Macmillan Education Acknowledgments

4 Crinan Street The publishers would like to thank the following teachers:
London N1 9XW Ana I. Martín Sierra,
Sierra, CEIP San Sebastián,
Sebastián, San Sebastián de los los
A division of Macmillan
Macmillan Publishers Limited
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Pack ISBN 978-0-230-48
978-0-230-48391-0
391-0 Juana María Torres Medina, CEIP Virgen de Valderrabé, Algete,
Madrid; Julia Selma Monedero, CEIP José García Planells,
Text © Carol Read and Mark Ormerod 2015 Manises, Valencia; Julie-Ann Eckroth Engelter, CEIP El Tejar,
(Additional material by Kerry Powell) Majadahonda, Madrid; María Ques Jordà, CEIP Son Oliva,
Design and illustration
The authors © Macmillan
have asserted Publishers
their rights Limitedas2015
to be identified the Palma de Mallorca, Baleares; Mª Cruz Corrales Fernández,
authors of this work in accordance with the Copyright, Designs CEIP Santísimo Cristo de la Salud, Hervás, Cáceres; Maripi
and Patents Act 1988. Arriaga Aznar,
Aznar, CEIP Gerbert d’Orlhac, Sant Cugat
Cugat del Vallès,
Barcelona; Marta Civera Sanfélix, Colegio Sagrado Corazón,
This edition published 2015 Mislata, Valencia; Rafael Aguayo Villamor,
Villamor, Landauri Ikastola,
First edition entitled “Tiger Tales”
Tales” published 2013 by Macmillan Vitoria-Gasteiz, Álava; Sandra Freire Molina, Colegio La Purísima,
Publishers Limited Orense; Silvia Cebollada Soriano, CEIP El Tejar, Majadahonda,
Madrid; Sylvia Frei Salcedo, CEIP La Cañada, Olías, Málaga.
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Original design by Greenbird Design

Page make-up by Andrew Magee Design Ltd
Illustrated by Rodrigo Folgueira, Tony Forbes, Kelly Kennedy, Jan
McCafferty, Anthony Rule and Jo Taylor
Cover design by Astwood Design Consultancy
Cover illustration by Rodrigo Folgueira
Cover images provided by BrandX; Corbis; Getty, Getty/American
Images Inc, Getty/Stephen Dalton; Macmillan Publishers Ltd/
Stuart Cox; Stockbyte
Songs produced and arranged by Tom, Dick and Debbie
Productions
Recordings produced and arranged by RBA Productions
Picture research by Victoria Gaunt

Authors’ acknowledgments
acknowledgments
We would
would like to thank everyone at Macmillan Education in the
UK and in Spain who has helped us in the development and the
production of these materials. We
We would also like to thank all the
teachers
every who
stage of have taken
writing the time to read,
course. pilot
Special and give
thanks fromfeedback at
Carol to Alan,
Jamie and Hannah for their encouragement and support. Special
thanks from Mark to Carlos for his patience and understanding.

Printed and bound in Thailand

2019 2018 2017 2016 2015

10 9 8 7 6 5 4 3 2 1
 TEACHER’S BOOK

Syllabus 4

Introduction

Learning with Tiger Time 1 10

Key Competences 11

The course components 12

Understanding the Student’s Book and Activity Book 14

Tiger Time 1 Presentation Kit 21

Activities Bank 22

Using the Teacher’s Book 24

Teache
eacher’s
r’s Notes

Hello, Tiger! 25

1 Back to School 35

2 The Gingerbread Man 53

Tiger Review 1 71

3 Tiger is Lost 73

4 Dinner Time 91
Tiger Review 2 109

5 The Sore Paw 111

6 The Missing Skateboard 129

Tiger Review 3 147

Festivals 149

Mother’s Day 150

Father’s Day 152

Teacher
eacher’s
’s Day 154
Photocopiables 156

3
Syllabus
Contents
Unit Objectives and Key Competences
Lexis
Hello, • Greet people and say goodbye Core vocabulary
Tiger! • Identify the course characters • boy, fun, girl, jump, roar, run, tiger
• Identify colours and numbers
numbers • cloudy, cold, hot, raining, sunny, windy
• Ask and say your name and age Receptive vocabulary
• Say a chant • brother, sister
• Associate pictures with meaning
Recycled vocabulary
• Respond to a question about the weather • hello, goodbye
•• numbers 1–10
black, blue, brown, green, orange,
orange, red, yellow
• Use the Student’s Resource Centre
• apple, ball, banana, book,
book, cat, dog
• Remember what you know

• Make the Tiger mask

mask
• Play a game
• Do a role play
• Sing and act out the songs

1 Back to • Identify classroom objects Core vocabulary

School • Listen and say Tiger’s word chant • bag, crayon, pen, pencil, pencil case, rubber, ruler,
• Listen, understand and repeat the Ping and Pong story sharpener
• Identify,
Identify, ask and say what you do at school Story vocabulary
• Listen and respond to classroom language
• Use the Student’s Resource Centre •CLIL
basket, mum, toy
vocabulary
• colour, draw, play, sing, talk
• bark, fly, good
• Recall and repeat the story • friend, school, teacher
teacher
• Practise pronunciation: /p/ Receptive vocabulary
• Recognise and read
read key words • back to school, buy
buy,, free, holidays, real, supermarket
• Review own learning
Recycled vocabulary
vocabulary
• Give a personal response and be aware of values in • fun, roar, run, tiger
the story • Hello
• Play the games
• Make the cut-out
cut-out
• Do a role play
• Listen and understand the story
• Sing the songs
• Act out the story using the cut-out

2 The • Identify parts of the body Core vocabulary

Gingerbread • Listen and say Tiger’s word chant • arms, ears, eyes, hands, head, legs, mouth, nose
Man • Listen, understand and repeat the Ping and Pong story Story vocabulary
• Listen and respond to classroom language • body, catch, clever, fox, gingerbread man, toes
• Identify the five senses CLIL vocabulary
• Say the parts of the body you use for each sense
sense • listen, see, smell, taste, touch
• Use the Student’s Resource Centre Receptive language
• (Sue and Jay) are making
making biscuits.
• You make (a gingerbread man) like this.
• Recall and repeat the story • You can’t (catch me).
• Practise pronunciation: /əʊ/
• Recognise and read
read key words Recycled vocabulary
vocabulary
• Review own learning • Mum, listen, run, wait
wait
• Give a personal response and be aware of values
the story
• Play the games
• Make the cut-out
• Listen and understand the story
• Sing the songs
• Act out the story using the cut-out
4
 Contents Cross-curricular
Structures Phonics Sociocultural aspects links
Core structures • Interest in learning English
• What’s your name? I’m (Tiger). • Pleasure in meeting the course characters
• How old are you? I’m (six). • Willingness to follow routines and
• How many (tigers)?
(tigers)? instructions
• It’s (hot).
• Enjoyment in greeting people and saying
Recycled structures
structures
• What colour is (the car)? goodbye
• Positive attitude towards own ability to
• What’s the
this?weather like today? participate in class activities
• Satisfaction in recalling familiar language

Core structures • The /p/ • Interest in naming classroom objects • Social Science:
• It’s a (bag). sound (pen, • Enjoyment of a story about going back to What we do at
• Can I have this (pencil), please? Yes, of course. pencil) school school
• Thank you. • Awarene
Awareness ss of the importance of saying
• Put it in the (basket).
(basket).
• I (draw) at school.
school. ‘please’ and ‘thank you’
• Do you (sing) at school? Yes,
Yes, I do./No, I don’t. • Respect for others when communicating
• Don’t … ! • Awarene
Awareness ss of the value of practising
• Are you … ? Yes, I am. pronunciation
Recycled structures
structures • Willingness to take turns
• It’s … • Confidence in using classroom language
language
• Enjoyment of the humour of the Ping and and
Pong story
• Pleasure in talking about what
what you do at
school
• Awarene
Awareness ss of how you should behave at
school
• Willingness to review and assess
assess learning
• Enjoyment in learning a traditional rhyme
• Interest in learning about school
school uniforms in
the UK and comparing them with uniforms in
your country
Core structures • The /´U/ • Interest in naming parts of the body • Science: Our
• I’ve got (arms).
(arms). sound (nose, • Pleasure in reading
reading a version of a traditional five senses
• This is the (head).
(head). toes) story
• This is my (nose).
(nose). • Enjoyment in acting out the story
• I (see) with my (eyes).
• We play (tag). • Awarene
Awarenessss of the importance of washing
your hands
Classroom language
• Stand up. Sit down. Put your hands
hands up/down. • Appreciation of the humour
humour in the Ping and
Pong story
Recycled structures
• I’m … • Respect for others in the group
• Interest in learning about the five senses
senses
• Awarene
Awarenessss of ways our senses relate to parts
of the body
• Confidence in responding to classroom
language
• Willingness to review own learning
• Pleasure in singing and acting
acting out a
traditional song
• Interest in learning about traditional
traditional games in
the UK and comparing them with traditional
games in your country
5
Syllabus
Contents
Unit Objectives and Key Competences
Lexis

