame 5): ‘Look in the cupboard. Look under the
chair. Look on the shelf. Look everywhere!’  
​Poppy (frame 4): ‘Is he in the bed?’  ​Titch (frame 2):
‘Oh, no. Where is he?’  ​Mitch (frame 1): ‘Oops! Harry!’
3 Listen again and act. $ 1•20 CB page 13

• Ask the pupils to listen and follow the story in the Class • Explain to the children that they are going to listen to the
Book, pointing to each frame. Pupils can also use their story again, and mime it as they listen.
bookmarks to follow the story in their books. • Assign characters to pupils. Tell pupils to find the correct
• Play the CD. Practise ‘good listening’ and use your mask for their assigned character.
‘silence signal’. • Play the recording and encourage them to mime their
part. Some children may feel confident enough to say
Transcript the words along with the recording.
1 Narrator The children are in the treehouse. And look, • Repeat with one or two more groups of children.
there’s Harry the hamster.
Mitch Oops! Harry! Make a story book. PMB pages 11–12
2 Narrator Is he in the cage? • Tell the pupils that they are going to make their own
Titch Oh, no. Where is he? story book. See the instructions in Unit 1, Lesson 3.
3 Narrator They can’t find Harry.
Flo Is he under the chair? No!
4 Narrator They can’t find Harry anywhere.
Poppy Is he in the bed?
Bing Is he under the rug? No!

38 Unit 2

4443753 IEKit TB2_SP.indb 38 17/10/2013 13:36

 Lesson 4 CB page 14, AB page 13 2 Listen and draw a line. $ 1•22 CB page 14
• Play the recording one line at a time, and ask the pupils to
Language focus repeat, chorally and individually.
Lesson objectives • Play the recording again, one part at a time, and ask the
pupils to point to the correct pictures.
Review questions and answers about position
• Play the recording all the way through as the pupils follow
Listen and identify position the picture route. Invite individual pupils to show you the
Read and show understanding route in their books, saying where Harry is in each picture.

Language Transcript
Review: Furniture vocabulary and describing locations Boy Where’s Harry? Is he on the table?
Girl Yes.
Materials Boy Where is he now? Is he under the chair?
Norton; Norton’s kit box; CD 1.21–1.22; Furniture Girl Yes.
flashcards (18–26); Coloured pencils / pens; Classroom Boy Is he under the cupboard?
objects (a pencil, a book) Girl Yes.
Boy Is he in the cupboard?
Girl Yes.
Beginning the lesson Boy Is he on the cupboard?
• Say the kit chant and use Norton to help you present the Girl Yes.
items for today’s lesson. Boy Is he on the table?
• Play a game with the furniture flashcards to review the Girl Yes, quick! Got you!
furniture words, e.g. Flashing a card (page 20). Answer
• Say the rhyme from the story in Lesson 3 and encourage
the pupils to do the appropriate actions. Focus on the
words in, on, and under in the rhyme.
• Use classroom objects to establish the meaning of these
prepositions: put a pencil on your hand, and say on; close
your hand and say in; turn your hand over, holding the
pencil with your thumb across your palm, and say under.
• Ask the pupils to do the actions and repeat the words.

1 Listen, find and say the numbers. $ 1•21 CB page 14

• Look at the pictures with the pupils.
• Ask pupils where Harry is in each picture.
• Explain that pupils are going to listen to descriptions
of where Harry the hamster is and they have to find the
correct picture, then say the number of the picture. 1 Read and write Yes or No. AB page 13

Transcript • Explain to the pupils that in this activity they have to

Mitch Is he on the cushion? decide if the questions they read correctly describe
Titch Yes! Harry’s position.
Narrator Number 4. • Look at the pictures together and read each question. Let
the pupils decide if the description is true or not and write
Mitch Is he in the bed?
Yes or No for their answer.
Titch Yes!
Narrator Number 6. Answers
Mitch Is he in the cupboard? 1 Yes  ​2 Yes  ​3 No  ​4 Yes
Titch Yes! 2 Read. Draw and colour four hamsters. AB page 13
Narrator Number 1.
• Look at the picture with the pupils. Ask them to point to
Mitch Is he under the cushion? different positions in the picture: on the chair / under the
Titch Yes! bed / in the cupboard.
Narrator Number 5. • Read the questions and answers. Ask pupils to point to
Mitch Is he on the bed? the correct places in the picture.
Titch Yes! • Allow pupils time to draw their hamsters.
Narrator Number 3. • Ask pupils to point to the hamsters and say what colour
Mitch Is he under the cupboard? they are going to be: What colour is the hamster in the box?
Titch Yes! • Allow pupils time to colour their hamsters.
Narrator Number 2. • Ask pupils to act out dialogues about their completed
Answers pictures in pairs: A: Is the brown hamster in the cupboard?
4, 6, 1, 5, 3, 2 B: No! It’s in the box.

Unit 2 39

4443753 IEKit TB2_SP.indb 39 17/10/2013 13:36

 Lesson 5 AB pages 14–15 2 Look at activity 1. Write the questions.
AB page 14
Language focus • Ask pupils to look at the pictures in activity 2 and say the
names of each of the characters. Then ask pupils to look at
Lesson objectives the picture in activity 1 and say where each character is.
Review and practise the target language
• Read out the example question, point to the picture in
Listen and identify positions activity 1, and elicit the answer.
Play a memory game • Invite individual pupils to read out the phrases in the word
bank. Invite other pupils to identify the characters that
Language match the phrases.
Review: Furniture vocabulary and describing locations • Allow pupils time to complete the activity. Then invite
pupils to read out their questions.
Materials
Answers
Norton; Norton’s kit box; CD 1.23; Furniture flashcards (18–26);
1 Is Titch in the cupboard?   ​2 Is Flo under the chair?   ​
Classroom objects (pencil, book)
3 Is Bing under the table?   ​4 Is Fred under the cushions?  ​
5 Is Mitch on the bed?
Beginning the lesson
• Say the kit chant and use Norton to help you present the 3 Look, then close your book. Play a memory game.
items for today’s lesson. AB page 15

• Stick the furniture flashcards on the board. Say the first
sound or syllable of each word. Pupils call out the word.
• Place a pencil in / on / under a book. Ask pupils to say
where the pencil is. Invite individual pupils to ‘hide’ the
pencil for other pupils to ‘find’.
1 Listen and circle Yes or No. $ 1•23 AB page 14
• Ask pupils to look at the picture in activity 1 and say what
they can see. Ask them to say where the characters are in
each room.
• Ask the pupils to look at the picture and say where each
of the characters is.
• Invite pairs of pupils to act out the example dialogue in
the speech bubbles.
• Divide the class into pairs. Tell pupils to look at their books
for one minute. Pupil A closes their book and pupil B asks
questions about where the characters are.
4 Write. Look at activity 3 and write Yes or No.
AB page 15

• Play the first part of the recording. Elicit the first answer • Ask pupils to look at the key and say the letters. Explain
from pupils around the class. that each symbol in the key represents a letter.
• Play the recording, pausing after each question and asking • Elicit the letters for the code in the example and write the
pupils to call out Yes or No. Play the answer and allow sentence on the board.
pupils time to circle the correct word. • Allow pupils time to look at the key and complete the
• Invite pairs of pupils to ask and answer questions about activity. Then invite individual pupils to read out their
the picture: A: Is Mitch under the bed? B: No! answers.
• Ask individual pupils to write their names in code on the
Transcript board, then write the letters of their name underneath.
1 Adult Look in the living room. Is Fred under the sofa?
Answers
Girl No.
2 Adult Is Fred under the cushions? 1 Is Poppy in the box? No.
Girl Yes. 2 Is Norton on the table? No.
3 Adult Look next to the stairs. Is Titch in the cupboard? 3 Is Titch under the sofa? Yes.
Girl Yes. 4 Is Bing in the box? No.
4 Adult Look in the kitchen. Is Bing under a chair?
Fast finishers: Ask pupils to use the code in activity 4
Girl No.
5 Adult Look in the bedroom. Is Mitch in the box? to write a sentence about the picture in activity 1 on
Girl No. page 14. Pupils can swap their coded sentences with a
6 Adult Is Mitch on the bed? friend and decipher the sentence.
Girl Yes.
7 Adult Look in the bathroom. Is Poppy on the chair? Teaching tip: In preparation for Lesson 6 you may wish to
Girl No. complete the first vocabulary set in the Picture Dictionary
8 Adult Is Poppy under the chair? for Unit 2 in your copy of the Activity Book (page 93).
Girl Yes.
Answers
1 No.  ​2 Yes.  ​3 Yes.  ​4 ​No.   ​
5 No.  ​6 Yes.  ​7 No.  ​8 Yes.

40 Unit 2

4443753 IEKit TB2_SP.indb 40 17/10/2013 13:36

 Lesson 6 CB page 15, AB page 16
Learning for life
Lesson objectives
Review vocabulary and language of the unit
Learn about using and appreciating books
Join in with a chant
Read and identify position using visual clues
Language
Extra: birds; words
Review: Furniture vocabulary and phrases of position
Materials
Norton; Norton’s kit box; CD 1.18, 1.24; Furniture
flashcards and text cards (18–26); Classroom objects
(books); Your own completed Picture Dictionary page
for Unit 2
Beginning the lesson $ 1•18
• Say the kit chant and use Norton to help you present the
items for today’s lesson.
• Sing the song: Hey ho, this is my treehouse (CD 1.18).
Play a game
• Play Hangman with words from the unit.
• Tell pupils that they can look in their Class Books to help
them find the words.
• You can play this as a class or in teams.
1 Listen and chant. $ 1•24 CB page 15
• Ask the pupils if they remember where Harry the hamster
was in the story in Lesson 3: Was Harry under the rug?
In the cupboard?
• Remind them that Norton said books can help.
• Talk to them about the kinds of things you can find in
books and about story books and factual books.
• Explain that they are going to learn a chant about the
value of books.
• Before playing the chant, teach some gestures and actions
to go with the language, e.g. big books (arms wide apart),
small books (arms close together).
• Give instructions to Norton: OK, Norton, put your arms wide
apart, very good. Now close together.
• Teach birds and words, if necessary.
• Play the chant and encourage pupils to do the actions.
4443753 IEKit TB2_SP.indb 41
1 Read and match. AB page 16
• Look at the pictures with the children. Ask them to tell you
what they think each book on the right is about.
• Tell the pupils they have to read what each child is saying
and match the child to the books they like.
• They can do this as a class or in pairs.
• Ask pupils to say what they like, e.g. football / computers /
animals / cars.
Answers
1 c  ​2 d  ​3 b  ​4 a
Mid-unit review
• Use the Class Book to remind pupils of all the activities
and language done so far in this unit. Praise them for their
progress so far.
• Use the furniture flashcards and text cards to do a
categorizing activity.
• Ask the pupils to categorize the flashcards and text cards
in different ways, e.g. furniture with legs / without legs;
furniture in my bedroom / not in my bedroom; from
long to short words; words I can remember / words I
find difficult to remember.
• Organize the cards on the board in these categories,
following the pupils’ suggestions.
• See if the pupils have any other ideas, and organize the
cards according to what they say.
Picture Dictionary AB page 93
• Show the pupils your completed Picture Dictionary page
for Unit 2.
• Remember that they have not yet covered all the
vocabulary in the unit, so explain that they will complete
this page later.
• Complete the Picture Dictionary. See the instructions in
Unit 1, Lesson 6.
Play a game
• Put some books around the classroom in different places
and ask the pupils where they are: Where’s the red book?
(It’s under the green book.) Where’s the blue book? (It’s in the
cupboard.) Where’s the yellow book? (It’s on the table.)
• Divide the class into teams.
• Invite a pupil from team A to come and place a book
somewhere in the classroom and ask where it is: Where’s
the (green) book?
• Ask a pupil from team B to say where the book is: It’s under
the table.
• Award one point for each correct answer. The team with
the most points wins.
Unit 2 41
17/10/2013 13:36
 Lesson 7 CB pages 16–17, AB page 17 Transcript
I can see a bed and a mirror.
Learning through English I can see two vases.
I can see a vase and a bed.
Lesson objectives I can see five pictures.
Become familiar with house vocabulary I can see a rug.
Listen and identify house items in familiar settings I can see three windows.
Read and identify correct information I can see two chairs and a door.
Write and match house vocabulary Answers
1; 3, 1 and 3; 1; 2 and 3; 2; 1
Language
2 Read, look and find the mistakes. CB pages 16–17
Core: House vocabulary: door, mirror, picture, window, vase
Review: Furniture vocabulary and phrases of position
• Explain to the pupils that these are descriptions of the
three paintings, but there are mistakes in some of the
descriptions.
Materials
• Ask them to look at picture 1 and read the first
Norton; Norton’s kit box; CD 1.18, 1.25; House flashcards
description, and tell you if it is all correct or if there is a
and text cards (27–31); Level 1 flashcard: bedroom;
mistake: Is it correct?
Bookmarks; House picture cards (PMB p9) – one
photocopied set per pupil; House word cards (PMB p10) • Read the description together and check each sentence:
– one photocopied set per pupil (optional); Coloured Point to the small table.
pencils / pens; Scissors • Repeat this with the second and third pictures and
descriptions.
Beginning the lesson $ 1•18 Answers
• Say the kit chant and use Norton to help you present the Picture 1 It’s got 4 pictures.   ​Picture 2 It hasn’t got a mirror.  ​
items for today’s lesson. Picture 3 It’s got 2 vases.
• Sing the song Hey ho, this is my treehouse (CD 1.18) 1 Write. AB page 17
to review furniture vocabulary. Encourage the pupils to
• Read the words in the word bank and ask the pupils to
join in.
write them under the correct pictures.
• Use the bedroom flashcard from Level 1 or a drawing of a
bedroom and ask the pupils what other things you could Answers
find in a bedroom. 1 door  ​2 window  ​3 vase  ​4 mirror  ​5 picture
• Use the house flashcards to teach door, mirror, picture, Language focus
window, and vase .
• If you have time, talk about the pictures on Class Book
• Use Norton to take the text cards out of the kit and pages 16–17 by playing an identification game.
introduce them.
• Ask the pupils to look at the three paintings again, choose
• Read the cards with the pupils and let them put each text one of them, and think of two things to say about it,
card next to the matching flashcard. e.g. I can see a (bed). It’s got a (window).
• Tell the pupils about your own bedroom: In my bedroom • The other pupils have to identify the painting.
I’ve got a bed and a chair. I’ve got a table and a vase.
• Ask them to think about their bedrooms. Make the picture / word cards. PMB pages 9–10
• Tell them you are going to play a TPR game. • Give out the photocopies of the house picture cards.
• Ask them to stand up if what you say is true for them or to • Make and use the picture / word cards as described in
stay sitting if it’s not true: I’ve got a bed in my bedroom. I’ve Unit 1, Lesson 2.
got a mirror in my bedroom.
Teaching tip: Ask the pupils to bring in magazine pictures
• Repeat the game, thinking about living rooms instead.
of bedroom furniture for the next lesson (optional). You
1 Listen, find and say. $ 1•25 CB pages 16–17 may also like to make your own room collage (Class Book
page 17, PMB page 13) for the next lesson (optional).
• Before you do this activity, tell the pupils that they are
going to look at three pictures of rooms by famous artists.
• Look at the rooms and ask if they are bedrooms or living
rooms.
• Explain that they will hear sentences about the pictures,
and they should look carefully and find the picture.
• Explain that the sentences may refer to more than one
picture.
• Play the recording, pausing after each sentence for the
pupils to identify the picture or pictures. Tell them to use
their bookmarks to find them.
• After listening, ask pupils to point to different items.

42 Unit 2

4443753 IEKit TB2_SP.indb 42 17/10/2013 13:36

 Lesson 8 AB page 17, CB page 17, PMB page 13 1 Make a collage. CB page 17, PMB page 13
• Show the pupils the collage that you have made.
Learning through English • Look at the steps for making a collage with the pupils.
Lesson objectives • Give out the ‘Make a collage’ photocopies and explain that
they have to:
Review house and furniture vocabulary
– colour and cut out the frame;
Make a bedroom collage – colour, cut out, and stick items of furniture in their
Practise ordering and sequencing work bedroom collage;
– write one or two sentences about their collage: It’s got a
Language red chair.
Extra: collage; painting; colour (v); cut out; stick (v) • Let the pupils cut out any magazine pictures they want
Review: Furniture and house vocabulary and phrases to use.
• As the pupils are making their collages, ask them about
Materials their work: How many windows are in your bedroom? Be
Norton; Norton’s kit box; Furniture flashcards (18–26); ready to recast phrases and words: It’s got a bunk bed /
House flashcards (27–31); ‘Make a collage’ (PMB p13) a red carpet …
– one photocopy per pupil and your own completed • Encourage the pupils to help each other.
example; Coloured pencils / pens; Scissors; Glue; • When they have finished, ask pupils to present their
Magazine pictures of bedroom furniture picture to the class: This is my bedroom. It’s got …
• Display their pictures where they can all see them, and
Beginning the lesson talk about the different bedrooms they have made: What
• Say the kit chant and use Norton to help you present the can you see in this bedroom? How many chairs can you see?
items for today’s lesson. What colour is this rug?
• Review vocabulary by playing a game with all the
furniture and house flashcards, e.g. What’s missing? Sing a song
(page 21). • Let the class choose a song they would like to sing again.
1 Read. Tick ✓ or cross out. AB page 17 Optional activity
• Look at the picture with the pupils and ask them what • Draw an outline of a room on the board and put some
they can see in the room: How many windows can you see? flashcards or magazine pictures in it.
Can you see a rug? • Ask the pupils to tell you about the room: It’s got a big
• Read the sentences one by one with the pupils. window and two beds …
• Ask them to look at the picture and say if the sentences • Invite pupils to come to the board and place items in the
are true or false. Tell them not to write in their books until room for the rest of the class to describe.
you say so.
Play a memory game
• When you finish reading and talking about the sentences
tell the pupils to re-read them individually: Now read these
• Divide the class into two teams.
again. • Place flashcards or magazine pictures on the board.
• Pupils have to tick the sentences if they are true and cross • Tell pupils to close their eyes.
them out if they are false: Put a tick here if it is true. Cross it • Remove two of the pictures.
out if it’s not true. • Invite pupils from each team to say one of the missing items.
Answers • Award one point for each correct answer. The team with
It’s got a chair. ✓ the most points wins.
It’s got a sofa.
Teaching tip: If you haven’t already done so, you may wish
It’s got a rug. ✓
to complete the second part of the Picture Dictionary page
It’s got a cushion. ✓
for Unit 2 in preparation for the next lesson (optional).
It’s got a window. ✓
It’s got a cupboard.
It’s got a table. ✓
It’s got 2 pictures.
It’s got a vase. ✓

Unit 2 43

4443753 IEKit TB2_SP.indb 43 17/10/2013 13:36

 Lesson 9 CB page 18 2 Play, ask and answer. CB page 18
• Point to the picture and ask pupils to say what items they
Pronunciation and speaking can see.
Lesson objectives • Place a paperclip somewhere on the picture (on the table /
in the box / under the sofa) and ask questions: Is it under the
Revise the language of the unit table / in the vase / on the cupboard?
Practise pronunciation of initial sounds • Elicit answers (Yes / No) from pupils around the class.
Language
• Invite a pair of pupils to act out the example dialogue.
Review: Vocabulary and phrases used in Unit 2
• Hand out some paperclips and encourage pupils to play
the game in pairs. Check pupils’ answers around the class.
Materials Picture Dictionary AB page 93
Norton; Norton’s kit box; CD 1.24, 1.26; Furniture flashcards • Tell the children to complete their Picture Dictionaries
and text cards (18–26); House flashcards and text cards with the words from Lessons 7 and 8.
(27–31); Paperclips; Classroom objects (pencils, books)
• Invite some pupils to hold up their finished pages to show
the class.
Beginning the lesson
• Say the kit chant and use Norton to help you present the Play a game
items for today’s lesson. • Play a game of Noughts and crosses.
• Use the flashcards to recall all the vocabulary from this • Divide the class into two teams.
unit. Play a game, e.g. Flashing a card (page 20). • Draw a grid on the board and stick a furniture or house
• Put the flashcards on the board and ask the pupils to flashcard in each cell. Pupils from each team take turns to
match the text cards to the flashcards. say a word and draw a nought or cross in the cell. The first
• Then ask them to focus on the initial sounds of the words team to get three in a row wins.
and group together cards with the same initial sound.
Play a game
1 Listen and point. $ 1•26 Listen again and repeat. • Play a version of Norton says … (page 20), but using
CB page 18 Titch says …
• Point to the pictures and ask the pupils to say what they • Tell pupils to take out a pencil and a book.
can see. • Pupils stand up.
• Play the recording and ask pupils to point to the relevant • When you say Titch says (it’s in the book), pupils should
items in the pictures as they listen. place their pencil in the correct position. If you say a
• Point to the words and focus on the initial /t/ and /b/ sounds. position without saying Titch says … first, pupils should
• Make the initial sounds for pupils to copy chorally, then not do anything.
individually. • Pupils who move their pencils when you did not say Titch
• Invite the children to tell you any other words they know says … should sit down.
that start with these sounds, either in English or in their L1, • The last pupil left standing wins the game.
for example: teddy, Titch, blue, brother.
Say a chant $ 1•24
• Play the recording again and ask pupils to repeat the words.
• End the lesson by playing the chant from Lesson 6
• Point to items in the pictures and ask individual pupils to again and encourage the pupils to chant along with
say the correct words. the recording and do the actions.
Transcript
Two toys on the table.
Two toys under the table.
Two toys on the table.
Two toys under the table.
A boy on the bed.
A ball in the box.
A ball in the box.
A boy on the bed.

44 Unit 2

4443753 IEKit TB2_SP.indb 44 17/10/2013 13:36

 Lesson 10 AB pages 18–19
3 Boy
Girl
Where’s Flo?
Let’s look. Is she under the cupboard?
Review and self-evaluation Boy No.
Girl Is she in the cupboard?
Lesson objective Boy No.
Review of Unit 2 Girl Is she on the cupboard?
Boy Yes! Here she is!
Language 4 Girl Where’s Bing?
Review: Vocabulary and phrases used in Unit 2 Boy I don’t know. Is he on the cupboard?
Girl Let’s see ... No.
Materials Boy Is he in the cupboard?
Norton; Norton’s kit box; CD 1.26–1.27; All materials used Girl Yes! He’s here.
in Unit 2; Coloured pencils / pens Answers
1 Poppy  ​2 Fred  ​3 Flo  ​4 Bing
Beginning the lesson $ 1•26 3 Look at activity 2. Write Yes or No. AB page 18
• Say the kit chant and use Norton to help you present the • Ask pupils to look at the pictures in activity 2.
items for today’s lesson.
• Read out the questions and elicit answers from pupils
• Ask the pupils if they can remember the different words
around the class.
beginning with the sounds /t/ and /b/ in the phonics chant.
• Allow pupils time to complete the activity, then ask pairs
• Play the recording from Lesson 9 (CD 1.26) and encourage
of pupils to read out the exchanges.
the pupils to join in with the words.
AnswerS
1 Write. Find the mystery word. AB page 18 1 Yes  ​2 No  ​3 Yes  ​4 No
• Show the pupils the crossword.
4 Write the questions. AB page 19
• Explain that the pictures are the clues, the words are
written across the boxes, and there is a mystery word • Point to the pictures and ask pupils to say where the ball is.
written down the middle in the shaded boxes. • Read out the prompts in the word bank.
• Tell them that there is no picture clue for the mystery word. • Invite pupils to ask and answer questions about the pictures.
• When the pupils have finished, use Norton to do the • Allow pupils time to complete the activity, referring
crossword on the board by using the flashcards and to the phrases in the word bank.
asking the pupils to help him by telling him what to write. • Check answers by asking pairs of pupils to act out exchanges.
Answers Answers
1 chair  ​2 cushion  ​3 Poppy  ​4 box  ​ 1 Is it on the table?   ​2 Is it under the table?   ​
5 Flo  ​6 table  ​7 rug  ​8 bed 3 Is it in the box?   ​4 Is it on the box?   ​
The mystery word is cupboard. 5 Is it in the cupboard?   ​6 Is it under the cupboard?

2 Listen and write the names. $ 1•27 AB page 18 5 Read. Draw and colour. AB page 19
• Ask pupils to say what they can see in the pictures. • Invite individual pupils to read sentences from the text.
• Then ask pupils to say where the people are in each • After each sentence, ask pupils to hold up the correct
picture (using the names in the word bank). coloured pencil / pen.
• Play the first part of the recording. Elicit the first answer • Allow pupils time to draw and colour.
from pupils around the class. • Ask pupils questions about the room: What colour is the
• Play the recording, pausing after each item and asking bed? / Where is the window? and ask pupils to answer /
pupils to point to the correct picture and say the name. show you the correct item in their picture.
• Invite pairs of pupils to ask and answer questions about
the pictures: A: Is Poppy in the cupboard? B: No!
End-of-unit review
• Ask the pupils what they remember doing in previous
Transcript lessons. Help them to recall activities and language by
1 Boy Where’s Poppy? showing them flashcards / things they have made /
Girl I don’t know. Is she in the cupboard? pictures in their books; playing songs, and saying
Boy No. rhymes and chants.
Girl Is she under the cupboard? • Ask them what they liked or didn’t like, and what they
Boy Mmm. Yes! She’s here. found easy or difficult.
2 Girl Where’s Fred?
Boy Is he on the cupboard? Self-evaluation AB pages 18–19
Girl No. • Help the pupils to complete the self-evaluation exercises
Boy Is he in the cupboard? as described on page 14.
Girl Yes! He’s here.
Further practice
Unit 2 Test (pages 132–133)

Unit 2 45

4443753 IEKit TB2_SP.indb 45 17/10/2013 13:36

 Lesson 1 CB page 19 Transcript
Mitch Here are my toys. Look, I’ve got a skateboard!
Introducing vocabulary Titch Oh, no! It’s broken.
Poppy Well, I’ve got a frisbee … and a yo-yo …
Lesson objectives Fred What about a bike?
Become familiar with more toys vocabulary Mitch Yes. It’s here. Oh, no! It’s broken.
Listen and identify toys Fred Never mind.
Join in with a song Mitch Mmm, well, I’ve got a scooter.
Fred Great!
Practise more spelling in English
Mitch Oh, no! It’s broken, too!
Fred Never mind.
Language
Mitch OK. What about a bat and ball?
Core: Toys vocabulary: scooter, skateboard, kite, skipping Flo Good idea.
rope, ball, bat, bike, frisbee, yo-yo, boat Bing Here’s the ball. And here’s the bat. Oh … it’s broken.
Extra: broken; string Mitch Well, never mind, I’ve got a kite.
Review: Toys vocabulary used so far Flo Oh, no, look at the string!
Mitch I know! The boat! Let’s play with the boat.
Materials All Good idea.
Norton; Norton’s kit box; CD 1.28–1.29; Toys flashcards Mitch Oh. It’s broken, too.
and text cards (32–41); Bookmarks Mitch Oh, dear, what can we do?
Titch Look, a skipping rope.
All Come on, let’s play with the skipping rope.
Beginning the lesson
Mitch Good idea!
• Say the kit chant and use Norton to help you present the
items for today’s lesson. 2 Listen and sing. $ 1•29 CB page 19
• Ask the pupils to take out their Class Books and look • Before this activity, put the flashcards where the pupils can
through Unit 3. Ask them where they can see Norton. see them in the same order as they appear in the song.
Ask them to tell you which pages they like best, and what • Play the song and encourage the pupils to point to the
activities they think they will be doing: Yes, we’re going to flashcards as they hear the words in the song.
listen to a story, we’re going to learn a song, and we’re going
• Play the song again, singing lines 3 and 4 of each verse
to talk about toys and transport …
and pointing to the flashcards.
• Talk to the pupils about toys and ask them what toy words
• Teach the pupils the whole song line by line and together
they already know in English, e.g. the toys from Class Book 1.
make up actions for each line.
• Use Norton to take the toys flashcards and text cards out
• Play the song again and encourage the pupils to sing and
of the kit, and use the flashcards to teach the vocabulary.
do the actions.
• Ask the pupils to think about their own toys.
• Tell them they are going to play a game.
• Ask them to listen to what you say, e.g. I’ve got a (frisbee).
If they have this toy they should mime playing with it
and if not they should stand still.

1 Listen and find. $ 1•28 CB page 19

• Look at the picture with the pupils and ask them who
they can see in the garden: Where’s Mitch?
• Ask them what toys they can see: What’s this? What’s that
on the ground?
• Explain that the characters are in the garden choosing
toys to play with.
• Ask your class to look more closely at the toys and teach
the words broken and string.
• Tell the pupils to listen and find the toys.
• Play the first dialogue and pause to give the pupils time
to find the items.
• Do the same with the other dialogues. Tell them to use
their bookmarks to find the toys.

46 Unit 3

4443753 IEKit TB2_SP.indb 46 17/10/2013 13:36

 Lesson 2 AB pages 20–21
Practising vocabulary
Lesson objectives
Review toys vocabulary
Listen and identify different toys
Read and follow instructions
Practise writing toys vocabulary
Language
Extra: skip
Review: Colour and toys vocabulary and phrases
Materials
Norton; Norton’s kit box; CD 1.29–1.30; Toys flashcards
and text cards (32–41); Toys picture cards (PMB p14) – one
photocopied set per pupil; Toys word cards (PMB p15) –
one photocopied set per pupil (optional); Coloured
pencils / pens; Scissors
Beginning the lesson $ 1•29
• Say the kit chant and use Norton to help you present the
items for today’s lesson.
• Play and sing the song Come and play! (CD 1.29) again.
• Check the pupils remember the names of the toys from
the previous lesson.
• Play this variation of the game Snap (page 22):
– Stick one of the toys flashcards on the board and ask:
What’s this? Yes … a yo-yo … good.
– Show the pupils the text cards one by one.
– Tell them to say Snap! when they read the word that
matches the flashcard on the board.
– Repeat this with all the flashcards.
2 Read and colour. AB page 20
• Ask the pupils to take out their coloured pencils or pens.
• Write the colour words on the board.
• Read and point to them, and ask the pupils to show you
the corresponding pencil or pen: Show me a blue pencil …
• Read the sentences with the pupils.
• If you think some pupils are not very confident reading
the colours, let them put a dot of colour on each toy as
you read together.
• Then tell the pupils to read on their own and colour
the toys.
3 Write. AB page 21
• Read all the words in the word bank with the pupils.
• As you read together, ask them to point to the
corresponding pictures.
• Then tell the pupils to write the words under each picture.
• As they work, comment on their work and encourage
them: That’s very neat … very good.
Answers
1 bat  ​2 frisbee  ​3 skipping rope   ​4 yo-yo  ​5 bike  ​
6 boat  ​7 ball  ​8 skateboard  ​9 scooter  ​10 kite
fast finishers: Ask fast finishers to draw their favourite
toys and write sentences about what they’ve got: I’ve got
a (bike).
Make the picture / word cards. PMB pages 14–15
• Give out the photocopies of the toys picture cards from
the PMB.
• Make and use the picture / word cards as described in
Unit 1, Lesson 2.
• Let the pupils play a game of Snap (page 22) in pairs.

1 Listen and number. $ 1•30 AB page 20

• Look at the picture in activity 1 with the pupils and ask them
to tell you what they can see: What’s this? It’s a (skateboard).
• Ask them to listen and number the toys that each
character chooses.
• Point out that some of the children have got more than
one toy. Also remind the pupils that the word bat can
mean a ping pong bat, a baseball bat, and a cricket bat.
Each bat performs the same function, but each looks
slightly different.
• Play the first line and then pause the recording so that
pupils can find the scooter and write 1. Continue with the
rest of the lines.
• Check the answers when you finish: What’s number three got?

Transcript
1 Flo I’ve got a scooter. Great!
2 Mitch Look, I’ve got a boat!
3 Poppy I’ve got a kite …
4 Poppy And I’ve got a skipping rope! Let’s skip!
5 Titch I’ve got a yo-yo. I like yo-yos!
6 Mitch I’ve got a bike. Look!
7 Fred I’ve got a frisbee. Let’s play!
8 Bing I’ve got a bat!
9 Bing And I’ve got a ball. Brilliant!
10 Norton And I’ve got a skateboard …

Unit 3 47

4443753 IEKit TB2_SP.indb 47 17/10/2013 13:36

 Lesson 3 CB pages 20–21, PMB pages 16–17
4 Narrator Now here’s Mitch.
Titch It’s Mitch. He’s got a new kite.
Story Mitch Hi, Titch!
5 Narrator Titch is cross.
Lesson objectives Titch I want to play!
Predict from visual clues 6 Narrator Mr Fixit has got an idea! Norton can help.
Listen to a story and join in with a rhyme Mr Fixit Go and play, Norton.
Find details in a picture and practise story language 7 Narrator Norton is a kite!
Fred Look at Titch!
Act out a story
Mitch Now she’s got a kite, too!
8 Narrator Titch is happy now.
Language
Mitch She’s got a very special kite!
Core: He’s / She’s got a … Titch Fantastic!
Extra: skip; tricks • Talk about the story and the pupils’ predictions.
Review: Toys vocabulary and phrases • Say the rhyme from the story and decide together on
appropriate actions.
Materials • Listen to the story again. Encourage the pupils to join in
Norton; Norton’s kit box; CD 1.31; Toys flashcards and with the rhyme and do the actions.
text cards (32–41); Story Frames Book; Bookmarks;
Character masks; PMB Story Frames (PMB pp16–17) – 2 Find and number. Say. CB page 21
one photocopied set per pupil; Coloured pencils / pens; • Talk to the pupils about the cut-out pictures from the
Scissors; Glue; A stapler story: Who’s this? Where’s this picture in the story? That’s right,
it’s here – frame (7).
Beginning the lesson • Explain that they have to look through the story, find each
• Say the kit chant and use Norton to help you present the picture, and write the number of the frame it is in.
items for today’s lesson. • Give the pupils a few minutes to find the pictures and
• Play a game with the flashcards and text cards, e.g. Memory write the numbers. They can check with a partner.
(page 21). • Go through the answers with the class. Then ask the
children to try to remember what the character says in
1 Listen and point. $ 1•31 CB pages 20–21 each case. Model the phrase and encourage the whole
• You may like to use the Story Frames Book to present the class to join in and practise in chorus.
story.
Answers
• Talk about the pictures with the pupils. Ask them to [from left to right]   Fred (frame 7): ‘Look at Titch!’
name all the characters they know: Who’s this? What’s his / Titch (frame 1): ‘1, 2, 3, skip like me, 4, 5, 6, watch my tricks!’  ​
her name? Flo (frame 2): ‘Look, it’s Poppy. She’s got a scooter! A new
• Ask them to predict what the story is about. Acknowledge scooter!’  ​Mitch (frame 4): ‘Hi, Titch!’  ​Bing (frame 3):
their contributions and recast their comments in English. ‘Come and play, Fred!’  ​Titch (frame 5): ‘I want to play!’
• Teach the words skip and tricks.
• Ask the pupils to listen and follow the story in the Class 3 Listen again and act. $ 1•31 CB page 21

Book, pointing to each frame. Pupils can also use their
bookmarks to follow the story in their books.
• Play the CD. Practise ‘good listening’ and use your
‘silence signal’.
Transcript
1 Narrator Flo, Fred and Titch are in the garden.
Titch 1, 2, 3, skip like me, 4, 5, 6, watch my tricks!
2 Narrator Then Poppy comes to play.
Flo Look, it’s Poppy. She’s got a scooter! A new scooter!
Titch Oh, Flo.
3 Narrator Bing comes to play in the garden, too.
Bing Come and play, Fred!
Fred Oh, it’s Bing. He’s got a skateboard!
Titch Play with ME!
• Explain to the children that they are going to listen to the
story again, and mime it as they listen.
• Assign characters to pupils. Tell pupils to find the correct
mask for their assigned character.
• Play the recording and encourage them to mime their
part. Some children may feel confident enough to say
the words along with the recording.
• Repeat with one or two more groups of children.
Make a story book. PMB pages 16–17
• Tell the pupils that they are going to make their own
story book. See the instructions in Unit 1, Lesson 3.

48 Unit 3

4443753 IEKit TB2_SP.indb 48 17/10/2013 13:36

 Lesson 4 CB page 22, AB page 22 Transcript
Adult Look at Mum. She’s got a skipping rope.
Language focus Girl True.
Adult She’s got a skateboard.
Lesson objectives Girl False.
Review use of He’s / She’s got a … Adult She’s got a ball.
Listen and identify using clues Girl False.
Read and identify correct information Adult She’s got a kite.
Girl True.
Language Adult She’s got a frisbee.
Girl False.
Review: Toys vocabulary and phrases
Adult Look at Dad. He’s got a boat.
Materials Boy False.
Norton; Norton’s kit box; CD 1.29, 1.32–1.33; Toys flashcards Adult He’s got a skateboard.
(32–41) Boy True.
Adult He’s got a bat.
Boy True.
Beginning the lesson $ 1•29
Adult He’s got a bike.
• Say the kit chant and use Norton to help you present the Boy False.
items for today’s lesson. Adult He’s got a scooter.
• Play and sing the song Come and play! (CD 1.29) again to Boy True
recall the toys.
• Hand out the toys flashcards to pupils around the class. 1 Read and write A (Ann), K (Kelly) or S (Sue).
• Play the song again. When pupils hear the word on their AB page 22

card, they hold up their card. • Ask pupils to look at the picture and say the names.
• Shuffle the flashcards around the class and play the • Ask pupils to say what each girl has got.
song again. • Read out the first item and elicit the answer from pupils:
S – Sue.
1 Listen, find and say who. $ 1•32 CB page 22
• Allow pupils time to complete the activity, and then check
• Look at the picture with the pupils and ask them to say answers by asking pupils to read out the sentences and
what each person has got, using he or she. say the correct names.
• Play the first line of the recording and ask pupils to point to
Answers
the correct person. Elicit the name of the character (Titch).
1 S  ​2 K  ​3 A  ​4 K  ​5 S  ​6 K  ​7 S  ​8 A
• Play the rest of the recording, pausing after each line
for pupils to find the person and say the correct name. 2 Read and draw the toys. AB page 22
• Read the sentences. Ask pupils to point to the correct
Transcript people (boy or girl).
Male She’s got a bike.
Boy Titch. • Allow pupils time to draw the items.
• Ask pupils to say what the children have got.
Male She’s got a kite.
Boy Flo. Play a game
Male He’s got a skateboard. • Divide the class into two teams.
Boy Fred. • Draw a boy and a girl on the blackboard. Put toys
Male He’s got a scooter. flashcards next to the boy and girl.
Boy Bing. • Say sentences: He’s / She’s got a (bike). Pupils from each
Male She’s got a bat and ball. team in turn say whether the sentences are True or False.
Boy Poppy. • Award one point for each correct answer. The team with
the most points wins.
Male He’s got a boat.
Boy Mitch.

2 Listen and say True or False. $ 1•33 CB page 22

• Ask pupils to look at the picture and say what items Mum
and Dad have got.
• Play the first line of the recording. Ask the pupils to repeat,
then say whether the sentence is True or False.
• Play the rest of the recording.
• Invite individual pupils to say true or false sentences about
the picture for the rest of the class to answer.

Unit 3 49

4443753 IEKit TB2_SP.indb 49 17/10/2013 13:36

 Lesson 5 AB pages 23–24
5 Male Where’s Ashley?
Female Over there. She’s got a skipping rope.
Language focus Male Oh, yes. I can see her now.
6 Male What’s Ben got? It’s small.
Lesson objectives Female It’s a yo-yo. Ben’s got a yo-yo.
Review and practise the target language 7 Male Look! There’s Polly!
Listen and identify toys Female What’s she got?
Personalize the target language Male A frisbee. Polly’s got a frisbee.
8 Male Can you see Colin?
Language Female Yes, look over there. He’s got a bat.
Male Oh yes, I can see him now.
Review: Toys vocabulary and phrases; Colours
Answers
Materials [from left to right] 8, 7, 5, 4 / 2, 1, 3, 6
Norton; Norton’s kit box; CD 1.34; Toys flashcards (32–41);
2 Look at activity 1. Write. AB page 23
Coloured pencils / pens
• Ask pupils to read out the phrases and words in the word
banks. Then read out the example and ask pupils to point
Beginning the lesson to the correct person in the picture in activity 1.
• Say the kit chant and use Norton to help you present • Allow pupils time to complete the activity.
the items for today’s lesson.
• Invite individual pupils to read out their sentences.
• Draw a boy and a girl on the board and put the toys
flashcards in a line so that the pupils can see them and Answers
reach them easily. 1 She’s got a skateboard.   ​2 He’s got a yo-yo.  
​3 He’s got a boat.   ​4 She’s got a skipping rope.   ​
• Explain to the pupils that you are going to say a sentence,
5 He’s got a bat.   ​6 She’s got a frisbee.  
e.g. She’s got a bike. Explain that you want them to put the
​7 He’s got a scooter.   ​8 She’s got a kite.
flashcard you say next to the boy or the girl.
• Ask them to put up their hands so that Norton can pick a 3 Colour the toys in your picture. Listen and colour
child to come and stick the flashcard in the correct place. your friend’s toys. AB page 24
• Continue the game, picking different pupils. • Explain to pupils that they can use any colours they like to
colour the toys in the first picture.
1 Listen and number. $ 1•34 AB page 23
• Ask individual pupils to tell you what colour their toys are.
• Ask pupils to look at the picture and say what they can see.
• Divide the class into pairs. Tell pupils not to show their
• Play the first part of the recording. Ask pupils to point to pictures to their partners. Pupil A describes their picture
the correct person in the picture. to pupil B: He’s got a (blue) kite. / She’s got a (red) ball. Then
• Continue with the recording, pausing after each line and pupil B colours the toys in the second picture. The pupils
asking pupils to point to the correct person. then swap roles.
• Play the recording once again all the way through and • Ask pupils to ask and answer questions about the toys in
allow pupils time to write the numbers. each picture.
• Invite pupils to point to the people in the pictures, say the
correct number, and say what that person has got: This is 4 Write about your picture. AB page 24
number 1. She’s got a skateboard. • Ask individual pupils to describe their picture. Write
sentences on the board, e.g. He’s got a yellow skateboard.
Transcript • Allow pupils time to write about their pictures. Then invite
1 Male Look! There’s Lucy! individual pupils to read out their sentences.
Female What’s she got?
Male A skateboard. Lucy’s got a skateboard. fast finishers: Ask pupils to write true and false sentences
2 Male Where’s Tom?
about the picture on Activity Book page 20. Then pupils
Female Over there. He’s got a scooter.
swap sentences with a friend and say True or False.
Male Oh, yes. I can see him now.
3 Male Look! There’s Kate!
Female What’s she got? Teaching tip: In preparation for Lesson 6 you may wish to
Male I don’t know. complete the first vocabulary set in the Picture Dictionary
Female I think she’s got a kite. for Unit 3 in your copy of the Activity Book (page 94).
Male Oh, yes.
4 Male Can you see Pete?
Female Yes, look over there. He’s got a boat.
Male Oh, yes.

50 Unit 3

4443753 IEKit TB2_SP.indb 50 17/10/2013 13:36

 Lesson 6 CB page 23, AB page 25
Learning for life
Lesson objectives
Review vocabulary and language of the unit
Learn about playing cooperatively
Join in with a chant
Listen and write names
Language
Review: Toys vocabulary and phrases
Materials
Norton; Norton’s kit box; CD 1.35–1.36; Toys flashcards
and text cards (32–41); Story Frames Book; Your own
completed Picture Dictionary page for Unit 3
Beginning the lesson
• Say the kit chant and use Norton to help you present the
items for today’s lesson.
• Remind the pupils of the situation in the story in Lesson 3.
Use the Story Frames Book as a prompt and ask the pupils
what Fred and Flo do: Fred plays with Bing and Flo plays
with Poppy.
• Talk to the pupils about what Fred and Flo could have
done, e.g. not leave Titch alone, invite her to play.
• Ask pupils who they would prefer to be like – Flo and Fred
or Mr Fixit and Norton.
1 Listen and chant. $ 1•35 CB page 23
• Tell the pupils they are going to learn a skipping game
and chant. In this game the person skipping invites
someone to come and skip with them.
• Look at the picture with the pupils and ask them who is
skipping and who is waiting to skip.
• Before playing the chant, divide the pupils into groups of
four and tell them each to take a role: Who wants to turn
the rope? Who wants to skip?
• Tell the rope turners to imagine a rope and turn it
together: Turn the rope slowly!
• Play the chant and encourage pupils to do the actions.
1 Listen and write the names. $ 1•36 AB page 25
• Remind the pupils of the alphabet by writing up the
letters as you did in the Alphabet lesson (page 25).
• Explain that some children are playing another skipping
game. They have to spell their names as they jump.
• Tell your class to listen to the recording and write the
name of each child under the appropriate picture.
• Check answers by asking pupils to spell the names.
• Ask pupils to say the chant and spell their own names.
4443753 IEKit TB2_SP.indb 51
Transcript
1 Chorus Come and play 4 Chorus Come and play
This skipping game. This skipping game.
Say the letters Say the letters
In your name. In your name.
Boy M – A – R – K Boy J – A – C – K
Chorus Come and play Chorus Come and play
This skipping game. This skipping game.
What’s your name? What’s your name?
Boy Mark! Boy Jack!
2 Chorus Come and play 5 Chorus Come and play
This skipping game. This skipping game.
Say the letters Say the letters
In your name. In your name.
Girl E – L – L – A Girl S – O – P – H – I – E
Chorus Come and play Chorus Come and play
This skipping game. This skipping game.
What’s your name? What’s your name?
Girl Ella! Girl Sophie!
3 Chorus Come and play
This skipping game.
Say the letters
In your name.
Girl A – M – Y
Chorus Come and play
This skipping game.
What’s your name?
Girl Amy!
Answers
1 Mark  ​2 Ella  ​3 Amy  ​4 Jack  ​5 Sophie
Mid-unit review
• Use the Class Book to remind pupils of all the activities
and language done so far in this unit. Praise them for their
progress so far.
• Use the toys flashcards and text cards to do a categorizing
activity.
• Ask the pupils to categorize the flashcards and text cards
in different ways, e.g. toys they’ve got and toys they
haven’t got; favourite toys; words they find easy / hard to
remember; long words / short words; in alphabetical order.
• Organize the cards on the board in these categories,
following the pupils’ suggestions.
• See if the pupils have any other ideas, and organize the
cards according to what they say.
Picture Dictionary AB page 94
• Show the pupils your completed Picture Dictionary page
for Unit 3.
• Remember that they have not yet covered all the
vocabulary in the unit, so explain that they will complete
this page later.
• Complete the Picture Dictionary. See the instructions in
Unit 1, Lesson 6.
Unit 3 51
17/10/2013 13:36
 Lesson 7 CB pages 24–25, AB page 26 Transcript
I can see a green bike.
Learning through English I can see a blue car.
I can see an orange van.
Lesson objectives I can see a red boat.
Become familiar with transport vocabulary I can see a green helicopter.
Listen and recognize descriptions of vehicles I can see a red motorbike.
Read and answer questions I can see a yellow plane.
I can see a purple helicopter.
Write and match transport vocabulary
I can see a red car.
I can see a green lorry.
Language
Core: Transport vocabulary: motorbike, plane, helicopter, 2 Read, find and say. CB page 25
van, lorry, wheel • Explain to the pupils that this is a list of some of the things
Review: Toys vocabulary and phrases in the two diagrams.
• Ask them to look at the first sentence and read it together.
Materials • Give the pupils time to:
Norton; Norton’s kit box; CD 1.29, 1.37; Transport – find the correct circle: Where’s the circle for toys with
flashcards and text cards (42–47); Bookmarks; Transport two wheels?;
picture cards (PMB p14) – one photocopied set per pupil; – count how many toys have two wheels: How many toys
Transport word cards (PMB p15) – one photocopied set have got two wheels? Yes, two that’s right.
per pupil (optional); Coloured pencils / pens; Scissors
• Focus on the way the toys are arranged according to
accurate descriptions, e.g. three of the toys have two wheels,
Beginning the lesson $ 1•29 but only one toy has two wheels and is also green.
• Say the kit chant and use Norton to help you present • Repeat this with the other three sentences.
the items for today’s lesson.
Answers
• Play and sing the song Come and play! (CD 1.29). 1 motorbike, bike   ​2 van, lorry, car   ​3 bike  ​4 car, lorry
• Remind pupils of how they organized the words they
know in Lesson 6. 1 Write. AB page 26
• Explain that in this lesson they are going to organize • Read the words in the word bank and ask the pupils to
things they know in English in another way. write them under the matching pictures.
• Elicit the transport words that the pupils know from Answers
previous units by drawing: 1 van  ​2 motorbike  ​3 plane  ​4 lorry  ​5 helicopter
– a road and skyline on the board;
– a car, train, bike, and plane in suitable places on your Make the picture / word cards. PMB pages 14–15
board drawing. • Give out the photocopies of the transport picture cards.
• Talk about other things that people use to travel in. • Make and use the picture / word cards as described in
• Use the transport flashcards to teach motorbike, helicopter, Unit 1, Lesson 2.
van, and lorry.
Play a game
• Stick the flashcards in appropriate places on your board
drawing. • Tell the pupils that you want them to mime playing with
any of the toys they have learnt so far in the unit.
• Use Norton to introduce the text cards, and take the text
cards out of the kit and read them. • Give them some time to think about what to mime and
practise a few times in small groups.
• As he reads each one, ask the pupils to put the text card
next to the matching flashcard. • Invite pupils to mime for the whole class.
• Encourage the other pupils to put up their hands and say
1 Listen and find. $ 1•37 CB page 24 the name of the toy.
• Look at the two Venn diagrams and read the labels on
Teaching tip: You may like to make your own room Venn
each one.
diagram (Class Book page 25, PMB page 18) for the next
• Ask the pupils to name everything they can see in each
lesson (optional).
of the circles: What’s in the red circle?
• Establish why the items in the middle section of both
circles can be there: The lorry is red and it’s got four wheels.
• Play the recording and tell the pupils to use their
bookmarks to find the items they hear.