Tiger • to revise the main language in Units 1 and 2

Review 1 • to review and assess own learning

3 Tiger is • Listen and identify members of the family Core vocabulary

Lost • Listen and say Tiger’s word chant • baby, brother, sister, family, father (Dad), grandfather
• Listen, understand and repeat the Ping and Pong story (Grandad), grandmother (Granny), mother (Mum)
• Talk about your family
• Listen and respond to classroom language Story
• busy,vocabulary
children, lost
• Use the Student’s Resource Centre CLIL vocabulary
• aunt, big, cousin, small, uncle
uncle
• Recall and repeat the story Receptive language
• Practise pronunciation: /g/ • naughty, worried
• Recognise and read key words • … hurry to …
• Review own learning • There’s your …!
• How many …?
• Give a personal response and be aware of
Recycled vocabulary
vocabulary
values in the story
• Identify difference
differencess in families • book, crayon, Mum, pencil case, tiger,
tiger, toy
• play, please
• Play the games • scared
• Make the cut-out • numbers 1–10
• Listen and understand the story
• Sing the songs
• Act out the story using the cut-out

4 Dinner • Listen and identify food from animals and plants Core vocabulary
Time • Listen and say Tiger’s word chant • carrots, cheese, eggs, mushrooms,
mushrooms, milk, peas, potatoes,
• Listen, understand and repeat the Ping and Pong story sausages
• Listen and respond to classroom language • numbers 11–20
• Identify numbers 11–20 Story vocabulary
• delicious, omelette, pizza
pizza
CLIL vocabulary
• Use the Student’s Resource Centre
• animals, beef, fish, fruit, meat, plants, vegetables
Receptive language
• Recall and repeat the story • It’s time for dinner.
• Practise pronunciation: /iː/ • Let’s …
• Recognise and read key words • How many …?
• Review own learning • Watch … / catch …
• Give a personal response and be aware of values Recycled vocabulary
vocabulary
in the story • apple, banana
• Play the games • numbers 1–10
• Make the cut-out
• Do a role play
• Listen and understand the story
• Sing the songs
• Act out the story using the cut-out

Tiger • to revise the main language in Units 3 and 4

Review 2 • to review and assess own learning

6
 Contents Cross-curricular
Structures Phonics Sociocultural aspects links

Core structures • The /g/ • Interest in naming members

members of the family • Social Science:
• Have you got (Tiger)? Yes,
Yes, I have./No, I haven’t. sound • Pleasure in reading a story about everyday Different families
• Who’
Who’ss this? This is my (cousin). (Granny, life
Classroom language
• Have you got your …? Yes, I have./No, I haven’t.
haven’t. Grandad) ••Awaren
Awareness
Care in ess of the value
completing of helping
activities
activities in theyour
bookfamily
Recycled structures •Awareness
Awaren ess that families are different
• I’m … •Pleasure in talking about
about your family
• This is my (mother).
(mother). •Interest in other people’s
people’s families
• I’ve got …
• It’s … •Respect for others in the group
•Confidence in using and responding
responding to
classroom language
• Willingness to review own learning
learning
• Pleasure in singing and
and acting out a version
of a traditional song
• Interest in learning about families
families in the UK
and comparing them with your family

Core structures • The /i…/ • Interest in naming food • Science: Food

• Do you like (cheese)? Yes, I do./No, I don’t. sound • Pleasure in the humour
humour of the story we eat
• I love/like/don’t like (mushrooms).
(mushrooms). (cheese, • Awaren
Awareness
ess of the need to be careful in the
• (Bananas) is/are
is/are (fruit). peas) kitchen
• (Sausages) is/are from
from (animals). • Interest in what other people like and don’t
Classroom language like
• Open your books at page (20). • Respect for the opinions of others in the
• Which page, please? Page (20). group
• Pleasure in practising pronunciation
pronunciation
Recycled structures
• Interest in learning about food
• I’ve got … • Awaren
Awareness
ess that food comes from animals
• Put … and plants
• It’s … • Confidence in responding to classroom
• Can I have …? language
• Willingness to review own learning
learning
• Pleasure in singing and
and acting out a
• traditional
Interest in song
learning about healthy
healthy snacks
children eat in the UK and comparing them
with snacks in your country

7
Syllabus
Contents
Unit Objectives and Key Competences
Lexis
5 The Sore • Identify and say how animals move Core vocabulary
Paw • Listen and say Tiger’s
Tiger’s word chant • crocodile, elephant, frog, giraffe, monkey, mouse, parrot,
• Listen, understand and repeat the Ping and Pong snake
story Story vocabulary
• Listen and respond to classroom language • paw, scared, sore, thorn
• Ask and say how you move CLIL vocabulary
• climb, fly, jump,
jump, run, swim, walk
• Use the Student’s Resource Centre Receptive language
• Along comes a ...
• ... goes away as fast as it can
• Recall and repeat the story • ... pulls, comes out
out
• Practise pronunciation: /m/ • better
• Read and write key words • take you home
• Review own learning
Recycled vocabulary
vocabulary
• Give a personal response and be aware of values • hello
in the story • please, thank you
• Make the story characters cut-out • run, fast, funny, hand
hand
• Play the games
• Do a role play
• Listen and understand the story
• Sing the songs
• Act out the story using the cut-out
6 The • Identify toys Core vocabulary
Missing •• Listen
Listen,and say Tiger’s
Tiger’
understand s word
and chant
repeat the Ping and • bike, board game, car, computer game, doll, kite, scooter,
skateboard
Skateboard
Pong story Story vocabulary
• Listen and respond to classroom language • chair, cupboard, table
• Listen and identify materials CLIL vocabulary
• Ask about and identify
identify materials • metal, paper, plastic, wood
• Use the Student’s Resource Centre Receptive language
• … are playing …
• boring
• Recall and repeat the story
Recycled vocabulary
vocabulary
• Practise pronunciation: /b/
• Read and write key words • ball, big, book, pencil case, ruler, small
• Review own learning
• Give a personal response and be aware of values
in the story
• Make the cut-out
• Play the games
• Listen and understand the story
• Sing the songs
• Act out the story using the cut-out
Tiger • to revise the main language in Units 5 and 6
Review 3 • to review and assess
assess own learning
Festivals • Identify items connected with Mother’s Day, Father’s Core vocabulary
Day and Teacher’s Day • basket, bracelet, card, flower, present
• Listen and do role plays • Happy Mother’s Day!
• Hip, hip hooray!
• Find and count items in a picture • book, cake, football, hat, tie
• Order a sequence • Happy Father’s Day!
• Make Mother’s Day, Father’s Day and Teacher’s Day • bag, mug, plant, sunflower, T-shirt
cut-outs • Happy Teacher’s Day!
Receptive language
• Sing a Mother’s Day song • breakfast
• Say Father’s Day and Teacher’s Day chants • picnic
•• shiny
bright
• big
Recycled vocabulary
vocabulary
• colours
• numbers 1–20
• Look!
8
 Contents Cross-curricular
Structures Phonics Sociocultural aspects links
Core structures • The /m/ • Interest in animals
animals • Science: How
• Can you help me, please? sound • Pleasure in reading a story about animals we move
• No, sorry. I can’t./Yes, of course I can. (monkey, • Awarene
Awareness ss of the importance of being kind to
• I can (jump)/I can’t
can’t (fly). mouse) friends
• A (giraffe) can (run).
(run). • Enjoyment in practising pronunciation
pronunciation
• Can you (swim)? Yes, I can./No, I can’t. • Willingness to take turns
Classroom language • Respect for others in the group
• Pleasure in the humour of the Ping and Pong
Cansorry.
• No, you help me, please?
I can’t./Yes, of course I can. Thank story
you. • Interest in learning about how animals
animals move
• Confidence in using classroom language
language
Recycled structures
• Willingness to review own learning
learning
• I’ve got ... • Enjoyment in learning a traditional rhyme and
• I’m ... playing a game
• Interest in learning about animals
animals in the
countryside in the UK and comparing them
with animals in your country

Core structures • The /b/ • Interest in talking about toys • Science:

I can’t find
• Where’s my(my bike).
(scooter)? sound (bike,
book) Pleasure
• Awareness
Awareness in of
thewhen
humou
humour
to rwear
of the story for
a helmet Materials
• in/on/under safety
• Is it (under the table)?
table)? • Willingness to take turns
• Yes, it is./No, it isn’t. • Enjoyment in completing activities
activities in the
• (The car) is (in the cupboard).
cupboard). book
Classroom language • Pleasure in the humour of the Ping and Pong
• I can’t find my … Where’s my …? story
• It’
It’ss in/on/under (your) … • Interest in identifying what things are made of
• Awarene
Awareness ss of how many things we use in our
Recycled structures
daily lives are plastic
• It’s … • Confidence in using classroom language
language
• Do you like …? • Willingness to review own learning
learning
• Yes, I do./No, I don’t. • Enjoyment in singing and acting out a version version
of a traditional song
• Interest in learning about typical toys children
children
play with in the UK and comparing them with
toys in your country

Core structures • Pleasure in celebrating

celebrating a family event or a
• I’m ... school event
• I’ve got a ... • Enjoyment in singing songs and saying
• It’s for (my mum / dad). chants
• Hello. • Satisfaction in doing role plays
• What have youyou got?
• Have you got a ...?
• Yes, I have.
• No, I haven’t.

9
Introduction Learning with Tiger Time 1

With Tiger Time,

Time, children …

… communicate … develop cognitive skills

confidently and competently
competently.. which are transferable to all
areas of the curriculum.

… pronounce English
… learn to learn and
naturally and intelligibly
intelli gibly..
become responsible,
independent learners.

… are highly motivated

and enjoy lessons.
… use CLIL to find out
about the world.

… develop listening,
speaking, reading and … learn about British
writing skills in a well- culture and develop
balanced, integrated way
way.. intercultural and citizenship
skills.

… learn through stories

and other engaging activities … use new technologies
such as songs, chants, and multi-media to study
rhymes and games. and learn.

… develop social skills … develop the seven

and learn to cooperate and key competences in a
collaborate. systematic way.

Meet characters children love in Tiger Time 1

Tiger is an adorable soft toy who
comes alive (as long as adults can’t
see him!).
Jay and Sue are brother and sister.
They have funny
funny,, exciting adventures
with their favourite toy, Tiger.
Ping and Pong are a clever cat and a
dopey dog who help children find out
about the world (CLIL) in an amusing
and engaging way.

10
Key Competences
The Key Competences outline the knowledge
knowledge,, skills and behaviour that students need to develop in order to achieve their full personal potential, participate in
an effective and constructive way in society and become responsible and autonomous life-long learners.

Competence in linguistic communication:

the ability to use language to express and interpret concepts, facts, feelings and ideas.

Cultural awareness and expression: the ability to Competence in mathematics, science and technology:
understand and appreciate different art and cultural forms. the ability to apply mathematical thinking to solve everyday
problems and to use scientific knowledge to explain the natural
world and understand the consequences of human action.
Sense of initiative and entrepreneurship:
the ability to apply qualities and skills such as creativity,
creativity, critical Digital competence: the ability to use digital technology
thinking and perseverance and to plan and manage projects. confidently, critically and responsibly.

Social and civic competences: the ability to understand Learning to learn: the ability to organise one’s own learning and
and appreciate diversity in society and to develop personal and work efficiently and autonomously as an individual or in a group.
interpersonal competences.

How Tiger Time 1 develops the Key Competences

Competence in linguistic communication

Tiger Time 1 develops child ren’s linguistic communication skills in English in a systematic and comprehensive way. Through a wide range of communicative
activities, children enjoy learning to listen, speak, read and write in English. They learn to appreciate the value and importance of each skill, and to enjoy their
own progress.
Through listening to words, sentences, stories, songs, chants, rhymes, short dialogues and texts, children learn to discriminate sounds and recognise patterns
of rhythm and intonation in English. They also develop an ability to understand texts globally, and to extract relevant information.
Through speaking games, dialogues and personalised activities, activities, children learn to use appropriate language, and to speak with clear, intelligible
pronunciation.. They also learn to express their feelings and opinions, and initiate and take part in simple conversations and everyday interactive exchanges.
pronunciation
Through a systematic introduction to reading,
reading, children learn to associate written English with what they understand aurally. Using the Activity Book, they learn
to read short sentences and texts and to appreciate the value of reading. They also learn to write in a clear and orderly manner using appropriate vocabulary in
context.

Competence in mathematics, science and technology Social and civic competences

Tiger Time 1 develops children’s
children’s competence in mathematics, science and
technology in many ways. When new vocabulary is introduced in each unit,
children use numbers, both in and out of sequence, in initial vocabulary
games.
Through enjoyable
enjoyable practice activities,
ties, such as identifying
identifying similarities
ties and
differences,, matching pieces of a puzzle, and sequencing pictures, children
differences
develop their recognition of the shapes and properties of everyday objects.
The two CLIL lessons in each unit of Tiger Time 1 help children develop an
understanding of different aspects of the physical world, both man-made and
natural. This includes understanding of the natural and social environment,
and the importance of a healthy lifestyle. They build an awareness of the wider
world and the ways in which they interact with it.
Tiger Time 1 includes many activities which promote active participation,
participation,
respect for classmates, willingness to follow rules, and cooperation and
collaboration with the teacher and peers. Children learn to appreciate and
value the differences between themselves and others, respect diversity and
understand different points of view
view..
The Tiger Values feature after the story in each unit explicitly draws social
and civic learning points from the stories. These encourage children to adopt
appropriate behaviour in a variety of situations, and to respect and value their
relationships with others and the community.
community. Examples of Tiger Values taught
in Tiger Time 1 include the importance of saying ‘please’ and ‘thank you’,
helping your family,
family, and being kind to your friends.
In the Kids’ Culture sections, children compare aspects of their lives, such
as snacks they like, or things they do on their holiday,
holiday, with British children.

This reinforc
reinforces
respect es differences
for the their sense between
of their
their own identity, and
identity,
themselves and fosters
others.appreciation
appreciation and
Sense of initiative and entrepreneurship
In Tiger Time 1,
1, developing children’s sense of initiative and entrepreneurship
goes hand in hand with learning to learn. The approach to learning and the Cultural awareness and expression
use of resources such as the Tiger Time Progress Journal on the Teacher’s In Tiger Time 1,
1, cultural awareness and expression is developed through
Resource Centre encourage children to know and understand themselves. stories, songs, chants, music, drama, dance and ar ts and crafts activities.
They develop a responsible attitude towards their own learning and an These e ngage ch ildren i n learn ing, and p romote ple asure and curios ity in
ability to reflect on that learning and assess their own progress. finding out about British culture and developing intercultural skills.
skills.
A sense of initiative and entrepreneurshi p is also encouraged through In every unit, children learn new vocabulary through Tiger’s word chant.
regular personalised activities which actively encourage children to Children also take part in acting out the stories, doing an enjoyable craft
express their opinions and views, or which encourage them to be creative activity. They also consolidate and reinforce key language from the story
and use their imaginations. and CLIL lessons through learning and singing two songs.
Culture, children are introduced to a range of authentic
In Kids’ Culture,
songs,, rhymes and games from the English-speaking world. Using the
songs
Learning to learn Presentation Kit, they can also watch children from the UK performing or
playing these games.
Tiger Time 1 places great emphasis on encouraging children to become
effective, autonomous, self-aware learners,
learners, willing to reflect regularly on
their learning. There is a focus on establishing good learning habits, such as
paying attention, and planning activities to make effective use of time. Digital competence
At the beginning of each lesson the teacher expla ins the learning Digital components for Tiger Time 1 include a Teacher’s Resource Centre
objectives of that lesson. This is then followed by a brief review at the end for teachers, and an interactive Presentation Kit which teachers can use in
of the lesson to ensure that these objectives have been met. At the end of class. The children can also access and use these tools independently via
every Tiger Review unit in the Student’s Book, and every unit in the Activity the Student’s Resource Centre. Through using these resources, students
Book, children self-assess their work. Children are also encouraged develop familiarity in using information and communication technologies.
technologies.
to complete their Picture Dictionary and Tiger Time Progress Journal Through using the Student’s
Student’s Resource Centre
Centre independently,
independently, children
independently after each unit. also develop their initiative in how to use such resources themselves.
11
The course components
For the student