52 Unit 3

4443753 IEKit TB2_SP.indb 52 17/10/2013 13:36

 Lesson 8 AB page 26, CB page 25, PMB page 18
Learning through English
Lesson objectives
Review toys and transport vocabulary
Make a Venn diagram
Practise ordering and sequencing work
Language
Review: Colour, toys, and transport vocabulary and phrases
Materials
Norton; Norton’s kit box; Toys flashcards (32–41); Transport
flashcards (42–47); ‘Make a Venn diagram’ (PMB p18) – one
photocopy per pupil and your own completed example;
Coloured pencils / pens; Scissors; Glue
Beginning the lesson
• Say the kit chant and use Norton to help you present the
items for today’s lesson.
• Play a game to help pupils recall the vocabulary of the
whole unit.
• Choose any flashcard and don’t look at it.
• Put it on your head so the picture is facing the pupils and
ask: Is it a lorry?
• Tell them to say Yes if you have guessed correctly, and No
if you are incorrect, until you get it right.
• Continue with the other flashcards. Let different pupils
take your role as soon as they understand what to do.
1 Colour the blue toys. AB page 26
• Ask the pupils to tell you the names of all the toys they
can see.
• Remind them of the Venn diagrams on Class Book
pages 24–25.
• Emphasize:
– the different kinds of toys in each of the circles: toys with
2 wheels and blue toys;
– why a toy can go in the middle section.
• Tell the pupils to colour the blue toys.
• Read the sentences together and let the pupils decide
if they are true or false: The lorry is (red) so that’s false.
Answers
1 F  ​
2 T  ​3 F  ​4 F  ​5 T  ​6 F
1 Make a Venn diagram. CB page 25, PMB page 18
• Show the pupils the Venn diagram that you have made.
• Look at the steps for making a collage with the pupils.
• Talk about what they can see and what they are going
to do.
4443753 IEKit TB2_SP.indb 53
• Give out the ‘Make a Venn diagram’ photocopies and show
your class:
– how to draw two wide circles that share a big middle
section;
– one of the photocopies of PMB page 18 and explain that
they have to colour the toys using two colours, e.g. green
and purple.
• Explain that they have to:
– think of a heading for each circle, e.g. purple toys and
toys with windows;
– cut out and stick the toys into the correct circles;
– write sentences about what they have in their diagram.
• As the pupils are working:
– ask them about their work: What colour is the lorry?;
– encourage them and praise them: Very good circles …
• Encourage the pupils to help each other.
• Display their pictures where they can all see them, and
talk about the different bedrooms they have made: What
can you see in this Venn diagram? How many purple toys can
you see?
Sing a song
• Let the class vote for the song they would like to sing again.
Play a game
• Play Pictionary.
• Divide the class into two teams.
• Invite a pupil from team A to come to the board. Whisper
a word from the unit (a toy or transport vocabulary item)
to the pupil and tell them to draw it on the board.
• Pupils from team A try to guess what the picture is before
it is finished: Is it a car? Is it a skateboard?
• Repeat with pupils from each team in turn.
• Award one point for each correct answer. The team with
the most points is the winner.
Play a memory game
• Divide the class into two teams.
• Place toys and transport flashcards on the board.
• Tell pupils to close their eyes.
• Remove two of the pictures.
• Invite pupils from each team to say one of the missing items.
• Award one point for each correct answer. The team with
the most points wins.
Teaching tip: If you haven’t already done so, you may wish
to complete the second part of the Picture Dictionary page
for Unit 3 in preparation for the next lesson (optional).
Further practice
Multimedia extension: Maths 2 section of the optional DVD
Unit 3 53
17/10/2013 13:36
 Lesson 9 CB page 26 2 Listen, find and say the numbers. $ 1•39
Now it’s your turn. CB page 26
Pronunciation and speaking • Point to the pictures and ask pupils to say what items
each person has got.
Lesson objectives
• Invite a pair of pupils to act out the example dialogue.
Revise the language of the unit
• Play the first part of the recording. Ask pupils to point to
Practise pronunciation of initial sounds
the correct picture and say the number.
Language • Play the rest of the recording, pausing after each part for
pupils to find the picture and say the number.
Review: Vocabulary and phrases used in Unit 3
• Encourage pupils to play the game in pairs, or in teams.
One pupil / team says what the boy and girl have got. The
Materials
other pupil / team finds the picture and says the number.
Norton; Norton’s kit box; CD 1.35, 1.38–1.39; Toys flashcards
and text cards (32–41); Transport flashcards and text Transcript
cards (42–47) Boy He’s got a kite.
Girl OK.
Beginning the lesson Boy She’s got a skateboard.
• Say the kit chant and use Norton to help you present the Girl I know! Number 2.
items for today’s lesson. Boy Yes!
• Use the toys and transport flashcards and the text cards Girl He’s got a van.
to recall all the vocabulary from this unit. Boy Go on.
• Put the flashcards on the board and ask the pupils to: Girl She’s got a lorry.
– match the text cards and focus on the first letters of Boy I know. Number 5.
each word; Boy He’s got a lorry.
– help you organize them in alphabetical order. Girl Go on.
Boy She’s got a helicopter.
1 Listen and point. $ 1•38 Listen again and repeat.
Girl I know. Number 3!
CB page 26
Boy Yes!
• Point to the pictures and ask the pupils to say what they
can see. Picture Dictionary AB page 94
• Play the recording and ask pupils to point to the relevant • Tell the children to complete their Picture Dictionaries
items in the pictures as they listen. with the words from Lessons 7 and 8.
• Point to the words and focus on the initial /w/ and /sk/ • Invite some pupils to hold up their finished pages to show
sounds. the class.
• Make the initial sounds for pupils to copy chorally, then
individually. Play a game
• Invite the children to tell you any other words they know • Divide the class into two teams.
that start with these sounds, either in English or in their L1, • Stick three flashcards (for toys or transport) on the board.
for example: what, walk, skirt. Say the initial sound of one of the words.
• Play the recording again and ask pupils to repeat the words. • Invite a pupil from team A to come to the board, take the
• Point to items in the pictures and ask individual pupils correct flashcard, and say the word.
to say the correct words. • Repeat with pupils from each team in turn.
• Award one point for each correct answer. The team with
Transcript the most points wins.
White windows, white wheels.
White windows, white wheels. Say a chant $ 1•35
My car’s got white windows. • End the lesson by playing the chant from Lesson 6
My car’s got white wheels. again and encourage the pupils to chant along with
Scooter, skateboard, skipping rope. the recording and do the actions.
Skipping rope, skateboard, scooter.
Scooter, skateboard, skipping rope.
Skipping rope, skateboard, scooter.

54 Unit 3

4443753 IEKit TB2_SP.indb 54 17/10/2013 13:36

 Lesson 10 AB pages 27–28 3 Look at activity 2. Write the route. AB page 27
• Ask pupils to look at the route in activity 2.
Review and self-evaluation • Read out the first part of item 1 and ask pupils to point
to the correct person in activity 2 and complete the
Lesson objective
sentence.
Review of Unit 3
• Allow pupils time to complete the activity, then ask
individual pupils to read out the sentences. The other
Language
pupils should follow the route in their books.
Review: Vocabulary and phrases used in Unit 3
Answers
Materials 1 He’s got a kite.   ​2 She’s got a yo-yo.   ​
3 He’s got a bat.   ​4 She’s got a boat.   ​
Norton; Norton’s kit box; CD 1.38, 1.40; All materials used
5 She’s got a frisbee.   ​6 He’s got a skipping rope.
in Unit 3; Coloured pencils / pens
4 Colour the toys. Write. AB page 28
Beginning the lesson $ 1•38 • Before the pupils start to do this activity, look at all the
• Say the kit chant and use Norton to help you present the pictures of the boys and girls with toys and talk about all
items for today’s lesson. of them: What’s he / she got?
• Ask the pupils if they can remember the different words • Explain to the pupils that they have to colour each of the
beginning with the sounds /w/ and /sk/ in the phonics chant. toys using any colour they like, then they have to write the
• Play the recording from Lesson 9 (CD 1.38) and encourage answers to the questions: What colour do you want to use
the pupils to join in with the words. for the yo-yo?
• When pupils finish, ask them questions about their
1 Find and colour nine toys. AB page 27 individual work: What colour skipping rope has she got?
• Explain to the pupils that this is like the days of the week Answers
word square they did in Unit 1.
1 She’s got a black skipping rope.
• Tell them there are nine toys hidden in the three lines. 2 He’s got a(n) [colour] kite.
• Ask them to find the toys and colour them so they will 3 He’s got a(n) [colour] yo-yo.
stand out. 4 She’s got a(n) [colour] boat.
• Tell them that if the name of the toy has got two words
they will be written one after the other in the word search. 5 Draw the toys in the correct places. AB page 28
• Point to each picture and ask pupils to say what colour
Answers
the toy is and how many wheels it’s got.
[from top to bottom] yo-yo, scooter, ball / boat, kite,
skateboard / bat, skipping rope, bike • Allow pupils time to draw the toys in the correct places.
• Ask pupils questions about their completed diagrams:
2 Listen and draw a line. $ 1•40 AB page 27 What’s in this circle?
• Ask pupils to look at the picture and say what each person
has got. End-of-unit review
• Play the first part of the recording. Ask pupils to draw • Ask the pupils what they remember doing in previous
a line in their books, then show you their lines. lessons. Help them to recall activities and language by
showing them flashcards / things they have made /
• Remind them to listen carefully for he and she.
pictures in their books; playing songs, and saying rhymes
• Play the recording, pausing after each item and asking and chants.
pupils to continue their lines.
• Ask them what they liked or didn’t like, and what they
• Elicit the answer by inviting pupils to follow the lines found easy or difficult.
in their books and say what each person has got along
the route. Self-evaluation AB pages 27–28
• Help the pupils to complete the self-evaluation exercises,
Transcript
as described on page 14.
He’s got a kite.
She’s got a yo-yo. Further practice
He’s got a bat. Unit 3 Test (pages 134–135)
She’s got a boat. Review Test 1 (pages 136–137)
She’s got a frisbee. Skills Test 1 (pages 138–139)
He’s got a skipping rope. Units 1–3 Reading, Skills, and Revision lessons (CB pages 27–28;
AB pages 29–31)

Unit 3 55

4443753 IEKit TB2_SP.indb 55 17/10/2013 13:36

 Lesson 1 CB page 27, AB page 29, PMB page 52
Reading and Skills
Lesson objectives
Review language from Units 1–3 through an extended
reading text
Identify authors by relating written facts to photos
Read, listen, and identify information
Write about a bedroom
Language
Core: My name is …; It’s / I’ve got …; My favourite …
Extra: Nigeria; Wales; football players
Review: Vocabulary and phrases from Units 1–3
Materials
Norton; Norton’s kit box; CD 1.41–1.42; Units 1–3 flashcards
and text cards; PMB page 52; Pupils’ own pictures
Beginning the lesson
• Say the kit chant and use Norton to help you present the
items for today’s lesson.
• Recall the vocabulary of the previous three units using
all the flashcards and text cards. Play a game of Snap
(page 22).
• Write headings on the board: Days, Measurements,
Furniture, House, Toys, Transport.
• Ask pupils to stick the flashcards under the correct
headings and say the words.
1 Read and number. CB page 27
• Explain that the pupils will hear two children introducing
themselves and talking about where they live and their
bedrooms.
• Get the pupils to guess as much information as possible
from the pictures.
• Explain that it is important to look carefully at the pictures
when they read in English as it will help them understand.
• Tell the pupils that each of the texts matches a picture.
• Ask the pupils to read through the texts and to try
matching them with the photos by writing a number in
each box. Tell them that they do not need to understand
every word.
• Discuss their answers. Do not say yet whether their
answers are right or wrong.
56 Me and my world & Revision
4443753 IEKit TB2_SP.indb 56
2 Read again, listen and check. $ 1•41 CB page 27
• Play the recording and ask the pupils to follow the texts.
• Discuss the numbering of the texts and confirm answers.
• Ask pupils to compare themselves with the children in
the pictures.
answers
3, 1, 2, 4
1 Listen and number. $ 1•42 Complete the labels.
AB page 29
• Point to the pictures. Ask pupils to say what they can see.
• Play the first dialogue and ask pupils to point to the
correct picture. Ask pupils to say the number.
• Play the recording, pausing after each dialogue for pupils
to find the pictures and write the numbers.
• Pupils label the items with the words in the word bank.
Answers
a 1 (cupboard, shelf, bed, table)   b 4 (cushions)   ​
c 2 (planes)  d 3 (boat)  
2 Read and cross out the mistakes. Write the text
correctly. $ 1•42 AB page 29
• Play the recording for activity 1 again (CD 1.42).
• Ask pupils to look at the sentences in activity 2 and put
up their hands when they hear a corresponding piece
of information in the recording.
• Pause the recording after each piece of information
is mentioned and ask pupils to find the mistake and
correct it.
Answers
I’m Thomas. I’m six. This is my bedroom. It’s got a shelf, a
table, a cupboard and a bed. I’ve got ten cushions on my
bed. I’ve got five planes on my shelf. My favourite toy is
a boat.
3 Write about your bedroom. PMB page 52
• Give each pupil a copy of the ‘Me and my world’ page from
the PMB. Explain that they can now write about themselves
in the same way as in activity 2 in their Activity Books.
• Pupils stick pictures of themselves and their bedrooms in
the frames provided.
• Pupils then write about their bedrooms.
• You may like to display the finished pieces in the classroom,
or give the pupils the option of including them in their
Language Portfolio.
17/10/2013 13:36
 Lesson 2 CB page 28, AB pages 30–31
Revision
Lesson objective
Revise all language from Units 1–3
Language
Review: All language from Units 1–3
Materials
Norton; Norton’s kit box; Units 1–3 flashcards and text
cards; Counters and coins for the board game
Beginning the lesson
• Use Norton to welcome the pupils and say the kit chant.
• Open the kit box and take out all the different sets of
flashcards. Ask the pupils if they can remember any of the
flashcards from each set. As they remember them, stick
the cards randomly on the board.
• You may need to give phonetic clues to remind the pupils
of the cards they are struggling to remember.
• Once all the cards are on the board, call out a group,
e.g. Toys, and ask the pupils to say the cards you need to
take off the board to put back into the toys group.
Play the game! CB page 28
• Explain that the game revises the language from the
previous three units and that the pupils will play in pairs.
The aim is to be the first pair to get to the finish.
• The pupils use a coin to decide whether they move one
square or two, e.g. heads = 1, tails = 2.
• Each square requires the pupils to either say something
(indicated by a speech bubble) or sing / chant something
(indicated by musical notes).
• Pupils must look at the picture prompts to work out
exactly what they have to do.
• There are two squares (indicated by the Norton character)
to show that they can move on one more place.
• The tasks for each square are listed below:
1 Say the rhyme from the story (Class Book page 5):
Norton’s here! Where? There! That naughty bird is
everywhere!
2 Sing the song (Class Book page 7): Hello, come and play!
3 Say the sentences from the story (Class Book page 4):
That’s Mitch. He’s new.
4 Norton: Move on one square.
5 Say the words: rug and cushion.
6 Say the rhyme from the story (Class Book page 12): Look
in the cupboard. Look under the chair. Look on the shelf.
Look everywhere!
7 Say the words: in and cupboard.
8 Say the chant (Class Book page 15): Big books, small books.
9 Say the words: window and picture.
10 Norton: Move on one square.
11 Say the words: skateboard and scooter.
12 Say the sentences from the story (Class Book page 20):
Oh, it’s Bing. He’s got a skateboard!
4443753 IEKit TB2_SP.indb 57
13 Say the chant (Class Book page 23): I like skipping.
14 Say the words: van and lorry.
15 Norton: Move on one square.
16 Say the words: kite and bike.
• The pupils may not remember all of the song words, but
encourage them to sing the words together with their
partner and praise them for their efforts.
1 Cross out the odd word out. Write two more words.
AB page 30
• Ask pupils to read out the words in each set.
• Ask pupils to tell you which word in each set is the odd
one out and why.
• Allow pupils time to think of two more words for each set
and write them in their books.
Answers
1 Mitch  ​2 Saturday  ​3 cushion  ​4 thirteen
2 Solve the code. Answer the questions. AB page 30
• Ask pupils to look at the pictures under each person and
name the items. Point to the example and ask pupils why
the answer is t: because it’s the first letter in ‘table’.
• Ask pupils to say the first letter of each item. Sound out
the words to help pupils if necessary.
• Ask pupils to say the letters and tell you what word
they spell.
• Read out the question in item 1 and ask pupils to
answer it.
Answers
1 He’s three.   ​2 She’s eleven.   ​
3 He’s twelve.   ​4 She’s seven.
3 Look and write questions. AB page 31
• Ask pupils to look at the picture and say what they
can see.
• Read out the phrases in the word bank and ask pupils
to point to the correct places in the picture.
• Explain that pupils have to write questions about the
picture prompts to match the answers given.
Answers
1 Is the car under the table?
2 Is the helicopter on the table?
3 Is the bike in the box?
4 Is the lorry under the cupboard?
5 Is the plane in the cupboard?
4 Write. AB page 31
• Ask pupils to look at the picture and say what they
can see.
• Read out the example and ask pupils to point to the
correct person in the picture.
• Ask pupils to read out the words in the word bank.
• Allow pupils time to complete the activity.
• Invite individual pupils to read out their sentences.
Answers
1 He’s got a cupboard.   ​2 He’s got a box.   ​
3 He’s got a cushion.   ​4 She’s got a picture.   ​
5 She’s got a rug.   ​6 She’s got a vase.
Me and my world & Revision 57
17/10/2013 13:36
 Lesson 1 CB page 29 Transcript
Flo Can you guess the animal? It’s brown.
Introducing vocabulary Bing A monkey!
Flo Yes!
Lesson objectives
Fred Can you guess the animal? It’s got four legs.
Become familiar with wild animals vocabulary Flo Er … a crocodile?
Find out more about the characters Fred No, it’s black and white.
Listen and identify wild animals Flo A zebra?
Join in with a chant Fred Yes!
Bing OK Titch. It’s grey.
Language Titch Umm …
Core: Wild animals vocabulary: dolphin, bat, zebra, Bing It’s big.
crocodile, snake, parrot, penguin, monkey, lion, giraffe Titch A dolphin?
Extra: stretch; slide Bing Yes! Well done.
Poppy OK. It’s brown. It’s small. It’s got two legs.
Materials Fred I know, a bat.
Norton; Norton’s kit box; CD 2.1–2.2; Wild animals Poppy Yes.
flashcards and text cards (48–57); Bookmarks Mitch My turn. It’s black and white.
Titch I know, a zebra.
Beginning the lesson Mitch No, listen. It’s got two legs.
• Say the kit chant and use Norton to help you present the Titch Easy! A penguin!
items for today’s lesson. Titch My turn. It’s brown. It’s got four legs.
• Ask the pupils if they know any words in English for wild Flo It’s a lion!
animals. Ask them what words they would like to learn. Titch Yes, it’s a lion.
• Ask the pupils to take out their Class Books and look Bing My turn. It’s green. It’s long.
through Unit 4. Ask them where they can see Norton. Flo A snake, a snake!
Ask them to tell you which pages they like best, and what Bing No, listen. … It’s got four legs.
activities they think they will be doing: Yes, we’re going to Flo Mmm … a crocodile?
listen to a story, we’re going to learn a song, and we’re going Bing Yes!
to talk about wild animals and parts of an animal …
Poppy My turn. It’s big. It’s got four legs. It’s orange and white.
• Ask the pupils if they can remember the names of any Mitch It’s a giraffe!
animals in English and other pets and farm animals. Poppy Yes, Mitch. That’s right.
• Tell pupils that in this unit they are going to learn the
Fred It’s green, red, yellow and blue.
names of some wild animals.
Poppy Easy! A parrot!
• Ask the pupils where they can see wild animals: Where can
you see an elephant? Explain that the characters are going 2 Listen and chant. $ 2•2 CB page 29
on a school trip to a wildlife park. • Before you play the recording, put the picture cards on
• Use Norton to find the wild animals flashcards and text the board in the same order as they appear in the chant.
cards in the kit and teach the new vocabulary. • Play the recording. Ask the pupils which animals they
• Help pupils recall the words for body parts. Check by heard and what actions each of the animals does.
asking about the wild animals and parts of an animal: • Teach them the meaning of stretch and slide.
Has a (name of animal or bird) got legs?
• Decide on an action for each verb in the chant. Teach
• Play a game, e.g. Uncovering a card (page 20). the chant line by line and encourage the pupils to do
an appropriate action for each line.
1 Listen and find. $ 2•1 CB page 29
• Look at the picture with the pupils and talk about it. • Play the recording again and encourage the pupils to
join in.
Explain that the characters are at the wildlife park and that
they are playing a guessing game.
• Play the first mini dialogue, and give the pupils time to
find the animal. Repeat with the rest of the mini dialogues.
Tell them to use their bookmarks to find the wild animals.

58 Unit 4

4443753 IEKit TB2_SP.indb 58 17/10/2013 13:36

 Lesson 2 AB pages 32–33 2 Read and tick ✓ or cross ✗. AB page 32
• Look at the chart with the pupils.
Practising vocabulary • Ask them to read the names of the animals.
Lesson objectives • Then read the sentences across the top together and talk
about the completed row for ‘parrot’: So a parrot’s got
Review wild animals vocabulary
2 legs … it’s not got 4 legs, and it’s got wings.
Listen and identify wild animals
• Make sure they understand that:
Read and identify correct information – a tick means the sentence is correct for that animal;
Practise writing wild animals vocabulary – a cross means that it is incorrect for that animal.
• Complete the column for giraffe together.
Language
• Then ask the pupils to continue on their own, or in pairs.
Review: Wild animals vocabulary and phrases
Answers
Materials It’s got 2 legs. It’s got 4 legs. It’s got wings.
parrot ✓ ✗ ✓
Norton; Norton’s kit box; CD 2.2–2.3; Wild animals
giraffe ✗ ✓ ✗
flashcards and text cards (48–57); Wild animals picture
bat ✓ ✗ ✓
cards (PMB p19) – one photocopied set per pupil; Wild
snake ✗ ✗ ✗
animals word cards (PMB p20) – one photocopied set per
monkey ✗ ✗ ✗
pupil (optional); Coloured pencils / pens; Scissors
crocodile ✗ ✓ ✗
penguin ✓ ✗ ✓
Beginning the lesson $ 2•2
• Say the kit chant and use Norton to help you present the 3 Write. AB page 33
items for today’s lesson. • Read all the words in the word bank with the pupils.
• Play and say the chant Walk like a penguin (CD 2.2) again. • As you read together ask them to point to the
• Put the wild animals flashcards on the board. corresponding animals in the picture.
• Take out the text cards and reveal the names letter by • Then tell the pupils to copy the words next to the
letter. correct numbers.
• Encourage the pupils to guess the word. • As they work, comment on their work and encourage
• Let the pupils who guess correctly put the text card next them: That’s really neat … very good.
to the picture card. Answers
• Leave the cards on the board for activity 2. 1 bat  ​2 giraffe  ​3 parrot  ​4 monkey  ​5 snake  ​
6 lion  ​7 penguin  ​8 dolphin  ​9 crocodile  ​10 zebra
1 Listen and number. $ 2•3 AB page 32
• Look at the pictures with the pupils and ask them to name fast finishers: Ask fast finishers to write sentences about
all the pairs of animals that they can see: I can see a dolphin the animals they like, e.g. I like (penguins). Pupils can also
and … a penguin. Good. And what animal is with the zebra? draw pictures of animals to illustrate their sentences.
• When the pupils can confidently find all the animals,
tell them to listen and number the pictures of each pair Make the picture / word cards. PMB pages 18–19
of animals. • Give out the photocopies of the toys picture cards from
• Play the recording. the PMB.
• Make and use the picture / word cards as described in
Transcript Unit 1, Lesson 2.
1 Look! I can see a giraffe and a bat!
• Let the pupils play a game of Snap (page 22) in pairs.
2 I can see a parrot and a zebra!
3 I can see a monkey and a crocodile! Look!
4 I can see a zebra and a snake!
5 I can see a lion and a crocodile!
6 Look! I can see a penguin and a dolphin!
7 I can see a bat and a monkey!
8 I can see a penguin and a parrot! Look!
9 I can see a snake and a lion!
• Check the answers when you finish: What’s number nine?

Unit 4 59

4443753 IEKit TB2_SP.indb 59 17/10/2013 13:36

 Lesson 3 CB pages 30–31, PMB pages 21–22
Story
Lesson objectives
Predict from visual clues
Listen to a story and join in with a rhyme
Find details in a picture and practise story language
Act out a story
Language
Core: It can / can’t …; Can it …?; Yes. / No.
Extra: climb; jump; run; play a game; fly; thank you
Review: Wild animals vocabulary and phrases
Materials
Norton; Norton’s kit box; CD 2.4; Wild animals flashcards
(48–57); Story Frames Book; Bookmarks; Character masks;
PMB Story Frames (PMB pp21–22) – one photocopied
set per pupil; Coloured pencils / pens; Scissors; Glue;
A stapler
Beginning the lesson
• Say the kit chant and use Norton to help you present the
items for today’s lesson.
• Play a guessing game with the pupils.
• Choose a flashcard and say some things about the animal:
It’s got four legs. It’s black and white.
• Encourage the pupils to guess what it is.
• Tell the pupils they are going to have a story today.
1 Listen and point. $ 2•4 CB pages 30–31
• You may like to use the Story Frames Book to present the
story.
• Talk about the pictures with the pupils. Ask them to
name all the characters they know: Who’s this? What’s his /
her name?
• Ask them to predict what the story is about. Acknowledge
their contributions and recast their comments in English.
• Teach the words / phrases climb, jump, run, play a game,
and fly.
• Ask the pupils to listen and follow the story in the Class
Book, pointing to each frame. Pupils can also use their
bookmarks to follow the story in their books.
• Play the CD. Practise ‘good listening’ and use your
‘silence signal’.
Transcript
1 Narrator The children are at the wildlife park.
Mitch Let’s play a game! It can climb. It can jump. It can’t
fly. It’s brown. What is it?
2 Fred Is it a bat?
3 Titch I know! It’s a monkey. Can you talk?
4 Titch Monkey, can you talk like me?
Can you run and walk like me?
Can you jump and climb a tree?
60 Unit 4
4443753 IEKit TB2_SP.indb 60
5 Narrator Oh, dear! Mr Fixit is in trouble.
Poppy and Bing What’s THAT?
6 Titch It’s red … and green … and yellow.
Fred Can it fly? Is it a parrot?
7 Titch and Mitch No! It’s Mr Fixit!
Flo Poor Mr Fixit!
Fred Look in the kit!
8 Narrator The children help Mr Fixit.
Poppy That’s better.
Mr Fixit Thank you.
• Talk about the story and the pupils’ predictions.
• Say the rhyme from the story and decide together on
appropriate actions.
• Listen to the story again. Encourage the pupils to join in
with the rhyme and do the actions.
2 Find and number. Say. CB page 31
• Talk to the pupils about the cut-out pictures from the
story: Who’s this? Where’s this picture in the story? That’s right,
it’s here – frame (8).
• Explain that they have to look through the story, find each
picture, and write the number of the frame it is in.
• Give the pupils a few minutes to find the pictures and
write the numbers. They can check with a partner.
• Go through the answers with the class. Then ask the
children to try to remember what the character says in
each case. Model the phrase and encourage the whole
class to join in and practise in chorus.
Answers
[from left to right]  ​Mr Fixit (frame 8): ‘Thank you.’
Titch (frame 4): ‘Monkey, can you talk like me? Can you
run and walk like me? Can you jump and climb a tree?’  
​Fred (frame 6): ‘Can it fly? Is it a parrot?’  ​Titch (frame 3):
‘I know! It’s a monkey. Can you talk?’  ​Mitch (frame 1):
‘Let’s play a game! It can climb. It can jump. It can’t fly.
It’s brown. What is it?’  ​Fred (frame 7): ‘Look in the kit!’
3 Listen again and act. $ 2•4 CB page 31
• Explain to the children that they are going to listen to the
story again, and mime it as they listen.
• Assign characters to pupils. Tell pupils to find the correct
mask for their assigned character.
• Play the recording and encourage them to mime their
part. Some children may feel confident enough to say
the words along with the recording.
• Repeat with one or two more groups of children.
Make a story book. PMB pages 21–22
• Tell the pupils that they are going to make their own story
book. See the instructions in Unit 1, Lesson 3.
17/10/2013 13:36
 Lesson 4 CB page 32, AB page 34 2 Listen and say Parrot or Penguin. Listen and
repeat. $ 2•6–2•7 CB page 32
Language focus • Ask pupils to look at the pictures and say what each bird
can or can’t do.
Lesson objectives
• Play the first line of the recording. Ask the pupils to say
Review use of can / can’t and Can it …?
whether the sentence is about a parrot or a penguin.
Listen, read, and identify wild animals from descriptions
• Play the rest of the recording, pausing after each line for
Practise writing the target language pupils to answer.
• Play the recording again, pausing for pupils to repeat, first
Language chorally, then individually.
Review: Wild animals vocabulary and phrases • Invite individual pupils to say sentences about one of the
birds. Invite other pupils to say whether the sentence is
Materials true for a parrot or a penguin.
Norton; Norton’s kit box; CD 2.2, 2.5–2.7; Wild animals
flashcards and text cards (48–57) Transcript (2•6)
Adult It can swim. Adult It can’t climb a tree.
Beginning the lesson $ 2•2 Girl Penguin. Girl Penguin.
• Say the kit chant and use Norton to help you present the Adult It can’t fly. Adult It can’t swim.
items for today’s lesson. Boy Penguin. Boy Parrot.
• Play a game with the flashcards and text cards to review Adult It can talk. Adult It can climb a tree.
the wild animals vocabulary, e.g. Memory (page 21). Girl Parrot. Girl Parrot.
• Play and say the chant Walk like a penguin (CD 2.2) again Adult It can fly. Adult It can’t talk.
and encourage the pupils to do the appropriate actions. Boy Parrot. Boy Penguin.
• Check that the pupils remember the words swim, fly, and
run. Write them on the board. Transcript (2•7)
It can swim. It can’t climb a tree.
• Choose animal flashcards and get the pupils to make
It can’t fly. It can’t swim.
sentences about them, using can and can’t: It can swim.
It can talk. It can climb a tree.
1 Listen, find and say which animal. $ 2•5 CB page 32 It can fly. It can’t talk.
• Look at the pictures and prompts and ask them to say the 1 Write two sentences. Use It can and It can’t.
name of each animal and what each animal can or can’t do.
AB page 34
• Play the first line of the recording and ask pupils to point
• Ask pupils to look at the pictures and say the names of the
to the correct picture. Elicit the name of the animal.
animals. Ask pupils to look at the prompts in the clouds
• Play the rest of the recording, pausing after each line for and say which animals can / can’t do each action.
pupils to find the correct picture and say the correct word.
• Read out the example and elicit suggestions as to what
Transcript the parrot can’t do.
Boy Can it swim? Boy Can it swim? • Allow pupils time to complete the activity, then check
Girl Yes. Girl Yes. answers by asking pupils to read out their sentences.
Boy Can it run? Boy Can it fly? Answers
Girl No. Girl No. 1 It can fly. It can’t swim / run / climb a tree.
Boy Can it climb a tree? Boy Can it climb a tree? 2 It can climb a tree / run. It can’t swim / talk / fly.
Girl No. Girl Yes. 3 It can swim. It can’t talk / run / climb a tree / fly.
Boy Can it fly? Boy Can it run? 4 It can run. It can’t talk / swim / climb a tree / fly.
Girl Yes. Girl No.
Boy I know! It’s a bat. Boy I know! It’s a snake. 2 Write. Answer the question. AB page 34

Girl Can it swim? • Ask pupils to look at the key and say the letters. Explain
Boy Yes. that each symbol in the key represents a letter.
Girl Can it run? • Elicit the letters for the code in the example.
Boy Yes. • Allow pupils time to look at the key and complete
Girl Can it climb a tree? the activity.
Boy No. • Invite pairs of pupils to read out the questions and
Girl Can it fly? answers. Then ask individual pupils to say what the
Boy No. mystery animal is.
Girl I know! It’s a giraffe.
Answers
1 Can it swim?   ​2 Can it fly?  
3 Can it run?   ​4 Is it green?
Mystery animal: It’s a crocodile.

Unit 4 61

4443753 IEKit TB2_SP.indb 61 17/10/2013 13:36

 Lesson 5 AB pages 35–36 2 Choose an animal. Ask and answer. AB page 35
• Ask pupils to look at the picture and name the animals.
Language focus • Ask for two volunteers to read out the example dialogue.
Ask pupils to suggest some more questions for each
Lesson objectives
animal, e.g. Can it swim / run / talk?
Review and practise the target language
• Choose an animal and ask pupils to ask you questions
Listen and identify wild animals until they guess your animal.
Write about wild animals and their abilities • Pupils can then play the game in pairs or in teams.
Language 3 Write. Listen and check. $ 2•9 AB page 36
Review: Wild animals vocabulary and phrases; Actions • Look at the pictures of the animals with the pupils.
• Ask them to suggest some sentences for each one:
Materials What can a monkey do? Yes. It can climb …
Norton; Norton’s kit box; CD 2.8–2.9 Wild animals • Then tell the pupils to read the sentences in the word
flashcards and text cards (48–57) bank and choose four for each animal.
• Pupils listen to the recording and check their answers.
Beginning the lesson
• Say the kit chant and use Norton to help you present the Transcript
items for today’s lesson. 1 Boy It’s brown. It can climb. It can’t fly.
Girl It’s a monkey!
• Put all the wild animals flashcards on the board and check
2 Boy It’s brown. It can fly. It can’t run.
that the pupils can recall their names.
Girl It’s a bat!
• Use Norton to take out the wild animals text cards one 3 Girl It’s grey and white. It can swim. It can’t climb.
by one. Girl It’s a dolphin!
• Ask the pupils to guess what animal he’s got.
• Encourage the pupils to ask you: Can it (action)? fast finishers: Ask pupils to choose another animal
• When they guess correctly, put the text card next to and write sentences about what it can / can’t do. Pupils
the flashcard. can also draw a picture of the animal to illustrate their
sentences.
1 Listen and circle. $ 2•8 AB page 35
• Ask pupils to look at the pictures in activity 1 and say what Teaching tip: In preparation for Lesson 6 you may wish to
animals they can see. complete the first vocabulary set in the Picture Dictionary
• Play the first item on the recording. Ask pupils to point to for Unit 4 in your copy of the Activity Book (page 95).
the correct animal.
• Play the recording, pausing after each item and asking pupils
to point to the correct animal and say the correct word.
• Play the recording all the way through and allow pupils
time to circle the animals.

Transcript
1 Girl Can it fly? 5 Girl Can it climb a tree?
Boy Yes. Boy Yes.
Girl I know. It’s a bat. Girl I know. It’s a monkey.
2 Girl Can it swim? 6 Girl Can it climb a tree?
Boy No. Boy No.
Girl I know. It’s a parrot. Girl I know. It’s a giraffe.
3 Girl Can it run? 7 Girl Can it run?
Boy No. Boy Yes.
Girl I know. It’s a dolphin. Girl I know. It’s a lion.
4 Girl Can it swim? 8 Girl Can it fly?
Boy Yes. Boy No.
Girl I know. It’s a penguin. Girl I know. It’s a crocodile.

62 Unit 4

4443753 IEKit TB2_SP.indb 62 17/10/2013 13:36

 Lesson 6 CB page 33, AB page 37
Learning for life
Lesson objectives
Review vocabulary and language of the unit
Learn about playing together and respecting differences
Join in with a song
Read and find a route
Language
Extra: juggle
Review: Wild animals vocabulary and phrases
Materials
Norton; Norton’s kit box; CD 2.10; Wild animals flashcards
and text cards (48–57); Your own completed Picture
Dictionary page for Unit 4
Beginning the lesson
• Say the kit chant and use Norton to help you present the
items for today’s lesson.
• Remind the pupils of Titch’s song in the story.
• Ask the pupils:
– if monkeys can do the same things as humans: Can
monkeys write? Can a monkey climb a tree?;
– if all children can do the same things: Can you juggle?
Can you ride a bike?
• Point out that:
– some animals and some people can do certain things;
– some animals and some people can’t do those same
things.
• Remind them that we can’t all do everything, but we are
all good at something.
1 Listen and sing. $ 2•10 CB page 33
• Look at the pictures for the song.
• Explain that the animals are playing a game. They have
to copy the actions of the leader. The monkey is the
leader here.
• Explain that they are going to learn a song about playing
together.
• Before playing the song, explain that on the last line a
different child becomes the ‘monkey’ and leads the actions.
• Invite a child to be the monkey and tell him / her to come
to the front of the class. The other pupils stay at their desks.
• Make sure they can see the ‘monkey’.
• Play the song and encourage pupils to do the actions.
1 Read and find the route. Write the numbers.
AB page 37
• Tell the pupils to look at the children and the map. Explain
that the children all want to get to the end of the route.
• Point out that the four routes are different and talk about
what has to be done on each route: … you need to swim
here … climb here …
• Explain to the pupils that they have to decide on the best
route for each child.
• Together, read the text about the first girl and choose the
best route for her: She can’t swim so she can’t go into the
river … she can go over the bridge … and she can climb …
• Continue to read the texts and do the activity together
or ask the pupils to finish the activity in pairs.
Answers
a 3  ​b 1  ​c 4  ​d 2
Mid-unit review
• Use the Class Book to remind pupils of all the activities
and language done so far in this unit. Praise them for
their progress so far.
• If possible, arrange the pupils around the board.
• Use the wild animals flashcards and text cards to do a
categorizing activity.
• Ask the pupils to categorize the flashcards and text cards
in different ways, e.g. animals with four legs / animals with
no legs; animals I like / don’t like; animals I have seen /
haven’t seen; big animals / small animals; animals listed
alphabetically.
• Organize the cards on the board in these categories,
following the pupils’ suggestions.
• See if the pupils have any other ideas, and organize the
cards according to what they say.
Picture Dictionary AB page 95
• Show the pupils your completed Picture Dictionary page
for Unit 4.
• Remember that they have not yet covered all the
vocabulary in the unit, so explain that they will complete
this page later.
• Complete the Picture Dictionary. See the instructions in
Unit 1, Lesson 6.

Unit 4 63

4443753 IEKit TB2_SP.indb 63 17/10/2013 13:36

 Lesson 7 CB pages 34–35, AB page 38
Learning through English
Lesson objectives
Become familiar with parts of an animal vocabulary
Listen and draw a picture
Visualize and draw a described picture
Practise writing parts of an animal vocabulary
Language
Core: Parts of an animal vocabulary: wings, tail, beak, feathers
Extra: draw
Review: Wild animals vocabulary and phrases
Materials
Norton; Norton’s kit box; CD 2.11; Parts of an animal
flashcards and text cards (58–61); Bookmarks; Parts of an
animal picture cards (PMB p19) – one photocopied set
per pupil; Parts of an animal word cards (PMB p20) – one
photocopied set per pupil (optional); Coloured pencils /
pens; Scissors
Beginning the lesson
• Say the kit chant and use Norton to help you present the
items for today’s lesson.
• Tell the pupils that in the next two lessons they are
going to learn how to draw some birds, i.e. a parrot and a
penguin.
• Use both Norton and the parts of an animal flashcards to
teach the names of the parts of a bird’s body: wings, tail,
beak, feathers.
• Remind pupils of the words eye, head, body, and face by
pointing to them on Norton.
• Use Norton to read the text cards.
• As he reads each one, ask the pupils to put each text card
next to its matching flashcard.
• Ask the pupils: Has a parrot got feathers? Has a penguin got
a beak?, etc.
2 Read and find. CB page 35
• Look at the pictures of the parrots on page 35 and ask
the pupils if they are all the same.
• Talk about the differences: This parrot has a blue tail …
and this parrot has a …
• Read the first sentence with the pupils.
• Give them time to find the parrot that it describes:
Let’s check … yes, he has a green tail …
• Continue to read the texts and do the activity together
or ask the pupils to work in pairs to finish the activity.
Answers
1 c  ​2 b  ​3 d  ​4 a
1 Write. AB page 38
• Ask the pupils to read the words in the word bank and
point to the correct parts of the picture.
• Ask the pupils to write the words on the lines that point
to the correct parts of the bird.
Answers
1 wings  ​2 beak  ​3 feathers  ​4 body  ​5 tail  ​6 legs
Make the picture / word cards. PMB pages 19–20
• Give out the photocopies of the parts of an animal picture
cards.
• Make and use the picture / word cards as described in
Unit 1, Lesson 2.
Picture dictation
• Draw a simple bird’s head and body on the board.
• Ask the pupils to copy it.
• Continue to describe the rest of the bird and ask the
pupils to draw what you say, e.g. It’s got a big beak. It’s
got long legs. It’s got two wings. It’s got yellow feet, etc.
Teaching tip: Prepare your own picture of a penguin
(PMB page 23) for the next lesson (optional).

1 Listen and find. $ 2•11 CB page 34

• Ask the pupils to look carefully at the four pictures.
• Talk about how they would order the pictures from the
first drawing to the finished picture.
• Tell them that they have to listen and find the pictures
that are mentioned. Tell them to use their bookmarks to
find them.
• Play the recording and ask them to point to the things in
the pictures as they listen.