Student’s Book Activity Book

A 96-page, full-colour
full-colour book with a starter
starter unit A 64-page book which
which works together
together with
and six story-based units, each with its own the Student’s Book to develop children’s
cut-out, three review units, three festivals, literacy, and reinforces and extends key
a Picture Dictionary,
Dictionary, and a double page of language which has been introduced in the
picture and word stickers. Each unit features Student’ss Book. The organisation of the
Student’
vocabulary practice, a double-page story, story Activity Book reflects
reflects the sequence of lessons
lessons
activities,including
lessons phonics,personalisation,
speaking activities,
and two
a unitCLIL in the Student’s
Culture sections,Book, including
unit reviews the
and Kids’
festivals.
review.. At the end of each
review eac h unit, there is also a section called Kids’ There is also a CLIL Picture Dictionary with key language from
Culture, which comprises a traditional song, rhyme or game, and CLIL lessons. The Activity Book is suitable to use with children
an activity in which children compare an aspect of British culture who are ready for an introduction to literacy
literacy..
with their own.
Progress Journal
Student’s Resource Centre The Progress Journal can be downloaded from the Teacher’s
Designed to promote autonomy and pleasure in studying Resource Centre and is photocopiable. It is designed to focus on
English, this is an online digital resource for independent home or learning to learn and promote autonomy.
autonomy. Children complete My
school use. The stories and songs that children encounter in the Language Passport at the start of the course, followed by two
Student’s Book can be found here, pages of activities at the end of each unit, which are divided into
together with a range of lively three sections: ‘My learning review’ where children recall what
and varied interactive activities to they have learnt in the unit, ‘My progress
progress’’ where children self-
provide enjoyable extra practice assess and evaluate their progress and ‘My study ideas’ where
and consolidation of vocabulary
vocabulary.. children reflect on personal learning strategies. As children work
The access code for the Student’s through the units of Tiger Time 1, the Progress Journal provides
Resource Centre can be found a motivating ongoing record of their progress and achievement. It
in the front inside cover of the also provides a useful reference for parents and teachers.
Student’s Book.

12
 The course components
For the teacher

Teacher’s Book
Bo ok Teacher’s
Teacher’s Resource Centre
Cent re
The Teacher’s
Teacher’s Book is spiral bound and contains The Teacher’s
Teacher’s Resource Centre contains
conta ins the following sections
reduced facsimiles of the Student’
Student’ss Book for easy and photocopiable resources:
classroom use. The Teacher’s
Teacher’s Book contains the • Progress Journal (see Course
Course Components page 12). 12).
Syllabus, the Introduction, the Activities Bank, At a • Word cards: A set of 48 word cards match items on the
Glance Lesson Plans and concise Detailed Lesson flashcards. These are used to introduce the written form
Plans for each lesson and photocopiable activities. of words and for a wide range of recognition and practice
The At a Glance Lesson Plans include learning
aims, materials needed, learning routines, revision activities.
are given inDetailed suggestions
the Teacher’s Book for
for using the word
each lesson andcards
in the
activities, audioscripts and answer keys. Activities Bank.
• Story cards: A set of 48, full-colour story cards, which
which
Class Audio CDs replicate the story frames in the Student’s Book, are
Four class CDs provide all the audio material in provided for all the stories. On the dialogue side of each
Tiger Time 1 Student’s Book, Activity Book and story card is the text that accompanies each picture as
Tests and Photocopiable Resources Pack. well as relevant comprehension questions which are also
This includes all the learning routines, stories, included in the Teacher’s
Teacher’s Book.
reading texts, chants, songs, rhymes, listening • Classroom practice worksheets:
worksheets:
activities, unit reviews, Kids’ Culture and festival Fast Finisher, Reading and Writing.
materials. There are also karaoke versions of all • Tests: Diagnostic Test, Unit Tests,
Tests, Term Tests
Tests and an
the story songs. End-of-Year
End-of-Y ear Test in PDF format. There are also instructions.
• Evaluation rubrics:
rubrics: Assessment of basic competences for
each unit.
• Letters to parents:
course followed byAn introductory
a letter lettereach
to introduce at the outset
unit. The of the
letters
to parents also include the story song and the Kids’ Culture
Flashcards song lyrics for each unit.
A set of 64 full-colour
full-colour flashcards with images • Phonics worksheets:
worksheets: Activities to practise recognition of
of key vocabulary provides an ideal resource sounds related to the unit tongue twisters.
for presenting and practising vocabulary.
vocabulary.
Detailed suggestions for using the flashcards
are given in the Teacher’s Book for each
lesson and in the Activities Bank on page 23.

Presentation
Presentation Kit
This digital Presentation Kit includes both the
Student’s and Activity Book pages as well
a vocabulary and grammar presentations,
reference and practice activities, a storyteller for
telling and practising the story and video clips for
the Kids’ Culture sections. For more information
on the features of the Presentation Kit, turn to
page 21 of this introduction.

13
Understanding the Student’s
Student’s Book and Activity Book
Lesson 1
Tiger Time takes account of the fact that students have
different learning styles and provides the opportunity for
each student to develop and fulfill their potential according
to their individual strengths, aptitudes and preferences. The
balance and variety of different activity types throughout each
lesson and unit caters for multiple intelligences (linguistic,
logical-mathematical, bodily-kinesthetic, spatial, musical,
interpersonal, intrapersonal, naturalistic) and the emphasis on
learning to learn and thinking skills
skills,, enables students to
reflect and become better learners.
Setting lesson aims gives children
a clear idea of what to expect.

Lively opening routines for every

unit engage children in participating All the listening material is
from the outset. available on the Class Audio
CDs.
Audioscripts can be found in the
Teacher’
Teacher’s
s Book for each lesson.
All speaking activities
are highlighted.

Tiger’s word chant is a recurring

Each unit includes full-colour,
f ull-colour, feature in every unit. The lively
rhythm of the chant motivates
photographic stickers for
children to interact with Tiger and
the key vocabulary. Children
say new words in context.
recognise the written form of new
vocabulary and play an enjoyable
interactive game.
Vocabulary is introduced
using attractive,
flashcards.
photographic flashcards.
The main focus of lessons and Children get a clear
key language are given at the pronunciation model to follow.
fol low.
bottom of the page.

A variety of vocabulary recognition

activities reinforce
learnt in the what
Student’
Student’s has been
s Book.
Vocabula ry
Read and match.

nose head

All activities have clear

and simple instructions
eyes legs for children to follow.

ears arms

mouth hands

Matching activities Vocabulary recognition: reading

13

are highlighted.

Information for teachers

given at the bottom of the
page clearly describes the
14
purpose of the activities.
 Lesson 2
Regular story time develops children’s listening
comprehension and concentration skills. Children are
exposed to language in a motivating and engaging context.

The Each unit features

Storyteller an attractively
feature of the illustrated story with
Presentation Kit an engaging, humorous
provides a wide theme, based on
variety of enjoyable the adventures
ways to say and of Tiger. Clear
practise language pictures and audio
from the story
story.. support children’s
understanding of the
narrative.
A global listening
activity is
followed by
children identifying
key language
in the story
story..
Comprehension
questions are
provided in the Photos encourage
Teacher’
Teacher’ss Book and children to relate the
on the story cards values from the story
for each unit. The main language input Tiger Values is a regular to their own lives and
in the story is given at the feature which highlights to give a personal
bottom of the page. values and attitudes relevant response..
response
to the story.

Vocabula ry and story

Look and write.

eyes ears nose head arms hands legs mouth

A variety of writing
󰀴
activities in each
arms unit relate key
vocabulary to the story
and develop a range of
thinking skills such as
matching, ordering and
logical deduction.

Trace the gingerbread man. Tick ( 󰀴) the parts of the body it has got.

14
Story activity and vocabulary production: writing

15
Understanding the Student’s
Student’s Book and Activity Book
A wide range of
enjoyable story
activities,, including
activities
a song, encourage
children to use key
language from the story
story..
Children recall the story
and identify key words.
Activities which
involve drawing
and colouring are
highlighted. Drawing and
colouring are used to
promote confidence
in speaking.
All songs areEvery
highlighted.
unit has two songs.
songs.
In Lesson 3, songs
provide an enjoyable
and motivating way to
practise language related
to the story
sto ry.. Children
frequently act out the
songs and guidelines for
this are provided in the
Teacher’
T eacher’ss Book.
Lessons 3 and
Speaking activities develop children’
children’s
s
confidence and fluency in using language
from the story and extending it to their own world.
Tiger Phonics is a
recurring feature in
every unit in which
children learn to
recognise and produce
key sounds of English
in a natural and
enjoyable way
way..
A wide range of
attractive, easy-to-
make craft activities
motivate children to
act out the stories
with confidence and
enjoyment. The use of
cut-outs also develops
cooperation and
turn-taking skills.
A range of engaging All cut-out Over to You is a
activities which develop activities are feature of every
thinking skills,
skills, such highlighted. unit in which
as visual observation children use
and logical deduction, key language
check comprehension in an enjoyable,
of the song. personalised
activity or game.
game.

A reading Song
CD1
Language and communication
An enjoyable
Read and circle. Sing I’ve got a head. Look and read. Tick (󰀴) or cross (󰀸) the sentences.
comprehension 33

range of writing
I’ve got I’ve got
activity extends I’ve got a head body eyes. legs. activities engage
work on the song in and a body like you.
󰀴 children in producing
the Student’s Book. I’ve got I’ve got key language in
I’ve got a legs nose .
a nose. arms.
Children sing the a communicative
I’ve got a arms mouth , too! 󰀸
song as they read context.
Run, run as fast as you can. I’ve got I’ve got
the lyrics, fostering You can’t catch me. a mouth. ears.
the development of I’m the gingerbread man.
literacy and pleasure in I’ve got arms body
Draw your own gingerbread man. Write.
Opportunities for
the written word. and mouth legs like you. creativity and
I’ve got a head nose .
I’ve got . personalisation
I’ve got .
I’ve got eyes arms , too! I’ve got .
foster ‘ownership’
A personalisation I’ve got . and motivate
I’ve got .
activity encourages Do you like the song?
children to use
Circle.

children to express 15 16
language.
their opinion of the Recognising words in context: reading Completing the sentences: reading and writing

song.

16
 Lessons 5 and 6

CLIL stands for Lively action

Content and Language songs feature,
Integrated Learning. which allow children
Two
Two lessons on CLIL to participate in CLIL
in each unit is a feature lessons. They also
of Tiger Time 1.
1. CLIL make the content
allows children to learn memorable and
interesting content meaningful on a
from other areas of personal level.
the curriculum, such
as Science. In Lesson
5, key language A varied range
and content input is of enjoyable
provided. In Lesson 6, activities with
children personalise the attractive photos
content and apply it to get children to
their own world. relate the CLIL
content to their
own lives.
Key CLIL vocabulary
is introduced using
photos..
photos Over to You is a
Content input is provided in an Children will enjoy feature of every unit
engaging and humorous way repeating the Ping in which children use
through the adventures of Ping
Ping,, and Pong stories. key CLIL language
a clever and knowledgeable cat, Comprehension and concepts
Pong, a loveable, comic
and Pong, questions are provided in an enjoyable,
dog, who’s
who’s got a lot to learn. in the Teacher’s Book. personalised activity
Ping and Pong make learning game.
or game.
content through English fun, fun,
enjoyable and memorable.

CLIL: Our five senses CLIL: Our five senses

Children do a reading A writing activity
Read and match.
comprehension Read and write.
engages children in
see listen taste smell touch
activity based on I see with
producing key CLIL
the Ping and Pong my eyes. I taste with I with I with vocabulary and
my mouth. my hands. my nose.
story in the Student’s
Student’s relating the content
Book. This reinforces I listen with to themselves and
my ears.
understanding of their world.
key concepts and
develops literacy I touch with
my body.
skills.
and reading skills.
I with I with
my ears. my eyes.
I taste with
my mouth.

I smell with
my nose.

17 18
Learning about content: reading Personalisation of content: writing

17
Understanding the Student’s
Student’s Book and Activity Book
Lesson 7 Unit review

A double page Understanding the

review at the end of CLIL language and
every unit checks content forms an
and reinforces key integral part of the
language and CLIL. unit review.

Word stickers for Class Chat

the main vocabulary is a feature in
items provide an every unit which
enjoyable and effective teaches children
way of checking word to respond to and
recognition. In early communicate
units, children match in English in the
the words on the real world of the
stickers with the words classroom.
on the Student’
S tudent’s
s Book
page. As Tiger Time 1
progresses, the level Learning to learn
of challenge increases. is a feature which
Children read the encourages children
words on the stickers to be responsible
and identify the photos and autonomous
autonomous..
they refer to. At the end of each
unit, children check
their learning in an
independent way
using their Picture
Dictionary.

Unit review
Look and write the body parts. Match with the senses.

head I taste with A self-assessment activity

my mouth.
5 using pictures invites children
I listen with to reflect on their progress in
A range of enjoyable revision my ears.
the unit. An explanatory key
activities engage children for teachers is provided at the
I smell with
in reading and writing key my nose. bottom of the page.
language they have learnt in
the unit. I touch with
my hands.

I see with
my eyes.

Tick (✔) what you can do.

arm s
l egs
Is
eyes w me
n o ith m ll
se. y

19
Key forActivity 10: I can 1) read and write the names of parts of the body,
Revision and self-assessment 2) understand the story, 3) read and write about our five senses.

18
 Kids’ Culture

Kids’ Culture is a regular All the Kids’ Culture

feature after each unit. This songs, rhymes and games
section introduces children to are presented by real British
authentic songs, rhymes and children in the video clips in the
games from the UK. It also Student’s
Student’ s Resource Centre.
develops children’s interest and
curiosity in a culture which is
different from their own. Comparing Cultures is a feature
which invites children to think
about similarities and differences
between aspects of British
children’s
children’s culture and their
own culture. Children learn to
Children will love participating in respect and value differences
the range of lively songs, rhymes between themselves and others.
and games that children in the This feature also reinforces their
UK play. Through exposure own sense of self-identity and
to English-speaking culture encourages reflection and
by way of
games, songs,begin
children rhymes and
to derive thinking.
independent thinking.
pleasure from learning English
and develop an affinity with
English-speaking people and
cultures.

K i d s ’ Cu l t u re 2
A range of enjoyable activities Trace and write.
CD1

42
Sing Hokey cokey.

consolidate understanding leg arm head body

of the authentic Kids’ Culture
You put your right arm in!
song, rhyme or game in the
Student’s Book. You put your left in!
Children do a variety of reading
You put your in! and writing activities based on
aspects of culture that have been
You put your in! compared in the Student’
Student’s s Book.
Read and match.

We play We play tag. We play

hide and seek. I spy.

20
Interculturallearning: reading and writing

19
Understanding the Student’s
Student’s Book and Activity Book
Tiger Review

The game Tiger says Children have the

reviews language opportunity to
from the previous two review vocabulary
units in a lucid and and structures from
entertaining way
way.. both stories and
lessons.
CLIL lessons.

There’s always a
There’s
categorisation Children give their
activity followed by opinion about
an interactive game in songs and evaluate
which children develop the units they have
their language skills. been working on.

Tiger Review in the Tiger Review 1 On this page the

Activity Book helps to children can review
Look and write. Look, read and write.
reinforce the work the vocabulary from
bag smell legs draw pencil case ears
done in the Student’
Student’ss eyes the two stories in
pencil
rubber arms I smell Can I have this
Book by reviewing head
with my , context.
and cataloguing all Classroom Parts of the
nose. please?

vocabulary from the pen objects body

rubber eyes
previous two units. legs

ruler
hands
At school
Look, I’ve got arms I .
and .

sharpener
pencil case

Look, I’ve
crayon Can I have this got eyes
mouth ears nose
bag , and
please? .