Transcript
Can you draw a parrot? Listen.
Start like this: draw the body, the head, the wings and the tail.
Then draw the feathers, the beak and the eye.
Then colour the feathers red and green.
Then colour the beak, the face and the eye.
Now use a black felt tip. Draw around the parrot.
Now you’ve finished!
Answers
d, b, c, a

64 Unit 4

4443753 IEKit TB2_SP.indb 64 17/10/2013 13:36

 Lesson 8 AB page 38, CB page 35, PMB page 23
Learning through English
Lesson objectives
Review wild animals and parts of an animal vocabulary
Read and arrange in sequence
Draw a penguin
Practise ordering and sequencing work
Language
Review: Wild animals and parts of an animal vocabulary
and phrases
Materials
Norton; Norton’s kit box; Wild animals flashcards (48–57);
Parts of an animal flashcards (58–61); ‘Draw a penguin’
(PMB p23) – one photocopy per pupil and your own
completed example; Coloured pencils / pens; Scissors;
Glue
Beginning the lesson
• Say the kit chant and use Norton to help you present
the items for today’s lesson.
• Play a game with all the wild animals and parts of an
animal flashcards, e.g. Memory (page 21).
1 Read and number. AB page 38
• Remind the pupils of how they sequenced the pictures
of the parrot in the last lesson.
• Together, talk about the sequence of pictures to draw
a monkey.
• Tell the pupils to read the sentences and match them
to the correct picture.
Answers
a 4  ​b 1  ​c 3  ​d 5  ​e 2
Play a game
• Play Hangman, but draw a monkey instead, using the
stages in Activity Book page 38, activity 1 (Lesson 8).
• Choose a word from Unit 4 and draw lines for each letter
on the board.
• Divide the class into two teams.
• Invite pupils from each team to call out a letter in turn.
If the letter is in the word, write the letter on the correct
line(s). If the letter is not in the word, draw the first part of
the monkey (a circle for the monkey’s head).
• Repeat with other words from the unit. Award one point
to the first team to guess each word. The team with the
most points is the winner.
4443753 IEKit TB2_SP.indb 65
1 Draw a penguin. CB page 35, PMB page 23
• Tell the pupils that they are going to learn how to draw a
penguin and make a class collage of a colony of penguins.
• Before the pupils start, ask them what they know about
penguins: A penguin’s got small wings. It’s got a big body.
• Write their ideas on the board.
• Look at the photos in activity 1 and explain the steps for
making their individual penguins.
• Talk about what the child is doing in each picture:
– Photo 1: joining the dots to draw the head and body;
– Photo 2: adding the wings, beak, eyes, and feet;
– Photo 3: colouring the penguin;
– Photo 4: writing three sentences.
• Hand out the ‘Draw a penguin’ photocopies and explain
that when they finish their penguin they should write
three sentences about it: My penguin has got …
• While they are working, go around the class helping and
encouraging them.
• When the pupils finish, talk about how they could display
their penguins as a collage of a colony, e.g. Cut out and
stick the penguins in groups on large pieces of paper.
• Ask pupils what else they could add to make it look like a
place penguins would like, e.g. sea, ice, and rocks.
• If some pupils finish their penguins quickly they could
draw and colour additional items to put on the collage.
Sing a song
• Let the class vote for the song they would like to sing again.
Play a game
• Play Twenty Questions.
• Divide the class into two teams.
• Ask team A to think of an animal.
• Ask team B to ask questions to guess what the animal is.
• When team B guesses the animal, they take a turn
to choose an animal and team A takes a turn to ask
questions.
• Award one point for each correct answer. The team with
the most points wins.
Teaching tip: If you haven’t already done so, you may wish
to complete the second part of the Picture Dictionary page
for Unit 4 in preparation for the next lesson (optional).
Further practice
Multimedia extension: Art 2 section of the optional DVD
Unit 4 65
17/10/2013 13:36
 Lesson 9 CB page 36 2 Listen and follow. $ 2•13 Now it’s your turn.
CB page 36
Pronunciation and speaking • Point to the pictures and ask pupils to say the names of
the animals.
Lesson objectives
• Ask pupils to say what each animal can / can’t do.
Revise the language of the unit
• Invite a pair of pupils to read out the example dialogue.
Practise pronunciation of initial sounds
• Play the first part of the recording. Ask pupils to point to
the correct picture.
Language
Review: Vocabulary and phrases used in Unit 4
• Play the rest of the recording, pausing after each part for
pupils to find the next picture and draw the route.
Materials • Ask individual pupils to show you the route and say the
names of the animals.
Norton; Norton’s kit box; CD 2.10, 2.12–2.13; Wild animals
flashcards and text cards (48–57); Parts of an animal • Divide the class into pairs.
flashcards and text cards (58–61) • Give pupils time to think of sentences about each animal
and plan a route.
Beginning the lesson • Pupil A says sentences and pupil B draws a route. Pupils
then swap roles.
• Say the kit chant and use Norton to help you present the
items for today’s lesson. Transcript
• Use the flashcards and text cards to recall all the Boy It can swim. It’s got a tail. It’s grey and white.
vocabulary from this unit. Girl I know! It’s a dolphin.
• Put the flashcards on the board and ask the pupils to: Boy Yes! Your turn.
– match the text cards and focus on the first letters of Girl It can run. It’s yellow. It’s got four legs.
each word; Boy I know! It’s a lion.
– help you organize them in alphabetical order. Girl Yes! Your turn.
Boy It can run. It’s got four legs. It’s black and white.
1 Listen and point. $ 2•12 Listen again and repeat. Girl I know! It’s a zebra.
CB page 36 Boy Right!
• Point to the pictures and ask the pupils to say what they Answer
can see. 8, 4, 3
• Play the recording and ask pupils to point to the correct
pictures as they listen. Picture Dictionary AB page 95
• Point to the words and focus on the initial /p/ and /dʒ/ • Tell the children to complete their Picture Dictionaries
sounds. with the words from Lessons 7 and 8.
• Make the initial sounds for pupils to copy chorally, then • Invite some pupils to hold up their finished pages to show
individually. the class.
• Invite the children to tell you any other words they know
that start with these sounds, either in English or in their L1,
Play a game
for example: Poppy, purple, juice, jumper. • Divide the class into two teams.
• Play the recording again and ask pupils to repeat the words. • Stick three flashcards from Unit 4 on the board. Say the
initial sound of one of the words.
• Point to items in the pictures and ask individual pupils to
say the correct words. • Invite a pupil from team A to come to the board, take the
correct flashcard, and say the word.
Transcript • Repeat with pupils from each team in turn.
A parrot? A penguin? • Award one point for each correct answer. The team with
A penguin? A parrot? the most points wins.
Is it a picture of a penguin,
Or a picture of a parrot? Sing a song $ 2•10
The orange giraffe can juggle and jump. • End the lesson by playing the song from Lesson 6
The orange giraffe can juggle and jump. again and encourage the pupils to sing along with
The orange giraffe can juggle and jump. the recording.

66 Unit 4

4443753 IEKit TB2_SP.indb 66 17/10/2013 13:36

 Lesson 10 AB pages 39–40 Transcript
1 Girl Can it run? 3 Girl Can it fly?
Review and self-evaluation Boy No. Boy No.
Girl Can it fly? Girl Can it swim?
Lesson objective Boy No. Boy Yes.
Review of Unit 4 Girl Can it swim? Girl Can it climb a tree?
Boy Yes. Boy No.
Language Girl Can it climb a tree? Girl Can it run?
Review: Vocabulary and phrases used in Unit 4 Boy Yes! Boy No
2 Boy Can it climb a tree? 4 Boy Can it swim?
Materials Girl No. Girl Yes.
Norton; Norton’s kit box; CD 2.12, 2.14; All materials used Boy Can it fly? Boy Can it fly?
in Unit 4; Coloured pencils / pens Girl No. Girl No.
Boy Can it run? Boy Can it run?
Girl Yes. Girl Yes.
Beginning the lesson $ 2•12 Boy Can it swim? Boy Can it climb a tree?
• Say the kit chant and use Norton to help you present the Girl Yes. Girl No.
items for today’s lesson.
Answers
• Ask the pupils if they can remember the different words run fly swim climb a tree
beginning with the sounds /p/ and /dʒ/ in the phonics 1 snake ✗ ✗ ✓ ✗
chant. 2 zebra ✓ ✗ ✓ ✗
• Play the recording from Lesson 9 (CD 2.12) and encourage 3 dolphin ✗ ✗ ✓ ✗
the pupils to join in with the words. 4 penguin ✓ ✗ ✓ ✗
1 Write. Find the mystery clue. AB page 39 3 Choose, write and colour. AB page 40
• Show the pupils the crossword. • Look at the pictures of the animals with the pupils.
• Explain that: • Ask them to suggest some sentences for each one: What
– the pictures are the clues: Look at picture number 1. can a parrot do? Yes. It can fly …
Yes, it’s a dolphin.; • Tell the pupils to read the sentences in the word bank and
– the words are written across the boxes: The letter ‘d’ choose three more for the parrot and four for the giraffe.
goes in the box with 1 on it.;
– there is a mystery clue written down the middle in
• Invite individual pupils to read their sentences to the class.
the shaded boxes. Answers
• Tell pupils that there is no picture for the mystery clue. It’s red, yellow and green. It can fly. It can’t swim. It’s a parrot.
• When they finish the crossword they should write the It’s yellow and brown. It can run. It can’t fly. It’s a giraffe.
clue at the bottom and decide what wild animal the 4 Read and number. AB page 40
clue describes.
• Talk about the sequence of pictures to draw a hen. Ask
• When the pupils have finished, use Norton to do the pupils what the hen has got in each picture (head / body /
crossword on the board using the flashcards. Ask the wings, etc.) and which order they think the pictures should
pupils to help Norton by telling him what to write. go in.
Answers • Tell the pupils to read the sentences and match them to the
1 dolphin  ​2 parrot  ​3 crocodile  ​4 zebra   correct pictures.
5​ snake  ​6 giraffe  ​7 lion  ​8 monkey
Answers
Mystery clue: It can fly. It’s a bat.
a 3  ​b 2  ​c 4  ​d 5  ​e 1
2 Listen and tick ✓ or cross ✗. $ 2•14 Write the
End-of-unit review
animal. AB page 39
• Ask pupils to look at the words in the word bank and in • Ask the pupils what they remember doing in previous
lessons. Help them to recall activities and language by
the table.
showing them flashcards / things they have made /
• Explain that pupils will listen and write the name of the pictures in their books; playing songs, and saying
animal, then tick the actions the animal can do and cross rhymes and chants.
the actions the animal can’t do.
• Ask them what they liked or didn’t like, and what they
• Play the first part of the recording. Elicit the name of the found easy or difficult.
animal (snake). Ask questions to check pupils’ answers,
e.g. Can it run? Self-evaluation AB pages 39–40
• Play the recording, pausing after each item to allow pupils • Help the pupils to complete the self-evaluation exercises,
time to complete the table. as described on page 14.
• Invite pupils to talk about each animal, e.g. Number one is Further practice
a snake. It can’t run. It can’t fly. It can’t swim. It can climb a tree. Unit 4 Test (pages 140–141)

Unit 4 67

4443753 IEKit TB2_SP.indb 67 17/10/2013 13:36

 Lesson 1 CB page 37 Transcript
Titch Can you see the stickers?
Flo Yes, look! Under that shelf.
Introducing vocabulary
Fred Where are the felt tips?
Lesson objectives Bing Over there, in the box.
Become familiar with small toys vocabulary Fred And the rubbers?
Bing Look! In that box.
Find out more about the characters
Poppy I can’t see the marbles.
Listen and identify small toys Mitch Look! On the shelf.
Join in with a song Flo Can you see the key rings?
Fred Yes, over there, on that shelf.
Language Flo And where are the sharpeners?
Core: Small toys vocabulary: sharpeners, rubbers, stickers, Fred Here, in the box.
marbles, balloons, badges, dinosaurs, key rings, felt tips, Bing Where are the figures?
figures (plural and singular forms) Fred Up there, on the shelf.
Mitch I can’t see the dinosaurs.
Materials Poppy Look! Up on that shelf.
Norton; Norton’s kit box; CD 2.15–2.16; Small toys Fred I can’t see the badges.
flashcards and text cards (62–71); Bookmarks Bing Look! Over there, on the shelf.
Titch Can you see the balloons?
Flo Look! Over there. On that shelf.
Beginning the lesson Titch Good … oh, I can’t reach! Help!
• Say the kit chant and use Norton to help you present the
items for today’s lesson. 2 Listen and sing. $ 2•16 CB page 37
• Talk to the pupils about small toys. Ask them if they know • Play the song and tell the pupils to find the pictures as
any words in English for small toys. Ask them what words they listen.
they would like to learn. • Teach the song line by line, adding appropriate actions.
• Ask the pupils to take out their Class Books and look • Play the song again and encourage the pupils to join in
through Unit 5. Ask them where they can see Norton. as much as possible.
Ask them to tell you which pages they like best, and what
activities they think they will be doing: Yes, we’re going to Matching the text cards
listen to a story, we’re going to learn a song, and we’re going • Put the small toys flashcards on the board and use Norton
to talk about small toys and money … to ask the pupils to point to the flashcards, e.g. Show me
• Ask the pupils if they get pocket money and, if so, what a sticker.
they spend it on and where they spend it. • Use Norton to take out the text cards one by one,
• Explain that in this unit the characters are going to visit revealing the words slowly and letting pupils guess
a shop that sells small toys and school items. the word.
• Ask the pupils what kind of things they think they might • Let the pupils put the text cards next to the matching
find there. flashcards.
• Use Norton to find the small toys flashcards and text cards • Encourage the pupils to read words by looking at the first
in the kit and teach the new vocabulary. letters, the length of the words, and the consonants, then
• Play a game, e.g. Flashing a card (page 20). to say each word using the correct pronunciation, and not
to sound out the individual letters.
1 Listen and find. $ 2•15 CB page 37 • Ask pupils to tell you which are long words and which are
• Look at the picture with the pupils and talk about it. short words.
• Ask them who is in the shop: Can you see Bing? Where is he? • Clap the syllables of the words and ask the pupils to guess
• Ask what they can see on the shelves. which ones they could be.
• Play the recording, pausing after each dialogue so the
pupils can find the item. Tell them to use their bookmarks
to find the small toys.

68 Unit 5

4443753 IEKit TB2_SP.indb 68 17/10/2013 13:36

 Lesson 2 AB pages 41–42
Practising vocabulary
Lesson objectives
Review small toys vocabulary
Listen and identify small toys
Read and identify singular and plural forms
Practise writing small toys vocabulary
Language
Review: Small toys vocabulary and phrases
Materials
Norton; Norton’s kit box; CD 2.16–2.17; Small toys
flashcards and text cards (62–71); Small toys picture cards
(PMB p24) – one photocopied set per pupil; Small toys
word cards (PMB p25) – one photocopied set per pupil
(optional); Coloured pencils / pens; Scissors; Classroom
objects (pencils, rubbers, books)
Beginning the lesson $ 2•16
• Say the kit chant and use Norton to help you present the
items for today’s lesson.
• Play and sing the song I want stickers (CD 2.16) again.
Check the pupils remember the names of the small toys
from the previous lesson.
• Play this variation of the game Snap (page 22): stick one
small toys flashcard on the board. Use Norton to show
the pupils the text cards one by one and encourage them
to say Snap! when they see the word that matches the
flashcard. Do this with all the cards.
1 Listen and circle. $ 2•17 AB page 41
• Look at the activity with the pupils.
• Say some of the items and get the pupils to point to them.
• Play the recording. Tell the pupils to listen and circle the
item the child is talking about.
Transcript
1 Girl Look, stickers. I like stickers.
2 Boy Look, marbles. I love marbles!
3 Girl Key rings, look. I like key rings.
4 Girl Look, rubbers. I like rubbers.
5 Boy Felt tips, look. I like felt tips.
6 Boy Look, dinosaurs. I love dinosaurs!
7 Girl Look, balloons. I love balloons!
8 Girl Look, badges. I like badges.
• Check the answers when you finish: What’s circled in
number 3?
2 Count. Write the number and cross out a word.
AB page 41
• This activity helps pupils to become more aware of plurals
in English.
• Hold up one pencil, saying pencil and write the word on
the board. Do the same with rubber and book.
• Now hold up two or three pencils saying pencils and
write the word on the board. Do the same with rubbers
and books.
4443753 IEKit TB2_SP.indb 69
• Focus the pupils’ attention on the ‘s’ in the plural form.
• Establish that when we talk about two or more objects
we add an ‘s’ to the end of the word.
Teaching tip: At this stage it is best not to introduce
other ways of spelling the plural or irregular plurals.
• Ask the pupils to look at all the objects in the picture.
• Explain that they have to look carefully and count the
numbers of objects in the picture: How many sharpeners
can you see?
• Tell the pupils to write the number next to the correct
word: There are three sharpeners … so you need the ‘s’ .
• Ask pupils to cross out the incorrect form: Cross out
sharpener …
• Do the first one together as an example.
Answers
3 sharpeners  ​8 stickers  ​7 marbles  ​1 dinosaur  
​2 key rings  ​9 felt tips  ​6 figures
3 Complete with the correct form of the word.
Colour the toys. AB page 42
• Look at the pictures with the pupils and ask about Bing
and Poppy: What’s he got? What’s she got?
• Focus on the different numbers of items: He’s got four
rubbers. She’s got four badges.
• Explain to the pupils that they should read the sentences
and find the items that correspond with the number given.
• Ask them to find the word from the word bank and write
it in the correct space.
• Remind them to use the correct form (singular or plural)
of the word.
• Pupils then colour in the toys according to the sentences.
Answers
He’s got 4 pink rubbers. She’s got 3 red sharpeners.
She’s got 5 red felt tips. He’s got 2 green dinosaurs.
He’s got 1 yellow balloon. She’s got 1 yellow key ring.
She’s got 10 blue stickers. He’s got 3 brown figures.
He’s got 6 blue marbles. She’s got 4 orange badges.
fast finishers: Ask fast finishers to draw their favourite
small toys. Tell pupils to label the toys, remembering
to use the correct form of the word. Pupils swap their
pictures with a friend and read out the labels.
Make the picture / word cards. PMB pages 24–25
• Give out the photocopies of the small toys picture cards
from the PMB.
• Make and use the picture / word cards as described in
Unit 1, Lesson 2.
• Let the pupils play a game of Snap (page 22) in pairs.
Unit 5 69
17/10/2013 13:36
 Lesson 3 CB pages 38–39, PMB pages 26–27
Story
Lesson objectives
Predict from visual clues
Listen to a story and join in with a rhyme
Find details in a picture and practise story language
Act out a story
Language
Core: Can I have …, please?; Here you are / No, sorry
Extra: paper; string; surprise
Review: Small toys vocabulary and phrases
Materials
Norton; Norton’s kit box; CD 2.18; Small toys flashcards
and text cards (62–71); Story Frames Book; Bookmarks;
Character masks; PMB Story Frames (PMB pp26–27) –
one photocopied set per pupil; Coloured pencils / pens;
Scissors; Glue; A stapler
Beginning the lesson
• Say the kit chant and use Norton to help you present the
items for today’s lesson.
• Use the small toys flashcards and text cards to play a
game, e.g. Flashing a card (page 20).
1 Listen and point. $ 2•18 CB pages 38–39
• You may like to use the Story Frames Book to present the
story.
• Talk about the pictures with the pupils. Ask them to
name all the characters they know: Who’s this? What’s his /
her name?
• Ask them to predict what the story is about. Acknowledge
their contributions and recast their comments in English.
• Teach the words paper, string, and surprise.
• Ask the pupils to listen and follow the story in the Class
Book, pointing to each frame. Pupils can also use their
bookmarks to follow the story in their books.
• Play the CD. Practise ‘good listening’ and use your
‘silence signal’.
Transcript
1 Narrator The children are in a shop.
Poppy Right, I’ve got paper.
Flo And I’ve got string.
2 Narrator They want felt tips, too.
Poppy We need felt tips. Can I have six felt tips, please?
Shopkeeper Here you are.
3 Narrator And they want badges.
Fred Can I have seven badges, please?
Shopkeeper Seven badges. OK.
70 Unit 5
4443753 IEKit TB2_SP.indb 70
4 Narrator Titch wants balloons.
Titch Balloons! We need balloons! Can I have
ten balloons, please?
5 Shopkeeper Oh, dear. No balloons left!
Titch Oh, no!
6 Narrator Norton has got an idea.
Norton Look in the kit! Look in the kit!
Titch and Mitch Look – balloons! Lots of balloons!
7 Narrator The children work hard.
Children Yellow, red,
Green and blue,
Felt tips, badges,
Stickers, too!
8 Narrator It’s Mr Fixit’s birthday. And it’s a surprise party!
Children Surprise! Happy Birthday!
Mr Fixit What a lovely surprise! Thank you, everybody!
• Talk about the story and the pupils’ predictions.
• Say the rhyme from the story and decide together on
appropriate actions.
• Listen to the story again. Encourage the pupils to join in
with the rhyme and do the actions.
2 Find and number. Say. CB page 39
• Talk to the pupils about the cut-out pictures from the
story: Who’s this? Where’s this picture in the story? That’s right,
it’s here – frame (6).
• Explain that they have to look through the story, find each
picture, and write the number of the frame it is in.
• Give the pupils a few minutes to find the pictures and
write the numbers. They can check with a partner.
• Go through the answers with the class. Then ask the
children to try to remember what the character says in
each case. Model the phrase and encourage the whole
class to join in and practise in chorus.
Answers
[from left to right]  ​Norton (frame 6): ‘Look in the kit!
Look in the kit!’  ​Flo (frame 7): ‘Yellow, red, green and
blue, felt tips, badges, stickers, too!’  ​Fred (frame 3): ‘Can I
have seven badges, please?’  ​Poppy (frame 1): ‘Right, I’ve
got paper.’  ​Shopkeeper (frame 5): ‘Oh, dear. No balloons
left!’  ​Mr Fixit (frame 8): ‘What a lovely surprise! Thank
you, everybody!’
3 Listen again and act. $ 2•18 CB page 39
• Explain to the children that they are going to listen to the
story again, and mime it as they listen.
• Assign characters to pupils. Tell pupils to find the correct
mask for their assigned character.
• Play the recording and encourage them to mime their
part. Some children may feel confident enough to say
the words along with the recording.
• Repeat with one or two more groups of children.
Make a story book. PMB pages 26–27
• Tell the pupils that they are going to make their own story
book. See the instructions in Unit 1, Lesson 3.
17/10/2013 13:36
 Lesson 4 CB page 40, AB page 43
Answers
3, 6, 1, 5, 2, 4
Language focus 2 Listen and say Here you are or No, sorry. $ 2•20
CB page 40
Lesson objectives
• Ask pupils to look at the picture and say what items they
Review use of Can I have …, please? and Here you are. /
can see.
No, sorry.
• Play the first line of the recording. Ask the pupils to say
Listen and identify small toys using visual clues
what item the person needs and whether the item is
Read and identify small toys using visual clues in the picture. If the item is in the picture, encourage
Practise writing the target language pupils to say Here you are. If the item is not in the picture,
encourage pupils to say No, sorry.
Language • Play the rest of the recording, pausing after each line for
Review: Small toys vocabulary and phrases pupils to answer.
• Invite pairs to act out exchanges, asking for items which
Materials are / are not in the picture.
Norton; Norton’s kit box; CD 2.16, 2.19–2.20; Small toys
flashcards (62–71); Coloured pencils / pens Transcript
Shopkeeper Good morning. Can I help you?
Girl Can I have four purple dinosaurs, please?
Beginning the lesson $ 2•16 Shopkeeper Here you are.
• Say the kit chant and use Norton to help you present the
items for today’s lesson. Shopkeeper Hello!
• Play and sing the song I want stickers (CD 2.16) again to Boy Hello! Can I have five blue sharpeners, please?
recall the toys. Shopkeeper No, sorry.
• Remind the pupils of the story from last lesson. Ask them Shopkeeper Good morning.
what the characters wanted to buy in the shop. Girl Can I have six pink balloons, please?
• Stick these flashcards on the board: felt tips, badges, balloons. Shopkeeper No, sorry.
• Ask them what the characters said to the shopkeeper. Shopkeeper Hello. Can I help you?
Model some questions with Norton, e.g. Teacher: Can Boy Can I have seven black marbles, please?
I have six balloons, please? Norton: Yes … here you are … Shopkeeper Here you are.
one, two, three, four, five, six balloons.
Shopkeeper Good morning.
• Use the flashcards as cues to practise the questions in chorus.
Boy Can I have two blue rubbers, please?
1 Listen, find and say who. $ 2•19 CB page 40 Shopkeeper Here you are.
• Look at the picture with the pupils and ask them to say Shopkeeper Hello!
what each person needs. Girl Can I have three blue felt tips, please?
• Play the first line of the recording and ask pupils to point Shopkeeper No, sorry.
to the correct person. Elicit the name of the character.
1 Read, draw and colour. AB page 43
• Play the rest of the recording.
• Ask pupils to look at the pictures and say what each
Transcript child needs.
Shopkeeper Hello. • Ask pupils to read the speech bubbles and say how many
Fred Hello, Mrs Taylor. Can I have a red key ring, please? items each child needs / what colour the items should be.
Narrator Fred. • Allow pupils time to complete the activity, then check
Shopkeeper Hello. answers by asking pupils to read out the speech bubbles
Poppy Hello, Mrs Taylor. Can I have two sharpeners, please? and point to and count the items in the pictures.
Narrator Poppy.
2 Look and write. AB page 43
Shopkeeper Hello, can I help you?
• Ask pupils to look at the pictures and say what the items
Mitch Hello. Can I have three figures, please?
are and how many items the person needs.
Narrator Mitch.
• Elicit the questions from pupils.
Shopkeeper Good morning.
• Allow pupils time to complete the task.
Bing Hello. Can I have two badges, please?
Narrator Bing. • Invite pupils to read out the questions.

Shopkeeper Good morning. Answers

Titch Hello. Can I have four dinosaurs, please? 1 Can I have two key rings, please?
Narrator Titch. 2 Can I have three rubbers, please?
Shopkeeper Hello, can I help you?
Flo Good morning. Can I have three rubbers, please?
Narrator Flo.

Unit 5 71

4443753 IEKit TB2_SP.indb 71 17/10/2013 13:36

 Lesson 5 AB pages 44–45
4 Shopkeeper Hello. Can I help you?
Girl Good morning. Can I have a green plane, please.
Shopkeeper Oh dear. No, sorry. No green planes left.
Language focus Girl Oh.
Lesson objectives 5 Shopkeeper Good morning.
Boy Hello. Can I have a motorbike, please?
Review and practise the target language
Shopkeeper Yes. Blue or yellow?
Listen and identify small toys Boy Yellow, please.
Write and talk about small toys Shopkeeper Oh, sorry. No yellow motorbikes left.
Answers
Language
[from left to right]   4 (No, sorry.)   5 (No, sorry.)
Review: Small toys vocabulary and shopping phrases 3 (Here you are.)   1 (No, sorry.)   2 (Here you are.)
Materials 2 Read and write the number. AB page 44
Norton; Norton’s kit box; CD 2.21; Small toys flashcards • Ask pupils to look at the pictures and say what the boy
and text cards (62–71) wants to buy. Then ask them to guess what the answer is,
e.g. Here you are. / No, sorry.
Beginning the lesson • Invite pairs of pupils to read out the dialogues. Invite other
• Say the kit chant and use Norton to help you present the pupils to say which picture matches each dialogue.
items for today’s lesson. • Allow pupils time to write the numbers, then invite pairs
• Put the small toys flashcards on the board. of pupils to act out the dialogues in front of the class.
• Use Norton to take out the small toys text cards one by one. Answers
• Ask the pupils to guess what toy he’s got. 3, 1
• Encourage the pupils to ask you: Can I have a (car), please?
3 Write. AB page 45
When they guess correctly, put the text card next to the
flashcard on the board. • Look at the pictures of the toys with the pupils. Read out
the words in the word bank and ask pupils to point to the
1 Listen and number. $ 2•21 Listen again and match. correct pictures. Then ask a pupil to read out the example.
AB page 44 • Invite pupils to ask questions about the rest of the items
• Ask pupils to look at the pictures in activity 1 and say what on the shopping list.
small toys they can see. • Allow pupils time to write the questions.
• Play the first item on the recording. Ask pupils to point to answers
the correct person and say the name of the toy. 1 Can I have a lorry, please?   ​
• Play the recording, pausing after each item and asking 2 Can I have a helicopter, please?   ​
pupils to point to the correct person and say the word. 3 Can I have a boat, please?   ​
• Play the recording all the way through and allow pupils 4 Can I have a motorbike, please?  
time to write the numbers. 5​ Can I have a plane, please?   ​
• Play the recording again for pupils to match the toy to the 6 Can I have a train, please?  
correct response. 7​ Can I have a van, please?

Transcript 4 Look at your shopping list. Ask and answer with

1 Shopkeeper Good morning. Can I help you? your friend. AB page 45
Girl Can I have a helicopter, please? • Look at the pictures with the pupils. Say the items on each
Shopkeeper What colour? shopping list and get the pupils to point to pupil A’s or
Girl Blue, please. pupil B’s shopping list.
Shopkeeper Oh. No, sorry. No blue helicopters left. • Divide the class into pairs. Pupil A uses his / her shopping
2 Shopkeeper Hello. list to ask for items, while pupil B takes the role of the
Boy Good morning. Can I have a boat, please? shopkeeper. The pupils then swap roles.
Shopkeeper What colour?
Boy Red, please. fast finishers: Ask pupils to draw a picture of themselves
Shopkeeper Yes. Here you are. in a toy shop. Tell pupils to draw speech bubbles for
Boy Thank you! themselves and the shopkeeper and write a question
3 Shopkeeper Good morning. and answer.
Boy Hello. Can I have a lorry, please.
Shopkeeper Black or white?
Teaching tip: In preparation for Lesson 6 you may wish to
Boy Black, please.
complete the first vocabulary set in the Picture Dictionary
Shopkeeper Here you are.
for Unit 5 in your copy of the Activity Book (page 96).
Boy Thank you. That’s great!

72 Unit 5

4443753 IEKit TB2_SP.indb 72 17/10/2013 13:36

 Lesson 6 CB page 41, AB page 46
Learning for life
Lesson objectives
Review the vocabulary and language of the unit
Learn about caring for family and friends
Join in with a song
Listen and identify using visual clues
Language
Review: Small toys vocabulary and phrases
Materials
Norton; Norton’s kit box; CD 2.22; Small toys flashcards
and text cards (62–71); Pictures for cards (optional);
Paper (optional); Modelling clay (optional); Your own
completed Picture Dictionary page for Unit 5
Beginning the lesson
• Say the kit chant and use Norton to help you present the
items for today’s lesson.
1 Listen and sing. $ 2•22 CB page 41
• Talk about special days in people’s lives and ask the
pupils what things we can do to celebrate a special day
for someone, e.g. give him / her a present, wish him / her a
happy day, sing a song …
• Explain that they are going to learn a song about caring
for family and friends.
• Look at the pictures for the song and teach / recall the
words card, cake, and badge, Mum, Dad, Grandma. Talk
about making cards, cakes, and badges instead of buying
them.
• Before playing the song, teach some gestures and actions
to go with the language, e.g. card (open hands as though
opening a card), cake (putting imaginary food in your mouth).
• Give instructions to Norton: OK, Norton, open the card, very
good. Now eat the cake, Norton.
• Play the song and encourage pupils to do the actions.
1 What’s missing? Write. AB page 46
• Ask your class if they ever make birthday cards.
• Explain that the children in the pictures are making cards
with shapes.
• The pictures on the left in the box show what the children
want to make: a flower, a rocket, a person, a face.
• The pictures on the right in the box show the shapes
they have.
• Tell your class that they have to work out what and how
many shapes the children need to complete their picture,
then write the number and shape names in the speech
bubble.
• If your class has used Level 1, help them recall circle,
triangle, rectangle, and square from Unit 1.
• Look at the picture in item 1 and ask: What shapes do
you need?
4443753 IEKit TB2_SP.indb 73
• Look at the group of shapes and ask What’s missing?
• Give pupils time to check the shapes in both pictures.
• Tell them to use the word bank to help them with
their spelling.
• Repeat with the other cards.
Answers
1 I need 2 squares and 1 triangle.
2 I need 1 circle and 2 triangles.
3 I need 1 square and 3 rectangles.
4 I need 1 rectangle and 2 circles.
Mid-unit review
• Use the Class Book to remind pupils of all the activities
and language done so far in this unit. Praise them for their
progress so far.
• If possible, arrange the pupils around the board.
• Use the small toys flashcards and text cards to do a
categorizing activity.
• Ask the pupils to categorize the flashcards and text cards
in different ways, e.g. small things for school; things for
parties; things they have / have not got; favourites; words
they find easy / hard to remember; long words / short
words; in alphabetical order.
• Organize the cards on the board in these categories,
following the pupils’ suggestions.
• See if the pupils have any other ideas, and organize the
cards according to what they say.
Picture Dictionary AB page 96
• Show the pupils your completed Picture Dictionary page
for Unit 5.
• Remember that they have not yet covered all the
vocabulary in the unit, so explain that they will complete
this page later.
• Complete the Picture Dictionary. See the instructions in
Unit 1, Lesson 6.
Optional activity $ 2•22
• Let the pupils cut out pictures to make cards and gifts out
of paper and / or use modelling clay to make gifts.
• Let them use these to act out the song from the lesson.
• Encourage pupils to write a message in their cards, then
display them around the classroom.
Unit 5 73
17/10/2013 13:36
 Lesson 7 CB pages 42–43, AB page 47 Transcript
1 I’ve got fifty p.
2 I’ve got two p.
Learning through English
3 I’ve got two pounds.
Lesson objectives 4 I’ve got twenty p.
Become familiar with money vocabulary 5 I’ve got one p.
6 I’ve got ten p.
Listen and identify new currency
7 I’ve got five p.
Practise counting money 8 I’ve got one pound.
Read and work out problems
2 Read and say Yes or No. CB pages 42–43
Language • Look at the pictures of the children. Ask your class how
Core: Money vocabulary: pound, p (pence), money, buy; much money each child has got.
Numbers 30–100 • Look at the prices of the items and ask your class how
Extra: coin much each item is: How much are the stickers?
Review: Small toys vocabulary and phrases • Read the first problem with the pupils and help them
work out the answer: Can he buy a figure? How much does
Materials a figure cost? It costs 90p. Let’s look at his money … he’s got
Norton; Norton’s kit box; CD 2.23; Bookmarks; Money £1, so yes, he can buy a figure.
picture cards (PMB p24) – one photocopied set per pupil; • Let your class take their time solving these problems.
Money word cards (PMB p25) – one photocopied set per The emphasis here is on using English for money, not on
pupil (optional); Coloured pencils / pens; Scissors working out the sums quickly.
• When they finish the problems you could look at the
Beginning the lesson pictures again and point to each child on the page,
asking: What can he / she buy?
• Say the kit chant and use Norton to help you present the
items for today’s lesson. • Encourage the pupils to see how many different answers
there are.
• Tell the pupils they are going to learn about the money
used in Britain. Answers
• Revise numbers 1–30: play a game of Active Bingo (page 21). 1 Yes  ​2 Yes  ​3 No  ​4 Yes  ​5 No
• Present the numbers 30–100: write out 10, 20, 30 … up to Focus on written amounts of money
90 in a spaced line along the board and teach the pupils
• Write 62p on the board and say the words sixty-two p. Ask the
these words.
pupils which amount of money on Class Book pages 42–43
• In the spaces write 25, 35, 45 … up to 95 and practise it refers to. Repeat for some of the other amounts.
saying these numbers.
• Ask the pupils to try writing the amounts in figures.
• Write in the other numbers on the board, saying them as
• Point out that the pound sign always goes at the
you do so.
beginning of the figures, and that we only write the p
• Help pupils become aware of how knowing the numbers if there aren’t any pounds.
1–9 and the numbers in tens, 20, 30, etc. will allow them to
say all the other numbers. 1 Count and write. AB page 47
• Point to different numbers and encourage the pupils to • Look at the amounts of money in the picture and check
say them. that the pupils know the amount of money in each set
• Finally, teach the pupils 100 and write it on the board and can read the amount in figures in the word bank.
under 10. • Tell them to match the coins to the figures.
• Practise saying the amounts in chorus.
1 Listen and find. $ 2•23 CB page 42
• Before you do this activity, use the pictures to teach the Answers
names of the coins in English. a 50p  ​b £3  ​c £1.20  ​d 25p  ​e £2.10
• Ask the pupils to find different coins: Find 1p (one p), Make the picture / word cards. PMB pages 24–25
2p (two p), 5p (five p), 10p (ten p), 20p (twenty p), 50p (fifty p),
• Give out the photocopies of the money picture cards.
£1 (one pound), £2 (two pounds).
• Make and use the picture / word cards as described in
• Explain that 100p is £1 (one pound).
Unit 1, Lesson 2.
• Play the recording and ask them to point to the coins as
they listen. Tell them to use their bookmarks to find them. Teaching tip: Bring a ready-made set of coins (PMB page 22)
for the next lesson (optional).

74 Unit 5

4443753 IEKit TB2_SP.indb 74 17/10/2013 13:36

 Lesson 8 AB page 47, CB page 43, PMB page 28
Learning through English
Lesson objectives
Review money and wild animals vocabulary
Make some play money
Practise ordering and sequencing work
Language
Review: Money and wild animals vocabulary and phrases
Materials
Norton; Norton’s kit box; CD 2.24; Wild animals flashcards
(48–57); ‘Make some coins’ (PMB p28) – one photocopy
per pupil and your own completed example (these are
best copied on to card); Coloured pencils / pens; Scissors;
Classroom objects (pens, pencils, rubbers); Level 1 / 2
flashcards (optional)
Beginning the lesson
• Say the kit chant and use Norton to help you present the
items for today’s lesson.
• Play a game of Three in a row! (page 21) with numbers
30–100.
• Tell the pupils to draw a 3 x 3 grid.
• Give them a selection of fifteen numbers and ask them to
choose nine to write in their grid.
• Call out the numbers.
• The first child to get a row or a column calls out Three in a
row! and wins.
• In preparation for this lesson, review wild animals
vocabulary by playing a game of Uncovering a card
(page 20) with the Unit 4 flashcards.
1 Read and answer. Listen and check. $ 2•24
AB page 47
• Ask the pupils to look at the toys and tell you what each
item costs: How much is a (toy wild animal)?
• Read the first sentence with the pupils and explain that
they have to look for the two items and find the price of
each, then add both prices and write the total after the
question: How much?’
• Either continue like this with the whole class or let the
pupils work in pairs to solve the problems.
• Play the recording for the pupils to check their answers.
Transcript
1 Twenty p and thirty p is … fifty p.
2 Twenty p and twenty p is … forty p.
3 Fifty p and twenty p is … seventy p.
4 Sixty p and forty p is … one pound.
5 Thirty p and sixty p is … ninety p.
Answers
1 20p + 30p = 50p   ​2 20p + 20p = 40p  
3​ 50p + 20p = 70p   ​4 60p + 40p = £1   ​
5 30p + 60p = 90p
4443753 IEKit TB2_SP.indb 75
Speaking practice
• Remind pupils of the dialogue in the story on Class Book
pages 38–39.
• Elicit a simple dialogue from the pupils and write it on the
board line by line as you say it:
Child: Hello. Can I have three zebras, please?
Shopkeeper: Yes, here you are … three zebras.
Child: How much?
Shopkeeper: 45p.
Child: Thank you.
• Practise the dialogue in chorus and in pairs.
1 Make some coins. CB page 43, PMB page 28
• Show the pupils the coins you have made.
• Together look at the stages in the photos and talk about
them: Can you see the children colouring the coins / cutting
out the coins?
• Make sure they know what materials they will need:
coloured pencils or pens, scissors, etc.
• Give out the ‘Make some coins’ photocopies and talk
about what they should do.
• Pupils may not have silver and bronze colours so think
of other colours they could use, e.g. silver coins could be
grey or green, and bronze coins brown or orange.
• It would be useful for games if everyone agreed on the
same colours.
• Ask them to colour the money so that each type of coin
is one colour, and then cut out the coins: There are two
shapes … cut them out very carefully …
• As they make the money, be ready to encourage them
and recast phrases and words: Yes … that coin has seven
sides … it’s a heptagon … cut around the sides slowly …
Well done!
fast finishers: If there are any fast finishers they can
draw around their coins and write the correct numbers
on their drawings.
• As the pupils finish, put them into pairs.
• One child could ‘set up shop’ using pens, pencils, and
rubbers, and make a price list.
• The other child should try and buy three items.
• Pupils should swap roles.
• Items in the shop can be increased by letting the pupils
use their picture cards from Level 1 and other units,
e.g. food, toys, animals, etc.
Sing a song
• Let the class vote for the song they would like to sing again.
Teaching tip: If you haven’t already done so, you may wish
to complete the second part of the Picture Dictionary page
for Unit 5 in preparation for the next lesson (optional).
Unit 5 75
17/10/2013 13:36
 Lesson 9 CB page 44 2 Listen, find and say how much. $ 2•26 Act out
the dialogues. CB page 44
Pronunciation and speaking • Point to the pictures and ask pupils to say the correct
word for each item.
Lesson objectives • Ask pupils to say how many of an item there is / are and
Revise the language of the unit how much each item is.
Practise pronunciation of initial sounds • Invite a pair of pupils to read out the example dialogue.
• Play the first part of the recording. Ask pupils to point to
Language the correct picture and say how much.
Review: Vocabulary and phrases used in Unit 5 • Play the rest of the recording, pausing after each part for
pupils to find the correct picture and say the price.
Materials • Divide the class into pairs.
Norton; Norton’s kit box; CD 2.22, 2.25–2.26; Small toys • Give pupils time to practise the dialogue, then invite pairs
flashcards and text cards (62–71); Money flashcards and of pupils to act out the dialogue in front of the class.
text cards (72–73)
Transcript
Beginning the lesson Boy Can I have three badges, please?
Girl Here you are.
• Say the kit chant and use Norton to help you present the Boy How much?
items for today’s lesson.
Girl £1. 50, please.
• Recall the vocabulary of the unit using the small toys and
money flashcards. Girl Can I have two cars, please?
Boy Here you are.
• Stick them on one side of the board and random prices
Girl How much?
on the other.
Boy £4, please.
• Say The key ring is one pound and ask a child to come to
the board and join the two with a line, or write the price Boy Can I have three pencils, please?
under the key ring. Girl Here you are.
Boy How much?
• Repeat with other items and prices.
Girl 90p, please.
• Then ask the pupils to match the text cards to the flashcards.
Girl Can I have a green ball, please?
1 Listen and point. $ 2•25 Listen again and repeat. Boy Here you are.
CB page 44 Girl How much?
• Point to the pictures and ask the pupils to say what they Boy 50p, please.
can see.
Picture Dictionary AB page 96
• Play the recording and ask pupils to point to the correct • Tell the children to complete their Picture Dictionaries
pictures as they listen.
with the words from Lessons 7 and 8.
• Point to the words and focus on the initial /θ/ and /m/
• Invite some pupils to hold up their finished pages to show
sounds.
the class.
• Make the initial sounds for pupils to copy chorally, then
individually. Play a game
• Invite the children to tell you any other words they know • Divide the class into two teams.
that start with these sounds, either in English or in their L1, • Stick three flashcards from Unit 5 on the board. Say the
for example: three, Monday, monkey. initial sound of one of the words.
• Play the recording again and ask pupils to repeat the words. • Invite a pupil from team A to come to the board, take the
• Point to items in the pictures and ask individual pupils to correct flashcard, and say the word.
say the correct words. • Repeat with pupils from each team in turn.
Transcript • Award one point for each correct answer. The team with
Thirty p, please. the most points wins.
Thank you, thank you. Sing a song $ 2•22
Thirty p, please.
Thank you, thank you.
• End the lesson by playing the song from Lesson 6 again
and encourage the pupils to sing along with the recording.
Mum’s got a marble.
Mum’s got a motorbike.
Mum’s got a marble.
Mum’s got a motorbike.

76 Unit 5

4443753 IEKit TB2_SP.indb 76 17/10/2013 13:36

 Lesson 10 AB pages 48–49 3 Write the questions and answers. AB page 49
• Look at the thought bubbles with the pupils. Ask them
Review and self-evaluation what each child wants.
• Read out the phrases in the word bank, then look at the
Lesson objective pictures of the shopkeeper. Ask pupils to guess what the
Review of Unit 5 man is saying in each picture: Here you are. / No, sorry.
• Ask pupils to do the activity orally, then allow them time
Language to write the questions and answers.
Review: Vocabulary and phrases used in Unit 5 • Invite pairs of pupils to act out dialogues in front of the class.
Answers
Materials 1 Can I have five marbles, please? Here you are.
Norton; Norton’s kit box; CD 2.25, 2.27; All materials used 2 Can I have two felt tips, please? No, sorry.
in Unit 5; Coloured pencils / pens 3 Can I have three key rings, please? No, sorry.

Beginning the lesson $ 2•25 4 Read and answer. AB page 49

• Say the kit chant and use Norton to help you present the
items for today’s lesson.
• Ask the pupils if they can remember the different words
beginning with the sounds /θ/ and /m/ in the phonics chant.
• Play the recording from Lesson 9 (CD 2.25) and encourage
the pupils to join in with the words.
1 Write. Find the mystery word. AB page 48
• Show the pupils the crossword.
• Explain that the pictures are the clues. Elicit the correct
word for each picture and show pupils that the words are
written across the boxes.
• Tell pupils that the letter ‘b’ goes in the box with 1 on it
and that there is a mystery word written down the middle
in the shaded boxes.
• Tell pupils that there is no picture for the mystery word.
• When the pupils have finished, use Norton to do the
crossword on the board using the flashcards. Ask the
pupils to help Norton by telling him what to write.
Answers
1 badges  ​2 felt tips   ​3 key rings   ​
4 balloons  ​5 stickers  ​6 marbles  ​
7 rubbers  ​8 figures  ​9 sharpeners
Mystery word: dinosaurs
2 Listen and draw. $ 2•27 AB page 48
• Ask pupils to look at the pictures.
• Explain that pupils will listen and draw the correct item in
each thought bubble.
• Play the first part of the recording. Elicit the correct word.
• Continue the recording, pausing after each item to allow
pupils time to say the correct words.
• Allow pupils time to draw the items.
• Invite pairs of pupils to act out a dialogue for each picture:
A: Can I have a rubber, please? B: Yes. Here you are.
• Ask pupils to look at the picture and name the items.
Ask pupils how much each item costs.
• Remind pupils how they added together numbers in
Lesson 8.
• Read out the example and show pupils how the numbers
have been added together.
• Allow pupils time to do the activity, then invite individual
pupils to read out their answers.
Answers
1 10p + 15p = 25p   ​2 £2 + £1 = £3   ​3 30p + 30p = 60p   ​
4 £1 + 30p = £1.30   ​5 £4 + 10p = £4.10
End-of-unit review
• Ask the pupils what they remember doing in previous
lessons. Help them to recall activities and language by
showing them flashcards / things they have made /
pictures in their books; playing songs, and saying
rhymes and chants.
• Ask them what they liked or didn’t like, and what they
found easy or difficult.
Self-evaluation AB pages 48–49
• Help the pupils to complete the self-evaluation exercises,
as described on page 14.
Further practice
Unit 5 Test (pages 142–143)

Transcript
1 Boy Can I have three rubbers, please?
Girl Three rubbers? Here you are.
2 Girl Can I have four sharpeners, please?
Boy Four sharpeners? Here you are.
3 Boy Can I have six felt tips, please?
Girl Six felt tips? Here you are.