21 22
Units 1 and 2 revision Units 1 and 2 revision

20
Tiger Time 1 Presentation Kit
One of the very exciting features of Tiger Time is that it has a fully
integrated, downloadable Presentation Kit. This is ideal for use Using the Storyteller
on interactive whiteboards and projector-computer
projector-computer combinations. The Storyteller gives the teacher increased flexibility when telling
The Tiger Time Presentation Kit promotes heads-up learning via a the story in Lesson 2 and provides practice as well. Like the
range of practical tools and contents especially designed for real Vocabularyy Tool, the Storyteller has three easy-to-use modes:
Vocabular
teaching situations. These features include:
Introduce the story
• A fully digitalised, interactive
interactive Student’s
Student’s Book, optimised for
for
interactive whiteboard use. • This pre-story mode allows teachers to present
present a global
• A Vocabulary Tool which enables teachers to present, review overview of the story by projecting digital story cards. In the
first instance, we suggest that the teacher projects all the
and practise vocabulary in a memorable and meaningful way. way. digital story cards together on the screen, thereby allowing
• A Storyteller which allows teachers to flexibly present and tell the students to see the whole story in context. This mode also
the stories, and also provides post-story practice. enables the teacher to select and project individual digital
• Integrated culture videos and songs. story cards.
• Access to materials for teachers including
including photocopiable Tell the story
worksheets and a Test Builder.
• This storytelling mode
mode allows the teacher to tell the story to
the students. The options of audio and text can be switched
Using the features of Tiger Time on or off, depending on how the teacher wants to tell the
Presentation Kit story.. If the teacher wants to tell the story him/herself, he or
story
she can of course do so by projecting the story frames in the
The Tiger Time Presentation Kit is intuitive and very easy to use. same way as he or she would hold up traditional story cards.
Two new tools that give teachers greater flexibility are the A version of the Storyteller is also available in the Student’s
Student’s
Vocabulary Tool
Tool and the Storyteller
Storytelle r.
Resource
home and Centre, so that
show their students can enjoy the stories at
parents.
Using the Vocabulary Tool
Review the story
The Vocabulary Tool is an easy-to-use device which has three
basic modes: • The post-story mode
mode allows the teacher to review
review the story
with the students and check understanding. There is a
Flashcards presentation
sequencing activity and a matching activity for the students
to complete in class, which are also available in the Student’s
• The teacher can show the digital flashcards at any point when Resource Centre, so that students can do this at home too.
the Teacher’s Book calls for the teacher to use the flashcards
for presentation or review. When the teacher is presenting the
vocabulary items, he or she can show the images one-by-
one as a slideshow
slideshow.. There are also other options the teacher
can choose: spotlight, distort and flash for revision purposes,
which enable the teacher to review the vocabulary in a
motivating way at the end of the lesson or at
a t the beginning of
the next lesson.
Picture dictionary for review
• The picture dictionary
dictionary is a useful resource
resource for consolidation,
allowing the teacher to select a lexical set with corresponding
images and audio. There is a version of the picture dictionary
available in the Student’
Student’ss Resource Centre, to enable students
to revise and test themselves.

Vocabulary
Vocabulary activities
activities
• Pelmanism and
and a word maze activity
activity allow the teacher
teacher to
practise the lexical items with the students in class in a fun
and motivating way. These activities are also available in the
Student’s Resource Centre, so that students can play these at
home too and share their learning with their parents.

21
Activities Bank
Hello Hello, everyone
Routines audioscripts
CD2 Track 1 CD3 Track 1
Hello, I’m Tiger
Tiger Hello, Tiger. (Wave hello.) Hello, everyone. (Wave to everyone.)
Hello, Sue. (Wave hello.) How are you? (Put hands out
CD1 Track 3
Hello, Jay. (Wave hello.) questioningly.)
Hello, hello, I’m Tiger.
It’s time for English! (Tap real or imaginary I’m fine, thanks. (Move your hands
I roar, I jump, I run.
watch.) from side to side.)
Hello, hello, I’m Tiger.
Hurray! Hurray! (Wave arms in the air.) And me, too! (x 2) (Point to yourself.)
Let’s have fun!
Hello, hello, I’m Tiger. Hurray! Hurray! (Wave arms in the air.) Do you like mushrooms?
mushrooms?
I’m black and orange too. Touch your head!
Touch CD3 Track 3
Hello, hello, I’m Tiger. CD2 Track 3 Do you like mushrooms? Yes or No?
I love you! Touch your head. Do you like cheese? Yes or No?
Touch your nose. Do you like sausages? Yes or No?
Goodbye, Tiger Touch your legs. Do you like peas? Yes or No?
CD1 Track 4 Touch your toes.
Goodbye, Tiger. The elephant says ‘Goodbye’!
Touch your ears.
See you soon. CD3 Track 4
Touch your eyes.
Goodbye, Tiger. The elephant says ‘Goodbye’!
Look this way,
We love you! (x 2) The giraffe says ‘Goodbye’!
for a surprise!
(Goodbye! Bye! See you soon! Roar!) The monkey says ‘Goodbye’!
For mother we say ‘Mum’!
‘Mum’! The crocodile says ‘Goodbye’!
Weather chant
CD2 Track 4 The frog says ‘Goodbye’!
CD1 Track 10
Is it raining today? Yes or No? For
For mother wesay
father we say‘Dad’!
‘Mum’! The
The mouse says‘Goodbye’!
snake says ‘Goodbye’!
Is it cloudy today? Yes or No?
For grandmother we say ‘Granny’! The parrot says ‘Goodbye’!
Is it windy today? Yes or No?
For grandfather we say ‘Grandad’!
Is it sunny today? Yes or No?
Please remember what we say. Goodbye, everyone
Let’s end our lesson for today! CD3 Track 2
Close our books!
Goodbye, everyone.
CD1 Track 11 Goodbye We love to learn and play.
Close our books!
CD2 Track 2 Goodbye, everyone.
Put our pens away!
It’s the bell. Oh, no! Oh, no! That’s it for today! (x 2)
It’s time to end
It’s time to stop. It’s time to go. (Goodbye! Bye! See you soon!)
our lesson for today!
Goodbye, Tiger, Sue and Jay.
See you again another day! (x 2) Jump, fly,fly, swim, run
Show me your pencil!
(Goodbye! Bye! See you!) CD3 Track 20
CD1 Track 27
Jump, fly,
fly, swim, run.
run.
Show me your pencil! Point to the window! Come on now,
Show
Show meme your
your pen!
ruler! CD2 Track 21 let’s have fun!
Point to the window.
Start again! Climb, run, swim, walk.
Point to the door.
Let’s begin,
Show me your rubber! Point to the ceiling.
it’s time
time to talk!
Show me your book! Point to the floor.
Sit very still!
Run on the spot. Look in the bag
Listen and look!
Look this way. CD3 Track 21
Sit down, get ready, Look in the bag!
The body chant
for our lesson today! Look on the table!
CD1 Track 28
Look under the chair!
Head! Ears! Mouth! Nose! The food rhyme Where’s my pencil?
Arms! Legs!
Legs! Hands! Eyes!
Eyes!
CD2 Track 22 It isn’t there!
Let’s tidy up now,
Cheese, milk, eggs, mushrooms,
and say our goodbyes!
yummy! (Make circular
yum, yum, yum, yummy!
movements with hands on your stomach.)
Sausages, potatoes, carrots, peas,
food in my tummy. (Point to your stomach.)

22
Activities Bank
Songs and chants
1 Song: Hello, I’m Tiger
Tiger
CD1 Track 3 TB p22
Play the audio. Children sing the song and
make a pouncing action every time they
hear the word tiger. Children optionally
wear the tiger masks they make in the
Starter Unit (SB page 3) as they sing
the song.
2 Chant: Weather chant
CD1 Track 10 TB p22
Look at the weather out of the classroom
window. Play the CD or say the chant with
rhythm. Children answer the questions
by calling out Yes! or No! in the pauses
depending on the weather. Once children
are familiar with the chant, introduce new
questions e.g. Is it (hot) today?
3 Rhyme: Show me your pencil!
CD1 Track 27 TB p22
Play the audio or say the rhyme with
rhythm. Children respond by holding up
the objects you name. Once children are
familiar with the rhyme, name different
classroom objects in lines 1 and 3 of verse 1,
and line 1 of verse 2 e.g. sharpe
sharpener
ner,, school
school
bag, crayon
crayons,
s, pencil
pencil case.
case.
4 Rhyme: Touch your head!
CD2 Track 3 TB p22
Play the CD or say the rhyme with rhythm.
Children do the actions. Hold up a familiar
flashcard in the last two lines. Children
name what’s on the flashcard, e.g. It’s Tiger,
the gingerbread man, a pencil case, etc.
5 Rhyme: Point to the window!
CD2 Track 21 TB p22
Play the CD or say the rhyme with rhythm.
Children do the actions. Once children are
familiar with the rhyme, introduce different
items in the classroom in lines 1 and 3 of
verse 1, e.g. cupboard, clock, board.
6 Chant: Do you like mushrooms?
mushrooms?
CD3 Track 3 TB p22
Hold up the food flashcards in turn. Play
the CD or say the chant with rhythm.
Children call out Yes! or No! in the pauses
depending on whether or not they like
the food. Once children are familiar with
the chant, name different food, e.g. pizza,
eggs, carrots.
7 Rhyme: Jump, fly,
fly, swim, run
CD3 Track 20 TB p22
Play the CD or say the rhyme with rhythm.
Children mime the actions on the spot.
Once children are familiar with the rhyme,
substitute different actions for the first three
words in line 1 of each verse, e.g. Listen,
sing, talk, run
run / Jump, wave
wave,, clap,
clap, walk.
walk.
15 Odd one out
Flashcard games
Stick four flashcards in a row on the board,
for e.g., apple, carrot, potato. The
carrot, sausage, potato.
8 Flash!
children identify the odd one out and say
Show each flashcard to the children very
why. (Sausage. It’s meat.)
quickly by holding it at the sides between
your thumb, index and second finger and a nd
‘flashing’ it or turning it round very quickly.
quickly. Flashcard and word card games
Children look and guess what it is.
9 Point! 16 Jumbled words and pictures
Stick flashcards and word cards on the
Stick a set of flashcards on the walls round
board in a jumbled order.
order. Invite individual
the classroom. Make a circular movement
children to draw lines to join the flashcards
with your index finger as you give
and word cards.
instructions. One, two, three … point to
the … (cheese)! The children listen, make 17 Match the flashcards and word cards
circular movements with their index finger Stick flashcards on the board. Give out
and point to the correct flashcard as soon word cards to individual children. The
as you name it. children take turns to stick their word
cards by the correct flashcard and read
10 Slowly, slowly!
the words. (Alternatively,
(Alternatively, you can stick the
Use a plain piece of card the same size as
word cards on the board and give children
the flashcards. Hold up each flashcard in
the flashcards to match.)
turn covered completely by the card. Pull
down the card to slowly reveal the picture. 18 Stop!
Encourage the children to guess what it Stick a flashcard on the board. The
is as you do this. The children call out the children say what it is. Hold up word cards
name when they recognise the picture. one by one. The children read the words
silently until you hold up the word card that
11 Magic eyes!
matches the flashcard. Children call stop!
Stick a set of flashcards in a row on the
and read the word. Repeat with different
board. Click your fingers, point to the
t he
flashcards.
flashcards in turn and say the words
rhythmically in sequence. Get the children 19 Classify the words
to repeat the words with you once or Draw two circles on the board. Write the
twice. Remove the flashcards one by one. topic words at the top of each one, e.g.
Point to where they were and the children Animals/Food. The children take turns to
say the words as if they were still there. come to the front of the class in pairs, read
By the end, the children are naming all the a word card that you give them and stick it
items on the flashcards even though they in the correct circle.
have all been removed.
20 Chalkboard pelmanism
12 What’s missing? Stick the reverse side of a set of flashcards
Stick a set of flashcards on the board. Say and word cards in jumbled order on the
Close your eyes! Demonstrate. When board. Divide the class into two teams.
children have closed their eyes, remove a Team members take turns to choose a
flashcard. The children open their eyes and flashcard and a word card, and say or read
name the missing flashcard. the words. If the flashcard and word card
match, remove them from the board. If
13 Flashcard instructions
not, turn them round so that they are in the
Stick a set of flashcards on walls around
same position again. The game ends when
the classroom. Divide the class into groups.
all the cards are removed from the board.
Give each group instructions in turn. Group
The team with most cards wins.
A: (Walk to the elephant). Group B: (Jump
to the lion). The childr
children
en respond.
respond.
14 Hands on heads!
Divide the class in half. Stick four flashcards
on the left of the board for one half of the
class,
board and fourother
for the flashcards onthe
half. Say thewords
right ofinthe
a
random order.
order. The children listen and put
their hands on their heads as fast as they
can if the word is on their side of the board.
23
Using the Teacher’s Book
The landscape formats allow teachers to navigate through the Teacher’
Teacher’ss Book with ease and the two types of lesson plan
provide clarity for the teacher
teacher..

Clearly stated aims,

active language
and materials list.

Audioscripts for all

the activities on the
page.
Activities for
starting the lesson.

A brief overview of
all the activities in
the lesson.

Activities from Activities for ending

the Activity Book the lesson.

A more detailed
step-by-step plan
of the lesson.
Answers areare
included for all
Student’s Book,
Activity Book and
Progress Journal
Clear stages make activities.
the plan very easy
to follow.

24
 Objectives and key competences Active language Values and
and attitudes
• Greet people and say goodbye Core vocabulary • Interest in learning English
• Identify the course characters boy, fun, girl,
girl, jump, roar, run, tiger • Pleasure in meeting the course characters
• Identify colours and numbers cloudy, cold, hot, raining, sunny
sunny,, windy
• Ask and say your name and age • Willingness to follow routines
• Say a chant Structures • Enjoyment in greeting people and saying goodbye
• Associate pictures with meaning What’s your name? I’m (Tiger).
How old are you? I’m (six). • participate
Positive attitude towards
in class own ability to
own
activities
• Respond to a question about the weather How many (tigers)?
It’s (hot). • Satisfaction in recalling familiar language
• Use the Student’s Resource Centre Recycled language
• Willingness to follow instructions
goodbye, hello
• Remember what you know numbers 1–10
colours (black, blue, brown, green, orange,
red, yellow)
• Make the Tiger mask apple, ball, banana, book, cat, dog
• Play a game (For children who have already started learning
• Do a role play English some new active language may also be
recycled.)
• Sing and act out the songs

Receptive language
brother,, sister
brother
What colour is (the car)?
What’s this?

What’s the weather like today?

25

Lesson 1 Class Audio for Lesson 1

Objectives and key competences Materials Hello, I’m Tiger CD1 Track 3 TB p22
• to listen and mime actions Flashcards: Tiger, Class Audio CD, Tiger mask (one Goodbye, Tiger CD1 Track 4 TB p22
photocopy for each child; one prepared in advance – TB
• to use the Student’s Resource Centre page 159), scissors 1 Listen, point and mime.
Optional materials CD1 Track 2
• to make the Tiger mask and act out the song Tiger: Roar!
Glue, sheets of A4 card (one for each child), elastic thread,
crayons, Blu Tack, pencils or lollypop sticks, AB page 3 Jump!
• to listen and sing Hello, I’m Tiger
Run!
Roar!
Active language
language Jump!
black, goodbye, fun, hello, jump, orange, roar,
roar, run, tiger
Run!
I’m (Tiger).
Roar!
Jump!
Run!
At a Glance Lesson Plan
Starting the lesson
• Greet each other.
• Explain the aims of the lesson.
lesson.

Activity 1
• Listen, point and mime.
mime.
CD1 Track 2 TB p26
Activity 2
Activity 3
• Listen and sing Hello, I’m Tiger.
CD1 Track 3 TB p22 • Make the Tiger mask.
• Act out the song.
CD1 Track 3 TB p22

Ending the lesson

• Review the lesson.
• Sing Goodbye, Tiger.
CD1 Track 4 TB p22

Activity Book p3
Activity 1 Activity 2
• Trace, colour and say. • Draw and write.
• Sing Hello, I’m Tiger
Tiger..
CD1 Track 3 TB p22

26

Detailed Lesson Plan

Starting the lesson Student’s
Student’s Book Activity 2 Activity Book
Greet each other. Listen and sing Hello, I’m Tiger
Tiger. Activity 1
• Greet the children. If it’s a new class ask the children’s CD1 Track 3 TB p22 Trace, colour and say. Sing Hello, I’m Tiger
Tiger.
names. • Say Let’s listen to the Hello, I’m Tiger
Tiger song. Do this CD1 Track 3 TB p22
Explain the aims of the lesson. every time you hear the word ‘Tiger’! Demonstrate • Read the speech bubble. Say Hello, Tiger! Cover the
• Hold up the Tiger flashcard and say Today we’re a pouncing action. Play the audio. The children do picture and say Goodbye, Tiger! The children do and
the action. say this with you several times.
going song
Tiger to meet
andTiger.
makeWe’re going
a Tiger to sing the Hello,
mask. • Ask What colour is Tiger? (Black, orange.) • Ask What colour is Tiger? (Black, orange.) The
• Elicit or explain the meaning of ‘fun’ and ‘I love you’. children draw and colour the picture.
• Play the audio again. The children do the action • Play the Hello, I’m Tiger
Tiger song. The children sing and
Student’s Book Activity 1
and sing. point to their picture of Tiger.
Listen, point and mime.
Activity 2
CD1 Track 2 TB p26
Student’s
Student’s Book Activity 3 Draw and write.
• (Books closed.) Play Hello, Tiger! Goodbye, Tiger!
• The children draw a picture of themselves and write
Hold up the Tiger flashcard. The children call out Make the Tiger mask. Act out the song.
their name in the speech bubble.
Hello, Tiger! Hide the flashcard. The children call out • (Optional) Show the children a Tiger mask. Give them
Goodbye, Tiger! Repeat several times from different each a photocopy of the mask.
places, varying the pace. • (Optional) Hand out a sheet of card to each child, on Ending the lesson
• (Books open.) Say Look. Here’s Tiger. The children which they stick the photocopy. They can also colour Review the lesson.
look at the main picture of Tiger. Say Listen and point their masks.
to the pictures. Play the audio. The children listen and
• Hold up the Tiger flashcard. Ask Who’s this? (Tiger.)
• The children cut out their masks. What does Tiger do? Mime and say with the children
point to the pictures of Tiger doing the actions. • Option A (recommended): The children use Blu Tack Roar! Jump! Run!
• (Books closed.) Ask Can you be like Tiger? Say to attach the mask to a pencil or lollypop stick. They
Roar! Mime roaring. Say Jump! Mime jumping. Say Sing Goodbye, Tiger.
hold up their masks when pretending to be Tiger.
Run! Mime running. (Note: This option is simpler, more convenient and • Collect the Tiger masks. Hold up the Tiger flashcard
• Say the words in random order several times. the masks last longer. It’s not necessary to cut out the again. Play the Goodbye, Tiger song. The children
The children respond by miming. eyes and mouth.) Option B: Help the children cut out sing, wave goodbye to Tiger and say goodbye.
• The children stand up. Play the audio again. the eyes and mouth, make holes at the sides of the CD1 Track 4 TB p22
The children listen and join in the mime. mask and attach elastic thread. • Say goodbye to the children. The children say
• The children write their names on the reverse side. goodbye to you.
• Say Let’s sing and act out the Hello, I’m Tiger
Tiger
song! Play the audio. The children listen, sing and act
out the song, holding up or wearing their masks.
CD1 Track 3 TB p22