Unit 5 77

4443753 IEKit TB2_SP.indb 77 17/10/2013 13:36

 Lesson 1 CB page 45
Introducing vocabulary
Lesson objectives
Become familiar with more food vocabulary
Find out more about the characters
Listen and identify new vocabulary
Join in with a song
Language
Core: Food vocabulary: cheese, tuna, chicken, tomatoes,
sardines, sausages, rice, bread, lettuce, eggs
Extra: sandwich; lunch; salad
Materials
Norton; Norton’s kit box; CD 2.28–2.29; Food flashcards
and text cards (74–83); Bookmarks
Beginning the lesson
• Say the kit chant and use Norton to help you present the
items for today’s lesson.
• Talk to the pupils about food. Ask them what English
words for food they know already. Ask them what words
they would like to learn.
• Ask the pupils to take out their Class Books and look
through Unit 6. Ask them where they can see Norton.
Ask them to tell you which pages they like best, and what
activities they think they will be doing: Yes, we’re going to
listen to a story, we’re going to learn a song, and we’re going
to talk about food and food groups …
• Tell the pupils that they are going to learn some more
food words in this unit.
• Explain that the characters are buying lunch. Make sure
pupils know that there are sandwiches, salads, and simple
meals on sale here.
• Use Norton to teach the new vocabulary using the food
flashcards and text cards.
• Then play a game with the flashcards, e.g. Flashing a card
(page 20).
1 Listen and find. $ 2•28 CB page 45
• Look at the picture with the pupils and talk about it.
• Explain that the children who want sandwiches can
choose from a selection of sandwich fillings.
• Ask the pupils which characters they can see in the café.
Say food words and ask pupils to point to the pictures.
• Play the recording. Tell the pupils to listen carefully for the
food items and to use their bookmarks to find them.
• Play the recording. Pause after each dialogue to check that
the pupils have found the correct food.
78 Unit 6
4443753 IEKit TB2_SP.indb 78
Transcript
Café assistant Good morning. Can I help you?
Flo Umm. Can I have a tuna, lettuce and tomato sandwich,
please?
Café assistant Tuna … lettuce … and tomato.
Café assistant What about you?
Fred Umm. Can I have chicken and rice, please?
Café assistant Chicken and rice. Here you are.
Fred Thanks.
Café assistant Who’s next?
Mitch Me, please. Can I have err … err … umm … oh, sorry.
Wait a minute, please!
Café assistant Hello. What would you like?
Titch Can I have an egg sandwich, please?
Café assistant OK. One egg sandwich.
Titch Thank you.
Café assistant And you? What would you like?
Poppy A sausage and two eggs please.
Café assistant OK. A sausage and two eggs.
Poppy Oh. Tomatoes, too, please.
Café assistant OK. Here you are.
Café assistant Who’s next?
Bing Me! Can I have a cheese sandwich, please?
Café assistant Here you are.
Bing Mmm. Thank you!
Café assistant Are you ready now?
Mitch Yes, can I have a sausage and sardine sandwich, please?
Café assistant Sausage and sardine!
All Sausage and sardine!
Mitch Yes, please. Two, please.
• After listening, ask the pupils to talk about Mitch’s
sandwich: Do you like sausage and sardine?
• Ask the pupils to suggest other strange combinations:
banana and tuna! and to talk about food combinations
they like: Do you like apple and cheese?
2 Listen and sing. $ 2•29 CB page 45
• Before you play the song, ask the pupils to listen carefully
and be ready to tell you what food words they hear.
• Play the song and stick the flashcards on the board to use
as a guide.
• Teach the pupils the E–I–E–I–O lines, reminding them that
these are the names of the letters.
• Teach the pupils lines 5–8 and put the flashcards on the
board in the same order for support.
• Play the song again and encourage pupils to join in.
17/10/2013 13:36
 Lesson 2 AB pages 50–51 2 Read and write the prices. AB page 50
• Look at the sandwiches on the board with the pupils.
Practising vocabulary • Explain that the board should show the prices of the food
for sale, but some of the prices are missing on this board.
Lesson objectives • If necessary, remind the pupils about English money …
Review food vocabulary so that’s 2 pounds 75p.
Listen and identify food • Read the first sentence together and check that the pupils
Read and identify food and prices write the price next to the correct item.
Recognize and write vocabulary • Continue the activity by working together as a whole
class, or letting the pupils work in pairs before checking
Language with the whole class.
Review: Food vocabulary and phrases; Money vocabulary Answers
a £2.75  ​b £2.50  ​c £1.75  ​d £1.80  ​e £2.10
Materials
Norton; Norton’s kit box; CD 2.29–2.30; Food flashcards 3 Write. AB page 51
and text cards (74–83); Food picture cards (PMB p29) – • Explain that the picture shows food at a supermarket
one photocopied set per pupil; Food word cards checkout.
(PMB p30) – one photocopied set per pupil (optional); • Check the pupils remember the names of the foods:
Coloured pencils / pens; Scissors Point to the (tomatoes).
• Ask them to write the name of the food next to the
Beginning the lesson $ 2•29 correct number on the shopping list.
• Say the kit chant and use Norton to help you present the • Pupils can use the word bank to help them with their
items for today’s lesson. spelling.
• Play and sing the song Welcome to the sandwich shop Answers
(CD 2.29) again. 1 sardines  ​2 bread  ​3 lettuce  ​4 eggs  ​
• Check the pupils remember the food names from the 5 rice  ​6 cheese  ​7 sausages  ​8 tuna  ​
previous lesson. 9 tomatoes  ​10 chicken
• Play a variation of the game Snap (page 22). Stick one
flashcard on the board and use Norton to show the pupils fast finishers: Ask fast finishers to make a shopping
the text cards one by one and encourage them to say list of their favourite foods. Tell pupils to look at the
Snap! when they see the word that matches the flashcard. completed shopping list on Activity Book page 51 as an
• Do this with all the cards. example. Pupils can read their shopping lists out to the
class. e.g. My favourite foods are …
Play a game
• Play a TPR game. Make the picture / word cards. PMB pages 29–30

• Decide on actions that the pupils can do to show I like …
and I don’t like …
• Say sentences with I like (food). / I don’t like (food).
• Ask the pupils to do the action if the sentence is true for them.
1 Listen and match. $ 2•30 AB page 50
• Look at the pictures with the pupils.
• Say some of the food items and get the pupils to point
to them.
• Tell your class to listen and draw lines to the two food
items that correspond with the person who’s speaking.
• Play the recording, pausing after each sentence to give
the pupils time to find the items and draw the lines.
• Check when you finish by asking questions: What does
Mum like? Who likes (food)?
• Give out the photocopies of the food picture cards from
the PMB.
• Make and use the picture / word cards as described in
Unit 1, Lesson 2.
• If you have time, use the cards for speaking practice.
• Practise the phrase in chorus: Can I have a (tomato)
sandwich, please?
• Ask the pupils to practise in pairs, and ask their partner
for three different sandwiches.
• Their partner listens and hands over the appropriate
picture or word card.

Transcript
1 Flo I like tuna and lettuce. Mmm.
2 Fred I like eggs and sausages. Yum!
3 Mum I like chicken and rice.
4 Titch I like sardines and bread. Mmm-mmm!
5 Dad I like cheese and tomatoes.

Unit 6 79

4443753 IEKit TB2_SP.indb 79 17/10/2013 13:36

 Lesson 3 CB pages 46–47, PMB pages 31–32
Story
Lesson objectives
Predict from visual clues
Listen to a story and join in with a rhyme
Find details in a picture and practise story language
Act out a story
Language
Core: Do you like …?
Extra: fish; salad
Review: Food vocabulary and phrases
Materials
Norton; Norton’s kit box; CD 2.31; Food flashcards and
text cards (74–83); Story Frames Book; Bookmarks;
Character masks; PMB Story Frames (PMB pp31–32) –
one photocopied set per pupil; Coloured pencils / pens;
Scissors; Glue; A stapler
Beginning the lesson
• Say the kit chant and use Norton to help you present the
items for today’s lesson.
• Use the food flashcards and text cards to play a game,
e.g. What’s missing? (page 21).
• Tell your class that in today’s story the children are fishing.
• Ask them if they have ever been fishing, and what kinds of
things you can catch when you fish.
1 Listen and point. $ 2•31 CB pages 46–47
• You may like to use the Story Frames Book to present the
story.
• Talk about the pictures with the pupils. Ask them to
name all the characters they know: Who’s this? What’s his /
her name?
• Ask them to predict what the story is about. Acknowledge
their contributions and recast their comments in English.
• Teach the words fish and salad.
• Ask the pupils to listen and follow the story in the Class
Book, pointing to each frame. Pupils can also use their
bookmarks to follow the story in their books.
4 Narrator The children like the sandwiches.
Children I like cheese,
I like eggs,
I like lettuce,
On brown bread.
5 Mr Fixit Oh, no! It’s a wheel!
Mitch Never mind, Mr Fixit. Do you want a cheese sandwich?
Mr Fixit Yes please, Mitch.
6 Narrator Mitch takes the sandwich to Mr Fixit.
Mitch Here you are. Oh, no!
7 Titch Look! A fish!
Narrator Now the fish is in the net.
8 Mitch Do you like fish, Mr Fixit?
Mr Fixit Yes, I love fish.
All Well done, Titch!
• Talk about the story and the pupils’ predictions.
• Say the rhyme from the story and decide together on
appropriate actions.
• Listen to the story again. Encourage the pupils to join in
with the rhyme and do the actions.
2 Find and number. Say. CB page 47
• Talk to the pupils about the cut-out pictures from the story:
Who’s this? Where’s this picture in the story? That’s right, it’s here
– frame (2).
• Explain that they have to look through the story, find each
picture, and write the number of the frame it is in.
• Give the pupils a few minutes to find the pictures and write
the numbers. They can check with a partner.
• Go through the answers with the class. Then ask the children
to try to remember what the character says in each case.
Model the phrase and encourage the whole class to join in
and practise in chorus. For the picture of Bing (frame 4),
remind pupils of the chant and encourage them to say
this, although it is spoken by all of the characters.
Answers
[from left to right]  ​Poppy (frame 2): ‘Never mind.
Let’s have the sandwiches now. Do you want a cheese
sandwich?’  ​Titch (frame 1): ‘Oh. I’ve got a fish. It’s big …
it’s …’  ​Mr Fixit (frame 5): ‘Oh, no! It’s a wheel!’  
Titch (frame 7): ‘Look! A fish!’  ​Bing (frame 4): ‘I like cheese,
I like eggs, I like lettuce, on brown bread.’  ​
Fred (frame 8): ‘Well done, Titch!’
3 Listen again and act. $ 2•31 CB page 47

• Play the CD. Practise ‘good listening’ and use your • Explain to the children that they are going to listen to the
‘silence signal’. story again, and mime it as they listen.
• Assign characters to pupils. Tell pupils to find the correct
Transcript mask for their assigned character.
1 Narrator The children are fishing. • Play the recording and encourage them to mime their part.
Mr Fixit I’ve got lots of things in the kit today! Some children may feel confident enough to say the words
Titch Oh. I’ve got a fish. It’s big … it’s … along with the recording.
2 Titch … a shoe!
Poppy Never mind. Let’s have the sandwiches now. Do you
• Repeat with one or two more groups of children.
want a cheese sandwich? Make a story book. PMB pages 31–32
3 Titch No, thank you. I don’t like cheese.
• Tell the pupils that they are going to make their own
Mitch I like cheese.
story book. See the instructions in Unit 1, Lesson 3.
Bing Egg for me, please!

80 Unit 6

4443753 IEKit TB2_SP.indb 80 17/10/2013 13:36

 Lesson 4 CB page 48, AB page 52 Transcript
Adult A chicken and lettuce sandwich.
Girl £2.00
Language focus
Adult An egg and tomato sandwich.
Lesson objectives Boy £1.70
Review use of Do you like …? Adult A tuna and lettuce sandwich.
Girl £2.30
Listen and identify food using visual clues
Adult A cheese sandwich.
Read and identify information Boy £1.40
Practise writing the target language Adult A tuna and tomato sandwich.
Girl £2.45
Language Adult A cheese and tomato sandwich.
Review: Food vocabulary and phrases Boy £1.50

Materials 3 Listen, find and number. $ 2•34 CB page 48

Norton; Norton’s kit box; CD 2.29, 2.32–2.34 • Play the first line of the recording. Ask the pupils to say
what the person wants in their sandwich, then point to
the correct person and say the number.
Beginning the lesson • Play the rest of the recording.
• Say the kit chant and use Norton to help you present the
items for today’s lesson. Transcript
• Play a TPR game to review all the food vocabulary that 1 Bing’s mum Do you want a sandwich?
pupils are now familiar with. Bing Yes, please.
• Use the phrases I like (food). / I don’t like (food). Ask pupils to Bing’s mum Do you like sardines?
say one food that they like / one food that they don’t like. Bing No, I don’t.
Bing’s mum Do you like chicken?
1 Listen and find. $ 2•32 CB page 48 Bing Yes, I do.
• Look at the picture with the pupils. Bing’s mum Great, a chicken sandwich for you.
• Explain that it is the shop window of a sandwich shop. 2 Bing’s mum And what about you, Flo? Do you like cheese?
Flo No, I don’t.
• Ask the pupils to say what is in each sandwich.
Bing’s mum Oh, OK. Do you like sardines?
• Ask them to tell you the prices of different sandwiches. Flo Yes, I do. I love sardines!
• Check that pupils know how to say the prices: How much Bing’s mum OK, a sardine sandwich for you.
is a tuna and lettuce sandwich? Two pounds thirty. 3 Bing’s mum Do you want a cheese sandwich?
• Tell the pupils to listen to the dialogues and find a suitable Titch No, thank you. I don’t like cheese.
sandwich for each child, then say how much each costs. Bing’s mum Do you like eggs?
Titch Yes, I do!
Transcript Bing’s mum OK. An egg sandwich for you.
Dad Do you like cheese? 4 Bing’s mum Do you like eggs?
Boy Yes. Fred No, I don’t.
Dad OK, look. This one. Bing’s mum OK ... Do you like cheese?
Mum Do you like tuna? Fred Yes, I do.
Girl Yes. Bing’s mum Good, a cheese sandwich for you.
Mum Do you like lettuce? Answers
Girl Yes. [from left to right] 3, 1, 4, 2
Mum OK, look. This one.
Dad Do you like chicken? 1 Read and write the numbers. AB page 52
Boy Yes. • Ask pupils to look at the pictures and say what is on each plate.
Dad Do you like lettuce? • Ask pairs of pupils to read out the dialogues.
Boy Yes. • Allow pupils time to complete the activity, then check
Dad OK, look. This one. answers by asking pupils to act out the dialogues and say
Mum Do you like egg? the correct numbers.
Girl Yes. Answers
Mum Do you like tomato? A 1  ​B 2
Girl Yes.
Mum OK, look. This one. 2 Write the questions. AB page 52
• Elicit the letters for the code in the example.
2 Listen and say how much. $ 2•33 CB page 48
• Allow pupils time to complete the activity.
• Play the first line of the recording. Ask the pupils to point
to the correct sandwich and say how much it is. Answers
• Play the rest of the recording, pausing after each line for 1 Do you like eggs?   ​2 Do you like tuna?   ​
pupils to answer. 3 Do you like rice?   ​4 Do you like bread?

Unit 6 81

4443753 IEKit TB2_SP.indb 81 17/10/2013 13:36

 Lesson 5 AB pages 53–54 2 Look at activity 1. Write. AB page 53
• Ask pupils to look at the pictures and name the foods.
Language focus • Ask pupils to read out the words in the word bank.
• Point to the faces in activity 1 and elicit sentences,
Lesson objectives e.g. I like (chicken). I don’t like (tuna). Read out the example,
Review use of I like … / I don’t like … and Do you like …? then allow pupils time to write the other sentences,
Listen and identify food items using visual clues referring to the table in activity 1.
Write and talk about food likes and dislikes answers
Personalize the target language 1 I don’t like tuna. I like rice. I like lettuce. I don’t like chicken.
2 I like lettuce. I like rice. I don’t like tuna. I don’t like chicken.
Language
Review: Food vocabulary and phrases
3 Draw foods. Complete for you. Ask three friends.
AB page 54

Materials • Explain to pupils that they are going to make a table like
the one in activity 1 on page 53.
Norton; Norton’s kit box; CD 2.35; Food flashcards and
text cards (74–83) • Tell them to choose four foods and draw them in the table
along the top row. Tell the pupils to write their own name
in the first cell in the names column. Allow pupils time to
Beginning the lesson draw happy faces or sad faces for themselves.
• Say the kit chant and use Norton to help you present the • Then act out the example dialogue with Norton.
items for today’s lesson.
• Divide the class into groups of four. Help the groups to ask
• Put all the food flashcards on the board and check that and answer questions and complete their table.
the pupils can recall the words.
• Draw a smiley face and a sad face on the board. 4 Draw and write. AB page 54
• Invite pupils to come to the board. Hand the pupil a food • Point to the faces in the corner of each box. Elicit that the
flashcard. Ask the pupil to say: I like / I don’t like (rice). Then pupils should draw foods they like in the first box and
tell the pupil to stick the flashcard by the correct face. foods they don’t like in the second box.
• Allow pupils time to draw food items in their boxes.
1 Listen and draw  or . $ 2•35 AB page 53
• Point to items in pupils’ boxes and ask them to say
• Ask pupils to look at the pictures in activity 1 and say what sentences about the items.
foods they can see.
• Ask pupils to write sentences about the food items under
• Play the recording, pausing after each item and asking the boxes.
pupils to point to the correct face and answer.
• Play the recording all the way through and allow pupils fast finishers: Ask pupils to play a memory game in
time to draw the faces. pairs. Pupils look at the foods in their friends’ boxes then
Transcript close their books. Then they make sentences about the
1 Canteen lady Hello! Are you hungry? food in their friend’s boxes, e.g. You like (chicken). You don’t
Girl Yes! like (lettuce).
Canteen lady Good. Do you like chicken?
Girl Yes. Teaching tip: In preparation for Lesson 6 you may wish to
Canteen lady Do you like tuna? complete the first vocabulary set in the Picture Dictionary
Girl Mmm ... no. for Unit 6 in your copy of the Activity Book (page 97).
Canteen lady Do you like rice?
Girl Yes.
Canteen lady Do you like lettuce?
Girl No.
Canteen lady OK. Here you are.
2 Canteen lady Hi! What about you? Do you like chicken?
Boy Oh, yes!
Canteen lady Do you like tuna?
Boy Yes.
Canteen lady Do you like rice?
Boy No.
Canteen lady Do you like lettuce?
Boy Ugh, no.
Canteen lady OK. Here you are.
Answers
1 
2 

82 Unit 6

4443753 IEKit TB2_SP.indb 82 17/10/2013 13:36

 Lesson 6 CB page 49, AB page 55 Transcript
1 Mum Sardines for lunch today!
Girl Sardines? Oh.
Learning for life
Mum Now do you like sardines?
Lesson objectives Girl Yes … I like sardines!
Review the vocabulary and language of the unit 2 Mum Lunchtime! Chicken and rice for lunch today.
Boy Oh, rice. I don’t like rice.
Learn about trying different foods
Mum Now do you like rice?
Join in with a song Boy It’s OK!
Listen and identify using visual clues 3 Boy Tuna sandwiches for lunch today. I don’t like tuna.
Oh, I like tuna now!
Language 4 Girl What’s for lunch today … sausages. Hmm …
Review: Food vocabulary and phrases Mmm … I like sausages!
5 Mum Lunchtime! Eggs for lunch today.
Materials Girl Eggs?
Norton; Norton’s kit box; CD 2.36–2.37; Food flashcards Mum Yes.
and text cards (74–83); Your own completed Picture Girl Mmm, I love eggs! Thanks, Mum.
Dictionary page for Unit 6 • Check the answers by asking What’s the child got in ‘a’?
Answers
Beginning the lesson a 5  ​b 3  ​c 1  ​d 2  ​e 4
• Say the kit chant and use Norton to help you present the
Mid-unit review
items for today’s lesson.
• Use the Class Book to remind pupils of all the activities
Play a game and language done so far in this unit. Praise them for their
• Divide the class into two teams. progress so far.
• Draw a happy face and a sad face on the board. • If possible, arrange the pupils around the board.
• Invite a pupil from each team in turn to come to the board. • Use the food flashcards and text cards to do a
• Hand the pupil a food flashcard and say: I like / I don’t like categorizing activity.
(eggs). The pupil sticks the flashcard under the correct face. • Ask the pupils to categorize the flashcards and text cards
• Award one point for each correct answer. The team with in different ways, e.g. food I like / don’t like; food that
the most points wins. needs to be cooked / food that doesn’t; food that’s eaten
at different times of the day; food that’s eaten on different
1 Listen and sing. $ 2•36 CB page 49 occasions.
• Talk to the pupils about trying new food. • Organize the cards on the board in these categories,
• Ask them if they try new things or always eat the same: following the pupils’ suggestions.
Do you eat the same thing every day? Do you eat the same • See if the pupils have any other ideas, and organize the
things at each meal? cards according to what they say.
• Explain to the pupils that they are going to learn a song
Picture Dictionary AB page 97
about a child who is going to eat something new for lunch.
• Show the pupils your completed Picture Dictionary page
• Before playing the song, teach some gestures and actions
for Unit 6.
to go with the language, e.g. Ah-hum, Ah-hum (rubbing
tummy). • Remember that they have not yet covered all the
vocabulary in the unit, so explain that they will complete
• Give instructions to Norton: OK, Norton, rub your tummy,
this page later.
very good.
• Complete the Picture Dictionary. See the instructions in
• Play the song and encourage pupils to do the actions.
Unit 1, Lesson 6.
1 Listen and number. $ 2•37 AB page 55
• Look at the sets of pictures.
• Ask what the child has for lunch in each one.
• Tell the pupils they have to listen carefully to each
dialogue and find the matching picture strips.
• They should number the picture strips according to
the recordings.

Unit 6 83

4443753 IEKit TB2_SP.indb 83 17/10/2013 13:36

 Lesson 7 CB pages 50–51, AB page 56 Transcript
Teacher What’s chicken?
Child Meat?
Learning through English
Teacher That’s right!
Lesson objectives Teacher What’s cheese?
Become familiar with food groups vocabulary Child Dairy?
Listen and identify foods and their groups Teacher Yes!
Read and identify foods and their groups Teacher What’s an apple?
Recognize and write different food groups Child That’s easy. Fruit!
Teacher Right!
Language Teacher What’s a sardine?
Core: Food groups vocabulary: meat, dairy, fish, cereal, Child Fish?
fruit, vegetables Teacher Yes.
Extra: tray Teacher What’s a carrot?
Review: Food vocabulary and phrases Child I know. Vegetable.
Teacher Yes, that’s right.
Materials Teacher What’s rice?
Norton; Norton’s kit box; CD 2.38; Food flashcards and text Child I don’t know. Cereal?
cards (74–83); Bookmarks; Food groups flashcards and text Teacher Yes! Well done.
cards (84–89); Food groups picture cards (PMB p29) – one • After listening, review the questions by asking the pupils
photocopied set per pupil; Food groups word cards about other items: What’s sausage?
(PMB p30) – one photocopied set per pupil (optional);
Coloured pencils / pens; Scissors 2 Read and find. CB page 51
• Look at the pictures with the pupils and ask them what
Beginning the lesson food items they can see in each picture.
• Say the kit chant and use Norton to help you present the • Check that pupils know which food group each belongs to.
items for today’s lesson. • Read the first sentence with the pupils and ask them to
• Play a game with the food flashcards and text cards. find a picture that would suit the speaker.
• Place two sets of three flashcards on the board. Invite two • Let the pupils work in pairs to finish the activity.
pupils to come to the front of the class. Hand each pupil a Answers
set of three matching text cards. The pupils race to match 1 d  ​2 b  ​3 c  ​4 a
their text cards to their flashcards. You can play this game
in teams. 1 Write. AB page 56
• Ask the pupils if they know what different groups of food • Explain to the pupils that they have to look at the pictures
there are. Discuss them in their own language. and decide which food group the food items belong to.
• Use the food groups flashcards to explain the food groups • The pupils write the food group on the line underneath the
meat, dairy, fish, cereal, fruit, and vegetables. Say the words items. They can use the word bank for spelling support.
and get the pupils to repeat them. • Do the first item with the whole class as an example.
• Show the pupils the text cards one by one. Ask them to Answers
read each text card and put it next to its matching flashcard. 1 cereal  ​2 dairy  ​3 meat  ​
4 fish  ​5 fruit  ​6 vegetables
1 Listen, find and say. $ 2•38 CB page 50
• Look at the pictures with the pupils. Make the picture / word cards. PMB pages 29–30
• Say the groups of foods (meat, dairy, fish, cereal, fruit, • Give out the photocopies of the food group picture cards.
vegetables) and ask the pupils to find them: Can you • Make and use the picture / word cards as described in
see (cereal)? Unit 1, Lesson 2.
• Say the food items and ask the pupils to find them: Find
an orange … yes it’s in ‘Fruit’. Teaching tip: Ask the pupils to bring in supermarket
• Explain that they are going to hear a teacher asking leaflets or magazines for the next lesson (optional).
children what group of food each item belongs to. They
have to listen, find, and say the group. Tell them to use
their bookmarks to find them.
• Play the recording. Pause after each question so that the
pupils have time to answer.
• Make sure the pupils then listen carefully to check when
you play the answer.

84 Unit 6

4443753 IEKit TB2_SP.indb 84 17/10/2013 13:36

 Lesson 8 AB page 56, CB page 51, PMB page 33 1 Make a food collage. CB page 51, PMB page 33
• Show your class one of the ‘Make a collage’ photocopies
Learning through English and explain what they are going to do.
• Look at the stages in the photos with your class and talk
Lesson objectives about what is happening in each one.
Review food and food groups vocabulary • Make sure they understand that they have to find a
Read and recognize descriptions picture and cut it out or draw a picture: Can you see the
Make a food collage girl looking through the magazine? In the next photo she’s
cutting out the picture.
Language • Explain that pupils have to stick their picture on the food
Core: It’s a vegetable. It’s orange. What is it? wheel, then write whether they like or dislike the food.
Review: Food and food groups vocabulary and phrases • Give out the PMB photocopies and talk about what they
should do.
Materials • If the pupils have brought in supermarket leaflets or
Norton; Norton’s kit box; Food flashcards (74–83); Food magazines, the pupils can cut the pictures out of these, too.
groups flashcards (84–89); ‘Make a collage’ (PMB p33) • Help the pupils with any vocabulary they may need, or
– one photocopy per pupil; Supermarket leaflets or get them to find new words in a Picture Dictionary.
magazines; Scissors; Glue • Encourage them to help one another.

Play a game
Beginning the lesson
• Make a memory game.
• Say the kit chant and use Norton to help you present the
items for today’s lesson. • Show the pupils how to write mini-definitions like those
in Activity Book page 56, activity 1 on a small card.
• Play a game of Noughts and crosses with the food flashcards.
• The pupils write the word they are defining on another
• Recall the food groups vocabulary from the previous
small card.
lesson using the flashcards.
• They turn all the cards upside down and then take turns
• Ask the pupils: What is (food)?
to turn two cards over to find matching cards.
• You could turn this into a class quiz with two teams.
• Draw a plate divided into six sections on the board. Sing a song
• Ask questions to correspond to the six food groups. • Let the class vote for the song they would like to sing again.
• Each time a team gets the correct answer, colour in Teaching tip: If you haven’t already done so, you may wish
a section.
to complete the second part of the Picture Dictionary page
• The first team to have their plate completely coloured wins. for Unit 6 in preparation for the next lesson (optional).
1 Read and write the answer. AB page 56
Further practice
• Explain to the pupils that they are going to read some Multimedia extension: Science 1 and 2 sections of the optional DVD
clues that describe the foods in the word bank.
• Read the first clue and question with the pupils.
• Give them a little time to think of the answer and then
check it.
• Tell the pupils to write the answer in their books.
• Depending on what suits your class, you could repeat this
with the other clues and questions or let the pupils work
in pairs to finish the activity before checking with the
whole class.
Answers
1 a carrot; lettuce   ​2 a banana; an orange  
3​ a sausage   ​4 milk

Unit 6 85

4443753 IEKit TB2_SP.indb 85 17/10/2013 13:36

 Lesson 9 CB page 52 2 Listen and find. $ 2•40 Ask and answer. CB page 52
• Point to the pictures and ask pupils to say the correct
Pronunciation and speaking word for each item.
• Invite a pair of pupils to read out the example dialogue.
Lesson objectives • Play the first part of the recording. Ask pupils to point to
Revise the language of the unit the correct picture. Ask individual pupils to say what food
Practise pronunciation of sounds group the food belongs to and whether or not they like
the food in the picture.
Language • Play the rest of the recording, pausing after each part for
Review: Vocabulary and phrases used in Unit 6 pupils to find the correct picture.
• Divide the class into pairs.
Materials • Give pupils time to practise asking and answering, as in
Norton; Norton’s kit box; CD 2.36, 2.39–2.40; Food flashcards the example.
and text cards (74–83); Food groups flashcards and text • Invite pairs of pupils to act out exchanges in front of
cards (84–89) the class.

Beginning the lesson Transcript

Adult Do you like bananas?
• Say the kit chant and use Norton to help you present the Boy Yes!
items for today’s lesson.
Adult Do you like milk?
• Use all the flashcards and text cards of the unit to play Boy No.
a vocabulary game, e.g. Memory (page 21). Adult Do you like rice?
• Focus on the pronunciation of the words in the unit. Boy No.
• Ask the pupils to find words that start with the same Adult Do you like sausages?
sound and put them in pairs. Boy Yes.
• For the words that don’t have pairs, ask if they can think Answers
of any other words, e.g. tomato ... What other word starts 7, 9, 3, 1
with /t/?
Picture Dictionary AB page 97
1 Listen and point. $ 2•39 Listen again and repeat. • Tell the children to complete their Picture Dictionaries
CB page 52 with the words from Lessons 7 and 8.
• Point to the pictures and ask the pupils to say what they • Invite some pupils to hold up their finished pages to show
can see. the class.
• Play the recording and ask pupils to point to the correct
pictures as they listen. Play a game
• Point to the words and focus on the /tʃ/ and /v/ sounds. • Divide the class into two teams.
• Make the sounds for pupils to copy chorally, then • Stick the food text cards on the board.
individually. • Invite a pupil from each team in turn to come to the front
• Invite the pupils to tell you any other words they know of the class. Say sentences about one of the food, e.g. It’s a
that have these sounds, either in English or in their L1, for vegetable. It’s green. The pupil has to take the correct text
example: chair, children, vase, violet. card, hold it up, and say the word: Lettuce!
• Play the recording again and ask pupils to repeat the words. • Award one point for each correct answer. The team with
• Point to items in the pictures and ask individual pupils to the most points wins.
say the correct words.
Sing a song $ 2•36
Transcript • End the lesson by playing the song from Lesson 6 again
Do you like chicken? and encourage the pupils to sing along with the recording.
Do you like cheese?
Chicken and cheese – yes, please!
Do you like chocolate?
Do you like cheese?
Chocolate and cheese – yes, please!
I’ve got a van full of vegetables.
I’ve got a van full of vegetables.
I’ve got a van full of vegetables.

86 Unit 6

4443753 IEKit TB2_SP.indb 86 17/10/2013 13:36

 Lesson 10 AB pages 57–58 3 Write the questions and answers for the girl.
AB page 57

Review and self-evaluation • Look at the table in activity 2 again and ask pupils
questions about the girl.
Lesson objective • Encourage pairs of pupils to ask and answer questions
Review of Unit 6 about the girl.
• Allow pupils time to write the questions and answers.
Language • Invite pairs of pupils to act out dialogues.
Review: Vocabulary and phrases used in Unit 6
Answers
1 Do you like sausages? No.   ​2 Do you like chicken? Yes.  ​
Materials
3 Do you like tomatoes? No.
Norton; Norton’s kit box; CD 2.39, 2.41; All materials used
in Unit 6; Coloured pencils / pens 4 Write. AB page 58
• Ask pupils to look at the pictures and say what foods they
Beginning the lesson $ 2•39 can see and whether the people like the foods or not.
• Say the kit chant and use Norton to help you present the • Read out the phrases and words in the word banks.
items for today’s lesson. • Allow pupils time to do the activity, then invite individual
• Ask the pupils if they can remember the different words pupils to read out their sentences.
with the sounds /tʃ/ and /v/ in the phonics chant. Answers
• Play the recording from Lesson 9 (CD 2.39) and encourage 1 I like eggs.   ​2 I don’t like rice.   ​3 I don’t like sardines.   ​
the pupils to join in with the words. 4 I like sausages.   ​5 I don’t like apples.   ​6 I like chicken.
1 Write the words. Match. AB page 57 5 Read and tick ✓ the correct sentence. AB page 58
• Ask pupils to name the foods in the pictures. • Ask pupils to look at the picture and say what food groups
• Talk to the pupils about how words also have shapes, are on the plate.
and how seeing a word’s shape can help us remember • Invite pupils to read out the sentences.
the word when we’re writing. • Allow pupils time to read the sentences and choose the
• Ask the pupils to look at each word shape and decide correct one, then invite pupils to say the sentence and
which word it is. point to the foods from each group on the plate.
• Allow pupils time to write the words. They can check Answer
the spellings of the words in the word bank. c
• When the pupils have finished writing the words, ask
them to match the words to the pictures. End-of-unit review
Answers • Ask the pupils what they remember doing in previous
1 lettuce  ​2 rice  ​3 bread  ​ lessons. Help them to recall activities and language by
4 eggs  ​5 tomatoes  ​6 cheese showing them flashcards / things they have made /
pictures in their books; playing songs, and saying
2 Listen and colour  or . $ 2•41 AB page 57 rhymes and chants.
• Ask pupils to look at the pictures in the top row of the • Ask them what they liked or didn’t like, and what they
table and name the food items. found easy or difficult.
• Explain that pupils will listen and colour the correct faces.
Self-evaluation AB pages 57–58
• Play the first part of the recording. Ask pupils to point to
the correct face. Allow pupils time to colour the face.
• Help the pupils to complete the self-evaluation exercises,
as described on page 14.
• Play the recording, pausing after each item to allow pupils
time to colour the faces. Further practice
Unit 6 Test (pages 144–145)
Transcript Review Test 2 (pages 146–147)
1 Adult Do you like sardines? Skills Test 2 (pages 148–149)
Boy Yes. Units 4–6 Reading, Skills, and Revision lessons (CB pages 53–54;
2 Adult Do you like sausages? AB pages 59–61)
Girl No.
3 Adult Do you like chicken?
Girl Yes.
4 Adult Do you like eggs?
Boy No.
5 Adult Do you like tomatoes?
Girl No.
Answers
Boy: 1   ​4  Girl: 2   ​3   ​5 

Unit 6 87

4443753 IEKit TB2_SP.indb 87 17/10/2013 13:36

 Lesson 1 CB page 53, AB page 59, PMB page 53
Reading and Skills
Lesson objectives
Review vocabulary and phrases from Units 4–6
Identify authors by relating written facts to photos
Read, listen, and identify information
Write about your favourite food
Language
Core: My name is …; I’m from …; My favourite food is …;
It’s …
Extra: blinis; traditional; Russia(n); pancakes; flour;
Nasi Lemak; Malaysia(n); coconut; delicious
Review: Vocabulary and phrases from Units 4–6
Materials
Norton; Norton’s kit box; CD 2.42–2.43; Units 4–6 flashcards
and text cards; PMB page 53; Food pictures
Beginning the lesson
• Say the kit chant and use Norton to help you present the
items for today’s lesson.
• Recall the vocabulary of the previous three units using all
the flashcards and the text cards. Play a game of Memory
(page 21).
• Write headings on the board: Wild animals, Parts of an
animal, Small toys, Money, Food, Food groups.
• Ask pupils to stick the flashcards under the correct
headings and say the words.
1 Read and number. CB page 53
• Explain that the pupils will hear two children introducing
themselves and talking about where they live and their
favourite foods.
• Get the pupils to guess as much information as possible
from the pictures.
• Tell the pupils that each of the texts matches a picture.
• Ask the pupils to read through the texts and to try to
match them with the photos by writing a number in
each box. Tell them that at this point they do not need
to understand every word.
• Discuss their answers. Do not say yet whether their
answers are right or wrong.
88 Me and my world & Revision
4443753 IEKit TB2_SP.indb 88
2 Read again, listen and check. $ 2•42 CB page 53
• Play the recording and ask the pupils to follow the texts.
• Discuss the numbering of the texts and confirm answers.
• Ask pupils to compare themselves with the children in
the pictures.
answers
4, 2, 3, 1
1 Listen and circle the correct answers. $ 2•43
AB page 59
• Point to the pictures and ask the pupils to name the
countries, items, and family members.
• Read out the questions and explain that pupils have to
listen and circle the picture that answers each question.
• Play the first part of the recording and ask pupils to point
to the correct picture. Ask pupils to say the correct word.
• Play the recording all the way through, pausing for pupils
to circle the correct pictures.
• Invite pairs of pupils to ask and answer the questions.
Answers
1 Italy  ​2 pizza  ​3 tuna and egg   ​
4 cheese and tomato   ​5 his grandma
2 Look at activity 1. Read and complete. AB page 59
• Ask pupils to look at the picture in activity 2. Tell them that
this is Luigi from activity 1.
• Ask pupils to look at the text and the words in the word bank.
• Tell pupils that they have to complete the text with the
words in the word bank and that they can use their
answers in activity 1 to help them.
Answers
Italy, pizza, tuna, egg, grandma
3 Write about your favourite food. PMB page 53
• Give each pupil a copy of the ‘Me and my world’ page from
the PMB. Explain that they can now write about themselves
in the same way as in activity 2 in their Activity Books.
• Pupils stick a picture of their favourite food in the frame
provided.
• Pupils then write about their favourite food.
• You may like to display the finished pieces in the
classroom, or give the pupils the option of including
them in their Language Portfolio.
17/10/2013 13:36
 Lesson 2 CB page 54, AB pages 60–61
Revision
Lesson objective
Revise all language from Units 4–6
Language
Review: All language from Units 4–6
Materials
Norton; Norton’s kit box; Units 4–6 flashcards and text
cards; Counters and coins for the board game
Beginning the lesson
• Use Norton to welcome the pupils and say the kit chant.
Open the kit box and take out the sets of flashcards.
• Ask the pupils if they can remember any of the flashcards
from each set. As they remember them, stick the cards
randomly on the board.
• You may need to give phonetic clues to remind the pupils
of the cards they are struggling to remember.
• Once all the cards are on the board, call out a group,
e.g. Food groups, and ask the pupils to tell you all the cards
you need to take off the board to put back into the food
groups group.
Play the game! CB page 54
• Explain that the game revises the language from the
previous three units and that the pupils will play in pairs.
The aim is to be the first pair to get to the finish.
• Remind the pupils that they have to use a coin to decide
whether they move one square or two, e.g. heads = 1,
tails = 2. (See page 57 for full instructions.)
• The tasks for each square are listed below:
1 Say the words: parrot and lion.
2 Say the rhyme from the story (Class Book page 30):
Monkey, can you talk like me? Can you run and walk like
me? Can you jump and climb a tree?
3 Sing the song (Class Book page 33): The monkey says
4 Say the words: wings and tail.
5 Norton: Move on one square.
6 Say the words: snake and monkey.
7 Say the sentence from the story (Class Book page 38):
Can I have ten balloons, please?
8 Say the words: one pound, 1p, and 50p.
9 Sing the song (Class Book page 41): Let’s make a card for
Mum.
10 Say the words: key rings, badges, and balloons.
11 Norton: Move on one square.
12 Say the words: tomatoes, sausages, and cheese.
13 Say the rhyme from the story (Class Book page 46): I like
cheese, I like eggs, I like lettuce, On brown bread.
14 Norton: Move on one square.
15 Say the words: sandwiches and vegetables.
16 Sing the song (Class Book page 49): Eggs and cheese for
lunch today.
4443753 IEKit TB2_SP.indb 89
• The pupils may not remember all of the song words, but
encourage them to sing the words together with their
partner and praise them for their efforts.
1 Cross out the odd word out. Write two more words.
AB page 60
• Ask pupils to read out the words in each set.
• Ask pupils to tell you which word in each set is the odd
one out and why.
• Allow pupils time to think of two more words for each set
and write them in their books.
Answers
1 badge  ​2 lettuce  ​3 bread  ​4 lion
2 Read. Draw the animals. AB page 60
• Ask pupils to say which animals can run / fly / swim /
climb trees.
• Name an animal and ask pupils to tell you:
– what colour it is;
– how many legs it’s got;
– if it has a tail or wings.
• Read the first text and ask pupils to say what animal they
think it is.
• Allow pupils time to read the texts and draw the animals.
• Ask pupils to read out the texts and say the correct animal,
e.g. It’s a (zebra)!
Answers
1 [a zebra]   ​2 [a penguin]   ​3 [a snake]   ​4 [a crocodile]
3 Write. AB page 61
• Explain that the children are in a sandwich shop and
are asking for sandwiches.
• Ask pupils to look at the pictures and say what is in
each sandwich.
• Read out the words in the word bank and ask pupils
to point to the correct sandwiches.
• Read out the example and explain that pupils have
to write questions using the words in the word bank.
• Allow pupils time to complete the activity.
• Invite pupils to read out their questions.
Answers
1 Can I have an egg sandwich, please?
2 Can I have a chicken sandwich, please?
3 Can I have a cheese sandwich, please?
4 Can I have a tuna sandwich, please?
4 Complete the dialogues. AB page 61
• Ask pupils to look at the picture and say what animals
they can see.
• Ask pupils how the people in the picture feel.
• Read out the first question. Point to the face next to the
answer line and ask pupils to find the correct person in
the big picture.
• Elicit the answer: No!
• Allow pupils time to complete the activity.
Answers
1 No!  ​2 Do you like crocodiles?  
3​ ​Yes! ​  4​ Do you like crocodiles?
Me and my world & Revision 89
17/10/2013 13:36
 Lesson 1 CB page 55 Transcript
Bing’s mum Look at Bing! Are you OK, Bing?
Bing I’m dizzy!
Introducing vocabulary
Server I’m bored.
Lesson objectives Flo I’m thirsty. Can I have a drink, please?
Become familiar with feelings vocabulary Server Yes, here you are.
Find out more about the characters Titch Mmm. Sausages. I’m hungry!
Listen and identify new vocabulary Cook Phew! And I’m hot!
Join in with a chant Fred I like ghost trains! Are you OK, Dad?
Dad Err … I’m scared!
Language Poppy Brr, I’m cold. Hello, Mum.
Core: Feelings vocabulary: sad, cross, scared, sleepy, cold, Poppy’s mum Here you are.
hot, hungry, thirsty, bored, dizzy, happy
Mitch Oops!
Extra: fair Mitch’s mum Oh, Mitch. Now I’m cross!
Mitch And I’m sad!
Materials
Assistant Oh, I’m sleepy.
Norton; Norton’s kit box; CD 2.44–2.45; Feelings
flashcards and text cards (90–100); Bookmarks Mr Fixit Bull’s eye! Now I’m very happy!

2 Listen and chant. $ 2•45 CB page 55

Beginning the lesson • Stick the flashcards on the board in a random order.
• Say the kit chant and use Norton to help you present the • Play the chant and encourage the pupils to point to the
items for today’s lesson.
flashcards as they hear the feelings mentioned.
• Talk to the pupils about feelings. Ask them if they know • Play the chant again and ask the pupils to help you order
any words in English for feelings. Ask them what words
the flashcards.
they would like to learn.
• Say the chant line by line and think of actions for each line.
• Ask the pupils to take out their Class Books and look
through Unit 7. Ask them where they can see Norton. • Play the chant again and encourage the pupils to say it
Ask them to tell you which pages they like best, and what and do the actions.
activities they think they will be doing: Yes, we’re going to Optional activity
listen to a story, we’re going to learn a song, and we’re going
to talk about feelings and musical instruments …
• Put the flashcards on the board and use Norton to take
out the text cards one by one, revealing the words slowly.
• Ask the pupils how they feel on their birthday: Pretend it’s
your birthday. How do you feel?
• Ask the pupils to guess the word, then put the text cards
next to the matching flashcards.
• Ask them to think of other feelings and to mime them
together.
• Encourage the pupils to read words by looking at the first
letters, the length of the word, and the consonants, then
• Use Norton to find the feelings flashcards and text cards tell you which are long words and which are short words.
in the kit and teach the new vocabulary.
• Clap the syllables of the words and ask the pupils to guess
• He can say a feelings word and ask the pupils to mime which ones they could be.
the emotion.
• Remind them not to sound out the individual letters.
1 Listen and find. $ 2•44 CB page 55 • Pay special attention to scared /skɛːd/ and bored /bɔːd/
• Look at the picture with the pupils and talk about it: which end in ‘-ed’. Make sure the pupils do not add an
– Ask them what they can see: Titch can see food … extra syllable.
he can see … sausages! • Show them that the word excited ends in ‘-ted’ so that is
• Ask them to find all the characters: Where’s Mitch? Why is an extra syllable: /ɪkˈsʌɪtɪd/.
he sad?
• Tell the pupils to take out their bookmarks and find each
character with the bookmark as they listen.
• Play the recording, pausing after the first dialogue so the
pupils can find the character. Repeat with the remaining
dialogues.

90 Unit 7

4443753 IEKit TB2_SP.indb 90 17/10/2013 13:36

 Lesson 2 AB pages 62–63
Practising vocabulary
Lesson objectives
Review feelings vocabulary
Listen and identify feelings
Read and recognize feelings
Practise writing feelings vocabulary
Language
Review: Feelings vocabulary and phrases
Materials
Norton; Norton’s kit box; CD 2.45–2.46; Feelings flashcards
and text cards (90–100); Feelings picture cards (PMB p34) –
one photocopied set per pupil; Feelings word cards
(PMB p35) – one photocopied set per pupil (optional);
Coloured pencils / pens; Scissors
Beginning the lesson $ 2•45
• Say the kit chant and use Norton to help you present the
items for today’s lesson.
• Play the If you’re happy chant and encourage the pupils to
join in and do the actions (CD 2.45).
• Review vocabulary by playing the following game with
the feelings flashcards and the text cards:
– Give the pupils either a text card or a flashcard.
– Ask all the pupils to stand up and mime the feeling
on their card, looking around the class while they are
miming and finding the other child who is miming the
same feeling.
– When they find their partner they can stick their cards
next to one another on the board.
Play a game
• Play a TPR game.
• Decide on actions that the pupils can do to show the
different feelings.
• Divide the class into two teams.
• Say a feelings word to each team in turn. The pupils do
the action.
• Award one point for each correct action. The team with
the most points wins.
1 Listen and number. $ 2•46 AB page 62
• Look at the pictures with the pupils.
• Ask them about each one: What’s this one? What’s the
matter here?
• Tell them to listen to the recording and find the feeling.
• Explain that they should put the number in the box by the
appropriate face.
• Play the recording, pausing after each word to give the
pupils time to write the number.
4443753 IEKit TB2_SP.indb 91
Transcript
1 scared
2 thirsty
3 sleepy
4 hungry
5 cross
6 dizzy
7 sad
8 happy
• Check answers when the recording finishes by asking
pupils to pretend to be the people with these different
feelings, then answer the questions: a – what’s the matter?
ANSWERS
a 7  ​b 5  ​c 1  ​d 3  ​e 4  ​f 2  ​g 8  ​h 6
2 Read and colour. AB page 62
• Tell the pupils to get out eight different coloured pencils
or pens.
• Call out the eight colours and ask the pupils to hold them
up: Show me pink … Who’s got brown? Good!
• Explain that they have to read the sentences and find the
matching face: Can you see a sleepy face?
• When they find each face they put a dot of colour on that
face: Just put a dot of pink on the face …
• Do the first one together and continue the activity by
working together as a whole class or letting the pupils
work in pairs before checking with the whole class.
• When the pupils have matched the correct faces and
colours to the sentences, ask them to colour the pictures
completely.
• When they finish, you could ask them if they think these
are the ‘right’ colours for these feelings: Is yellow a happy
colour? Ask them if they think others are better.
3 Write. AB page 63
• Ask your class to look at the photos of the pupils and think
about what each child is saying: I’m dizzy.
• Tell your class they have to write sentences under each
photo. They should start each sentence with I’m and then
add a word from the word bank.
Answers
1 I’m sad.   ​2 I’m happy.   ​3 I’m scared.   ​4 I’m thirsty.   ​
5 I’m bored.   ​6 I’m sleepy.   ​7 I’m dizzy.
fast finishers: Ask fast finishers to draw cartoon faces
showing different feelings. Show pupils the faces on
Activity Book page 62. Tell pupils to write sentences under
their faces, e.g. He’s (happy). / She’s (dizzy).
Make the picture / word cards. PMB pages 34–35
• Give out the photocopies of the feelings picture cards
from the PMB.
• Make and use the picture / word cards as described in
Unit 1, Lesson 2.
• Let the pupils play a game of Snap (page 22) in pairs.
Unit 7 91
17/10/2013 13:36
 Lesson 3 CB pages 56–57, PMB pages 36–37
Story
Lesson objectives
Predict from visual clues
Listen to a story and join in with a rhyme
Find details in a picture and practise story language
Act out a story
Language
Core: Are you (feeling)?; Yes. / No, I’m (feeling); I feel …
Extra: great; fantastic; brilliant; hot dog; ride
Review: Feelings vocabulary and phrases
Materials
Norton; Norton’s kit box; CD 2.47; Feelings flashcards
and text cards (90–100); Story Frames Book; Bookmarks;
Character masks; PMB Story Frames (PMB pp36–37) –
one photocopied set per pupil; Coloured pencils / pens;
Scissors; Glue; A stapler
Beginning the lesson
• Say the kit chant and use Norton to help you present the
items for today’s lesson.
• Use the feelings flashcards and text cards to play a game,
e.g. Uncovering a card (page 20).
1 Listen and point. $ 2•47 CB pages 56–57
• You may like to use the Story Frames Book to present the
story.
• Talk about the pictures with the pupils. Ask them to
name all the characters they know: Who’s this? What’s his /
her name?
• Ask them to predict what the story is about. Acknowledge
their contributions and recast their comments in English.
• Ask the pupils to listen and follow the story in the Class
Book, pointing to each frame. Pupils can also use their
bookmarks to follow the story in their books.
• Play the CD. Practise ‘good listening’ and use your
‘silence signal’.
Transcript
1 Narrator The children are at the fair.
Bing I love fairs.
Poppy Me, too. Do you like fairs, Mitch?
Mitch No.
2 Narrator The children are happy.
All except Mitch Music, hot dogs,
Rides and fun.
Something here
For everyone!
3 Narrator Mitch isn’t happy.
Fred This is great!
Mitch I’m dizzy. I don’t like this.
4 Narrator Mitch isn’t happy at all.
Flo Are you hungry?
Poppy Are you thirsty?
Mitch No. I don’t like fairs.
5 Narrator Now Mitch is very, very scared.
Bing Wow! It’s fantastic!
Titch Ooh, brilliant!
Mitch Oh, no. I’m scared! I don’t like this!
6 Narrator Mr Fixit has got an idea.
Mr Fixit Look in the kit, Mitch.
7 Narrator Mitch opens the kit.
Norton Wow.
Mitch Oh, look!
8 Narrator Now everyone is happy.
Norton Are you happy now, Mitch?
Mitch Yes, I love this. Thank you, Mr Fixit! It’s great!
• Talk about the story and the pupils’ predictions.
• Say the rhyme from the story and decide together on
appropriate actions.
• Listen to the story again. Encourage the pupils to join in
with the rhyme and do the actions.
2 Find and number. Say. CB page 57
• Talk to the pupils about the cut-out pictures from the
story: Who’s this? Where’s this picture in the story? That’s right,
it’s here – frame (4).
• Explain that they have to look through the story, find each
picture, and write the number of the frame it is in.
• Give the pupils a few minutes to find the pictures and
write the numbers. They can check with a partner.
• Go through the answers with the class. Then ask the
children to try to remember what the character says in
each case. Model the phrase and encourage the whole
class to join in and practise in chorus. For the picture of
Bing (frame 2), remind pupils of the chant and encourage
them to say this, although it is spoken by all of the
characters.
Answers
[from left to right]  ​Mitch (frame 4): ‘No. I don’t like fairs.’  ​
Mr Fixit (frame 6): ‘Look in the kit, Mitch.’  ​Poppy (frame 1):
‘Me, too.’  ​Bing (frame 2): ‘Music, hot dogs, rides and fun.
Something here for everyone!’  ​Mitch (frame 7): ‘Oh, look!’  ​
Norton (frame 8): ‘Are you happy now, Mitch?’
3 Listen again and act. $ 2•47 CB page 57
• Explain to the children that they are going to listen to the
story again, and mime it as they listen.
• Assign characters to pupils. Tell pupils to find the correct
mask for their assigned character.
• Play the recording and encourage them to mime their
part. Some children may feel confident enough to say the
words along with the recording.
• Repeat with one or two more groups of children.
Make a story book. PMB pages 36–37
• Tell the pupils that they are going to make their own story
book. See the instruction in Unit 1, Lesson 3.

92 Unit 7

4443753 IEKit TB2_SP.indb 92 17/10/2013 13:36

 Lesson 4 CB page 58, AB page 64
Mum Are you bored?
Poppy Yes. I don’t like cars.
Mum Never mind.
Language focus Narrator Poppy.
Lesson objectives Flo Are you scared?
Review use of Are you (feeling)? and Yes. / No, I’m (feeling) Fred No!
Listen and identify using visual clues Flo Yes you are!
Narrator Fred.
Read and identify information
Practise writing the target language
• Then play the second recording (CD 2.49) and pause after
each line for pupils to repeat the questions.
Language Transcript
Review: Feelings vocabulary and phrases Are you sleepy?
Are you hot?
Materials Are you thirsty?
Norton; Norton’s kit box; CD 2.45, 2.48–2.50; Feelings Are you hungry?
flashcards and text cards (90–100) Are you bored?
Are you scared?
Beginning the lesson $ 2•45 2 Look at activity 1. Listen and answer. $ 2•50
• Say the kit chant and use Norton to help you present the CB page 58
items for today’s lesson. • Ask pupils to look at the picture in activity 1 again and say
• Play and say the chant If you’re happy (CD 2.45) again and how each character feels, e.g. Titch is sleepy.
do the actions. • Play the first line of the recording. Pause and ask the pupils
• Play a game of Snap (page 22) with the feelings flashcards to answer, e.g. It’s Titch.
and text cards. • Play the rest of the recording, pausing after each line for
• Play it by sticking one flashcard at a time on the board and pupils to answer.
showing the pupils the text cards one after another. • Invite pairs to act out dialogues about the pictures:
• Encourage the pupils to say Snap! when the flashcard and A: Who is it? B: It’s Titch. A: Is she hungry? B: No. A: Is she
the text card match. sleepy? B: Yes.
1 Listen, find and say who. Listen and repeat. Transcript
$ 2•48–2•49 CB page 58 1 Male Who is it? 5 Male Who is it?
• Look at the picture with the pupils. Female It’s Titch. Female It’s Flo.
• Elicit that the characters are in a car. Male Is she sleepy? Male Is she hot?
• Ask the pupils to say how each character feels. Female Yes. Female No.
2 Male Who is it? 6 Male Who is it?
• Play the first dialogue. Pause after the dialogue and ask
Female It’s Dad. Female It’s Poppy.
the pupils to point to the correct character and say how
Male Is he happy? Male Is she bored?
he / she feels.
Female No. Female Yes.
• Repeat with the other dialogues. 3 Male Who is it? 7 Male Who is it?
Female It’s Mitch. Female It’s Fred.
Transcript
Male Is he cross? Male Is he scared?
Mum Are you sleepy?
Female No. Female Yes.
Titch Yes ... very ...
4 Male Who is it? 8 Male Who is it?
Narrator Titch.
Female It’s Bing. Female It’s Mum.
Mitch Can I open the window? Male Is he thirsty? Male Is she sad?
Mum Yes, of course. Are you hot? Female Yes. Female No.
Mitch Yes. Thanks.
Narrator Mitch. 1 Write. AB page 64

Bing Can I have some water, please? • Ask pupils to look at the pictures and say how they think
Mum Yes, of course. Are you thirsty? the mime feels in each one.
Bing Yes – very! • Read out the words in the word bank and ask pupils to
Narrator Bing. point to the correct pictures.
Flo Mum, have you got a sandwich? • Allow pupils time to complete the activity, then ask pupils
Mum Are you hungry? to act out the exchanges.
Flo Yes – very! Answers
Mum Here you are. 1 dizzy  ​2 sad  ​3 cross  ​4 hungry  ​
Narrator Flo. 5 bored  ​6 happy  ​7 cold  ​8 sleepy

Unit 7 93

4443753 IEKit TB2_SP.indb 93 17/10/2013 13:36

 Lesson 5 AB pages 65–66 2 Follow and read. Write Yes or No. AB page 65
• Ask pupils to look at the pictures and say how each
Language focus person feels.
• Use Norton to follow the line in item 1 and read out the
Lesson objectives question. Invite pupils to answer.
Review and practise the target language • Allow pupils time to complete the activity, then ask pairs
Listen and identify feelings of pupils to read out the questions and answers.
Write and talk about feelings answers
1 Is he sleepy? Yes.   ​2 Is he dizzy? No.   ​
Language 3 Is he happy? No.   ​4 Is she bored? No.   ​
Review: Feelings vocabulary and phrases 5 Is he scared? No.   ​6 Is he cross? Yes.   ​
7 Is she sad? No.   ​8 Is he thirsty? Yes.   ​
Materials 9 Is he cold? No.
Norton; Norton’s kit box; CD 2.51; Feelings text cards
3 Look and write questions. AB page 66
(90–100)
• Look at the pictures and ask pupils to say how each
person feels.
Beginning the lesson
• Read out the phrases and words in the word banks,
• Say the kit chant and use Norton to help you present the then invite a pupils to read out the example.
items for today’s lesson.
• Point to the answers under each picture.
• Review the vocabulary by playing a game of Flashing a
card (page 20) with the feelings text cards.
• Ask pupils to use the phrases and words in the word
banks to ask a question about each picture.
• Flash a text card quickly and ask the pupils to tell you
what it is.
• Allow pupils time to write the questions, then ask pairs
of pupils to read out the questions and answers.
• Call out the feelings words and ask pupils to mime the
feelings. Call out the words faster and faster. answers
1 Is he sleepy?   ​2 Is she sad?   ​3 Is he scared?   ​
1 Listen and number. $ 2•51 AB page 65 4 Is she cross?   ​5 Is he hot?   ​6 Is she dizzy?
• Ask pupils to look at the picture in activity 1 and say how
they think the people feel.
4 Draw faces. Ask and answer with your friend.
AB page 66
• Play the first item on the recording. Ask pupils to point to
the correct person and say the number. • Point to the blank faces. Explain that pupils are going to
draw faces to show different feelings.
• Play the recording, pausing after each item and asking pupils
to point to the correct people and write the numbers. • Allow pupils time to draw the faces, then act out the
example dialogue with Norton.
Transcript • Divide the class into pairs and allow them time to practise
1 Adult Is he happy? asking and answering questions about their pictures.
Girl Yes. • Invite pairs of pupils to act out dialogues in front of the class.
2 Adult Is she hungry?
Girl Yes, she is. fast finishers: Ask pupils to write questions about the
3 Adult Is he bored? picture on Class Book page 55, e.g. Is Flo bored? Tell pupils
Girl Yes, he is. to play a memory game in pairs. Pupils look at the picture
4 Adult Is he dizzy? for one minute, then close their books and ask and answer
Girl Yes, he is. each other’s questions.
5 Adult Is she sad?
Girl No, she’s cold.
Teaching tip: In preparation for Lesson 6 you may wish to
6 Adult Is he sad?
Girl No, he’s cross. complete the first vocabulary set in the Picture Dictionary
7 Adult Is he scared? for Unit 7 in your copy of the Activity Book (page 98).
Girl No, he’s thirsty.
8 Adult Is he cold?
Girl No, he’s hot.
9 Adult Is he cross?
Girl No, he’s sleepy.
answers
[from left to right] 5, 9, 2, 7, 3, 1, 6, 8, 4

94 Unit 7

4443753 IEKit TB2_SP.indb 94 17/10/2013 13:36

 Lesson 6 CB page 59, AB page 67 Transcript
1 Sound of ball smashing window
Girl Oh, no! Sorry. Are you cross?
Learning for life
Dad Yes!
Lesson objectives 2 Sound of television
Review vocabulary and language of the unit Boy I’m sleepy. Is it bedtime, Dad?
Dad Yes! Goodnight!
Learn about recognizing and dealing with emotions
3 Sound of fridge door opening and rustling
Join in with a song Girl Mum …?
Listen and identify using visual clues Mum Yes? Are you hungry?
Girl Yes. Can I have a sandwich?
Language 4 Sound of presents being unwrapped
Extra: smile; hold Girl Look, Dad. I’ve got a doll!
Review: Feelings vocabulary and phrases Dad Good! Are you happy?
Girl Yes!
Materials 5 Sound of dog barking
Boy Oh, I’m scared.
Norton; Norton’s kit box; CD 2.52–2.53; Feelings flashcards
6 Sound of child running and panting
and text cards (90–100); Your own completed Picture
Girl Oh, I’m hot.
Dictionary page for Unit 7
Mum Are you thirsty?
Girl Yes!
Beginning the lesson Mum Here’s a drink.
• Say the kit chant and use Norton to help you present the Girl Thank you!
items for today’s lesson. • After listening, talk about the pictures again. Encourage
your class to tell you how the children feel and what they
1 Listen and sing. $ 2•52  ​CB page 59
say: This boy doesn’t like dogs … he says … ‘I’m scared’.
• Before you listen to the song, talk to the pupils about how
we know about other people’s feelings, and what people’s Answers
body language and their tone of voice tell us about how 1, 3, 5, 2, 6, 4
they feel.
Mid-unit review
• Ask them what we can do if someone feels sad.
• Use the Class Book to remind pupils of all the activities
• Remind them of what Mr Fixit did for Mitch in the story. and language done so far in this unit. Praise them for
• Talk about how we all have emotional ups and downs, their progress so far.
and how good friends try to make their friends feel better • Use the feelings flashcards and text cards to do a
if they are sad, scared, etc. categorizing activity.
• Explain that they are going to learn a song about emotions. • Ask the pupils to categorize the flashcards and text cards
• Before playing the song, teach some gestures and actions in different ways, e.g. feelings connected to your body /
to go with the language, e.g. smile (big smile), sad (frown feelings that are only in your mind; feelings you have
and pretend to cry). every day / feelings you have now and then.
• Give instructions to Norton: OK, Norton, smile, very good. • Organize the cards on the board in these categories,
Now frown, Norton. following the pupils’ suggestions. (Avoid labelling feelings
• Play the song and encourage pupils to do the actions. positive and negative.)
• See if the pupils have any other ideas, and organize the
1 Listen and find. $ 2•53 Then listen and number. cards according to what they say.
AB page 67
• Let the pupils look at the pictures and talk about them: Picture Dictionary AB page 98
She’s happy with her present. She’s got a doll. • Show the pupils your completed Picture Dictionary page
• Explain that they have to listen to some sounds and find for Unit 7.
the picture that matches the sounds they hear, then say • Remember that they have not yet covered all the
how the person is feeling. vocabulary in the unit, so explain that they will complete
• Play the recording and pause after the sound effects to let this page later.
the pupils find the picture. • Complete the Picture Dictionary. See the instructions in
• Let the pupils listen to the second part of the dialogue, Unit 1, Lesson 6.
then put the correct number in the box in the corner of
the picture. Continue to do this with all the dialogues.

Unit 7 95

4443753 IEKit TB2_SP.indb 95 17/10/2013 13:36

 Lesson 7 CB pages 60–61, AB page 68
Adult Listen, what’s this?
Violin playing a scale
Child It’s a violin.
Learning through English
Adult Listen, what’s this?
Lesson objectives Flute playing a scale
Become familiar with musical instruments vocabulary Child It’s a flute.
Listen and identify musical instruments Adult Listen, what’s this?
Read and recognize musical instruments from a description Piano playing a scale
Listen and associate feelings and music Child It’s a piano.
• After listening, check by asking questions: What’s number
Language three?
Core: Musical instruments vocabulary: flute, violin, • Ask pupils to mime playing the different instruments.
xylophone, guitar, piano • Play the recording again and encourage pupils to mime
along.
Materials Answers
Norton; Norton’s kit box; CD 2.54–2.56; Musical instruments 5, 2, 1, 4, 3
flashcards and text cards (101–105); Bookmarks; Musical
instruments picture cards (PMB p34) – one photocopied 2 Read, listen and find. $ 2•55 CB page 61
set per pupil; Musical instruments word cards (PMB p35) – • Tell the pupils they are going to hear some more music.
one photocopied set per pupil (optional); Coloured The music makes the people in the pictures feel different
pencils / pens; Scissors things.
• Ask them what the person is saying in each picture.
Beginning the lesson • Play the first piece of music and ask the pupils which
• Say the kit chant and use Norton to help you present the instrument they hear: What can you hear? Can you hear
items for today’s lesson. a / an (instrument)?
• Remind the pupils that they have been working with • Read the first sentence with the pupils. Ask them which is
words for feelings in this unit. the correct photo for the first piece of music: Can you see a
• Ask them what it is that makes them feel happy, sad, etc., sleepy person? Is she sleepy?
e.g. the weather, a picture. Mention music if the pupils • Continue like this with the other four pieces of music.
don’t, and talk about how music can make you feel • When you finish the activity, play the music again and ask
different things. the pupils how they feel when they hear it: Listen. Do you
• Tell them that in the next two lessons they are going to feel sad? How do you feel?
learn the names of some musical instruments, and listen Answers
to some music that makes them feel different emotions. 1 e  ​2 b  ​3 d  ​4 a  ​5 c
• Use the flashcards to teach the names of the musical
instruments and practise the words in chorus. 1 Listen and number. $ 2•56 Write. AB page 68
• Ask the pupils if they play any instruments and teach • Ask the pupils to tell you the name of the instrument in
those words, too. each picture.
• Show the pupils the text cards and read them together. • Tell them that they have to listen and number the pictures
• Ask them to match them to the flashcards. as they hear the instrument, then copy the words from
the word bank under the matching picture.
1 Listen, find and say. $ 2•54 CB page 60
• Look at the instruments. Transcript
1 Guitar playing ‘London’s Burning’
• Check that the pupils know the names of each one.
2 Piano playing
• Play the recording and pause after each piece of music. 3 Flute playing
• Tell the pupils to listen, find, and say which instrument 4 Xylophone playing
they hear in each case. Tell them to use their bookmarks 5 Violin playing
to find them.
Answers
Transcript 1 guitar  ​2 piano  ​3 flute  ​4 xylophone  ​5 violin
Adult Listen, what’s this?
Make the picture / word cards. PMB pages 34–35
Xylophone playing a scale
Child It’s a xylophone. • Give out the photocopies of the musical instruments
picture cards.
Adult Listen, what’s this?
Guitar playing a scale
• Make and use the picture / word cards as described in
Unit 1, Lesson 2.
Child It’s a guitar.

96 Unit 7

4443753 IEKit TB2_SP.indb 96 17/10/2013 13:36

 Lesson 8 AB page 68, CB page 61, PMB page 38
Learning through English
Lesson objectives
Review feelings and musical instruments vocabulary
Listen and write a description
Draw a picture as a personal response to music
Language
Review: Feelings and musical instruments vocabulary
and phrases
Materials
Norton; Norton’s kit box; CD 2.54, 3.1; Feelings flashcards
and text cards (90–100); ‘Draw a picture’ (PMB p38) – one
photocopy per pupil; Coloured pencils / pens; Scissors
Beginning the lesson
• Say the kit chant and use Norton to help you present the
items for today’s lesson.
• Recall vocabulary by playing Memory (page 21) with the
feelings flashcards and the text cards.
• Play a game of Norton says … (page 20) using musical
instruments: Norton says (play the piano)!
1 Listen, choose and write. $ 3•1 AB page 68
• Tell your class that they are going to listen to some music.
• Talk about how music makes them feel: Do you feel happy /
sad / scared?
• Explain that they are going to listen to four pieces of music.
• Look at the word banks in the activity and make sure they
understand that they have to copy a phrase from the
first word bank to say whether they like the music, then
choose a word from the second word bank to say how the
music makes them feel.
• Tell the pupils they can close their eyes when they’re
listening to the music, then tell you how they feel after
they listen: How do you feel?
• Play the first piece of music and talk to the pupils about it.
• Let them complete the first sentences with their personal
responses.
• Repeat this with the other pieces of music.
Transcript
1 Extract from ‘Violin Concerto in E minor’, Mendelssohn
2 Extract from ‘Next’, Goulstone
3 Extract from ‘Blistering Boogie’, Kupferman
4 Extract from ‘Night on the Bare Mountain’, Mussorgsky
4443753 IEKit TB2_SP.indb 97
1 Draw a picture. $ 3•1 CB page 61, PMB page 38
• Explain to the pupils that they are going to listen to a
piece of music from Activity Book page 68, activity 1
again, then draw a picture that shows how it makes them
feel and write one or two sentences about the picture
they drew.
• Look at the photos of the craft activity stages with the pupils.
• Talk about the boy listening to the music in the first photo
and ask them how he feels: Can you see the boy listening to
the music? Is he sad?
• Talk about:
– the boy drawing a picture in the second photo: What
can you see in the picture?;
– the boy colouring the picture in the third photo: What
colours can you see?;
– the boy writing the sentences in the fourth photo: He’s
writing about the music …
• Make sure pupils know what materials they will need:
coloured pencils or pens, scissors.
• Give out the ‘Draw a picture’ photocopies and talk about
what pupils should do.
• Ask the pupils to sit quietly with their eyes closed and
think of colours and shapes as they listen to the music.
• Play the music extract of your choice once while the
pupils are listening quietly (CD 3.1). When it finishes, play it
again and ask the pupils to start drawing and colouring.
• While the pupils are working go around the classroom
helping and praising them.
• Remind them that they can also colour the frame of
their picture.
• If possible, display the pictures in the classroom and
encourage the pupils to talk about them.
• Repeat for another of the musical extracts if you have time.
Play a game
• Divide the class into two teams.
• Invite a pupil from team A to mime playing a musical
instrument.
• Pupils from team B guess the instrument, e.g. It’s a guitar!
• Repeat with pupils from each team in turn.
• Award one point for each correct answer. The team with
the most points wins.
Sing a song
• Let the class vote for the song they would like to sing again.
Teaching tip: If you haven’t already done so, you may wish
to complete the second part of the Picture Dictionary page
for Unit 7 in preparation for the next lesson (optional).
Further practice
Multimedia extension: Music section of the optional DVD
Unit 7 97
17/10/2013 13:36
 Lesson 9 CB page 62 2 Listen and number. $ 3•3 Act out the dialogues.
CB page 62

Pronunciation and speaking • Look at the cartoon strips with the pupils.
• Ask them about the children in each one, e.g. Is he happy?
Lesson objectives What’s the matter?
Revise the language of the unit • Tell the pupils they have to listen to the dialogues and find
Practise pronunciation of sounds the matching cartoon strip.
• Play the first dialogue.
Language • Ask the pupils to show you the matching cartoon strip
Review: Vocabulary and phrases used in Unit 7 and write the number.
• Play the dialogue again and ask pupils to listen and follow
Materials the dialogue.
Norton; Norton’s kit box; CD 3.2–3.3; Feelings flashcards • Repeat with the other recordings.
and text cards (90–100); Musical instruments flashcards • Invite pairs of pupils to act out the dialogues.
and text cards (101–105)
• Pupils can choose a dialogue and act it out, then ask the
rest of the class to say which dialogue it is.
Beginning the lesson
• Say the kit chant and use Norton to help you present the Transcript
items for today’s lesson. 1 Adult Are you hot?
• Recall the vocabulary of the unit by playing What’s Boy No, I’m thirsty.
missing? (page 21) with all the flashcards. Adult Here you are. Drink this.
Boy Thanks.
• Then ask the pupils to match the text cards to the flashcards.
2 Adult Are you tired?
• Focus on the first letters of each word and ask the Boy No, I’m bored.
pupils to help you organize the words from the unit in Adult Here you are. Read this.
alphabetical order: So ‘bored’ is number 1 because it starts Boy Thanks.
with ‘b’ … what’s next? 3 Adult Are you sleepy?
• Ask pupils to find words that start with the same sound Boy No, I’m hungry.
and to look for others in their books. Adult Here you are. Eat this.
Boy Thanks.
1 Listen and point. $ 3•2 Listen again and repeat.
CB page 62 Answers
• Point to the pictures and ask the pupils to say what they 3, 1, 2
can see. Picture Dictionary AB page 98
• Play the recording and ask pupils to point to the correct • Tell the children to complete their Picture Dictionaries
pictures as they listen. with the words from Lessons 7 and 8.
• Point to the words and focus on the /h/ and /z/ sounds. • Invite some pupils to hold up their finished pages to show
• Make the sounds for pupils to copy chorally, then the class.
individually.
• Invite the children to tell you any other words they know Play a game
that have these sounds, either in English or in their L1, • Divide the class into two teams.
for example: helicopter, hair, fizzy, zoo. • Stick three flashcards from Unit 7 on the board. Say the
• Play the recording again and ask pupils to repeat the words. initial sound of one of the words.
• Point to items in the pictures and ask individual pupils to • Invite a pupil from team A to come to the board, take the
say the correct words. correct flashcard and say the word.
• Repeat with pupils from each team in turn.
Transcript
I’m hungry, I’m hot, I’m not happy.
• Award one point for each correct answer. The team with
the most points wins.
I’m hungry, I’m hot, I’m not happy.
I’m hungry, I’m hot, I’m not happy.
A dizzy zebra in the zoo.
A dizzy zebra in the zoo.
A dizzy zebra in the zoo.

98 Unit 7

4443753 IEKit TB2_SP.indb 98 17/10/2013 13:36

 Lesson 10 AB pages 69–70 Transcript
1 Male Is he sleepy?
Female No, he’s cross.
Review and self-evaluation
2 Male Is he bored?
Lesson objective Female Yes.
Review of Unit 7 3 Male Is she thirsty?
Female No, she’s hungry.
4 Male Is she scared?
Language
Female No, she’s dizzy.
Review: Vocabulary and phrases used in Unit 7 5 Male Is he sleepy?
Female Yes.
Materials 6 Male Is she bored?
Norton; Norton’s kit box; CD 3.2, 3.4; All materials used in Female No, she’s scared.
Unit 7; Coloured pencils / pens
3 Write. AB page 70

Beginning the lesson $ 3•2
• Say the kit chant and use Norton to help you present the
items for today’s lesson.
• Ask the pupils if they can remember the different words
with the sounds /h/ and /z/ in the phonics chant.
• Play the recording from Lesson 9 (CD 3.2) and encourage
the pupils to join in with the words.
1 Write. Find the mystery words. AB page 69
• Show the pupils the crossword.
• Explain that the pictures are the clues. Elicit the correct
word for each picture and show pupils that the words are
written across the boxes.
• Tell pupils that the letter ‘h’ goes in the box with 1 on it
and that there are two mystery words written down the
middle in the shaded boxes.
• Tell pupils that there are no pictures for the mystery words.
• When the pupils have finished, use Norton to do the
crossword on the board using the flashcards. Ask the
pupils to help Norton by telling him what to write.
Answers
1 happy  ​2 dizzy  ​3 scared  ​4 hungry   Steve: I don’t like this music. When I hear it I feel bored.
5​ bored  ​6 sleepy  ​7 thirsty
Mystery words: sad, cross
2 Listen and circle. $ 3•4 AB page 69
• Ask the pupils to look at the pictures and say how the
children feel.
• Explain that they will listen and circle the correct faces.
• Play the first part of the recording. Ask pupils to point to
the correct face in item 1.
• Continue the recording, pausing after each item to allow
pupils time to circle the correct faces.
• To check answers, invite pairs of pupils to act out dialogues
about the people in the pictures: A: Is he happy? B: No,
he’s cross.
• Ask pupils to look at the pictures and say how the
people feel.
• Read out the words in the word bank and act out the
example with Norton.
• Allow pupils time to write the answers, then invite pairs
of pupils to act out the exchanges.
Answers
1 No, I’m bored.   ​2 No, I’m cross.   ​3 No, I’m hot.   ​
4 No, I’m scared.   ​5 No, I’m thirsty.   ​6 No, I’m hungry.
4 Look and match. AB page 70
• Ask pupils to say how the people in the picture feel.
• Read out the sentences below the picture.
• Say the names and ask pupils to point to the correct people.
• Allow pupils time to complete the activity by drawing
lines to match the names to the correct sentences.
• Invite pupils to read out the correct sentences for each
person, e.g. What does Chris say?
Answers
Chris: I like this music. When I hear it I feel sleepy.
Jackie: I don’t like this music. When I hear it I feel dizzy.
Jill: I like this music. When I hear it I feel happy.
End-of-unit review
• Ask the pupils what they remember doing in previous
lessons. Help them to recall activities and language by
showing them flashcards / things they have made /
pictures in their books; playing songs, and saying
rhymes and chants.
• Ask them what they liked or didn’t like, and what they
found easy or difficult.
Self-evaluation AB pages 69–70
• Help the pupils to complete the self-evaluation exercises,
as described on page 14.
Further practice
Unit 7 Test (pages 150–151)

Unit 7 99

4443753 IEKit TB2_SP.indb 99 17/10/2013 13:36

 Lesson 1 CB page 63 Transcript
Titch I’m bored. I don’t like football.
Introducing vocabulary Dad Well, go and play a game!
Titch Hello, Bing! Can I read a book with you?
Lesson objectives Bing No Titch, you can’t!
Become familiar with indoor activities vocabulary Titch Oh, OK.
Find out more about the characters Titch Can I make a model with you, Fred?
Listen and identify new vocabulary Fred No, Titch. Go away.
Titch Hey, Norton! Can I sleep here, too?
Join in with a chant
Norton No!
Titch OK.
Language
Titch Hello, Poppy. Can I play on the computer?
Core: Indoor activities vocabulary: watch TV, read, play on Poppy No, Titch, sorry. It’s my turn.
the computer, do my homework, make a model, cook, paint, Titch Oh.
sleep, do a puzzle, play a game Titch Flo?
Review: House vocabulary and phrases Flo Yes, Titch?
Titch Can I do my homework with you?
Materials Flo No, Titch, you can’t!
Norton; Norton’s kit box; CD 3.5–3.6; Indoor activities Titch Oh, OK.
flashcards and text cards (106–115); Bookmarks Titch Hello, Mum! Can I cook with you?
Mum Sorry, Titch, you can’t!
Beginning the lesson Titch Oh, OK.
Titch Hello, Mr Fixit! Can I paint with you?
• Say the kit chant and use Norton to help you present the
Mr Fixit Sorry, Titch, you can’t!
items for today’s lesson.
Titch Oh, OK. Bye!
• Talk to the pupils about activities they do at home. Ask Titch Hey, Mitch! Can I do a puzzle with you?
them if they know any words in English for these activities. Mitch No, Titch, you can’t!
Ask them what words they would like to learn. Titch Oh please, Mitch.
• Ask the pupils to take out their Class Books and look Mitch Oh stop it, Titch!
through Unit 8. Ask them where they can see Norton. Titch What can I do?
Ask them to tell you which pages they like best, and what Titch Can I watch TV with you, Dad?
activities they think they will be doing: Yes, we’re going to Dad Come on, Titch. It’s a good game!
listen to a story, we’re going to learn a song, and we’re going Titch I like football now!
to talk about indoor activities and uses of water … • After listening, talk about what Titch asks: Can I cook with
• Ask pupils what kind of things they do at home after you / play on the computer?, etc.
school or at the weekends. • Ask pupils what the other characters say: No, you can’t.
• Use Norton to find the flashcards and text cards in the kit
and teach the new vocabulary. 2 Listen and chant. $ 3•6 CB page 63
• Do a TPR activity using this new vocabulary. Say an activity • Put the flashcards on the board in a random order.
and ask pupils to mime doing it. • Play the chant and encourage the pupils to point to the
flashcards as they hear the activities mentioned.
1 Listen and find. $ 3•5 CB page 63
• Play the chant again and ask pupils to order the flashcards.
• Look at the picture and talk about what they can see.
• Say the chant line by line and think of actions for each line.
• Ask pupils to find Titch and to tell you how she is feeling.
• Play the chant again and encourage the pupils to say it
• Tell pupils that Titch wants to play with someone. and do the actions.
• Explain that pupils have to listen to the recording, use
their bookmarks to find the other characters, and tell
you the name of the person Titch talks to.
• Play the first dialogue. Pause and ask the pupils: Who’s
Titch talking to?
• Repeat this with the other dialogues.

100 Unit 8

4443753 IEKit TB2_SP.indb 100 17/10/2013 13:36

 Lesson 2 AB pages 71–72
Practising vocabulary
Lesson objectives
Review indoor activities vocabulary
Listen and identify indoor activities
Read and recognize from visual clues
Practise writing indoor activities vocabulary
Language
Review: Indoor activities vocabulary and phrases
Materials
Norton; Norton’s kit box; CD 3.6–3.7; Indoor activities
flashcards and text cards (106–115); Indoor activities
picture cards (PMB p39) – one photocopied set per
pupil; Indoor activities word cards (PMB p40) – one
photocopied set per pupil (optional); Coloured pencils /
pens; Scissors; A ball
Beginning the lesson $ 3•6
• Say the kit chant and use Norton to help you present the
items for today’s lesson.
• Ask the pupils if they remember any of the words from the
chant in Lesson 1.
• Play the Paint a picture chant again and encourage the
pupils to join in and do the actions (CD 3.6).
• Play a game of Snap (page 22) with the flashcards and the
text cards: stick one flashcard on the board. Use Norton to
show the pupils the text cards one by one and encourage
them to say Snap! when they see the word that matches
the flashcard. Do this with all the cards.
1 Listen and number. $ 3•7 AB page 71
• Look at the pictures and explain that Flo and Fred are
deciding what to do together: Look, there are books …
so they can do their homework … and here’s some paint
and paper … they can paint …
• Tell the pupils that they are going to listen to Flo and Fred
talking and they need to number the pictures.
• Check that your class remembers all the words.
• Play the recording. Pause so that your class has time to
number the activity.
• Repeat with the other recordings.
Transcript
1 Come on, let’s play on the computer.
2 Come on, let’s play a game.
3 Come on, let’s cook with Dad.
4 Come on, let’s do our homework.
5 Come on, let’s do a puzzle.
6 Come on, let’s make a model.
7 Come on, let’s watch TV.
8 Come on, let’s paint a picture.
• Check when you finish by asking: What is number 2?
ANSWERS
[from left to right] 3, 1, 5, 4 / 6, 8, 7, 2
4443753 IEKit TB2_SP.indb 101
2 Read and match. AB page 71
• Look at the pictures with the pupils. Ask: What can you see?
• Make sure they understand that Titch is bored: Is she
happy? How does she feel? and that the adult is suggesting
things Titch can do: What can she do?
• Explain that pupils have to read the sentences and find
the matching activity, then draw a line from the sentence
to the picture.
• Do the first item together and continue the activity by
working together as a whole class or letting the pupils
work in pairs before checking with the whole class.
Answers
1 e  ​2 c  ​3 a  ​4 g  ​5 f  ​6 h  ​7 d  ​8 b
3 Write. AB page 72
• Look at the pictures with the pupils and check that they
know the words / phrases for each activity: What’s he / she
got? Is he / she painting?
• Tell them they have to write the correct phrase or word
on the lines under the pictures.
• Tell pupils to use the word bank to help them with
their spelling.
Answers
1 do my homework   ​2 sleep  ​3 paint a picture   ​
4 make a model   ​5 play a game   ​6 do a puzzle   ​
7 cook  ​8 watch TV
fast finishers: Ask fast finishers to draw a picture of their
favourite activity they do after school, and label it with the
name of the activity.
Make the picture / word cards. PMB pages 39–40
• Give out the photocopies of the indoor activities picture
cards from the PMB.
• Make and use the picture / word cards as described in
Unit 1, Lesson 2.
• Let the pupils play a game of Snap (page 22) in pairs.
Play a game
• Ask the pupils to form a big circle.
• Play some music and pass around a ball. When the music
stops, the pupil with the ball has to choose a flashcard
(e.g. from a fan held in your hand so that the pupils
cannot see the pictures, or from several piles in the
middle of the circle) and say what it is.
• The pupil with the flashcard holds it up and chooses
another pupil to spell the word. If the pupil spells the
word correctly, he / she takes the flashcard and keeps
it in front of him / her.
• Play resumes until all of the flashcards have been used.
Unit 8 101
17/10/2013 13:36
 Lesson 3 CB pages 64–65, PMB pages 41–42
Story
Lesson objectives
Predict from visual clues
Listen to a story and join in with a rhyme
Find details in a picture and practise story language
Act out a story
Language
Core: What are you doing?; I’m (verb)+ing
Extra: hole
Review: Indoor activities vocabulary and phrases
Materials
Norton; Norton’s kit box; CD 3.8; Indoor activities
text cards (106–115); Story Frames Book; Bookmarks;
Character masks; PMB Story Frames (PMB pp41–42) –
one photocopied set per pupil; Coloured pencils / pens;
Scissors; Glue; A stapler
Beginning the lesson
• Say the kit chant and use Norton to help you present the
items for today’s lesson.
• Use the text cards to play a game of Norton says … (page 20).
• Explain to the pupils that they have to read the text card
that is held up. Pupils should do the action if you and
Norton are both holding the card, but should stand still
if Norton is not holding the card with you.
1 Listen and point. $ 3•8 CB pages 64–65
• You may like to use the Story Frames Book to present the
story.
• Talk about the pictures with the pupils. Ask them to name
all the characters they know: Who’s this? What’s his / her
name?
• Ask them to predict what the story is about. Acknowledge
their contributions and recast their comments in English.
• Teach the word hole.
• Ask the pupils to listen and follow the story in the Class
Book, pointing to each frame. Pupils can also use their
bookmarks to follow the story in their books.
• Play the CD. Practise ‘good listening’ and use your
‘silence signal’.
Transcript
1 Narrator It’s raining. It’s raining hard.
Norton Oh, no! A hole!
2 Narrator Norton goes to Flo. She’s busy.
Norton Look! Look!
Flo Go away, Norton. I’m busy. I’m reading.
3 Narrator Norton goes to Fred. He’s busy.
Norton Look! Look!
Fred I’m doing my homework. Go away!
102 Unit 8
4443753 IEKit TB2_SP.indb 102
4 Narrator Oh, no! Look at the hole now!
Norton It’s raining! It’s raining!
It’s raining a lot!
Stop raining! Stop raining!
Stop! Stop! STOP!
5 Narrator Norton goes to Titch. She’s busy.
Titch Stop that, Norton. I’m painting.
6 Narrator Norton finds Mr Fixit.
Mr Fixit Oh, no!
7 Narrator Mr Fixit can help.
Mr Fixit What’s in the kit today?
8 Narrator Now the hole is fixed and now Norton is busy.
Titch Look, Norton, look!
Norton I’m busy. I’m swimming!
• Talk about the story and the pupils’ predictions.
• Say the rhyme from the story and decide together on
appropriate actions.
• Listen to the story again. Encourage the pupils to join in
with the rhyme and do the actions.
2 Find and number. Say. CB page 65
• Talk to the pupils about the cut-out pictures from the
story: Who’s this? Where’s this picture in the story? That’s right,
it’s here – frame (3).
• Explain that they have to look through the story, find each
picture, and write the number of the frame it is in.
• Give the pupils a few minutes to find the pictures and
write the numbers. They can check with a partner.
• Go through the answers with the class. Then ask the
children to try to remember what the character says in
each case. Model the phrase and encourage the whole
class to join in and practise in chorus.
Answers
[from left to right]  ​Fred (frame 3): ‘I’m doing my
homework. Go away!’  ​Mr Fixit (frame 6): ‘Oh, no!’  ​
Mr Fixit (frame 7): ‘What’s in the kit today?’  ​
Norton (frame 8): ‘I’m busy. I’m swimming!’  ​
Flo (frame 2): ‘Go away, Norton. I’m busy. I’m reading.’  ​
Titch (frame 5): ‘Stop that, Norton. I’m painting.’
3 Listen again and act. $ 3•8 CB page 65
• Explain to the children that they are going to listen to the
story again, and mime it as they listen.
• Assign characters to pupils. Tell pupils to find the correct
mask for their assigned character.
• Play the recording and encourage them to mime their
part. Some children may feel confident enough to say the
words along with the recording.
• Repeat with one or two more groups of children.
Make a story book. PMB pages 41–42
• Tell the pupils that they are going to make their own
story book. See the instructions in Unit 1, Lesson 3.
17/10/2013 13:36
 Lesson 4 CB page 66, AB page 73 2 Listen and follow. What colour is the house?
$ 3•10 CB page 66
Language focus • Play the first part of the recording one line at a time,
and ask the pupils to repeat, chorally then individually.
Lesson objectives
• Play the recording again, one part at a time, and ask the
Review use of What are you doing? and I’m (verb)+ing
pupils to point to the correct pictures.
Listen and identify using visual clues
• Play the recording all the way through.
Read and write using visual clues
• Invite individual pupils to show you the route.
Practise writing the target language
• Ask pupils what colour the houses are.
Language Transcript
Review: Indoor activities vocabulary and phrases Adult What are you doing?
Girl I’m playing on the computer.
Materials Adult What are you doing?
Norton; Norton’s kit box; CD 3.6, 3.9–3.10; Indoor activities Boy I’m painting.
flashcards (106–115) Adult What are you doing?
Girl I’m doing a puzzle.
Adult What are you doing?
Beginning the lesson $ 3•6
Boy I’m cooking.
• Say the kit chant and use Norton to help you present the Adult What are you doing?
items for today’s lesson. Girl I’m doing my homework.
• Play the Paint a picture chant from Lesson 1 (CD 3.6) and Adult What are you doing?
encourage pupils to join in. Boy I’m reading.
• Play a game of What’s missing (page 21) with the indoor Adult What colour is the house?
activities flashcards. Girl Yellow.

1 Listen, find and say who. $ 3•9 CB page 66 Adult What are you doing?
Boy I’m making a model.
• Look at the pictures with the pupils. Explain that Mum
Adult What are you doing?
wants someone to help her, but the other characters are
Girl I’m reading.
busy. Ask the pupils to say what each character is doing.
Adult What are you doing?
• Play the first dialogue, then pause and ask the pupils to Boy I’m doing my homework.
point to the correct character and say the correct name. Adult What are you doing?
• Repeat with the other dialogues. Girl I’m cooking.
Adult What are you doing?
Transcript
Boy I’m painting.
Mum Come and help.
Adult What are you doing?
Flo I’m busy!
Girl I’m doing a puzzle.
Mum What are you doing?
Adult What colour is the house?
Flo I’m doing my homework.
Boy Green.
Narrator Flo.
Answers
Mum Where are you? yellow house, green house
Titch Here!
Mum What are you doing? 1 Write. Look and answer the questions. AB page 73
Titch I’m doing a puzzle. • Ask pupils to look at the key and say the letters. Explain
Narrator Titch. that each symbol in the key represents a letter.
Mum Where are you? • Elicit the letters for the code in item 1.
Bing I’m here. • Allow pupils time to complete the activity.
Mum What are you doing?
Answers
Bing I’m playing on the computer.
1 I’m reading. Bing   ​2 I’m sleeping. Flo   ​
Narrator Bing.
3 I’m doing a puzzle. Poppy   ​4 I’m watching TV. Titch   ​
Mum Come and help. 5 I’m making a model. Mitch
Fred I’m busy!
Mum What are you doing?
Fred I’m reading.
Narrator Fred.
Mum Can you help me?
Dad Sorry, I’m busy.
Mum What are you doing?
Dad I’m cooking.
Narrator Dad.

Unit 8 103

4443753 IEKit TB2_SP.indb 103 17/10/2013 13:36

 Lesson 5 AB pages 74–75
c Boy Hello?
Sam Hello! It’s Sam.
Language focus Boy Oh, hi Sam.
Sam Can you come and play?
Lesson objectives Boy Oh Sam, I can’t.
Review and practise the target language Sam What are you doing?
Listen and identify indoor activities Boy I’m reading a book.
Write and talk about indoor activities Sam Oh. Bye, then.
Boy Goodbye.
Language d Boy Hello?
Sam Hello! It’s Sam.
Review: Indoor activities vocabulary and phrases
Boy Hi, Sam.
Sam Can you come and play?
Materials Boy Oh, no, sorry. I can’t.
Norton; Norton’s kit box; CD 3.11; Indoor activities flashcards Sam What are you doing?
(106–115) Boy I’m doing my homework.
Sam Oh, OK. Goodbye.
Beginning the lesson Boy Bye.
• Say the kit chant and use Norton to help you present the e Girl Hello?
items for today’s lesson. Sam Hello! It’s Sam.
• Review the vocabulary by playing a game of Noughts and Girl Oh, hi Sam.
crosses with the flashcards. Sam Are you busy? Can you come and play?
Girl Oh, sorry. I can’t.
• Then call out the indoor activities words and ask pupils to
Sam What are you doing?
mime a suitable action. Call out the words faster and faster.
Girl I’m painting a picture.
1 Listen and number. $ 3•11 Complete. AB page 74 Sam Bye, then.
Girl Goodbye.
• Ask pupils to look at the pictures and say what the people
f Girl Hello?
are doing.
Sam Hello! It’s Sam.
• Read out the phrases in the word bank and ask pupils to Girl Oh, hi Sam.
point to the correct pictures. Sam Can you come and play?
• Play the first item on the recording. Ask pupils to point Girl Sorry, Sam. I can’t.
to the correct picture and say the number. Sam What are you doing?
• Continue the recording, pausing after each item for pupils Girl I’m cooking.
to point to the correct people and write the numbers. Sam Oh, OK. Goodbye.
• Then allow pupils time to complete the speech bubbles Girl Bye.
with the phrases in the word bank. Answers
1 I’m doing my homework. 4   ​2 I’m making a model. 1   ​
Transcript
3 I’m painting a picture. 5   ​4 I’m reading a book. 3   ​
a Girl Hello?
5 I’m cooking. 6   ​6 I’m watching TV. 2
Sam Hello! It’s Sam.
Girl Oh, hi Sam. 2 Write and match. AB page 75
Sam Can you come and play?
• Ask pupils to say what each person is doing.
Girl Oh, no, sorry. I can’t.
Sam What are you doing? • Allow pupils time to decode the jumbled words and
Girl I’m making a model. match the indoor activities to the pictures on the right.
Sam Oh, OK. Goodbye. answers
Girl Bye. 1 I’m cooking.   ​2 I’m doing a puzzle.   ​
b Boy Hello? 3 I’m reading a book.   ​4 I’m painting a picture.
Sam Hi! It’s Sam.
Boy Hello, Sam. 3 Complete. Act with your friend. AB page 75
Sam Are you busy? Can you come and play? • Allow pupils time to complete the activity, then ask pairs
Boy Oh, no! I can’t. of pupils to act out their dialogues.
Sam What are you doing?
Boy I’m watching TV. fast finishers: Ask pupils to draw a picture of their family
Sam OK. Goodbye. in their house, doing different activities. Tell pupils to
Boy Bye. then add speech bubbles from each person, saying what
they’re doing.

Teaching tip: In preparation for Lesson 6 you may wish to

complete the first vocabulary set in the Picture Dictionary
for Unit 8 in your copy of the Activity Book (page 99).

104 Unit 8

4443753 IEKit TB2_SP.indb 104 17/10/2013 13:36

 Lesson 6 CB page 67, AB page 76
Learning for life
Lesson objectives
Review vocabulary and language of the unit
Learn about making choices about what to play
Join in with a song
Listen and identify using visual clues
Language
Review: Indoor activities vocabulary and phrases
Materials
Norton; Norton’s kit box; CD 3.12; Indoor activities
flashcards and text cards (106–115); Coloured pencils /
pens; Your own completed Picture Dictionary page for
Unit 8
Beginning the lesson
• Say the kit chant and use Norton to help you present the
items for today’s lesson.
• Play Hangman with the indoor activities words.
1 Listen and sing. $ 3•12 CB page 67
• Before you listen to the song, talk with the pupils about
the importance of varying the different kinds of activities
they do, e.g. watching TV, playing computer games, and
other activities like reading, painting, or playing football.
• Ask the pupils why it is important to have a balance.
• Talk about how our bodies and minds need to be active
to grow.
• Explain that they are going to learn a song about
choosing what activities to do.
• Before playing the song, teach some gestures and actions
to go with the language, e.g. running (run on the spot),
climbing (moving arms and legs).
• Give instructions to Norton: OK, Norton, run on the spot,
very good. Now climb, Norton.
• Play the song and encourage pupils to do the actions.
Play a game
• Play musical flashcards.
• Hand out the indoor activities flashcards to pupils around
the class.
• Play any song from the Class CD.
• Pupils pass the flashcards around the class while the
music is playing.
• Stop the CD in random places. When the music stops,
pupils have to act out the activity on the flashcard they
are holding for the rest of the class to guess.
4443753 IEKit TB2_SP.indb 105
1 Colour the inside activities yellow. Colour the
outside activities green. Follow the routes and
write. AB page 76
• Ask pupils to think of some outdoor activities. Write their
ideas on the board.
• Explain that pupils have to decide which of the activities
are indoor activities and which are outdoor activities, then
colour them appropriately.
• Allow the pupils time to colour the activities, then ask
individual pupils to show you the route, reading the
activities as they go.
• Ask pupils where each person is playing today. Tell pupils
to write the correct sentences in the speech bubbles,
using the sentences in the word bank for spelling support.
Answers
Flo: I’m playing inside today.
Fred: I’m playing inside and outside today.
Titch: I’m playing outside today.
Mid-unit review
• Use the Class Book to remind pupils of all the activities
and language done so far in this unit. Praise them for their
progress so far.
• If possible, arrange the pupils around the board.
• Use the indoor activities flashcards and text cards to do a
categorizing activity.
• Ask the pupils to categorize the flashcards and text cards
in different ways, e.g. actions they like / don’t like; activities
that require a lot of movement / that don’t require much
physical movement; alphabetically; good excuses / bad
excuses; easy to remember / hard to remember.
• Organize the cards on the board in these categories,
following the pupils’ suggestions.
• See if the pupils have any other ideas, and organize the
cards according to what they say.
Picture Dictionary AB page 99
• Show the pupils your completed Picture Dictionary page
for Unit 8.
• Remember that they have not yet covered all the
vocabulary in the unit, so explain that they will complete
this page later.
• Complete the Picture Dictionary. See the instructions in
Unit 1, Lesson 6.
Optional activity
• Make a collage showing indoor and outdoor activities.
• Ask each child to draw pictures of two actions, and write
a sentence about each of them.
• Let the pupils arrange the activities in groups.
• Use the collage to talk about all the different activities
they can do besides watch TV and play computer games.
Unit 8 105
17/10/2013 13:36
 Lesson 7 CB pages 68–69, AB page 77
Dad
Girl
Where are you?
Here.
Dad What are you doing?
Learning through English Girl I’m washing up.
Lesson objectives Mum Where are you?
Become familiar with uses of water vocabulary Boy Here.
Listen and identify water activities Mum What are you doing?
Read and work out correct amounts of water Boy I’m washing my hands.
Practise writing uses of water vocabulary Dad Where are you?
Girl Here.
Language Dad What are you doing?
Core: Uses of water vocabulary: have a shower, clean my Girl I’m having a shower.
teeth, wash up, have a bath, wash my hands, litre Mum Where are you?
Extra: bucket; bottle Boy Here.
Review: Indoor activities vocabulary and phrases Mum What are you doing?
Boy I’m cleaning my teeth.
Materials • After listening, check by asking questions, e.g. What’s the
Norton; Norton’s kit box; CD 3.13–3.14; Story Frames child in picture ‘a’ saying?
Book; Uses of water flashcards and text cards (116–121);
Bookmarks; Uses of water picture cards (PMB p39) – one 2 Read, look and say. CB pages 69–69
photocopied set per pupil; Uses of water word cards • Look at the bottle of water on page 68 and teach the word
(PMB p40) – one photocopied set per pupil (optional); bottle. Point out that the bottle holds one litre of water.
Coloured pencils / pens; Scissors • Ask the pupils to guess how much water each action uses.
Don’t tell them if their guesses are right or wrong.
Beginning the lesson • Explain that they can find the right answers by reading the
• Say the kit chant and use Norton to help you present the sentences under the pictures, and they should look for a
items for today’s lesson. picture where the same amount of water is used.
• Show pupils the last Story Frames Book and ask the pupils • Ask them to say what activity uses that much water.
what Norton’s doing. • Talk about how we can save water.
• Focus on the word wash and ask the pupils what else we Answers
wash. Mime some of the actions: I’m washing my (hands / 1 I’m cleaning my teeth.   ​2 I’m having a shower.   ​
face / hair). 3 I’m having a bath.   ​4 I’m washing my hands.   ​
• Talk to the pupils about the other things we do with water, 5 I’m washing up.
e.g. We drink water / cook with water and how important
water is in our lives and how much water we use. 1 Listen and number. $ 3•14 Write. AB page 77

• Discuss the importance of saving water. • Look at the pictures.

• Tell the pupils they are going to learn the English way to • Play the recording and ask the pupils to listen to the
describe the things they use water for at home. sounds in each one: Listen. What’s this?
• Use the uses of water flashcards to present the vocabulary • Ask pupils to number the corresponding picture.
and put them on the board.
Transcript
• Hold up the text cards and encourage the pupils to read 1 Boy I’m having a bath.
them and put them next to the matching flashcard. 2 Girl I’m washing up.
3 Boy I’m having a shower.
1 Listen, find and say. $ 3•13 CB pages 68–69
4 Girl I’m cleaning my teeth.
• Look at the photos and make sure the pupils know the 5 Girl I’m washing my hands.
words for each one.
• Tell the pupils to listen to the recording and find the Make the picture / word cards. PMB pages 39–40
matching photo. Tell them to use their bookmarks to • Give out the photocopies of the uses of water picture cards.
find them. • Make and use the picture / word cards as described in
• Play the recording, pausing after each dialogue for the Unit 1, Lesson 2.
pupils to find the picture.
Teaching tip: You may like to make your own water
Transcript meter (Class Book page 69, PMB page 43) for the next
Mum Where are you? lesson (optional).
Girl Here.
Mum What are you doing?
Girl I’m having a bath.

106 Unit 8

4443753 IEKit TB2_SP.indb 106 17/10/2013 13:36

 Lesson 8 AB page 77, CB page 69, PMB page 43
Learning through English
Lesson objectives
Review water vocabulary
Make a water meter
Practise ordering and sequencing work
Language
Review: Uses of water and indoor activities vocabulary
and phrases
Materials
Norton; Norton’s kit box; Indoor activities flashcards and
text cards (106–115); Uses of water flashcards (116–121);
‘Make a water meter’ (PMB p43) – one photocopy per
pupil and your own completed example; Coloured
pencils / pens
Beginning the lesson
• Say the kit chant and use Norton to help you present the
items for today’s lesson.
• Recall vocabulary by playing Memory (page 21) with the
indoor activities flashcards and text cards.
Play a game
• Divide the class into two teams.
• Show a uses of water flashcard to a pupil from team A
and say a true or false sentence, e.g. I’m having a shower!
• The pupil has to say Yes if the flashcard matches your
sentence. If the flashcard doesn’t match your sentence,
the pupil should say No! You’re (cleaning your teeth)!
• Repeat with pupils from each team in turn.
• Award one point for each correct answer. The team
with the most points wins.
1 Read and match. AB page 77
• Look at the pictures and ask the pupils to tell you how
much water each activity uses: I’m cleaning my teeth …
so I need … 6 litres of water.
• Look at the columns of questions and answers under
the pictures.
• Explain to the pupils that they have to match them.
• Read the first question together and give the pupils time
to find the answer.
• Continue the activity by working together as a whole
class, then letting the pupils work in pairs before checking
with the whole class.
Answers
1 I need 6 litres of water.   ​2 I need 15 litres of water.   ​
3 I need 4 litres of water.   ​4 I need 30 litres of water.
4443753 IEKit TB2_SP.indb 107
1 Make a water meter. CB page 69, PMB page 43
• Look at your completed water meter card with your class
and explain that they are going to show their water use in
two different ways.
• Look at the photos of the pupil doing the activity and talk
about what is happening at each stage.
• Explain that first of all they have to look at the grid and tick
when they use water: Do you take a shower every day? How
many times do you (activity)?
• Then they have to add up the amount of water they
use every day: Washing your hands three times is 6 + 6 +
6 litres … and then if you take a shower …
• Ask pupils to look at the water tank and find the amount
of water they have used, e.g. 54 l, then colour that amount
of water in the tank.
• Finally, explain that pupils have to write a sentence saying
how much water they need to do these things every day,
e.g. I need 54 litres of water in a day.
• Give out the ‘Make a water meter’ photocopies and help
individual pupils to complete their grids and graphs.
Play a game
• Play a miming game.
• Divide the class into two teams.
• Invite a pupil from team A to mime an activity (this can be
an indoor activity or water activity).
• Pupils from team B guess the activity, e.g. You’re washing
your hands!
• Repeat with pupils from each team in turn.
• Award one point for each correct answer. The team with
the most points wins.
Sing a song
• Let the class vote for the song they would like to sing again.
Teaching tip: If you haven’t already done so, you may wish
to complete the second part of the Picture Dictionary page
for Unit 8 in preparation for the next lesson (optional).
Unit 8 107
17/10/2013 13:36
 Lesson 9 CB page 70 2 Listen and find. $ 3•16 Mime, ask and answer.
CB page 70
Pronunciation and speaking • Look at the pictures with the pupils.
Lesson objectives • Ask them about the children in each one: What’s he / she
got; What’s he / she doing?
Revise the language of the unit
• Tell the pupils they have to listen to the dialogues and find
Practise pronunciation of initial sounds
the matching pictures. Explain that they won’t hear all of
the activities mentioned.
Language
• Play the first dialogue.
Review: Vocabulary and phrases used in Unit 8
• Ask the pupils to show you the matching picture and say
what the child is doing.
Materials
Norton; Norton’s kit box; CD 3.15–3.16; Indoor activities
• Play the rest of the recording, pausing for pupils to find
the right pictures and say the activity.
flashcards and text cards (106–115); Uses of water
flashcards and text cards (116–121) • Ask pupils to mime doing each activity.
• Divide the class into pairs.
Beginning the lesson • Invite a pupil from each pair to mime an activity. Their
partner asks: What are you doing? And the first pupil
• Say the kit chant and use Norton to help you present the
answers: I’m (cleaning my teeth).
items for today’s lesson.
• Recall the vocabulary of the unit by playing What’s
• Pupils can continue to play the game in pairs.
missing? (page 21) with all the flashcards. Transcript
• Stick the flashcards on the board. Focus on the first letters Adult What are you doing?
of each and ask the pupils to help you organize them in Girl I’m painting.
alphabetical order.
Adult What are you doing?
1 Listen and point. $ 3•15 Listen again and repeat. Boy I’m washing up.
CB page 70 Adult What are you doing?
• Point to the pictures and ask the pupils to say what they Girl I’m cooking.
can see. Adult What are you doing?
• Play the recording and ask pupils to point to the correct Boy I’m throwing a frisbee.
pictures as they listen. Answers
• Point to the words and focus on the initial /w/ and /r/ 5, 8, 2, 6
sounds.
• Make the initial sounds for pupils to copy chorally, then Picture Dictionary AB page 99
individually. • Tell the children to complete their Picture Dictionaries
• Invite the children to tell you any other words they know with the words from Lessons 7 and 8.
that start with these sounds, either in English or in their L1, • Invite some pupils to hold up their finished pages to show
for example: Wednesday, window, rug, rectangle. the class.
• Play the recording again and ask pupils to repeat the words.
Play a game
• Point to items in the pictures and ask individual pupils
to say the correct words.
• Divide the class into two teams.
• Stick three flashcards from Unit 8 on the board. Say the
Transcript initial sound of one of the words.
I’m washing, I’m walking, I’m watching TV. • Invite a pupil from team A to come to the board, take the
I’m washing, I’m walking, I’m watching TV. correct flashcard, and say the word.
I’m washing, I’m walking, I’m watching TV. • Repeat with pupils from each team in turn.
I’m writing, I’m reading, I’m running a race. • Award one point for each correct answer. The team with
I’m writing, I’m reading, I’m running a race. the most points wins.
I’m writing, I’m reading, I’m running a race.

108 Unit 8

4443753 IEKit TB2_SP.indb 108 17/10/2013 13:36

 Lesson 10 AB pages 78–79
3 Boy 1 Come and play with me. I’m bored.
Boy 3 Sorry, I can’t.
Review and self-evaluation Boy 1 What are you doing?
Boy 3 I’m doing a puzzle.
Lesson objective 4 Boy Come and play.
Review of Unit 8 Adult Oh, not now.
Boy What are you doing?
Language Adult I’m reading a book. It’s very good.
Review: Vocabulary and phrases used in Unit 8 5 Boy Please come and play with me.
Girl Not now. I’m busy.
Materials Boy What are you doing?
Norton; Norton’s kit box; CD 3.15, 3.17; All materials used Girl I’m making a model. It’s a plane. Look.
in Unit 8; Coloured pencils / pens 6 Boy Play with me – pleeease …
Girl Wait a minute …
Boy What are you doing?
Beginning the lesson $ 3•15 Girl I’m painting a picture … and now I’ve finished!
• Say the kit chant and use Norton to help you present the Boy Hurray!
items for today’s lesson.
Answers
• Ask the pupils if they can remember the different words [clockwise from top–left] 2, 5, 3, 6, 1, 4
beginning with the sounds /w/ and /r/ in the phonics chant.
• Play the recording from Lesson 9 (CD 3.15) and encourage 3 Look at activity 2. Write. AB page 79
the pupils to join in with the words. • Ask pupils to look at the pictures. Read out the phrases
and words in the word bank.
1 Find and circle. Write. AB page 78
• Allow pupils time to write the sentences, then invite pairs
• Show the pupils the word square. of pupils to act out exchanges: A: What are you doing?
• Explain that the pictures are the clues. Elicit the correct word B: I’m (playing a game).
/ phrase for each picture and tell pupils that the words /
Answers
phrases are hidden in the puzzle.
a I’m reading.   ​b I’m painting.   ​c I’m cooking.   ​
• Show pupils the example and ask pupils to find the d I’m making a model.   ​e I’m playing a game  
next word. f I’m doing a puzzle.
• Allow pupils time to find and write the words / phrases.
• When the pupils have finished, ask pupils to show you the 4 Follow and write. AB page 79
words in the puzzle. • Ask pupils to say what the people in the pictures are doing.
Answers • Read out the phrases in the word bank and ask pupils to
1 sleep  ​2 cook  ​3 do a puzzle   point to the correct people.
4​ paint  ​5 watch TV   ​6 read • Allow pupils time to complete the activity by following
the lines and writing sentences.
2 Listen and number. $ 3•17 AB page 78
• Invite pupils to read out their sentences.
• Ask the pupils to look at the pictures and say what the
AnswerS
children are doing.
I’m washing my hands. I’m having a bath. I’m cleaning my
• Explain that pupils will listen and number the activities in teeth. I’m having a shower. I’m washing up.
the order they hear them.
• Play the first part of the recording. Ask pupils to point to End-of-unit review
the correct child and say the number. • Ask the pupils what they remember doing in previous
• Play the recording, pausing after each item to allow pupils lessons. Help them to recall activities and language by
time to find the correct children and write the numbers. showing them flashcards / things they have made /
• Invite pairs of pupils to act out dialogues: A: Come and pictures in their books; playing songs, and saying
play with me! B: Oh, sorry, I can’t. A: Oh. What are you doing? rhymes and chants.
B: I’m cooking. • Ask them what they liked or didn’t like, and what they
found easy or difficult.
Transcript
1 Boy Come and play with me! Self-evaluation AB pages 78–79
Adult Oh, sorry, I can’t. • Help the pupils to complete the self-evaluation exercises,
Boy Oh. What are you doing? as described on page 14.
Adult I’m cooking.
Boy Oh, good! I’m hungry! Further practice
2 Boy 1 Hey, come and play with me! Unit 8 Test (pages 152–153)
Boy 2 Not now. I can’t.
Boy 1 Oh. What are you doing?
Boy 2 I’m playing a game.
Boy 1 Oh!

Unit 8 109

4443753 IEKit TB2_SP.indb 109 17/10/2013 13:36

 Lesson 1 CB page 71 Transcript
Norton Hello!
Introducing vocabulary Lifeguard Hello.
Norton What are you doing?
Lesson objectives Lifeguard I’m watching.
Become familiar with outdoor activities vocabulary Bing Come on, Dad, let’s swim.
Find out more about the characters Dad Not now, Bing. I’m listening to the radio.
Listen and identify new vocabulary
Dad Come on, everybody. Let’s go home.
Join in with a song Flo Dad! Dad!
Dad What’s the matter?
Language Flo Look! I’m floating.
Core: Outdoor activities vocabulary: write a postcard,
Dad Come on, Fred.
float, eat an ice cream, drink a milkshake, swim, have a
Fred Wait a minute, Dad.
shower, read a comic, listen to the radio, watch, take a photo
Dad What are you doing?
Extra: smile; pool Fred I’m drinking a milkshake. It’s great!
Dad OK. But hurry up!
Materials
Mum Titch! Time to go home!
Norton; Norton’s kit box; CD 3.18–3.19; Outdoor activities
Titch OK, Mum. But wait a minute. I’m having a shower.
flashcards and text cards (122–131); Bookmarks
Bing Come on, Mum. Let’s swim.
Mum Not now, Bing. I’m writing a postcard.
Beginning the lesson Bing Oh, OK. Well, I’m eating an ice cream then.
• Say the kit chant and use Norton to help you present the
items for today’s lesson. Mum Smile, Poppy!
Poppy What are you doing, Mum?
• Talk to the pupils about outdoor activities. Ask them if
Mum I’m taking a photo.
they know any words in English for these activities.
Poppy Oh Mum, I’m reading a comic.
• Ask them what words they would like to learn.
Mitch Look at me, Mr Fixit! Mr Fixit!
• Ask the pupils to take out their Class Books and look
Mr Fixit What?
through Unit 9. Ask them where they can see Norton.
Mitch Look, I’m swimming!
Ask them to tell you which pages they like best, and what
Mr Fixit Well done, Mitch! Look at me. I’m sleeping.
activities they think they will be doing: Yes, we’re going to
listen to a story, we’re going to learn a song, and we’re going 2 Listen and sing. $ 3•19 CB page 71
to talk about outdoor activities and children’s games … • Put the flashcards on the board in a random order.
• Ask the pupils what they do at the pool and if they know • Play the song and encourage the pupils to point to the
the English for any of the activities they suggest. flashcards as they hear the activities mentioned.
• Use Norton to find the flashcards and text cards in the kit • Play the song again and ask pupils to order the flashcards.
and teach the new vocabulary.
• Say the song line by line and think of actions for each line.
• Play a TPR game with the flashcards. Choose a card, but do
not show it to the pupils. Say the word / phrase and ask
• Play the song again and encourage the pupils to sing it
and do the actions.
them to mime the action.

1 Listen and find. $ 3•18 CB page 71

• Tell the pupils that all the characters are doing different
things at the pool.
• Ask the pupils:
– who they can see: Can you see Bing? Where is he? What’s
Fred got?;
– what the characters are doing: What’s Titch doing? Who’s
swimming?
• Explain that pupils have to listen carefully to the recording
and use their bookmarks to find the characters doing
the actions.
• Play the recording.
• Pause after each mini dialogue so the pupils can find the
action and say who is doing it.

110 Unit 9

4443753 IEKit TB2_SP.indb 110 17/10/2013 13:36

 Lesson 2 AB pages 80–81
Practising vocabulary
Lesson objectives
Review outdoor activities vocabulary
Listen and identify outdoor activities
Read and recognize from visual clues
Practise writing outdoor activities vocabulary
Language
Review: Outdoor activities vocabulary and phrases
Materials
Norton; Norton’s kit box; CD 3.19–3.20; Outdoor activities
flashcards and text cards (122–131); Outdoor activities
picture cards (PMB p44) – one photocopied set per
pupil; Outdoor activities word cards (PMB p45) – one
photocopied set per pupil (optional); Coloured pencils /
pens; Scissors
Beginning the lesson $ 3•19
• Say the kit chant and use Norton to help you present
the items for today’s lesson.
• Play and sing the song Smile please (CD 3.19) again.
• Check the pupils remember the names of the actions
from the previous lesson.
• Play Snap (page 22) with the flashcards and the text cards:
stick one flashcard on the board. Use Norton to show the
pupils the text cards one by one and encourage them
to say Snap! when they see the word that matches the
flashcard. Do this with all the cards.
1 Listen and number. $ 3•20 AB page 80
• Look at the picture with your class.
• Explain that the children in the picture are looking at the
picture and talking about what they are doing.
• Ask your class:
– to think about what the children are saying: What’s she
saying? Is she saying ‘I’m floating’?;
– then answer as the child: Take my photo! I’m watching.
• Play the recording and tell the pupils to number the
pictures in order as they hear them.
• Check when you finish by asking questions: What’s Titch
saying in number 8?
Transcript
1 Norton I’m watching.
2 Fred I’m floating.
3 Poppy I’m taking a photo.
4 Mitch I’m listening to the radio.
5 Flo I’m writing a postcard.
6 Mr Fixit I’m drinking a milkshake.
7 Bing I’m reading a comic.
8 Titch I’m eating an ice cream!
4443753 IEKit TB2_SP.indb 111
2 Read and match. AB page 80
• Explain to the pupils that they are now going to read what
the children said in activity 1.
• Read the first sentence together: I’m eating an ice cream.
• Ask your class which photo it goes with: Who’s eating an
ice cream? and tell them to put the same number in the
box next to the sentence: That’s number 8.
• Continue the activity by working together as a whole class
or letting the pupils work in pairs before checking with
the whole class.
ANSWERS
8, 6, 2, 4 / 1, 7, 3, 5
3 Write. AB page 81
• Look at the pictures with your class and explain that all
the pictures are taken from above: I can see a head and
she’s got …
• Tell pupils that they have to work out what each child is
doing: What’s he / she doing?
• Ask pupils to tell you what each child is doing, then find
the matching vocabulary in the word bank and write the
word / phrase under the appropriate picture.
Answers
1 swim  ​2 have a shower   ​3 eat an ice cream   ​
4 take a photo  ​5 read  ​6 float  ​
7 drink a milkshake   ​8 write a postcard
fast finishers:Ask fast finishers to draw pictures of their
favourite summer activities and label their pictures with
the names of the activities.
Make the picture / word cards. PMB pages 44–45
• Give out the photocopies of the outdoor activities picture
cards from the PMB.
• Make and use the picture / word cards as described in
Unit 1, Lesson 2.
• Let the pupils play a game of Snap (page 22) in pairs.
Optional activity
• Focus on the activities from Activity Book page 80,
activity 1.
• Divide the pupils into groups of three or four.
• Tell pupils that one child should imagine he / she has a
camera and the other three should mime doing actions.
• They should change roles so that different pupils are taking
the photo and should ask the child with the camera to take
their photo, saying Take my photo! I’m swimming.
• The child with the camera says Smile, please! and pretends
to take their photo.
Unit 9 111
17/10/2013 13:36
 Lesson 3 CB pages 72–73, PMB pages 46–47
3 Norton I’m swimming, too! Look at me! Help!
Narrator Norton can’t swim.
Mr Fixit Poor Norton.
Story 4 Narrator Norton’s sad, very sad.
Lesson objectives 5 Mr Fixit What’s Norton doing?
Mitch He’s watching. He can’t swim.
Predict from visual clues
6 Mitch and Titch Look in your kit, Mr Fixit.
Listen to a story and join in with a rhyme 7 Narrator He’s got a pool for Norton.
Find details in a picture and practise story language All WOW! A pool for Norton!
Act out a story 8 Mr Fixit This is for you, Norton! Happy holiday!
Norton Now I’m having fun!
Language • Talk about the story and the pupils’ predictions.
Core: What’s he / she doing?; He’s / She’s (verb)+ing • Say the rhyme from the story and decide together on
Review: Outdoor activities vocabulary and phrases appropriate actions.
• Listen to the story again. Encourage the pupils to join in
Materials with the rhyme and do the actions.
Norton; Norton’s kit box; CD 3.21; Outdoor activities
flashcards and text cards (122–131); Story Frames Book; 2 Find and number. Say. CB page 73
Bookmarks; Character masks; PMB Story Frames • Talk to the pupils about the cut-out pictures from the
(PMB pp46–47) – one photocopied set per pupil; story: Who’s this? Where’s this picture in the story? That’s right,
Coloured pencils / pens; Scissors; Glue; A stapler it’s here – frame (3).
• Explain that they have to look through the story, find each
Beginning the lesson picture, and write the number of the frame it is in.
• Say the kit chant and use Norton to help you present the • Give the pupils a few minutes to find the pictures and
items for today’s lesson. write the numbers. They can check with a partner.
• Tell the pupils they are going to listen to a story in this • Go through the answers with the class. Then ask the
lesson. children to try to remember what the character says in
each case. Model the phrase and encourage the whole
• First, use the outdoor activities flashcards and text cards
class to join in and practise in chorus.
to play a game, e.g. Flashing a card (page 20).
Answers
1 Listen and point. $ 3•21 CB pages 72–73 [from left to right]  ​Norton (frame 3): ‘I’m swimming, too!
• You may like to use the Story Frames Book to present the Look at me! Help!’  ​Titch (frame 6): ‘Look in your kit,
story. Mr Fixit.’  ​Fred (frame 1): ‘Well done, Titch!’  ​
• Talk about the pictures with the pupils. Ask them to Titch (frame 2): ‘He’s swimming. Just like me! It’s fantastic!’  ​
name all the characters they know: Who’s this? What’s his / Mitch (frame 5): ‘He’s watching. He can’t swim.’  ​
her name? Mr Fixit (frame 8): ‘This is for you, Norton! Happy holiday!’
• Ask them to predict what the story is about. Acknowledge
3 Listen again and act. $ 3•21 CB page 73
their contributions and recast their comments in English.
• Explain to the children that they are going to listen to the
• Ask the pupils to listen and follow the story in the Class
story again, and mime it as they listen.
Book, pointing to each frame. Pupils can also use their
bookmarks to follow the story in their books. • Assign characters to pupils. Tell pupils to find the correct
mask for their assigned character.
• Play the CD. Practise ‘good listening’ and use your
‘silence signal’. • Play the recording and encourage them to mime their
part. Some children may feel confident enough to say
Transcript the words along with the recording.
1 Narrator The children are at the swimming pool. • Repeat with one or two more groups of children.
Flo Oh, look! She’s swimming!
Fred Well done, Titch! Make a story book. PMB pages 46–47
Titch I’m swimming. • Tell the pupils that they are going to make their own
Look at me! story book. See the instructions in Unit 1, Lesson 3.
Look at me!
Look at me!
2 Titch He’s swimming.
Just like me!
It’s fantastic!
Narrator Mitch and Titch can swim.

112 Unit 9

4443753 IEKit TB2_SP.indb 112 17/10/2013 13:36

 Lesson 4 CB page 74, AB page 82
Teacher Where’s Molly?
Girl Over there!
Teacher What’s she doing?
Language focus Girl She’s drinking.
Lesson objectives Teacher Where’s Harry?
Review use of What’s he / she doing?; He’s / She’s (verb)+ing Girl Over there!
Listen and identify using visual clues Teacher What’s he doing?
Read and identify using visual clues Girl He’s sleeping.
Practise writing the target language Answers
Sam: white T-shirt  Hannah: grey T-shirt
Language Jason: red T-shirt  Amelia: red and white striped T-shirt
Review: Outdoor activities vocabulary and phrases William: blue T-shirt  Molly: blue and white striped T-shirt
Harry: yellow T-shirt
Materials
2 Look at activity 1. Listen and say True or False.
Norton; Norton’s kit box; CD 3.19, 3.22–3.23; Outdoor
$ 3•23 CB page 74
activities flashcards (122–131)
• Look at the pictures. Ask pupils to say what each child
is doing.
Beginning the lesson $ 3•19 • Play the first item on the recording and ask pupils to say
• Say the kit chant and use Norton to help you present the whether the sentence is true or false.
items for today’s lesson.
• Continue the recording, pausing after each item for pupils
• Play and sing the song Smile please (CD 3.19) again. to say True or False.
• Play a game of Memory (page 21) with the outdoor
activities flashcards. Transcript
1 Adult She’s eating.
1 Listen and find. $ 3•22 CB page 74 Boy True.
• Look at the picture with the pupils. Explain that the 2 Adult He’s walking.
teacher is trying to find the children in his class. Girl False.
• Tell pupils that the children are wearing different coloured 3 Adult He’s taking a photo.
T-shirts, but a boy and girl can have the same colour so Boy False.
they should listen carefully for the words he or she. 4 Adult He’s writing a postcard.
• Tell your class that they have to listen to the dialogues Girl True.
and find the children mentioned, then tell you what 5 Adult She’s climbing a tree.
colour each child’s T-shirt is. Boy False.
6 Adult She’s running.
• Play the first dialogue and pause the recording. Ask your
Girl False.
class to tell you the colour of the child’s T-shirt.
7 Adult He’s sleeping.
• Repeat with the other dialogues. Boy True.
8 Adult She’s drinking.
Transcript
Girl False.
Teacher Where’s Sam?
Girl Over there! 1 Read and write A or B. AB page 82
Teacher What’s he doing?
• Ask pupils to look and say what the people are doing.
Girl He’s taking a photo.
• Point to the same people in pictures A and B and explain that
Teacher Where’s Hannah? the people are doing different activities in each picture.
Girl Over there! • Read out the sentences. Ask pupils to say the correct letter.
Teacher What’s she doing?
Girl She’s writing postcards. Answers
1 B  ​2 A  ​3 B  ​4 A  ​5 A  ​6 B
Teacher Where’s Jason?
Girl Over there! 2 Look at activity 1. Write. AB page 82
Teacher What’s he doing? • Point to the pictures in activity 2. Ask pupils to look at the
Girl He’s reading a book. pictures in activity 1 and say what the people are doing.
Teacher Where’s Amelia? • Read out the words in the word banks and ask pupils to
Girl Over there! point to the correct people in activity 1.
Teacher What’s she doing? • Allow pupils time to complete the activity.
Girl She’s jumping. Answers
Teacher Where’s William? 1 She’s running.   ​2 She’s eating an ice cream.  
Girl Over there! 3​ She’s reading.   ​4 He’s reading.   ​
Teacher What’s he doing? 5 He’s running.   6​ He’s eating an ice cream.
Girl He’s watching the juggler.

Unit 9 113

4443753 IEKit TB2_SP.indb 113 17/10/2013 13:36

 Lesson 5 AB pages 83–84
Language focus
Lesson objectives
Review and practise the target language
Listen and identify outdoor activities
Write and talk about outdoor activities
Language
Review: Outdoor activities vocabulary and phrases
Materials
Norton; Norton’s kit box; CD 3.24; Outdoor activities
flashcards and text cards (122–131); Pupils’ own family
pictures (optional); Glue (optional)
Beginning the lesson
• Say the kit chant and use Norton to help you present the
items for today’s lesson.
• Review the vocabulary by playing a game of Noughts and
crosses with the flashcards.
• Play a game of Active Bingo (page 21) using mimes.
• Ask the pupils to form groups of four or five. Explain that
each child in the group has to choose a different action
to mime, and that they have to listen to Norton as well.
• Let Norton pick an activity text card, using he or she.
• When a child hears a description of his / her mime, he or
she can sit down. If the description isn’t correct, the pupils
have to keep miming.
• The first group to all sit down is the winner.
5 Sound of splashing
Adult What’s she doing?
More splashing sounds
6 Sound of someone writing with a pencil
Adult What’s he doing?
More writing sounds
Answers
a 3, She’s drinking a milkshake.   ​b 2, He’s taking a photo.   ​
c 5, She’s swimming.   ​d 6, He’s writing.   ​
e 1, She’s having a shower.   ​f 4, He’s listening to the radio.
2 Write the questions. Read and circle. AB page 83
• Ask pupils to look at the silhouettes of the people and say
what each person is doing.
• Explain that pupils have to write the questions, choosing he
or she, then circle the correct items to answer the questions.
• Allow pupils time to complete the activity.
answers
1 What’s he doing? He’s eating an ice cream.
2 What’s she doing? She’s reading a book.
3 What’s he doing? He’s watching a bird.
3 Ask and answer with your friend. Write the
missing names. AB page 84
• Explain to pupils that they have to work in pairs to find out
what the people are doing.
• Divide the class into pairs and tell the pupil Bs to turn their
books upside down.
• Act out the example dialogue with Norton and ask pupils
to point to the correct person in the picture.
• Help pupils to act out one or two exchanges, then allow
pupils time to complete the activity in pairs.

1 Listen and number. $ 3•24 Match. AB page 83 4 Stick or draw a picture of your family. Write.
• Ask pupils to look at the pictures in activity 1 and say AB page 84
what the people are doing. • Explain to pupils that they have to stick a picture of their
• Play the first item on the recording. Ask pupils to point family in the box, or draw a picture of their family doing
to the correct picture and say the number. different activities.
• Play the recording, pausing after each item for pupils to • Tell pupils the words / phrases for any unknown activities
point to the correct people and write the numbers. shown in their pictures.
• Read out the sentences in the speech bubbles and ask • Allow pupils time to write about their pictures, then invite
pupils to point to the correct pictures. individual pupils to show and describe their pictures to
the class.
• Allow pupils time to match the speech bubbles to
the pictures.
fast finishers: Ask pupils to write true or false sentences
Transcript about the pictures on Class Book page 71, e.g. Mr Fixit is
1 Sound of someone having a shower sleeping. Tell pupils to swap sentences with a friend and
Adult What’s she doing? say True or False for each sentence.
More shower sounds
2 Sound of a digital camera clicking Teaching tip: In preparation for Lesson 6 you may wish to
Adult What’s he doing? complete the first vocabulary set in the Picture Dictionary
More clicking sounds for Unit 9 in your copy of the Activity Book (page 100).
3 Sound of someone drinking a milkshake
Adult What’s she doing?
More drinking sounds
4 Sound of a radio
Adult What’s he doing?
More radio sounds

114 Unit 9

4443753 IEKit TB2_SP.indb 114 17/10/2013 13:36

 Lesson 6 CB page 75, AB page 85
Learning for life
Lesson objectives
Review the vocabulary and language of the unit
Learn about taking care in the sun
Join in with a song
Identify and write using visual clues
Language
Extra: cream; back; sun
Review: Outdoor activities vocabulary and phrases;
Parts of the body vocabulary
Materials
Norton; Norton’s kit box; CD 3.25; Outdoor activities
flashcards and text cards (122–131); Your own completed
Picture Dictionary page for Unit 9
Beginning the lesson
• Say the kit chant and use Norton to help you present the
items for today’s lesson.
1 Listen and sing. $ 3•25 CB page 75
• Before listening to the song, talk to the pupils about
taking care when you are in the sun.
• Tell pupils about sunburn and how you can protect your
skin from the sun.
• Tell pupils how you have to keep your body hydrated:
You should drink lots of water.
• Explain that they are going to learn a song about being
safe in the sun.
• Teach the words cream and back and revise other parts of
the body.
• Before playing the song, teach some gestures and actions
to go with the language, e.g. swim (swim with your arms),
Put suncream on your face (rub your cheeks).
• Give instructions to Norton: OK, Norton, swim, very good.
Now rub your cheeks, Norton.
• Play the song and encourage pupils to do the actions.
Play a game
• Play musical flashcards.
• Hand out the flashcards for outdoor activities to pupils
around the class.
• Play a song from the Class CD.
• Pupils pass the flashcards around the class while the
music is playing.
• Stop the CD in random places. When the music stops,
pupils have to act out the activity on the flashcard they
are holding for the rest of the class to guess.
4443753 IEKit TB2_SP.indb 115
1 Match and write. AB page 85
• Look at the pictures of the girl putting on suncream.
• Ask the pupils to look at the first picture and ask: What’s
she doing?
• The pupils then find the mirror image of the girl in the first
picture and draw a line between them.
• Give them time and then ask them which letter the mirror
image is.
• Repeat with the other pictures.
• When they have found all the mirror images, ask the
pupils to complete the sentences next to each picture.
Answers
1 c, leg   ​2 d, foot   ​3 e, arm   ​4 a, back   ​5 b, face
Mid-unit review
• Use the Class Book to remind pupils of all the activities
and language done so far in this unit. Praise them for their
progress so far.
• If possible, arrange the pupils around the board.
• Use the outdoor activities flashcards and text cards to do
a categorizing activity.
• Ask the pupils to categorize the flashcards and text cards
in different ways, e.g. activities I like / activities I don’t like;
words that are easy to remember / words that are hard to
remember; words I like / words I don’t like; alphabetical
order; indoor / outdoor / both activities.
• Organize the cards on the board in these categories,
following the pupils’ suggestions.
• See if the pupils have any other ideas, and organize the
cards according to what they say.
Picture Dictionary AB page 100
• Show the pupils your completed Picture Dictionary page
for Unit 9.
• Remember that they have not yet covered all the
vocabulary in the unit, so explain that they will complete
this page later.
• Complete the Picture Dictionary. See the instructions in
Unit 1, Lesson 6.
Optional activity
• Do a drama activity with the pupils.
• Tell them they should work in pairs and act as each other’s
mirror image.
• Say different sentences for the pupils to mime: She’s
putting suncream on her leg. He’s reading a comic., etc.
• Include vocabulary from other units, e.g. She’s eating a
banana. He’s flying a kite.
• Invite more confident pupils to come to the front of
the class and say sentences for the others to mime.
Unit 9 115
17/10/2013 13:36
 Lesson 7 CB pages 76–77, AB page 86
Learning through English
Lesson objectives
Become familiar with more vocabulary for children’s games
Find out about children’s games through art
Listen and identify children’s games
Read and confirm information
Language
Core: Children’s games vocabulary: play leapfrog, play
marbles, play with a top, dance
Review: Small toys vocabulary and phrases
Materials
Norton; Norton’s kit box; CD 3.25–3.27; Children’s
games flashcards and text cards (132–135); Bookmarks;
Children’s games picture cards (PMB p44) – one
photocopied set per pupil; Children’s games picture
cards (PMB p45) – one photocopied set per pupil
(optional); Coloured pencils / pens; Scissors
Beginning the lesson $ 3•25
• Say the kit chant and use Norton to help you present the
items for today’s lesson.
• Play and sing the song Summer’s here (CD 3.25) again.
• Ask the pupils what activities are mentioned in the song
(jumping, running, etc.) and what games they play when
they are outside.
• Explain that they are going to look at a picture of children’s
games and that the games in this picture are from five
hundred years ago.
• Tell them they are going to learn some new words before
they look at the picture. Use the children’s games flashcards
to present the vocabulary and put them on the board.
• Hold up the text cards and encourage the pupils to read
them and put them next to the matching flashcard.
• Ask the pupils if they play any of these games.
1 Listen and find. $ 3•26 CB pages 76–77
• Look at the big picture of Children’s Games by Pieter
Brueghel with the pupils.
• Tell them there are over eighty different games in this
painting and that these are games children in Belgium
played in the 16th century.
• Look at the small pictures and tell the pupils that they are
taken from the big picture.
• Talk about what the children are doing in the small pictures.
• Explain that the big picture has been divided up with grid
references and that they are going to listen and find the
small pictures in the big picture, then say where these
children are by giving a grid reference.
• First check that the pupils remember grid references.
• Play the first recording. Pause to give the pupils time to
identify the small picture then find it in the big picture.
• Repeat with the other recordings. Tell them to use their
bookmarks to find them.
116 Unit 9
4443753 IEKit TB2_SP.indb 116
Transcript
Adult Look at the small pictures. Find this girl. She’s playing
with a top. Now look at the big picture. Where is she?
Boy She’s in square B3.
Adult That’s right.
Adult Look at the small pictures. Find this boy. He’s playing
leapfrog. Now look at the big picture. Can you find the boy?
Where is he?
Adult Look at the small pictures. Find this girl. She’s dancing.
Now look at the big picture. Can you find the girl? Where is she?
Adult Look at the small pictures. Find this boy. He’s playing
marbles. Now look at the big picture. Can you find the boy?
Where is he?
Answers
B3, C2, A3, D3
2 Read and find. CB pages 76–77
• Look at the sentences and explain to the pupils that
they have to find the grid reference, then look in that
section of the grid and find the girl or boy doing the
action described.
• Read the first sentence with the pupils.
• Give them a little time to find the grid reference and the
child in the picture. Check with the class.
• Let the pupils work in pairs then check these with the class.
1 Listen and number. $ 3•27 Write. AB page 86
• Look at the pictures with your class and talk about what
the children are doing in each one.
• Play the recording and ask the pupils to listen and write
the number.
• Then ask them to look at the word bank and write the
matching phrase or word under each picture.
Transcript
1 Sound of marbles rolling and hitting each other
Child Play marbles!
2 Sound of children dancing to music
Child Dance!
3 Sound of a spinning top spinning
Child Play with a top!
4 Sound of children playing leapfrog
Child Play leapfrog!
Answers
2, dance  1, play marbles  
4, play leapfrog  3, play with a top
Make the picture / word cards. PMB pages 44–45
• Give out the photocopies of the children’s games picture
cards.
• Make and use the picture / word cards as described in
Unit 1, Lesson 2.
Teaching tip: You may like to make your own spinner
(Class Book page 77, PMB page 48) for the next lesson
(optional).
17/10/2013 13:36
 Lesson 8 AB page 86, CB page 77, PMB page 48
Learning through English
Lesson objectives
Review children’s games vocabulary
Make a spinner
Read and identify from visual clues
Language
Extra: river; spinner; spin
Review: Children’s games and outdoor activities
vocabulary and phrases
Materials
Norton; Norton’s kit box; Outdoor activities flashcards
and text cards (122–131); Children’s games flashcards
(132–135); ‘Make a spinner’ (PMB p48) – one photocopy
per pupil and your own completed example; Coloured
pencils / pens; Scissors; Glue; String
Beginning the lesson
• Say the kit chant and use Norton to help you present the
items for today’s lesson.
• Play a game with the outdoor activities flashcards and text
cards, e.g. Memory (page 21).
Play a game
• Divide the class into two teams.
• Show a children’s games flashcard to a pupil from team A
and say a true or false sentence, e.g. I’m playing leapfrog!
• The pupil has to say Yes if the flashcard matches your
sentence. If the flashcard doesn’t match your sentence,
the pupil should say No! You’re (dancing)!
• Repeat with pupils from each team in turn.
• Award one point for each correct answer. The team with
the most points wins.
1 Read and number. AB page 86
• Look at the big picture of children playing.
• Draw their attention to the grid references.
• Ask them about the picture: What’s he / she doing?
• Read the first sentence together and establish that it
matches grid reference A3.
• Continue the activity by working together as a whole class
or letting the pupils work in pairs.
• When everyone finishes, check the answers by reading the
sentences and asking the pupils to say the grid reference,
e.g. He’s dancing. B2.
Answers
A3, He’s reading.  B2, He’s dancing.
B1, He’s playing marbles.  B3, She’s riding a horse.
C2, She’s climbing a tree.  A1, He’s swimming in the river.
4443753 IEKit TB2_SP.indb 117
1 Make a spinner. CB page 77, PMB page 48
• Show the pupils the spinner you have made.
• Twist the string and ask them what the figure on your
spinner is doing.
• Make sure they know what materials they will need:
coloured pencils or pens, scissors, glue, string, etc.
• Hand out the ‘Make a spinner’ photocopies.
• Explain that they can choose to make any one of the four
spinners on the photocopy.
• When they have all selected one spinner, look at the photos.
• Talk about the stages for making their spinner and work at
each stage together.
• Look at the child in picture 1: Can you see the child
colouring and cutting out the spinner?
• Let the pupils colour and cut out their spinner.
• As the pupils finish colouring, give them a length of string.
• Show them how to stick the string in the middle of the
first side like the child in picture 2: Put glue on the back of
one side and stick the string carefully here … Point out that
it’s important to place the string in the middle of one side.
• Let them fold over the second side of the spinner like the
child in picture 3: Fold neatly along the dotted line … so the
two sides are together.
• When they finish their spinners, encourage them to spin
them for their friends: Spin your spinner! and ask their
friends what the character on their spinner is doing:
What’s he / she doing?
Optional activity
• The pupils could also draw and make their own spinners.
• Make sure they draw their figures the right way up in
order for the spinner to work.
Sing a song
• Let the class vote for the song they would like to sing again.
Teaching tip: If you haven’t already done so, you may wish
to complete the second part of the Picture Dictionary page
for Unit 9 in preparation for the next lesson (optional).
Unit 9 117
17/10/2013 13:36
 Lesson 9 CB page 78 2 Listen and find. $ 3•29 Point, ask and answer.
CB page 78

Pronunciation and speaking • Look at the pictures with the pupils.

• Ask them about the children in each one: What’s he / she
Lesson objectives got?; What’s he / she doing?
Revise the language of the unit • Tell the pupils they have to listen to the dialogues and find
Practise pronunciation of initial sounds the matching pictures. Explain that they won’t hear all of
the activities mentioned.
Language • Play the first dialogue.
Review: Vocabulary and phrases used in Unit 9 • Ask the pupils to show you the matching picture and say
what the child is doing.
Materials • Play the rest of the recording, pausing for pupils to find
Norton; Norton’s kit box; CD 3.28–3.29; Outdoor activities the right pictures and say the activity.
flashcards and text cards (122–131); Children’s games • Divide the class into pairs.
flashcards and text cards (132–135) • Invite a pupil from each pair to point to a photo and ask
What’s he / she doing? Invite their partners to answer He’s /
Beginning the lesson She’s (riding a horse).
• Say the kit chant and use Norton to help you present the • Pupils can continue to play the game in pairs.
items for today’s lesson.
• Recall the vocabulary of the unit using all the flashcards Transcript
and the text cards. Play a game of Snap (page 22). Male What’s he doing?
Female He’s eating a sandwich.
• Stick the text cards on the board. Focus on the first letters
of each word and ask the pupils to help you organize Male What’s she doing?
them in alphabetical order. Female She’s dancing.
Male What’s he doing?
1 Listen and point. $ 3•28 Listen again and repeat. Female He’s watching TV.
CB page 78
Male What’s she doing?
• Point to the pictures and ask the pupils to say what they
Female She’s playing with a doll.
can see.
• Play the recording and ask pupils to point to the correct Answers
pictures as they listen. 2, 3, 7, 1
• Point to the words and focus on the initial /f/ and /d/ Picture Dictionary AB page 100
sounds.
• Tell the children to complete their Picture Dictionaries
• Make the initial sounds for pupils to copy chorally, then with the words from Lessons 7 and 8.
individually.
• Invite some pupils to hold up their finished pages to show
• Invite the children to tell you any other words they know the class.
that start with these sounds, either in English or in their L1,
for example: Friday, frisbee, doll, duck. Play a game
• Play the recording again and ask pupils to repeat the words. • Divide the class into two teams.
• Point to items in the pictures and ask individual pupils to • Stick three flashcards from Unit 9 on the board. Say the
say the correct words. initial sound of one of the words.
Transcript
• Invite a pupil from team A to come to the board, take the
correct flashcard, and say the word.
A photo of my fingers.
A photo of my feet. • Repeat with pupils from each team in turn.
A photo of my fingers. • Award one point for each correct answer. The team with
A photo of my feet. the most points wins.
Dad’s dancing with a dolphin.
Dad’s dancing with a dinosaur.
Dad’s dancing with a dolphin.
Dad’s dancing with a dinosaur.

118 Unit 9

4443753 IEKit TB2_SP.indb 118 17/10/2013 13:36

 Lesson 10 AB pages 87–88
3 Girl Where’s Bing?
Male He’s in the garden.
Girl What’s he doing?
Review and self-evaluation Male He’s reading a comic.
Lesson objective 4 Boy Where’s Dad?
Girl He’s in the sitting room.
Review of Unit 9
Boy What’s he doing?
Girl He’s listening to the radio.
Language
5 Male Where’s Poppy?
Review: Vocabulary and phrases used in Unit 9 Female Over there!
Male What’s she doing?
Materials Female She’s eating an ice cream.
Norton; Norton’s kit box; CD 3.28, 3.30; All materials used 6 Male Where’s Mum?
in Unit 9; Coloured pencils / pens Girl She’s in the kitchen.
Male What’s she doing?
Beginning the lesson $ 3•28 Girl She’s writing a postcard.
• Say the kit chant and use Norton to help you present the Answers
items for today’s lesson. 1 c  ​2 a  ​3 e  ​4 f  ​5 b  ​6 d
• Ask the pupils if they can remember the different words
beginning with the sounds /f/ and /d/ in the phonics chant. 3 Look at activity 2. Write the questions or
answers. AB page 88
• Play the recording from Lesson 9 (CD 3.28) and encourage
the pupils to join in with the words. • Ask pupils to look at the pictures and say what each
person was doing in activity 2 on page 87.
1 Write. Find the mystery word. AB page 87 • Allow pupils time to complete the activity, then invite
• Show the pupils the crossword. pairs of pupils to act out exchanges: A: What’s she doing?
• Explain that the pictures are the clues. Elicit the correct B: She’s having a shower.
word for each picture and show pupils that the words are Answers
written across the boxes. 1 She’s having a shower.   ​2 He’s reading a comic.   ​
• Tell pupils that the letter ‘h’ goes in the box with 1 on it 3 She’s writing a postcard.   ​4 What’s he doing?   ​
and that there is a mystery word written down the middle 5 What’s she doing?   ​6 What’s he doing?
in the shaded boxes.
• Tell pupils that there is no picture for the mystery word.
4 Read and number. AB page 88
• Ask pupils to say what the people in the grid are doing.
Answers
• Read out the sentences and ask pupils to point to the
1 have a shower   ​2 watch TV   ​3 write a postcard   ​
correct people.
4 drink a milkshake   ​5 read a comic   ​6 eat an ice cream  ​
7 dance  ​8 take a photo   ​9 listen to the radio   ​ • Allow pupils time to complete the activity.
10 float  ​11 play marbles AnswerS
Mystery word: swimming pool 1 B3  ​2 C3  ​3 B2  ​4 C2  ​5 A1  ​6 B1

2 Listen and match. $ 3•30 AB page 87 End-of-unit review

• Ask pupils to look at the pictures and name the characters • Ask the pupils what they remember doing in previous
and the activities. lessons. Help them to recall activities and language by
• Explain that pupils will listen and draw lines to match the showing them flashcards / things they have made /
characters to the activities. pictures in their books; playing songs, and saying
• Play the first dialogue. Ask pupils to point to the correct rhymes and chants.
character and the correct activity, then complete the line. • Ask them what they liked or didn’t like, and what they
• Play the recording, pausing after each item to allow pupils found easy or difficult.
time to match the characters to the activities.
Self-evaluation AB pages 87–88
• Invite pairs of pupils to act out dialogues: A: What’s Mr Fixit
• Help the pupils to complete the self-evaluation exercises,
doing? B: He’s watching birds.
as described on page 14.
Transcript Further practice
1 Male Where’s Mr Fixit? Unit 9 Test (pages 154–155)
Female Over there. Review Test 3 (pages 156–157)
Male Oh! What’s he doing? Skills Test 3 (pages 158–159)
Female He’s watching birds! Units 7–9 Reading, Skills, and Revision lessons (CB pages 79–80;
2 Female Where’s Titch? AB pages 89–91)
Boy In the bathroom.
Female Oh. What’s she doing?
Boy She’s having a shower.

Unit 9 119

4443753 IEKit TB2_SP.indb 119 17/10/2013 13:36

 Lesson 1 CB page 79, AB page 89, PMB page 54
Reading and Skills
Lesson objectives
Review vocabulary and phrases from Units 7–9
Identify authors by relating written facts to photos
Read, listen, and identify information
Write about a festival in your country
Language
Core: My name is …; I’m from …; This is the …
Extra: festival; streets; traditional; Ireland; Irish; Uttarayan;
harp; India; sky
Review: Vocabulary and phrases from Units 7–9
Materials
Norton; Norton’s kit box; CD 3.31–3.32; Units 7–9 flashcards
and text cards; PMB page 54; Festival pictures
Beginning the lesson
• Say the kit chant and use Norton to help you present the
items for today’s lesson.
• Recall the vocabulary of the previous three units using
all the flashcards and text cards. Play a game of What’s
missing? (page 21).
• Write headings on the board: Feelings, Musical instruments,
Indoor activities, Uses of water, Outdoor activities, Children’s
games.
• Ask pupils to stick the flashcards under the correct
headings and say the words.
1 Read and number. CB page 79
• Explain that the pupils will hear two children introducing
themselves and talking about where they live and festivals
in their countries.
• Get the pupils to guess as much information as possible
from the pictures.
• Tell the pupils that each of the texts matches a picture.
• Ask the pupils to read through the texts and to try
matching them with the photos by writing a number in
each box. Tell them that at this point they do not need to
understand every word.
• Discuss their answers. Do not say whether their answers
are right or wrong.
120 Me and my world & Revision
4443753 IEKit TB2_SP.indb 120
2 Read again, listen and check. $ 3•31 CB page 79
• Play the recording and ask the pupils to follow the texts.
• Discuss the numbering of the texts and confirm answers.
• Ask pupils to compare themselves with the children in
the pictures.
answers
2, 1, 4, 3
1 Listen and circle the correct answers. $ 3•32
AB page 89
• Point to the pictures and ask the pupils to name the
countries, items, months, and activities.
• Read out the questions and explain that pupils have to
listen and circle the picture that answers each question.
• Play the first part of the recording and ask pupils to point
to the correct picture. Ask pupils to say the correct word.
• Play the recording all the way through, pausing for pupils
to circle the correct pictures.
• Invite pairs of pupils to ask and answer the questions.
Answers
1 The Philippines   ​2 a mask   ​
3 October  ​4 dancing  ​5 Yes
2 Look at activity 1. Read and complete. AB page 89
• Ask pupils to look at the picture in activity 2. Tell them that
this is Karla, from activity 1.
• Ask pupils to look at the text and the words in the word bank.
• Tell pupils that they have to complete the text with the
words in the word bank and that they can use their
answers in activity 1 to help them.
• Allow pupils time to complete the activity.
Answers
the Philippines, mask, October, is dancing, happy
3 Write about a festival in your country. PMB page 54
• Give each pupil a copy of the ‘Me and my world’ page from
the PMB. Explain that they can now write about themselves
in the same way as in activity 2 in their Activity Books.
• Pupils stick a picture of the festival in the frame provided.
• Allow pupils time to write about the festival.
• Invite pupils to read out their texts, then display their work
around the classroom.
17/10/2013 13:36
 Lesson 2 CB page 80, AB pages 90–91
Revision
Lesson objective
Revise all language from Units 7–9
Language
Review: Vocabulary and phrases from Units 7–9
Materials
Norton; Norton’s kit box; Units 7–9 flashcards and text
cards; Counters and coins for the board game
Beginning the lesson
• Use Norton to welcome the pupils and say the kit chant.
Open the kit box and take out all the sets of flashcards.
• Ask the pupils if they can remember any of the flashcards
from each set. As they remember them, stick the cards
randomly on the board.
• You may need to give phonetic clues to remind the pupils
of the cards they are struggling to remember.
• Once all the cards are on the board, call out a group,
e.g. Outdoor activities, and ask the pupils to say the cards
you need to take off the board to put back into the
outdoor activities group.
Play the game! CB page 80
• Explain that the game revises the language from the
previous three units and that the pupils will play in pairs.
The aim is to be the first pair to get to the finish.
• Remind the pupils that they have to use a coin to decide
whether they move one square or two, e.g. heads = 1,
tails = 2. (See page 57 for full instructions.)
• The tasks for each square are listed below:
1 Say the words: dizzy and scared.
2 Say the words from the story (Class Book page 56):
Are you thirsty? No. I don’t like fairs.
3 Sing the song (Class Book page 59): Smile at me.
4 Say the words: violin and flute.
5 Norton: Move on one square.
6 Say the phrases: I’m sleeping and I’m cooking.
7 Say the words from the story (Class Book page 65): Stop
that, Norton. I’m painting.
8 Say the phrase: He’s reading.
9 Sing the song (Class Book page 67): Oh, I’m lying on
the sofa.
10 Say the phrases: I’m brushing my teeth and I’m washing
my hands.
11 Norton: Move on one square.
12 Say the phrases: I’m taking a photo and He’s swimming.
13 Say the sentence from the story (Class Book page 73):
Now I’m having fun!
14 Norton: Move on one square.
15 Say the phrases: He’s playing marbles and He’s dancing.
16 Sing the song (Class Book page 75): Summer’s here.
4443753 IEKit TB2_SP.indb 121
• The pupils may not remember all of the song words, but
encourage them to sing the words together with their
partner and praise them for their efforts
1 Cross out the odd word out. Write two more words.
AB page 90
• Ask pupils to read out the words in each set.
• Ask pupils to tell you which word in each set is the odd
one out and why.
• Allow pupils time to think of two more words for each set
and write them in their books.
Answers
1 piano  ​2 guitar  ​3 thirsty  ​4 watch
2 Write the words. Answer Yes or No. AB page 90
• Ask pupils to look at the pictures and say how the
people feel.
• Read out the example and ask pupils to say the letters
in the bubble in the correct order.
• Allow pupils time to complete the activity.
• Invite pairs of pupils to read out the questions and answers.
Answers
1 Is he cross? Yes.   ​2 Is she thirsty? Yes.  
3​ Is he bored? No.   ​4 Is she happy? No.   ​
5 Is he dizzy? No.   ​6 Is she cold? Yes.
3 Write. AB page 91
• Ask pupils to look at the pictures and say what activity
each picture shows.
• Read out the question and the example.
• Explain that pupils have to write answers to the question
in the speech bubbles.
• Allow pupils time to complete the activity.
• Invite pupils to read out their answers.
Answers
1 I’m reading a comic.   ​2 I’m dancing.  
3​ I’m having a shower.   ​4 I’m painting.   ​
5 I’m swimming.   ​6 I’m playing on the computer.
4 Write the questions or the answers. AB page 91
• Ask pupils to look at the picture and say the names.
• Ask pupils what each person is doing.
• Read out the first question. Ask pupils to find the correct
person in the picture and answer the question.
• Allow pupils time to complete the activity.
• Invite pairs of pupils to read out the questions and answers.
Answers
1 He’s reading.   ​2 He’s drinking a milkshake.   ​
3 She’s playing on the computer.   ​4 What’s Jim doing?   ​
5 What’s Sue doing?   ​6 What’s Ann doing?
Me and my world & Revision 121
17/10/2013 13:36
 Christmas CB page 81, PMB page 49
Lesson objectives
Find out more about Christmas in English-speaking countries
Read and identify information
Join in with a Christmas song
Make Christmas decorations for the classroom
Language
Core: angel; star; snowflake; present; bell; candle; ball
Review: Language used so far
Materials
Norton; Norton’s kit box; CD 3.33; Christmas decorations
(PMB p49) – one photocopy per pupil and your own
completed examples; Coloured pencils / pens; Scissors;
String (optional)
Beginning the lesson
• Say the kit chant and use Norton to help you present
the items for today’s lesson.
• Draw a big Christmas tree on the board.
• Ask the pupils if they can remember what it’s called
in English or any other English words connected to
Christmas: What can you see at Christmas?
• Write any words they remember on the tree.
• Tell the pupils they are going to learn some more words
for tree decorations.
• Use the pictures on Class Book page 81 to teach the
words. Ask pupils to listen and repeat as you say the
words. Then point to the pictures and ask the pupils
to say the words.
1 Read and say True or False. CB page 81
• Look at the picture and talk to your class about what the
children are doing: Who’s got a (decoration)? How many
stars can you see?
• Read the first sentence and ask them if it is true or false.
• Continue the activity by letting the pupils work in pairs
before checking with the whole class.
Answers
1 True  ​2 True  ​3 False. (It’s got 3 snowflakes.)   ​
4 False. (It’s got 6 candles.)   ​5 True   classroom.
​6 False. (It’s got 8 balls.)   ​7 True  
​8 False. (It’s got 7 bells.)
122 Festivals
4443753 IEKit TB2_SP.indb 122
2 Listen and sing. $ 3•33 CB page 81
• Play the song once and ask the pupils what words they
recognize.
• Teach the song line by line.
• Encourage the pupils to point to the pictures in their
books as they sing each line.
• Play the song right through again, encouraging the pupils
to join in.
Play a game
• Write the beginning of a sentence on the board: On my
Christmas tree I’ve got …
• Complete it using one of the items the pupils have learnt
or recalled today: On my Christmas tree I’ve got (two stars).
• Ask the pupils to repeat the sentence and continue
adding other items.
• Remind them to use and …, e.g. On my Christmas tree I’ve
got two stars and three snowflakes.
• Continue like this until the pupils find it very hard to
remember all the items.
Make a Christmas decoration for the classroom.
PMB page 49
• Explain to your class that they are going to make some
Christmas decorations.
• Show them some decorations that you have made.
• Give out the photocopies of the ten decorations.
• Check the pupils remember the names of the items:
Point to a star … a bell … a present … a ball … and
a snowflake.
• Explain that they can make any three decorations
they like.
• Tell pupils to colour and cut out the three decorations
they choose.
• Using the decorations you made, show them how to put
the decorations together.
• If you are going to display the decorations in the
classroom, put some lengths of string across the
classroom.
• Show the pupils how to:
– make a small cut in their decoration;
– put a thread or light string through it and make a knot.
• Let the pupils help to put up their decorations in the
17/10/2013 13:36
 Easter CB page 82, PMB page 50
Lesson objectives
Find out more about Easter in English-speaking countries
Listen and identify from position
Read and discover
Make an Easter egg
Language
Core: Easter; tree; box; flowerpot; bench; bush; table; basket;
flower; egg
Extra: Easter
Review: in; on; under
Materials
Norton; Norton’s kit box; CD 3.34; Easter egg (PMB p50)
– one photocopy per pupil and your own completed
example; Coloured pencils / pens; Scissors
Beginning the lesson
• Say the kit chant and use Norton to help you present the
items for today’s lesson.
• Teach the word Easter.
• Ask the pupils what they associate with Easter.
• Write their suggestions on the board and recast if necessary.
• Make sure they know the word egg.
• Talk a little about the customs at Easter in their own country:
What can you do at Easter? What do you like at Easter?
• Talk about Easter in English-speaking countries.
• Explain that in some countries it is traditional to give
presents of chocolate Easter eggs with small presents
inside and to hunt for chocolate eggs in the garden or
in the house.
• Tell them that they are going to listen to the characters
Poppy I can’t find an egg.
Bing Look under the bench.
Poppy Thanks, Bing. I’ve got it now.
Titch I can’t find an egg.
Poppy Look in the basket.
Titch Here it is! Thanks, Poppy.
Mitch I can’t find an egg.
Titch Look under the bush.
Mitch Oh yes, here it is! Thanks, Titch!
Answers
Flo’s egg is blue. Fred’s egg is orange. Bing’s egg is purple.
Poppy’s egg is red. Titch’s egg is green. Mitch’s egg is pink.
2 Read and answer. CB page 82
• Read the first question with all the class and ask them for
the answer.
• Encourage them to say It’s in / on / under the (bush).
• Continue the activity by working together as a whole class
or by letting the pupils work in pairs before checking with
the whole class.
Answers
1 No, the yellow egg is under the table.
2 No, the grey egg is in the flowerpot.
3 No, the black egg is in the flowerpot.
4 No, the brown and white egg is under the flowers.
5 Yes, the blue and yellow egg is under the tree.
6 No, the pink and white egg is in the bush.
Play a game
• Ask the pupils to form groups and close their books.
• Ask them to answer Norton with their books closed: Is the
red egg under the tree? Where’s the yellow egg?
• When a group answers, check with the rest of the class
before letting them check in the book.
Make an Easter egg for a friend. PMB page 50

hunting eggs in the garden. • Show the pupils the Easter egg you have made.
• Look at the pictures on Class Book page 82 and teach • Give out the photocopies of the egg and explain how
the words. to make it.
• Tell the pupils that they are going to give their eggs to
1 Listen and say what colours. $ 3•34 CB page 82 one another.
• Look at the picture with the pupils and talk about it. • Tell the pupils to colour the halves of the egg.
• Ask questions about the things in the picture: Where’s • Show the pupils how to cut out the egg.
the flowerpot? and the positions of the eggs: Where’s • Go around while the pupils are making their eggs and
the red egg? talk about what they are doing.
• If necessary, remind them of the prepositions in, on, • Before the pupils exchange eggs, teach them the mini
and under. dialogue:
• Play the recording. – Child 1: Here’s an Easter egg for you.;
• Pause after each dialogue and ask the pupils to tell you – Child 2: Thank you.
the colour of each egg: What colour is Flo’s egg? • In some groups it helps to use two matching numbers
or letters to make exchanges simpler, i.e. a child has to
Transcript
exchange an Easter egg with the other child who has the
Flo I can’t find an egg.
same number. This way no one is left out and there are no
Fred Look under the flowerpot.
hurt feelings!
Flo Oh, yes! Thanks, Fred.
Fred I can’t find an egg.
Flo Look in the box.
Fred Oh, yes! Thanks, Flo.
Bing I can’t find an egg.
Fred Look in the tree.
Bing Here it is! Thanks, Fred.

Festivals 123

4443753 IEKit TB2_SP.indb 123 17/10/2013 13:36

 Tree Day CB page 83, PMB page 51
Lesson objectives
Find out about Tree Day and the importance of trees
Listen and identify using visual clues
Look and identify by shape
Make a Tree Day badge
Language
Core: leaf; apple tree; oak tree; orange tree; palm tree
Extra: oval
Review: circle; triangle
Materials
Norton; Norton’s kit box; CD 3.35; Tree Day badge
(PMB p51) – one photocopy per pupil and your own
completed example; Coloured pencils / pens; Scissors;
Safety pins / Velcro (optional); Leaves from local trees
(optional)
Beginning the lesson
• Say the kit chant and use Norton to help you present the
items for today’s lesson.
• Tell the pupils that many countries have a special day to
celebrate trees.
• Explain that Tree Day is not the same day in every country,
e.g. in Australia it’s on 30th July, in Ireland it’s 12th October …
• Talk about trees and point out that trees are the homes
to many animals. Ask: What animals live in trees? (bears,
squirrels, woodpeckers, etc.)
• Tell pupils that trees provide us with clean air, oxygen,
shade, wood, and food (fruit).
• Ask pupils if they know the names of any trees in their
own language.
• Tell them they are going to learn the names of some
common trees in English.
• Use the pictures on Class Book page 83 to teach the
vocabulary.
• Ask the pupils if any of these trees grow near them.
• Encourage the pupils to say the name of each tree.
1 Listen and find. $ 3•35 CB page 83
• Tell your class that they are going to hear the characters
talking about the trees in their gardens and they should
listen and point to the photos of the trees in their books.
• Play the first sentence and give the pupils time to find the
tree in their books.
• Continue with the other sentences.
Transcript
Titch What are you doing?
Bing We’re planting trees!
Titch Ooh – what kind of tree is it?
Bing It’s an oak tree.
Titch Fred, what kind of tree is it?
Fred It’s an orange tree.
Titch Mitch, what kind of tree is it?
Mitch It’s an apple tree.
Titch Poppy, what kind of tree is it?
Poppy It’s a palm tree.
Titch I want a tree, too!
• After listening, ask the pupils about the trees in their
gardens, streets, or the school playground.
2 Look and answer. CB page 83
• Point out to the pupils that you can identify a tree by its
leaves: What shape is this leaf? and that different leaves
have different shapes: What shape is an oak leaf?
• Look at the pictures and check that the pupils remember
circle and triangle.
• Teach the word oval.
• Read the speech bubbles with the pupils.
• Continue looking at the different leaves by working
together as a whole class, then letting the pupils work
in pairs before checking with the whole class.
Answers
an apple leaf, an orange leaf, a palm leaf, an oak leaf
Make a badge. PMB page 51
• Show the pupils your Tree Day badge.
• Give out the photocopies and tell the pupils they are
going to make their own badge.
• Explain that they should:
– choose any tree they like: What’s your favourite tree?;
– complete the slogan with the name of the tree: Write
the name of the tree.;
– colour the badge and cut it out.
• The pupils could put a stick-on safety pin or Velcro on
their badges so that they can wear them.
Optional activity
• Bring leaves of local trees into the classroom.
• Teach the pupils the names of the trees in English.
• Explain and show them how to do a leaf rubbing.
• Tell pupils to turn the leaf upside down and cover it with
a piece of paper.
• Gently rub the paper over the leaf with a wax crayon to
get an imprint of the shape and the veins, then label and
display the leaf patterns.

124 Festivals

4443753 IEKit TB2_SP.indb 124 17/10/2013 13:36

 Introduction 2 Adult Put the car in the cupboard.
Boy Put the car in the cupboard?
These pages, along with those in Level 1, are intended to
Adult That’s right.
help the pupils start to prepare for the Starters level of the
3 Adult Put the duck under the table.
Cambridge Young Learners Tests. The pages for this level
Boy Put the duck under the table?
focus on five particular parts of the Starters test:
Adult Yes.
Listening parts 1 and 3
4 Adult Put the apple on the table.
Reading & Writing parts 2 and 5
Boy Put the apple on the table?
Speaking part 5
Adult Yes, please.
The left-hand page of each spread provides practice of 5 Adult Put the car on the chair.
vocabulary and key skills that the pupils will require in order Boy Put the car on the chair?
to complete the appropriate part of the test. These activities Adult That’s right.
should be done informally, not treated as tests. 6 Adult Put the duck in the box.
The right-hand page follows the format of the actual test. Boy Put the duck in the box?
You might choose to let the pupils do these activities under Adult Yes.
test conditions. However, if you do this, make sure it is not
Answers
an intimidating experience for them. Tell the pupils you
a 4  ​b 6  ​c 2  ​d 1  ​e 5  ​f 3
want them to do their best, but that you don’t expect them
to get every answer right. You might like to photocopy the 2 Listen and draw lines. There is one example.
tests and let them re-sit each one at a later date. If they can $ 3•37 CB page 88
improve on their previous result, this will enhance their
• This activity models the dialogue that they will hear in
confidence and self-esteem, and show them how they
the test activity, but it is easier than the test because the
can learn from their mistakes.
pictures are in the correct order.
As the pupils working on Level 2 of Incredible English Kit
• The aims of the activity are to practise listening for the
are not yet ready to sit the Starters test, the language in
prepositions, and to practise drawing lines in order to ‘put’
these practice ‘tests’ is of course limited and simplified, but
something somewhere.
the format is very similar. This gradual familiarization with
Starters-type tests will help them a great deal when they • Explain that the pupils will hear a recording and that
come to sit the real test. they will need to locate the objects according to what
they hear.
• Tell them that the first part of the audio is an example and
Vocabulary practice / Listening that they should listen to this part carefully before doing
CB pages 88–89
any colouring themselves.
• Remind them that where they draw the line is important.
Let’s practise!
• You can stop the audio at the end of the example if you
1 Listen and write the numbers. There is one think it is necessary.
example. $ 3•36 CB page 88
Transcript
• This activity practises recognition of the structure 1 Adult Put the pencil under the bed.
Put the … in / on / under the … Girl The pencil?
• Tell the pupils that you are going to play the recording Adult That’s right. Put it under the bed.
and that the first part they will hear is an example. Girl OK. I can do that.
• Explain that they should listen to this part carefully before Narrator Can you see the line? This is an example.
doing any writing themselves. Now you listen and draw lines.
• Ensure that the pupils understand that they must write the 2 Adult Put the sock in the hat.
correct number in each box according to what they hear. Girl Put the sock where?
• Play the rest of the recording so that the pupils can Adult Put it in the hat.
complete the activity. Girl Right.
3 Adult Now put the cat on the cupboard.
Transcript Girl Sorry? Where do I put the cat?
1 Adult Put the apple under the chair. Adult Put it on the cupboard.
Boy Put the apple under the chair? Girl OK.
Adult Yes. 4 Adult And now, please put the T-shirt on the bed.
Narrator Can you see the number 1? Now you listen and Girl Put the T-shirt on the bed?
write the numbers. Adult Yes.
Girl OK. I’m drawing that line now.

Cambridge Young Learners Test practice 125

4443753 IEKit TB2_SP.indb 125 17/10/2013 13:36

 5 Adult Now put the book under the hat.
Girl Sorry? Put the book where?
Vocabulary practice / Reading
Adult Under the hat. & Writing CB pages 90–91
Girl Oh! OK.
6 Adult Now the plane. Put it in the cupboard. Let’s practise!
Girl The plane?
Adult Yes. Put it in the cupboard. 1 Read and colour. There is one example. CB page 90
Girl All right! • This activity practises understanding of longer sentences
with prepositional phrases that define the noun, and gives
Answers
the pupils practice at recognizing written words.
1 pencil under the bed   ​2 sock in the hat   ​
3 cat on the cupboard   ​4 T-shirt on the bed   ​ • Give them as much support as you feel is necessary. For
5 book under the hat   ​6 plane in the cupboard example, you might like to start by looking at the pictures
and seeing if the pupils can tell you the words, then leave
them to read the sentences and choose the correct colour
Listening test part 1
by themselves.
Listen and draw lines. There is one example. ​$ 3•38 • Tell the pupils to complete the rest of the activity.
CB page 89
2 Look, read and draw lines. There is one example.
• This activity follows the format of Starters Listening part 1,
CB page 90
but the only prepositions used are in, on, and under.
• Explain that this part of the test is like activity 2 on page 88 –
• This activity practises understanding of sentences with
has got.
they must draw lines in order to ‘put’ something somewhere
• Remind them that where they draw the line is important.
• Read the example with them before they start and point
to the man with the hat.
• Explain before they start that the first part of the audio
is an example and that they should listen to this part
• Tell the pupils to complete the rest of the activity.
carefully before doing any colouring themselves. Answers
• You can stop the audio at the end of the example 1 c  ​2 d  ​3 f  ​4 b  ​5 a  ​6 e
if you think it is necessary.
Reading & Writing test part 2
Transcript
Narrator Look at the picture. Listen and look. There is Look and read. Write yes or no. There are two
one example. examples. CB page 91
Adult Put the dog on the sofa. • This activity follows the format of Starters Reading & Writing
Girl Sorry? Where do I put the dog? part 2, but with simplified language (the present continuous
Adult Put it on the sofa. and There is / are … are not used).
Girl All right. • Read the examples with them before they start and point
Narrator Can you see the line? This is an example. to the people and clothes in the picture.
Now you listen and draw lines.
• Tell the pupils to complete the rest of the activity.
1 Adult Put the computer on the table.
Girl The computer? Answers
Adult Yes. Please put it on the table. 1 no  ​2 yes  ​3 no  ​4 no  ​5 yes
Girl OK.
2 Adult And now, put the banana in the cupboard.
Girl Sorry? Put the banana where?
Vocabulary practice / Listening
CB pages 92–93
Adult Put it in the cupboard.
Girl Right. I’m drawing that line now.
3 Adult Now the bag. Put it under the table. Let’s practise!
Girl Put the bag under the table? 1 Listen and circle. There is one example. $ 3•39
Adult Yes, that’s right.
Then ask and answer. CB page 92
Girl OK!
4 Adult And now put the ball in the box. • Tell the pupils that you are going to play the recording
Girl Where? and that the first part they will hear is an example.
Adult Put the ball in the box. • Explain that they should listen to this part carefully before
Girl OK. I can do that. doing any writing themselves.
5 Adult Now, please put the shoe under the sofa. • Ensure that the pupils understand that they must circle
Girl The shoe? one of the three different items for each question,
Adult Yes. Put it under the sofa. according to what they hear.
Girl Right. • You can stop the audio at the end of the example if you
Answers think it is necessary.
banana in the cupboard  ball in the box   • Play the rest of the recording so that the pupils can
shoe under the sofa  bag under the table   complete the activity.
computer on the table

126 Cambridge Young Learners Test practice

4443753 IEKit TB2_SP.indb 126 17/10/2013 13:36

 Transcript Listening test part 3
Adult Hello! What’s your name?
Boy My name’s Tom. Listen and put a tick ✔ in the box. There is one
Adult How old are you, Tom? example. $ 3•41 CB page 93
Boy I’m eight. • This part of the Listening test requires children to listen
Adult What colour is your hair? carefully to the whole dialogue in order to eliminate the
Boy I’ve got brown hair. incorrect pictures.
Adult What are you wearing? • Tell the pupils that you are going to play the recording
Boy I’m wearing blue trousers and a red T-shirt. and that the first part they will hear is an example.
Adult And what’s your favourite food?
• Explain that they should listen to this part carefully before
Boy My favourite food is pizza.
doing any writing themselves.
Adult Thanks, Tom.
• Ensure that the pupils understand that they must put a
Answers tick in the box according to what they hear.
1 Tom  ​2 8  ​3 brown hair   ​ • Play the rest of the recording so that the pupils can
4 blue trousers and red T-shirt   ​5 pizza complete the activity.
• The second part of the activity provides practice of
answering the kind of questions that children will be Transcript
asked in part 5 of the Starters Speaking test. Narrator Look at the pictures. Listen and look. There is one
• Child A asks one of the questions from the activity and example. What’s Lucy’s brother doing?
child B answers for him / herself. Then they swap roles. Adult Where’s your brother, Lucy? Is he in the garden?
• Alternatively, you can of course choose to take the place Lucy No, he isn’t. He’s in his bedroom.
of the examiner and ask pupils the questions yourself. Adult Oh, is he sleeping?
Lucy No, he’s reading a book.
2 Listen and point to the people. $ 3•40 Then Narrator Can you see the tick? Now you listen and put a
read and draw lines. There is one example. CB page 92 tick in the box.
• The listening part of this activity practises understanding 1 Adult Where’s Nick’s ball?
of the present continuous, and of phrases like Kim’s mum. Nick I can’t find my ball!
It also provides exposure to dialogues similar to the ones Adult Is it on the table?
in the Listening test part 3. Nick No, it isn’t.
Adult Oh, I can see it. It’s under the cupboard!
• Explain that you are going to play the recording and that
2 Adult What’s Anna wearing?
the pupils must listen carefully and point to the things
Adult Look at Anna.
they hear.
Girl She’s wearing a pink skirt.
Transcript Adult A pink skirt? And is she wearing white shoes?
Male Where’s Kim? Girl No, she’s wearing black shoes.
Female She’s there. 3 Adult Where’s Ben’s mum?
Male Is she drinking? Ben What’s Mum doing? Is she watching TV?
Female No. She’s eating an ice cream. Adult No, she’s listening to the radio.
Male Where’s Kim’s mum? Ben Where? In the kitchen?
Female She’s there. Adult No, she’s in the living room.
Male Is she talking? Answers
Female No. She’s reading. 1 C  ​2 A  ​3 C
Male Where’s Kim’s dad?
Female He’s there.
Male Is he wearing a hat? Vocabulary practice / Reading
Female No. He’s wearing an orange T-shirt. & Writing CB pages 94–95
Male Where’s Kim’s grandpa?
Female He’s there.
Let’s practise!
Male Is he standing up?
Female No. He’s sitting on a chair. 1 Look at the pictures and read the questions.
Male Where are Kim’s brothers? Circle the answers. There are two examples. CB page 94
Female They’re over there. • This activity follows the format of Starters Reading &
Male Are they playing football? Writing part 5, but here children are given options to
Female No. They’re climbing. circle rather than being expected to write the word.
• The reading part of the activity practises the same • Read the examples with them before they start. Make sure
language as mentioned above, as well as the question they understand that there are three different options to
words what and who. choose from. Tell the pupils to complete the rest of the activity.
• Read the example with them before they start.
Answers
• Tell the pupils to complete the rest of the activity. 1 on a rug   ​2 the woman   ​3 two  ​
Answers 4 a ball   ​5 swimming
1 e  ​2 c  ​3 f  ​4 b  ​5 a  ​6 d

Cambridge Young Learners Test practice 127

4443753 IEKit TB2_SP.indb 127 17/10/2013 13:36

 Reading & Writing test part 5
Look at the pictures and read the questions.
Write one-word answers. There are two examples.
CB page 95
• In this part of the test, children are expected to answer the
questions themselves.
• They should try their best to spell the words correctly, but
explain that the important thing is to write the correct
word, even if the spelling is incorrect.
• Some of the words they will need are on the previous page.
• Read the examples with them before they start and point
to the items in the picture.
• Tell the pupils to complete the rest of the activity.
Answers
1 cat  ​2 five  ​3 reading  ​4 table  ​5 sleeping

128 Cambridge Young Learners Test practice

4443753 IEKit TB2_SP.indb 128 17/10/2013 13:36

 Me and my world 1 AB page 29 Me and my world 3 AB page 89

Transcript $ 1•41 Transcript $ 3•31

Adult Hi, Megan. Who’s that? Adult Hello, Karla.
Megan That’s my brother, Thomas. He’s six. Karla Hello.
Adult Is this his bedroom? Adult Where are you from?
Megan Yes. It’s got a shelf, a table, a cupboard and a bed. Karla I’m from the Philippines.
This is his shelf. Look at his planes. Adult The Philippines! Fantastic. What are you doing?
Adult Wow! They’re great. Karla I’m making a mask.
Megan He’s got five planes. Adult Wow! It’s amazing!
Adult That’s a lot. Karla It’s for the Masskara festival.
Megan His favourite toy is a boat. Adult When is the festival?
Adult A boat? Karla It’s in October. Look! here’s a photo of my brother,
Megan Yes, he’s got a great boat. Its name is Incredible! Pablo, at the festival.
This is his bed. There are lots of cushions. Adult What is he doing?
Adult How many are there? Karla He’s dancing.
Megan He’s got ten cushions. Adult Is he happy?
Adult That’s a lot. Karla Yes, he’s very happy. The Masskara festival is a
happy festival!

Me and my world 2 AB page 59

Transcript $ 2•43
Anna Hello, what’s your name?
Luigi My name’s Luigi. What’s your name?
Anna My name’s Anna. Where are you from?
Luigi I’m from Italy.
Anna Italy! That’s interesting. What’s your favourite food?
Luigi I like pizza.
Anna What’s your favourite pizza?
Luigi I like pizza with tuna and egg.
Anna Mmm, delicious.
Luigi What about you? Do you like pizza?
Anna Yes! I love it. My favourite pizza is with cheese and
tomato. Who cooks the pizza in your house, Luigi?
Luigi My grandma does, and sometimes I help her.
She makes the best pizza in the whole world!

Me and my world transcripts 129

4443753 IEKit TB2_SP.indb 129 17/10/2013 13:36

 1 Test Name

1 Look and write.

1 2 3
M Tu W Th F Sa Su M Tu W Th F Sa Su M Tu W Th F Sa Su
1 2 3 1 2 3 1 2 3
4 5 6 7 8 9 10 4 5 6 7 8 9 10 4 5 6 7 8 9 10
11 12 13 14 15 16 17 11 12 13 14 15 16 17 11 12 13 14 15 16 17
18 19 20 21 22 23 24 18 19 20 21 22 23 24 18 19 20 21 22 23 24
25 26 27 28 29 30 25 26 27 28 29 30 25 26 27 28 29 30

It’s T u e s d a y . It’s . It’s .

4 5 6
M Tu W Th F Sa Su M Tu W Th F Sa Su M Tu W Th F Sa Su
1 2 3 1 2 3 1 2 3
4 5 6 7 8 9 10 4 5 6 7 8 9 10 4 5 6 7 8 9 10
11 12 13 14 15 16 17 11 12 13 14 15 16 17 11 12 13 14 15 16 17
18 19 20 21 22 23 24 18 19 20 21 22 23 24 18 19 20 21 22 23 24
25 26 27 28 29 30 25 26 27 28 29 30 25 26 27 28 29 30

It’s . It’s . It’s .

7 8 9
M Tu W Th F Sa Su M Tu W Th F Sa Su M Tu W Th F Sa Su
1 2 3 1 2 3 1 2 3
4 5 6 7 8 9 10 4 5 6 7 8 9 10 4 5 6 7 8 9 10
11 12 13 14 15 16 17 11 12 13 14 15 16 17 11 12 13 14 15 16 17
18 19 20 21 22 23 24 18 19 20 21 22 23 24 18 19 20 21 22 23 24
25 26 27 28 29 30 25 26 27 28 29 30 25 26 27 28 29 30

It’s . It’s . It’s .

/4
130 Unit 1 Test Incredible English Kit 3rd Edition 2 PHOTOCOPIABLE © Oxford University Press

4443753 IEKit TB2_SP.indb 130 17/10/2013 13:36

 2 Listen and number. $ 3.42 Write.

1
She’s my sister.

11 9

/ 10
3 Read and write the names.
1 That’s William .
Rob He’s 1 metre 25 centimetres.
2 That’s .
William
She’s 1 metre 18 centimetres.
Joanna 3 That’s .
David He’s 1 metre 6 centimetres.

Iris 4 That’s .
She’s 1 metre 23 centimetres.

Lucy 5 That’s .
She’s 1 metre 13 centimetres.
6 That’s .
He’s 1 metre 22 centimetres.
Jake
7 That’s .
He’s 1 metre 30 centimetres.
/6
Total / 20
Incredible English Kit 3rd Edition 2 PHOTOCOPIABLE
© Oxford University Press Unit 1 Test 131

4443753 IEKit TB2_SP.indb 131 17/10/2013 13:36

 2 Test Name

1 Listen and match. $ 3.43 Colour.

1 It’s a black table. a

2 It’s a green rug. b

3 It’s a yellow cushion. c

4 It’s a blue shelf. d

5 It’s a red cupboard. e

6 It’s an orange bed. f

7 It’s a purple sofa. g

8 It’s a pink box. h

9 It’s a brown chair. i

/8

132 Unit 2 Test Incredible English Kit 3rd Edition 2 PHOTOCOPIABLE © Oxford University Press

4443753 IEKit TB2_SP.indb 132 17/10/2013 13:36

 2 Where’s Harry? Write.
1 2

Is he in the cupboard ? Yes. Is he ? Yes.

3 4

Is he ? Yes. Is he ? Yes.
5 6

Is he ? Yes. Is he ? Yes.
/5
3 Describe the room.
1 It’s got a window.
2 It’s got .
3
4
5
6
7
8

/7
Total / 20
Incredible English Kit 3rd Edition 2 PHOTOCOPIABLE
© Oxford University Press Unit 2 Test 133

4443753 IEKit TB2_SP.indb 133 17/10/2013 13:36

 3 Test Name

1 Look and write.

1 2 3

ba t
4 5 6

- 

/5
2 Listen and number. $ 3.44

/7
134 Unit 3 Test Incredible English Kit 3rd Edition 2 PHOTOCOPIABLE © Oxford University Press

4443753 IEKit TB2_SP.indb 134 17/10/2013 13:36

 3 Read and colour. Write.

1 It’s got 2 wheels. 4 It’s got 3 wheels.

It’s grey. It’s green.
It’s a motorbike .

2 It’s got 4 wheels. 5 It’s got 0 wheels.

It’s blue. It’s yellow.

3 It’s got 6 wheels.

It’s red.

/8
Total / 20

Incredible English Kit 3rd Edition 2 PHOTOCOPIABLE

© Oxford University Press Unit 3 Test 135

4443753 IEKit TB2_SP.indb 135 17/10/2013 13:36

 Review Test 1 Name

1 Listen and match. $ 3.45

15
2

16

3
13

4 12

/9
2 Look and write.
1 She’s got a skateboard.
2 She’s got .
3
4
5
6
7
/6

136 Review Test 1 (Units 1–3) Incredible English Kit 3rd Edition 2 PHOTOCOPIABLE © Oxford University Press

4443753 IEKit TB2_SP.indb 136 17/10/2013 13:36

 3 Order the words.
1 under    mirror?    she    Is    the
Is she under the mirror?
2 skipping    got    He’s    rope.    a

3 She’s    box.    a    got    purple

4 vase?    you    see    Can    a

5 got    four    The    has    car    wheels.

/4
4 Look and write. Where’s Harry?
Monday Tuesda y Wednesd ay Thursday

Fr iday Satur day Sunday

1 It’s Monday. He’s on the bed.

2
3
4
5
6
7
/6
Total / 25
Incredible English Kit 3rd Edition 2 PHOTOCOPIABLE
© Oxford University Press Review Test 1 (Units 1–3) 137

4443753 IEKit TB2_SP.indb 137 17/10/2013 13:36

 Skills Test 1 Name

Listening

1 Listen and number. $ 3.46

1
/5
Reading

2 Read and write.

Ash 1m 1 He’s 1 m 21 cm. He’s got a scooter.
13 cm It’s under the table. It’s Henry .
2 He’s 1 m 30 cm. He’s got a scooter.
Flora 1m It’s on the rug. It’s .
6 cm
3 She’s 1 m 6 cm. She’s got a yo-yo.
Henry 1m It’s on the cushion. It’s .
21 cm 4 She’s 1 m 18 cm. She’s got a
skateboard. It’s in the box.
Natalie 1m It’s .
26 cm
5 He’s 1 m 13 cm. He’s got a
Jim 1m skateboard. It’s under the window.
30 cm It’s .
6 She’s 1 m 26 cm. She’s got a
Eleanor 1m skipping rope. It’s in the cupboard.
18 cm It’s .

/5
138 Skills Test 1 (Units 1–3) Incredible English Kit 3rd Edition 2 PHOTOCOPIABLE © Oxford University Press

4443753 IEKit TB2_SP.indb 138 17/10/2013 13:36

 Writing

3 Match and write.

1
box

2
Tuesday

3
cushion t ab l e

4
scooter

/3
4 Cross out the mistakes. Write the text correctly.
That’s Sophie. She’s 6. He’s 1 m 30 cm.
That’s Sophie. She’s 9. She’s 1 m 30 cm.
She’s my brother. It’s Wednesday.

She’s got a van. It’s in the window.

/2
Speaking

5 Follow the sequence. Say.

5
1 10 15 20 ? ?
2 Monday Tuesday Wednesday ? ?
/2
6 Ask and answer.
1 How tall is he?
2 What has he got?
3 Where is he?
/3
/ 20
Incredible English Kit 3rd Edition 2 PHOTOCOPIABLE
© Oxford University Press Skills Test 1 (Units 1–3) 139

4443753 IEKit TB2_SP.indb 139 17/10/2013 13:36

 1
4 Test Name

1 Read and match.

1 A cat can climb trees. c a

b
2 A monkey can climb trees.

c
3 A parrot can fly.

4 A bat can fly. d

e
5 A dolphin can swim.

6 A lion can run. f

g
7 A penguin can swim.

h
8 A giraffe can run.
i
9 A crocodile can swim.

j
10 A zebra can run.
k

11 A snake can climb.

/ 10

140 Unit 4 Test Incredible English Kit 3rd Edition 2 PHOTOCOPIABLE © Oxford University Press

4443753 IEKit TB2_SP.indb 140 17/10/2013 13:36

 2 Write.
1 2
A lion
can’t fly. climb
trees.
A lion
can run. run.

3 4

swim. run.

fly. fly.

/6
3 Listen and colour. $ 3.47

/4
Total / 20

Incredible English Kit 3rd Edition 2 PHOTOCOPIABLE

© Oxford University Press Unit 4 Test 141

4443753 IEKit TB2_SP.indb 141 17/10/2013 13:36

 5 Test Name

1 Read, match and write.

d

a c

e f
g

h
i

1 Can I have six marbles, please? b Yes. Here you are.

2 Can I have four balloons, please? d No, sorry.
3 Can I have eleven figures, please?
4 Can I have seven rubbers, please?
5 Can I have four key rings, please?
6 Can I have six sharpeners, please?
7 Can I have two balls, please?
8 Can I have eight stickers, please?
9 Can I have one dinosaur, please?
/7

142 Unit 5 Test Incredible English Kit 3rd Edition 2 PHOTOCOPIABLE © Oxford University Press

4443753 IEKit TB2_SP.indb 142 17/10/2013 13:36

 2 Listen and tick ✔ or cross ✘. $ 3.48

/8
3 Read and match.

1 How much is the badge? £2.05

2 How much is the felt tip? 52p

3 How much is the figure? 20p

85p
4 How much is the rubber?
60p
5 How much is the key ring?
£1.25
6 How much is the dinosaur?

/5
Total / 20
Incredible English Kit 3rd Edition 2 PHOTOCOPIABLE
© Oxford University Press Unit 5 Test 143

4443753 IEKit TB2_SP.indb 143 17/10/2013 13:36

 6 Test Name

1 Listen and number. $ 3.49 Write.

sausages

/9
144 Unit 6 Test Incredible English Kit 3rd Edition 2 PHOTOCOPIABLE © Oxford University Press

4443753 IEKit TB2_SP.indb 144 17/10/2013 13:36

 2 Listen and draw or . $ 3.50

1 2 31 4 5 6

/5
3 Read and match.
1 a
I like cereal.

2 b
I like dairy.

3
c
I like fish.

4 d
I like fruit.

5
I like vegetables. e

6 f
I like meat.

/6
Total / 20
Incredible English Kit 3rd Edition 2 PHOTOCOPIABLE
© Oxford University Press Unit 6 Test 145

4443753 IEKit TB2_SP.indb 145 17/10/2013 13:36

 Review Test 2 Name

1 Listen and tick ✔ or cross ✘. $ 3.51

1 2 3

✔
4 5 6

7 8 9

/8
2 Read and match.
1 Can it swim? a Yes. I like lettuce.

2 Do you like fish? b Yes. I like tuna.

3 How much is the rubber? c Yes. It’s a penguin.

4 Can it fly? d Yes. It’s got wings.

5 Do you like lettuce? e No, sorry.

6 Can I have two figures, please? f It’s 50p.

/5

146 Review Test 2 (Units 4–6) Incredible English Kit 3rd Edition 2 PHOTOCOPIABLE © Oxford University Press

4443753 IEKit TB2_SP.indb 146 17/10/2013 13:36

 3 Order the words.
1 run.    The    can’t    snake    green
The green snake can’t run.
2 beak.    It’s    yellow    a    got

3 nine key rings,    Can    I    have    please?

4 is    badge    p.    50    A

5 lettuce    ?    you    Do    like

6 like    sandwiches.    don’t    I    tuna

/5
4 Circle the words. Write.
av a n poun
e rsh ec an’ e c d
Istick tsorr yric
1 It can 2 Do you like
run. ?
It Yes,
fly. It’s a lion. like rice.

3 Can I 4 How much are

the ?
four balloons? They’re one
No, . .

/7
Total / 25

Incredible English Kit 3rd Edition 2 PHOTOCOPIABLE

© Oxford University Press Review Test 2 (Units 4–6) 147

4443753 IEKit TB2_SP.indb 147 17/10/2013 13:36

 Skills Test 2 Name

Listening

1 Listen and number. $ 3.52

/5
Reading

2 Order the sentences.

2 A balloon is 50p.

Thank you. Bye!

1 Hello. How much are the balloons?

Yes. Here you are.

 No, sorry. There are no red balloons. Do you like green

balloons?

Can I have three red balloons, please?

Yes, I like green balloons. Can I have three, please?

/5

148 Skills Test 2 (Units 4–6) Incredible English Kit 3rd Edition 2 PHOTOCOPIABLE © Oxford University Press

4443753 IEKit TB2_SP.indb 148 17/10/2013 13:36

 Writing

3 Cross out the mistakes. Write the text correctly.

1 Can I have five sharpener , please?
Can I have five sharpeners, please?
Yes, sorry.

2 I don’t like tomatoes.

✔
Do you want a sandwich?
No, please.

3 It’s a dolphin. It can’t run.

/5
Speaking

4 Look, ask and answer.

1 Do you like cheese?
2 It can’t run. It can swim. What is it?
3 How much is a tuna sandwich?
4 Can I have a dinosaur, please?
5 It can run. It’s got four legs. What is it?

✔
/5
Total / 20
Incredible English Kit 3rd Edition 2 PHOTOCOPIABLE
© Oxford University Press Skills Test 2 (Units 4–6) 149

4443753 IEKit TB2_SP.indb 149 17/10/2013 13:36

 7 Test Name

1 Look and write.

1

Are you hot ? ✓ Yes, I am.

Are you ? ✗

Are you ? ✓

Are you ? ✗

Are you ? ✓

Are you ? ✓

/ 10

150 Unit 7 Test Incredible English Kit 3rd Edition 2 PHOTOCOPIABLE © Oxford University Press

4443753 IEKit TB2_SP.indb 150 17/10/2013 13:36

 2 Listen and number. $ 3.53

/5
3 Circle the words. Write.
i t a r p ia e violin
u nox ylophon
fluteg

1 I can hear a xylophone . I don’t like this music.

2 I can hear a .I this music.

3 I can hear a .I this music.

4 I can hear a .I this music.

5 I can hear a .I this music.

/5
Total / 20

Incredible English Kit 3rd Edition 2 PHOTOCOPIABLE

© Oxford University Press Unit 7 Test 151

4443753 IEKit TB2_SP.indb 151 17/10/2013 13:36

 8 Test Name

1 Read and match.

a b c d

e f g

h i j

1 I’m washing up. i 6 I’m watching TV.

2 I’m cooking. 7 I’m reading.

3 I’m making a model. 8 I’m playing a game.

4 I’m painting. 9 I’m sleeping.

5 I’m playing on the 10 I’m doing my

computer. homework.

/9
152 Unit 8 Test Incredible English Kit 3rd Edition 2 PHOTOCOPIABLE © Oxford University Press

4443753 IEKit TB2_SP.indb 152 17/10/2013 13:36

 2 Write.
1 I’m reading 2 3
a book.

4 5 6 7

/6
3 Listen and circle. $ 3.54

1 2 3

4 5 6

/5
Total / 20
Incredible English Kit 3rd Edition 2 PHOTOCOPIABLE
© Oxford University Press Unit 8 Test 153

4443753 IEKit TB2_SP.indb 153 17/10/2013 13:36

 9 Test Name

1 Read and number.

1 I’m swimming. 7 I’m listening to the radio.

2 I’m writing a postcard. 8 I’m having a shower.
3 I’m floating. 9 I’m taking a photo.
4 I’m eating an ice cream. 10 I’m painting.
5 I’m drinking a milkshake. 11 I’m watching TV.
6 I’m reading a comic.
/ 10
154 Unit 9 Test Incredible English Kit 3rd Edition 2 PHOTOCOPIABLE © Oxford University Press

4443753 IEKit TB2_SP.indb 154 17/10/2013 13:36

 2 Write.

What’s he doing?
1 2 3

He’s painting.

What’s she doing?

4 5 6

/5
3 Listen and circle. $ 3.55
1 2 3

4 5 6

/5
Total / 20
Incredible English Kit 3rd Edition 2 PHOTOCOPIABLE
© Oxford University Press Unit 9 Test 155

4443753 IEKit TB2_SP.indb 155 17/10/2013 13:36

 Review Test 3 Name

1 Listen and tick ✔ or cross ✘. $ 3.56

1 2 3

4 5 6

7 8 9

/8
2 Read and match.
a c
d b

f
e h

1 She’s playing with a top. g 6 She’s listening to the

radio.
2 He’s floating.
7 He’s drinking a
3 He’s writing a postcard. milkshake.
4 She’s taking a photo. 8 He’s playing marbles.
5 She’s swimming.
/7
156 Review Test 3 (Units 7–9) Incredible English Kit 3rd Edition 2 PHOTOCOPIABLE © Oxford University Press

4443753 IEKit TB2_SP.indb 156 17/10/2013 13:36

 3 Write.
Are you thirsty?

1 2

No, I’m
hungry.

3 4

/3
4 Match. a
1 play a puzzle
b
2 listen a milkshake
c
3 write a shower
d
4 eat to the radio
e
5 drink a comic
f
6 have a postcard
g
7 read an ice cream
h
8 do on the computer

/7
Total / 25
Incredible English Kit 3rd Edition 2 PHOTOCOPIABLE
© Oxford University Press Review Test 3 (Units 7–9) 157

4443753 IEKit TB2_SP.indb 157 17/10/2013 13:36

 Skills Test 3 Name

Listening

1 Listen, follow and number. $ 3.57

/5
Reading

2 Read and write the names.

1 What are you doing?
I’m watching TV. Luke
2 What are you doing?
Peter Luke I’m cooking.
3 What are you doing?
I’m drinking a milkshake.
4 What’s he doing?
He’s swimming.
Janet Gareth
5 What’s she doing?
She’s floating.
6 What’s he doing?
He’s listening to the radio.
Lula Mary
/5

158 Skills Test 3 (Units 7–9) Incredible English Kit 3rd Edition 2 PHOTOCOPIABLE © Oxford University Press

4443753 IEKit TB2_SP.indb 158 17/10/2013 13:36

 Writing

3 Write.
What are you 1
I’m doing my
doing? homework .

Are you angry? 2

No, I’m .

What are you 3

doing?

Are you dizzy? 4

What’s she 5
doing?

What’s he 6
doing?

/5
Speaking

4 Ask and answer.

1 Are you hot?
2 Are you dizzy?
3 How many times do you
clean your teeth every day?
4 What’s he doing?
5 What’s she doing?

/5
Total / 20

Incredible English Kit 3rd Edition 2 PHOTOCOPIABLE

© Oxford University Press Skills Test 3 (Units 7–9) 159

4443753 IEKit TB2_SP.indb 159 17/10/2013 13:37

 Unit 1 Test Unit 3 Test
1 Look and write. 1 Look and write.
1 Tuesday  ​2 Saturday  ​3 Friday  ​ 1 bat  ​2 kite  ​3 skateboard  
4 Monday  ​5 Sunday  ​6 Tuesday   4 scooter  ​5 yo-yo  ​6 skipping rope
7​ Thursday  ​8 Wednesday  ​9 Friday
2 Listen and number. $ 3•44
2 Listen and number. $ 3•42 Write. 1 She’s got a yo-yo.
1 Girl She’s 7. She’s my sister. 2 He’s got a bat.
2 Boy He’s 11. He’s my brother. 3 She’s got a kite.
3 Girl She’s 6. She’s my cousin. 4 She’s got a bat.
4 Boy He’s 6. He’s my brother. 5 He’s got a kite.
5 Girl She’s 8. She’s my sister. 6 He’s got a yo-yo.
6 Boy He’s 9. He’s my cousin. 7 He’s got a scooter.
5 She’s my sister.   1 She’s my sister.   ​3 She’s my cousin.   ​ 8 She’s got a scooter.
2 He’s my brother.   ​4 He’s my brother.   6 He’s my cousin. [from left to right] 6, 4, 3, 7, 1, 5, 8, 2

3 Read and write the names. 3 Read and colour. Write.

1 William  ​2 Iris  ​3 Jake  ​4 Joanna  ​ 1 motorbike  ​2 It’s a van.   ​3 It’s a lorry.   ​
5 Lucy  ​6 David  7 Rob 4 It’s a plane.   5​ It’s a helicopter.

Unit 2 Test Review Test 1

1 Listen and match. $ 3•43 Colour. 1 Listen and match. $ 3•45
1 It’s a black chair. 1 This is George. He’s 16. He’s got a helicopter. It’s in the vase.
2 It’s a green cushion. 2 This is Laura. She’s 12. She’s got a bat. It’s under the picture.
3 It’s a yellow bed. 3 This is Paul. He’s 15. He’s got a frisbee. It’s on the sofa.
4 It’s a blue table. 4 This is Mina. She’s 13. She’s got a kite. It’s under the table.
5 It’s a red box.
6 It’s an orange rug. 2 Look and write.
7 It’s a purple sofa. [in any order] 1 She’s got a skateboard.   ​
8 It’s a pink shelf. 2 She’s got a yo-yo.   ​3 She’s got a kite.   ​
9 It’s a brown cupboard. 4 He’s got a bat.   ​5 He’s got a boat.   ​
1 f  ​2 d  ​3 h  ​4 c  ​5 i  ​6 a  ​7 e  ​8 b  ​9 g 6 He’s got a frisbee.   ​7 He’s got a scooter.

2 Where’s Harry? Write. 3 Order the words.

1 in the cupboard   ​2 under the box   ​3 on the table   ​ 1 Is she under the mirror?
4 on the rug   ​5 under the chair   ​6 in the bed 2 He’s got a skipping rope.
3 She’s got a purple box.
3 Describe the room. 4 Can you see a vase?
[in any order] 1 It’s got a window.   ​2 It’s got a vase.   ​ 5 The car has got four wheels.
3 It’s got a picture.   ​4 It’s got a mirror.   ​5 It’s got a door.  ​
6 It’s got a rug.   ​7 It’s got a chair.   ​8 It’s got a table. 4 Look and write. Where’s Harry?
1 It’s Monday. He’s on the bed.
2 It’s Tuesday. He’s on the table.
3 It’s Wednesday. He’s in the box.
4 It’s Thursday. He’s on the motorbike.
5 It’s Friday. He’s in the van.
6 It’s Saturday. He’s under the kite.
7 It’s Sunday. He’s on the frisbee.

160 Test transcripts / answers

4443753 IEKit TB2_SP.indb 160 17/10/2013 13:37

 Skills Test 1 Unit 5 Test
Listening 1 Read, match and write.
1 b; Yes. Here you are.   ​2 d; No, sorry.   ​3 g; No, sorry.   ​
1 Listen and number. $ 3•46 4 i; No, sorry.   ​5 a; Yes. Here you are.   ​6 c; No, sorry.   ​
1 She’s in the vase. 7 h; Yes. Here you are.   ​8 e; Yes. Here you are.   ​
2 She’s on the chair. 9 f; Yes. Here you are.
3 She’s under the mirror.
4 She’s on the motorbike. 2 Listen and tick ✔ or cross ✘. $ 3•48
5 She’s under the rug. Boy Can I have a sticker, please?
6 She’s in the lorry. Adult No, sorry.
[from left to right] 4, 2, 6 / 3, 5, 1 Girl Can I have a balloon, please?
Adult Yes. Here you are.
Reading Boy Can I have a felt tip, please?
Adult Yes. Here you are.
2 Read and write.
1 Henry  ​2 Jim  ​3 Flora  ​4 Eleanor  ​5 Ash  ​6 Natalie Girl Can I have a dinosaur, please?
Adult Yes. Here you are.
Writing Boy Can I have a rubber, please?
Adult No, sorry.
3 Match and write.
Girl Can I have a badge, please?
1 Tuesday, table   ​2 cushion, cupboard   ​
Adult Yes. Here you are.
3 scooter, skateboard   ​4 box, bed
Boy Can I have a key ring, please?
4 Cross out the mistakes. Write the text correctly. Adult Yes. Here you are.
That’s Sophie. She’s 9. She’s 1 m 30 cm.
Girl Can I have a figure, please?
She’s my sister. It’s Sunday.
Adult No, sorry.
She’s got a motorbike. It’s under the window.
Boy Can I have a marble, please?
Speaking Adult No, sorry.
[from left to right] ✓, ✗, ✗ / ✓, ✗, ✓ / ✓, ✗, ✓
5 Follow the sequence. Say.
1 25, 30 3 Read and match.
2 Thursday, Friday 1 52p  ​2 60p  ​3 £2.05  ​4 20p  ​5 85p  ​6 £1.25

6 Ask and answer.

1 He’s 1 m 25 cm. Unit 6 Test
2 He’s got a kite. 1 Listen and number. $ 3•49 Write.
3 He’s on the rug. 1 Girl Do you like sausages?
Boy Yes.
Unit 4 Test 2 Girl Do you like lettuce?
Boy Yes.
1 Read and match. 3 Boy Do you like chicken?
1 c  ​2 h  ​3 g  ​4 a  ​5 b  ​6 j   Girl Yes.
​7 k  ​8 i  ​9 d  ​10 e  11 f 4 Boy Do you like eggs?
Girl Yes.
2 Write. 5 Girl Do you like tuna?
1 A lion can’t fly. A lion can run. Boy Yes.
2 A snake can climb trees. A snake can’t run. 6 Girl Do you like cheese?
3 A dolphin can swim. A dolphin can’t fly. Boy Yes.
4 A parrot can’t run. A parrot can fly. 7 Boy Do you like rice?
Girl Yes.
3 Listen and colour. $ 3•47
8 Boy Do you like tomatoes?
The eye is black. The wings are red. The tail is blue.
Girl Yes.
The beak is yellow. The feathers are green.
9 Girl Do you like sardines?
Boy Yes.
10 Boy Do you like bread?
Girl Yes.
Boy 2, 1, 9, 6, 5; sausages, lettuce, cheese, sardines, tuna
Girl 4, 10, 7, 8, 3; eggs, bread, rice, tomatoes, chicken

Test transcripts / answers 161

4443753 IEKit TB2_SP.indb 161 17/10/2013 13:37

 2 Listen and draw  or . $ 3•50
Mr Fixit Hello, Titch. What are you having for lunch?
Titch Hi, Mr Fixit. I don’t know!
Mr Fixit Do you like rice?
Titch No.
Mr Fixit Do you like bread?
Titch Yes.
Mr Fixit Do you like tomatoes?
Titch No.
Mr Fixit Do you like eggs?
Titch Yes.
Mr Fixit Do you like tuna?
Titch No.
Mr Fixit Do you like sausages?
Titch Yes.
Titch Ah! Can I have a sausage and egg sandwich, please?
1   ​2   ​3   ​4   ​5   ​6 
3 Read and match.
1 c  ​2 d  ​3 e  ​4 a  ​5 f  ​6 b
Review Test 2
1 Listen and tick ✔ or cross ✘.
1 Adult Can it fly?
Girl Yes. It’s a parrot.
2 Boy Can I have two badges, please?
Adult Yes. Here you are.
3 Girl I don’t like sausages.
4 Adult Do you like tomatoes?
Boy Yes. I like tomatoes.
5 Girl How much is the felt tip?
Adult It’s 65p.
6 Boy This giraffe can talk.
7 Girl Can I have five dinosaurs, please?
Adult No, sorry.
8 Boy This parrot has got two beaks.
9 Girl Can it swim?
Boy Yes, it’s a crocodile.
1 ✓  ​2 ✓  ​3 ✗  ​4 ✓  ​5 ✗  ​6 ✗  ​7 ✗  ​8 ✗  ​9 ✓
2 Read and match.
1 c  ​2 b  ​3 f  ​4 d  ​5 a  ​6 e
3 Order the words.
1 The green snake can’t run.
2 It’s got a yellow beak.
3 Can I have nine key rings, please?
4 A badge is 50p.
5 Do you like lettuce?
6 I don’t like tuna sandwiches.
4 Circle the words. Write.
1 can, can’t​
2 rice, I
3 have, sorry
4 stickers, pound
162 Test transcripts / answers
4443753 IEKit TB2_SP.indb 162
Skills Test 2
Listening
1 Listen and number. $ 3•52
1 Girl It can swim. It’s a crocodile.
2 Boy Can I have four marbles, please?
Adult Yes. Here you are.
3 Girl It can’t fly. It’s a monkey.
4 Adult Do you like sardines?
Boy Yes, I do.
5 Boy How much is a key ring?
Adult It’s 75p.
6 Girl I like meat.
[from left to right] 4, 3, 2 / 1, 6, 5
Reading
2 Order the sentences.
2, 7, 1, 6, 4, 3, 5
Writing
$ 3•51 3 Cross out the mistakes. Write the text correctly.
1 Can I have five sharpeners, please? No, sorry.
2 I like tomatoes. Yes, please.
3 It’s a zebra. It can run.
Speaking
4 Look, ask and answer.
1 Yes. I like cheese.   ​2 It’s a dolphin.   ​3 It’s £1.25.   ​
4 Yes. Here you are.   ​5 It’s a lion.
Unit 7 Test
1 Look and write.
1 Are you hot? Yes, I am.
2 Are you bored? No, I’m not.
3 Are you dizzy? Yes, I am.
4 Are you thirsty? No, I’m not.
5 Are you scared? Yes, I am.
6 Are you cross? Yes, I am.
2 Listen and number. $ 3•53
1 Adult Are you hungry?
Boy No, I’m thirsty.
2 Adult Are you hot?
Boy No, I’m cold.
3 Adult Are you bored?
Boy No, I’m sleepy.
4 Adult Are you sad?
Boy No, I’m cross.
5 Adult Are you scared?
Boy No, I’m not.
6 Adult Are you happy?
Boy Yes, I am.
[from left to right] 3, 5 / 1, 6 / 4, 2
17/10/2013 13:37
 3 Circle the words. Write. 2 Write.
1 I can hear a xylophone. I don’t like this music. 1 He’s painting.   ​2 He’s floating.   ​3 He’s reading a comic.  ​
2 I can hear a guitar. I like this music. 4 She’s swimming.   ​5 She’s eating an ice cream.   ​
3 I can hear a flute. I like this music. 6 She’s writing a postcard.
4 I can hear a piano. I don’t like this music.
5 I can hear a violin. I don’t like this music. 3 Listen and circle. $ 3•55
1 Look! He’s swimming.
2 Look! She’s playing marbles.
Unit 8 Test 3 Look! He’s playing with a top.
4 Look! She’s dancing.
1 Read and match. 5 Look! He’s playing leapfrog.
1 i  ​2 f  ​3 e  ​4 g  ​5 c  ​6 a  ​7 b  ​8 j  ​9 h  ​10 d 6 Look! She’s painting a picture.
2 Write.
1 I’m reading a book. Review Test 3
2 I’m sleeping.
3 I’m making a model. 1 Listen and tick ✔ or cross ✘. $ 3•56
4 I’m painting. 1 Adult Are you tired?
5 I’m cooking. Boy Yes.
6 I’m watching TV. 2 Adult What are you doing?
7 I’m playing on the computer. Girl I’m drinking a milkshake.
3 Adult What’s she doing?
3 Listen and circle. $ 3•54 Girl She’s having a shower.
1 Mum What are you doing, Fred? 4 Adult What are you doing?
Fred I’m reading. Boy I’m painting.
2 Fred What are you doing, Mitch? 5 Boy Look, she’s happy.
Mitch I’m cleaning my teeth. 6 Adult What’s he doing?
3 Mitch What are you doing, Poppy? Girl He’s floating.
Poppy I’m having a shower. 7 Adult Are you hot?
4 Poppy What are you doing, Bing? Girl No, I’m not.
Bing I’m washing my hands. 8 Adult What are you doing?
5 Bing What are you doing, Titch? Girl I’m washing up.
Titch I’m having a bath. 9 Girl This boy is very bored!
6 Titch What are you doing, Mum? 1 ✓  ​2 ✗  ​3 ✗  ​4 ✓  ​5 ✗  ​6 ✗  ​7 ✓  ​8 ✗  ​9 ✓
Mum I’m washing up!
2 Read and match.
1 g  ​2 f  ​3 e  ​4 a  ​5 b  ​6 c  ​7 d  ​8 h
Unit 9 Test
3 Write.
1 Read and number. 1 No, I’m hungry.   ​2 No, I’m scared.   ​
3 No, I’m dizzy.   ​4 No, I’m cross.

4 Match.
1 play on the computer, e   ​2 listen to the radio, a   ​
3 write a postcard, b   ​4 eat an ice cream, h   ​
5 drink a milkshake, d   ​6 have a shower, f   ​
7 read a comic, g   ​8 do a puzzle, c

Test transcripts / answers 163

4443753 IEKit TB2_SP.indb 163 17/10/2013 13:37

 Skills Test 3 Reading
2 Read and write the names.
Listening 1 Luke  ​2 Mary  ​3 Janet  ​4 Peter  ​5 Lula  ​6 Gareth
1 Listen, follow and number. $ 3•57
1 Girl Are you happy? Writing
Boy No, I’m sad.
Girl What are you doing?
3 Write.
1 I’m doing my homework.   ​2 No, I’m sleepy.   ​
Boy I’m making a model.
3 I’m reading a book.   ​4 No, I’m scared.   ​
Girl What’s he doing?
5 She’s eating an ice cream.   ​6 He’s listening to the radio.
Boy He’s swimming.
2 Girl Are you sad?
Boy Yes. Speaking
Girl What are you doing?
4 Ask and answer.
Boy I’m doing a puzzle.
1–3 Students' own answers   ​4 He's reading a comic.   ​
Girl What’s she doing?
5 She's writing a postcard.
Boy She’s reading a comic.
3 Girl Are you happy?
Boy Yes.
Girl What are you doing?
Boy I’m painting.
Girl What’s she doing?
Boy She’s eating an ice cream.
4 Girl Are you sad?
Boy No, I’m happy.
Girl What are you doing?
Boy I’m painting.
Girl What’s he doing?
Boy He’s drinking a milkshake.
5 Girl Are you sad?
Boy Yes.
Girl What are you doing?
Boy I’m making a model.
Girl What’s she doing?
Boy She’s having a shower.
6 Girl Are you sad?
Boy No, I’m happy.
Girl What are you doing?
Boy I’m doing a puzzle.
Girl What’s she doing?
Boy She’s writing a postcard.
[from top to bottom] 3, 4, 6, 2, 1, 5

164 Test transcripts / answers

4443753 IEKit TB2_SP.indb 164 17/10/2013 13:37

 Record card: Attitudes and behaviour

Name of pupil: ……………………………………………………………………………………………………………

Objectives All the time Sometimes Never

Responds to Norton

Joins in with songs

Joins in with rhymes and chants

Listens and follows instructions

Pays attention to the story

Shows understanding of the story

Is able to participate in acting out a story

Remembers the new topic vocabulary

Remembers the ‘Learning through English’ vocabulary

Participates in games

Participates in group activities

Participates in the ‘make’ activities

Behaves appropriately in class

Shows an interest in learning English

Is motivated to complete work at home

Tick the relevant column according to the pupil’s behaviour for each objective.
You can use the blank rows to insert any extra behavioural objectives that you want to evaluate.

Incredible English Kit 3rd Edition 2 PHOTOCOPIABLE © Oxford University Press Record card 165

4443753 IEKit TB2_SP.indb 165 17/10/2013 13:37

 Record card: Linguistic objectives (Units 1–9)

Name of pupil: ……………………………………………………………………………………………………………

Needs a lot Needs some Target

Test score
of help help achieved

Unit 1

Unit 2

Unit 3

Review Test 1
Skills Test 1

Unit 4

Unit 5

Unit 6

Review Test 2
Skills Test 2

Unit 7

Unit 8

Unit 9

Review Test 3
Skills Test 3

Tick the relevant column for the pupil’s level of achievement in each unit. In addition, you may
like to use the following key to indicate in which areas the pupil still needs help:

V = vocabulary   L = listening   S = speaking   R = reading   W = writing

Use the ‘Test score’ column to keep a record of each pupil’s scores for the Unit, Review, and Skills tests.

166 Record card Incredible English Kit 3rd Edition 2 PHOTOCOPIABLE © Oxford University Press

4443753 IEKit TB2_SP.indb 166 17/10/2013 13:37

 What is a Language Portfolio?
The aim of creating a Language Portfolio with your pupils
is to promote the learning of languages in general, and to
record and validate all their linguistic abilities and language
learning experiences (including those from outside the
classroom).
The European Language Portfolio
The Council of Europe is promoting the use of the ‘European
Language Portfolio’, a three-part portfolio that has the aim
of encouraging lifelong language learning, providing a
record of linguistic skills that is internationally recognized,
and promoting tolerance and cultural awareness through
learning other languages. The intention is that each student
has their own personal Portfolio that will accompany
them throughout their learning experience. The European
Language Portfolio is divided into the following sections:
Passport
The Passport section provides an overview of each student’s
ability in a language or languages. It includes self-evaluation
and teacher assessment as well as any certificates a student
may have received or records of courses they have completed.
Biography
The Biography section allows the student to reflect upon
and assess his or her progress. It encourages the student to
think about what he / she can do in the language.
Dossier
The Dossier contains selected pieces of work that illustrate
the student’s achievements, abilities, and experiences, as
recorded in the Biography or Passport.
What is the Incredible English Kit
Portfolio?
The idea of the Incredible English Kit Portfolio is to raise
awareness of the existence of the European Language
Portfolio and to prepare children to use future portfolios
in the secondary education system. It is a useful tool for
teachers in future years as it allows them to see what each
child has studied so far. It is also extremely motivating as it
gives children the opportunity to be responsible for their
own learning as they indicate what they can do in English
and decide autonomously what work to include in their
Portfolio.
The Incredible English Kit Portfolio does not aim to exactly
match the structure of the European Language Portfolio,
but instead takes the elements from it that are most relevant
for children of this age.
Each child’s personalized Incredible English Kit Portfolio might
consist of a selection of the following, stored together in a
designated file, folder, or box:
4443753 IEKit TB2_SP.indb 167
Passport / Biography section
• Photocopies of pages 170–172 (My English), completed
at the end of each term.
• Photocopies of the certificate for Level 2 (page 173).
• Completed Unit, Review, and Skills tests.
• Certificates of any external exams pupils have sat,
e.g. CYL Starters tests.
Dossier section
• Posters, projects, displays, etc. that the pupils have done
throughout the course (e.g. the Lesson 8 ‘Make’ activities).
• Photocopies of completed pages from the Activity Book
and / or the PMB.
• Cassette or video recordings of pupils singing songs or
acting out stories, e.g. the unit stories.
• Other (see ‘Further ideas’ below).
The Incredible English Kit Portfolio can be included in the
classroom routine as much or as little as you choose. A good
point to start working on the Portfolio would be towards
the end of the first term, when you can explain to the pupils
what a Language Portfolio is, let them make the cover pages
and complete the first My English page (see below), and
tell them that they will be responsible for choosing which
pieces of work they would like to include in the Dossier
section (they can choose the pieces of work that they are
most proud of, that they have most enjoyed doing, or that
they think would be most interesting to other people).
Parents should be encouraged to support their children’s
language learning by helping them collect items for their
Portfolio or making suggestions about what pieces of work
to include in the Dossier section.
The Incredible English Kit Portfolio for Level 2 contains the
following material:
Portfolio cover
This can be found on page 169. Pupils fill this in and stick it
on the cover of the file, folder, or box that they are going to
use for their Incredible English Kit Portfolio. They can also stick
on a photo or a drawing of themselves.
Portfolio 167
17/10/2013 13:37
 My English pages
These can be found on pages 170–172 (one page for every
three units). These summary / self-evaluation pages are
intended to be completed at the end of each term, and are
divided into three sections: My words, My sentences, and
My work.
My words
Pupils tick the boxes to indicate which vocabulary sets they
have studied, and then complete the self-evaluation line to
say how many of the words they can remember (go through
the language with them for this first).
My sentences
Pupils tick the boxes to indicate which language functions
they are able to perform. Go through the ‘I can’ statements
with the pupils first to make sure they understand them, and
help them as necessary by reminding them of the language
from the relevant units and writing examples on the board.
My work
Pupils tick the boxes to say which items they have made.
The blank line can be used to write any additional items or
projects that they have completed (e.g. for Units 1–3 they
can add the bookmark from page 2 of the PMB). If pupils
have chosen to include any of these items in the Dossier
section of their Portfolio, they can draw or stick a star next to
the item to indicate this. (It will be very motivating for pupils
if you can provide them with gold star stickers to use for this
section.)
The items listed are taken from the following
sections of the course:
Units 1–3
Picture / word cards (Units 1–3, PMB pp4–5, 9–10, 14–15)
A number game (Unit 1, Lesson 8, PMB p8)
A collage of a room (Unit 2, Lesson 8, PMB p13)
A Venn diagram (Unit 3, Lesson 8, PMB p18)
Picture Dictionary (Units 1–3, Activity Book pp92–94)
Personal album (Me and my world, PMB p52)
Units 4–6
Picture / word cards (Units 4–6, PMB pp19–20, 24–25, 29–30)
A penguin (Unit 4, Lesson 8, PMB p23)
Coins (Unit 5, Lesson 8, PMB p28)
A food collage (Unit 6, Lesson 8, PMB p33)
Picture Dictionary (Units 4–6, Activity Book pp95–97)
Personal album (Me and my world, PMB p53)
Units 7–9
Picture / word cards (Units 7–9, PMB pp34–35, 39–40, 44–45)
A picture about my feelings (Unit 7, Lesson 8, PMB p38)
A water meter (Unit 8, Lesson 8, PMB p43)
A spinner (Unit 9, Lesson 8, PMB p48)
Picture Dictionary (Units 7–9, Activity Book pp98–100)
Personal album (Me and my world, PMB p54)
168 Portfolio
4443753 IEKit TB2_SP.indb 168
Certificate
This can be found on page 173. At the end of the year, the
teacher signs the certificate to say the pupil has completed
the level. Each pupil then ticks the box for their favourite unit
and signs the certificate.
Dossier cover (My work)
This can be found on page 174. At primary school level, the
Dossier of the work chosen by the pupil will probably be
the largest section of the Portfolio. This page, entitled My
work, will be the cover of that section, which can either be
included within a ring-binder for the whole Portfolio, or kept
in a separate folder or box. Pupils colour the page, and can
also create a list of the Dossier contents if they wish.
What does the Dossier contain?
It is important that pupils understand that they make the
choice of which pieces of work to include in their personal
Dossier. They can choose the pieces of work that they are
most proud of, that they have most enjoyed doing, or that
they think would be most interesting to other people.
In addition to the My work items suggested on the My
English pages, pupils may like to include photocopies of
their favourite pages from the Activity Book (e.g. any of
the writing or drawing activities), and video or cassette
recordings of themselves singing songs or doing role-plays
from the course (e.g. acting out the unit stories).
Further ideas
English language learning is not restricted to the classroom,
and as part of the Portfolio’s aim to foster positive attitudes
towards other cultures, pupils should be encouraged
to notice any examples of English language and culture
around them. Pupils can collect (or photocopy) comics, food
packaging, CD and DVD covers, stamps, tickets, postcards,
song lyrics, etc. and keep them in their Portfolio folder or
box. Alternatively, you could create an ‘English corner’ in the
classroom where such objects could be displayed for the
whole class to see.
Pupils can also write (in L1) about their experiences with
English, e.g. listing any projects they have done, performances
of plays, courses attended (including after-school classes
and summer schools), details of trips to English-speaking
countries, communication with / exchanges with pen pals,
and simply a list of English-speaking people they know. They
can illustrate their work with pictures of their experiences.
Encourage pupils to take pride in their Portfolios, and
to regularly go through the Dossier section, tidying and
organizing it, and adding work as necessary to keep it
updated. Encourage them to show their Portfolios to friends,
family, and other teachers in the school, and remind them that
is a valuable record of their achievements in English. Fostering
early pride and motivation in this way will encourage pupils
to continue learning and using English (and other languages)
throughout their lives.
17/10/2013 13:37
 3rd EDITION

Stick your
photo here

Name
Age
Class
School
Teacher

Incredible English Kit 3rd Edition 2 PHOTOCOPIABLE © Oxford University Press Portfolio (Cover / Passport) 169

4443753 IEKit TB2_SP.indb 169 17/10/2013 13:37

 My English (Units 1–3)

My words
I can say words for:

Days of the week House

Numbers 13–30 Toys

Furniture Transport

I can remember: some of the words.

most of the words.

all of the words.

My sentences
I can …

say who someone is ask where someone is

She’s my sister. Is she under the table?

say how old someone is say what someone’s got

He’s seven. He’s got a kite.

My work
I have made:

Picture / word cards Picture Dictionary

(characters, days of the week,
measurements, furniture, house, A Venn diagram
toys, transport)
Personal album
A numbers game (Me and my bedroom)

A collage of a room

= my best work (look in my Dossier)

170 Portfolio (Learning biography) Incredible English Kit 3rd Edition 2 PHOTOCOPIABLE © Oxford University Press

4443753 IEKit TB2_SP.indb 170 17/10/2013 13:37

 My English (Units 4–6)

My words
I can say words for:

Animals Money

Parts of an animal Food

Small toys Food groups

I can remember: some of the words.

most of the words.

all of the words.

My sentences
I can …

say what an animal can do ask for something in a shop

It can jump. Can I have two stickers, please?

ask what an animal can do ask what someone likes

Can it climb a tree? Do you like eggs and cheese?

My work
I have made:

Picture / word cards A food collage

(animals, parts of an animal,
small toys, money, food, food groups) Picture Dictionary

A penguin Personal album

(My favourite food)
Coins

= my best work (look in my Dossier)

Incredible English Kit 3rd Edition 2 PHOTOCOPIABLE © Oxford University Press Portfolio (Learning biography) 171

4443753 IEKit TB2_SP.indb 171 17/10/2013 13:37

 My English (Units 7–9)

My words
I can say words for:

Feelings Uses of water

Musical instruments Outdoor activities

Indoor activities Children’s games

I can remember: some of the words.

most of the words.

all of the words.

My sentences
I can …

ask how someone is feeling say what I’m doing

Are you thirsty? I’m cleaning my teeth.

say how I’m feeling say what someone is doing

I’m happy. He’s writing a postcard.

ask what someone is doing

What are you doing?

My work
I have made:

Picture / word cards A spinner

(feelings, musical instruments, indoor
activities, uses of water, outdoor activities, Picture Dictionary
children’s games)
Personal album
A picture about my feelings (A festival in my country)

A water meter

= my best work (look in my Dossier)

172 Portfolio (Learning biography) Incredible English Kit 3rd Edition 2 PHOTOCOPIABLE © Oxford University Press

4443753 IEKit TB2_SP.indb 172 17/10/2013 13:37

 3rd EDITION

This is to certify that

has completed the
Incredible English Kit course (Level 2)
Signed (teacher)

My favourite unit was ...

Unit 1 Unit 6
New friends Lunchtime

Unit 2 Unit 7
The treehouse At the fair

Unit 3 Unit 8
Come and play! At home

Unit 4 Unit 9
At the wildlife park At the pool

Unit 5
At the shop

Signed (pupil)
Incredible English Kit 3rd Edition 2 PHOTOCOPIABLE © Oxford University Press Portfolio (Course certificate) 173

4443753 IEKit TB2_SP.indb 173 17/10/2013 13:37

 3rd EDITION

Portfolio Dossier (Level 2)

stories

writing projects

songs acting

174 Portfolio (Dossier cover) Incredible English Kit 3rd Edition 2 PHOTOCOPIABLE © Oxford University Press

4443753 IEKit TB2_SP.indb 174 17/10/2013 13:37

 This wordlist show the core language items in bold and other language items (e.g. from songs and stories) in non-
bold, and gives the unit where the word or phrase is first used. ‘A’ indicates the Alphabet section, ‘M’ indicates the ‘Me
and my world’ sections, and ‘F’ indicates the Festivals section.
1 p  ​5 cook  ​8 ghost train  ​7
1 pound  ​
5 count  ​4 giraffe  ​4
crocodile  ​ 4 Goodnight!  ​7
Are you …?  ​7 cross  ​7 Great!  ​2
at home  ​
8 cupboard  ​2 guess  ​3
cushion  ​ 2 guitar  ​7
badge  ​5 cut out (v)  ​2
ball  ​3 hamster  ​1
balloon  ​5 dairy  ​6 happy  ​ 5
basket  ​ F dance  ​ 9 have a bath  ​8
bat  ​3 dinosaur  ​5 have a shower  ​9
bat  ​4 dizzy  ​7 Have you got …?  ​2
beak  ​4 do a puzzle  ​8 He’s / She’s …  ​1
beach  ​9 do my homework  ​8 He’s / She’s (verb)+ing  ​9
bed  ​2 Do you like …?  ​6 He’s / She’s got a …  ​3
bedtime  ​ 7 dolphin  ​ 4 helicopter  ​3
bench  ​F door  ​2 here  ​3
better  ​7 draw  ​4 hold (my hand)  ​7
bird  ​ 2 drink (v)  ​7 hole  ​8
boat  ​3 homework  ​ 8
bored  ​7 Easter  ​F hot  ​7
bottle  ​8 eat  ​7 hot dog  ​7
box  ​2 eggs  ​6 How old is he / she?  ​1
bread  ​6 hungry  ​7
Brilliant!  ​2 fair  ​8
broken  ​3 Fantastic!  ​3 I’m from …  ​M
Bull’s eye!  ​7 feathers  ​ 4 I’m (verb)+ing  ​ 8
bush  ​F feel  ​7 ice cream  ​ 9
busy  ​8 felt tip  ​5 I feel …  ​7
figure  ​ 5 in  ​2
cage  ​2 find  ​2 Is he / she / it in / on / under the
can (v)  ​4 first  ​1 (table)?  ​2
Can I have …, please?  ​5 fish  ​4 It can …  ​4
Can it …?  ​ 4 float  ​9 It can’t …  ​4
cap  ​1 flower  ​F It’s my turn  ​8
centimetre  ​1 flowerpot  ​F It’s raining  ​8
cereal  ​6 flute  ​7 It’s / I’ve got …  ​M
chair  ​2 football  ​7
cheese  ​ 6 Friday  ​1 key ring  ​
5
chicken  ​6 friend  ​1 kite  ​3
clean my teeth  ​8 frisbee  ​ 3
cold  ​7 fruit  ​6 leapfrog  ​ 9
collage  ​ 2 fun  ​7 letter  ​A
colour (v)  ​2 lettuce  ​ 6
come  ​ 3 lie (v)  ​8
light  ​F

Wordlist 175

4443753 IEKit TB2_SP.indb 175 17/10/2013 13:37

 lion  ​ 4 rubber  ​
5 trick  ​1
list  ​
1 rug  ​2 Tuesday  ​1
listen to the radio  ​9 tuna  ​6
litre  ​8 sad  ​7
long  ​1 sardines  ​ 6 under  ​2
lorry  ​3 Saturday  ​1
sausages  ​ 6 van  ​3
make a model  ​8 scared  ​ 7 vase  ​2
marbles  ​9 scooter  ​3 vegetables  ​
6
meat  ​6 see  ​2 violin  ​7
metre  ​1 sharpener  ​ 5
mirror  ​2 shelf  ​2 Wait a minute!  ​6
Monday  ​1 shine  ​ F wash my hands  ​8
monitor  ​1 shy  ​1 wash up  ​ 8
monkey  ​4 skateboard  ​3 watch  ​9
motorbike  ​3 skip  ​3 watch TV  ​ 8
My favourite …  ​M skipping rope  ​3 wave (v)  ​3
My name is …  ​M sleep  ​8 Wednesday  ​1
sleepy  ​7 wear  ​ 7
naughty  ​1 smile (v)  ​7 week  ​ 1
need  ​5 snake  ​4 What are you doing?  ​8
net  ​6 snowflake  ​F What day is it today?  ​1
No, I’m …  ​7 sofa  ​2 What’s for lunch today?  ​6
No, sorry.  ​5 spell (v)  ​3 What’s the matter?  ​7
stick (v)  ​2 What’s he / she doing?  ​ 9
oak tree  ​F sticker  ​5 wheel  ​ 3
Oh, no!  ​6 stretch  ​4 where  ​ 3
on  ​2 slide (v)  ​4 Who’s that?  ​1
oval  ​F stay  ​1 wildlife  ​4
over there  ​3 Stop it!  ​2 window  ​2
story  ​2 wings  ​ 4
paint  ​8 string  ​3 word  ​2
painting  ​ 2 summer  ​9 write a postcard  ​9
palm tree  ​F sun  ​9
paper  ​5 Sunday  ​1 xylophone  ​
7
parrot  ​4 surprise  ​5
penguin  ​4 swim  ​9 Yes, here you are.  ​5
piano  ​7 swing (v)  ​7 yo-yo  ​3
picture  ​2
plane  ​3 table  ​2 zebra  ​
4
plant (n)  ​1 tail  ​4
plant (v)  ​F take a photo  ​9
play a game  ​8 tall  ​1
play on the computer  ​8 tea  ​8
please  ​ 6 thank you  ​6
present  ​F
pretend  ​7 that  ​1
puzzle  ​8 there  ​3
thirsty  ​7
read  ​ 7 This is the …  ​M
read a comic  ​9 Thursday  ​1
reptile  ​4 tomatoes  ​6
rice  ​6 top  ​9
rub your eyes  ​7 treehouse  ​ 2

176 Wordlist

4443753 IEKit TB2_SP.indb 176 17/10/2013 13:37

 1
Great Clarendon Street, Oxford, ox2 6dp, United Kingdom
Oxford University Press is a department of the University of Oxford.
It furthers the University’s objective of excellence in research, scholarship,
and education by publishing worldwide. Oxford is a registered trade
mark of Oxford University Press in the UK and in certain other countries
© Oxford University Press 2014
The moral rights of the author have been asserted
First published in 2014
2018 2017 2016 2015 2014
10 9 8 7 6 5 4 3 2 1

All rights reserved. No part of this publication may be reproduced, stored

in a retrieval system, or transmitted, in any form or by any means, without
the prior permission in writing of Oxford University Press, or as expressly
permitted by law, by licence or under terms agreed with the appropriate
reprographics rights organization. Enquiries concerning reproduction outside
the scope of the above should be sent to the ELT Rights Department, Oxford
University Press, at the address above
You must not circulate this work in any other form and you must impose
this same condition on any acquirer
Links to third party websites are provided by Oxford in good faith and for
information only. Oxford disclaims any responsibility for the materials
contained in any third party website referenced in this work

Photocopying
The Publisher grants permission for the photocopying of those pages marked
‘photocopiable’ according to the following conditions. Individual purchasers
may make copies for their own use or for use by classes that they teach.
School purchasers may make copies for use by staff and students, but this
permission does not extend to additional schools or branches
Under no circumstances may any part of this book be photocopied for resale

isbn: 978 0 19 444375 3

Printed in China
This book is printed on paper from certified and well-managed sources

acknowledgements
Tests (pp.130–159) written by: Shona Evans and Hawys Morgan.
Tests illustrations by: John Haslam.
All other illustrations by: Simon Smith.

4443753 IEKit TB2_SP.indb 2 17/10/2013 13:35