27

Lesson 2 Class Audio for Lesson 2

Objectives and key competences Materials Hello, I’m Tiger CD1 Track 3 TB p22
• to ask and say your name and age Flashcards: Tiger, Sue, Jay, Class Audio CD, Tiger masks Goodbye, Tiger CD1 Track 4 TB p22
Optional materials
• to listen and do a role play
 A soft ball 4 Song: What s your name?
• to listen and sing What’s your name? CD1 Track 5
Sue: Hello! I’m a girl.
I’m eight. I’m Sue.
Active language
language
What’s your name?
What’s your name? I’m (Sue).
How old are you?
How old are you? I’m (six).
boy, girl Jay: Hello! I’m a boy
boy..
numbers 1–10 I’m six. I’m Jay.
What’s your name?
Please come and play.
At a Glance Lesson Plan
5 Listen. Answer the questions.
Starting the lesson CD1 Track 6
• Greet each other. Sue: Hello. I’m Sue. What’s your name?
• Sing Hello, I’m Tiger. Boy: I’m Alex.
CD1 Track 3 TB p22 Sue: How old are you?
• Explain the aims of the lesson.
lesson. Boy: I’m seven.
Jay: Hello. I’m Jay.
Jay. What’s your
your name?
Girl: I’m Maria.
Activity 4
Jay: How old are you?
• Listen and sing What’s your Girl: I’m six.
name?
CD1 Track 5 TB p28
• Say.

Activity 5
• Listen. Answer the questions.
ons.
CD1 Track 6 TB p28
• Repeat.

Activity 6 Ending the lesson

• Over to You: Do a role play. • Review the lesson.
lesson.
• Sing Goodbye, Tiger.
CD1 Track 4 TB p22

28

Detailed Lesson Plan

Starting the lesson Student’s Book Activity 4
Greet each other. Listen and sing What’s your name? Say.
• Greet the children. Hold up the Tiger flashcard. The CD1 Track 5 TB p28
children call out Hello, Tiger! • (Books closed.) Play Hello, Sue! Hello, Jay! Show
Sing Hello, I’m Tiger
Tiger. the Sue and Jay flashcards. Say This is Sue. Sue
• Give out the Tiger masks. Play the Hello, I’m Tiger
Tiger is a girl. This is Jay. Jay is a boy. Jay and Sue are
song. The children hold up or wear their masks, and brother and sister. Elicit or explain the meaning.
sing and act out the song. • Hold up the Sue and Jay flashcards. The children call
CD1 Track 3 TB p22 out Hello, Sue! Hello, Jay! Hide the flashcards. They
Explain the aims of the lesson.
call out Goodbye, Sue! Goodbye, Jay! Repeat several
times from different places, varying the pace.
• Say Today we’re going to meet the children Sue
and Jay. We’re going to sing a song and practise
• Stick the Sue and Jay flashcards on the board.
asking and saying our name and age.
Say Let’s listen to the song. Play the audio. The
children listen.
• Ask Who sings verse 1? Who sings verse 2? Use L1
to explain. Play the audio again, pausing after each
verse for the answer. (Verse 1: Sue. Verse 2: Jay
Jay..)
• (Books open.) Say Look. Here are Sue and Jay. How
old is Sue? How old is Jay? Give possible ages.
Six? Seven? Eight? Nine? Ten? Play the audio.
• Repeat the questions. (Sue is eight. Jay is six .)
• Play the audio a third time. Girls sing verse 1; boys
sing verse 2.
• Hold up the Sue and Jay flashcards. Say I’m Sue. I’m
eight. I’m Jay. I’m six.
• (Optional) Roll or pass a soft ball to different children.
They say their name and age. Alternatively, invite
individual children to say their name and age.
Student’s
Student’s Book Activity 5
Listen. Answer the questions. Repeat.
CD1 Track 6 TB p28
• Play the audio. The children listen.
listen. Hold up the Sue
and Jay flashcards when Sue and Jay speak.
• Ask What’s the boy’s name? (Alex.) How old is he?
(Seven.) What’s the girl’s name? (Maria.) How old is
she? (Six.) Play the audio again, pausing after each
dialogue for the children to answer.
• Divide the class into boys (in the roles of Jay and
Alex) and girls (in the roles
roles of Sue and Maria).
Maria). They
listen and repeat the dialogues.
Answer: Alex is seven. Maria is six.
Student’s
Student’s Book Activity 6
Over to You: Do a role play.
• A boy and a girl come to the front of the class.
Demonstrate the role play, taking the roles of Sue
and Jay from the audio. The children respond with
their own name and age.
• Repeat with different children.
• Divide the class into pairs. Child A plays Sue or Jay.
• (Optional) One or two pairs can perform their role
plays for the class.
Ending the lesson
Review the lesson.
• Hold up the Sue and Jay flashcards in turn. Ask
Who’s this? How old is Sue/Jay? (Eight./Six.)
Sing Goodbye, Tiger.
CD1 Track 4 TB p22
 • Play the Goodbye, Tiger song. The children sing and
say goodbye to Tiger.
• Say goodbye to the children. The children say
goodbye to you.

29

Lesson 3 Class Audio for Lesson 3

Objectives and key competences Materials What’s your name? CD1 Track 5 TB p28
• to identify colours and play a game Flashcards: Sue, Jay, apple, ball, banana, book, cat, dog, Goodbye, Tiger CD1 Track 4 TB p22
• to listen and say The colour chant Class Audio CD
• to listen and say numbers 1–10 Optional materials 7 Listen, point and say The colour chant.
Active language
language AB page 4 CD1 Track 7
black, blue, brown, green, orange, red, yellow Listen, Listen,
apple, ball, banana, book, cat, dog, tiger Look and see.
How many (tigers)? Point to … blue!
numbers 1–10 One, two, three!
Point to … red!
Point to … yellow!
At a Glance Lesson Plan Point to … brown!
Point to … black!
Starting the lesson
Point to … green!
• Greet each other. Point to … orange!
• Sing What’s your name?
CD1 Track 5 TB p28 8 Listen, look and count.
• Explain the aims of the lesson.
lesson. CD1 Track 8
Adult: How many tigers?
Children: One, two, three, four, five tigers.
Activity 7
Adult: How many apples?
• Listen, point and say The Children: One, two, three, four apples.
colour chant.
Adult: How many balls?
CD1 Track 7 TB p30
Children: One, two, three balls.
• Colour.
Adult: How many bananas?
• Play Point to … blue!
Children: One, two, three, four bananas.
Adult: How many dogs?
Children: One, two dogs.
Activity 8
Adult: How many cats?
• Find, trace and say the Children: One cat.
numbers. Adult: How many books?
• Listen, look and count.
count. Children: One book.
CD1 Track 8 TB p30

Ending the lesson

Activity Book p4
Activity 3
• Read and colour.
• Count and write the number.
• Review the lesson.
lesson.
• Sing Goodbye, Tiger.
CD1 Track 4 TB p22
Activity 4
• Colour and say.

30

Detailed Lesson Plan

Starting the lesson Student’s Book Activity 8 Ending the lesson
Greet each other. Find, trace and say the numbers. Listen, look and Review the lesson.
• Greet the children. Hold up the Sue and Jay count. • Ask What colours can you name? What numbers
flashcards. The children say Hello, Sue/Jay! CD1 Track 8 TB p30 can you say? What words do you remember?
Sing What’s your name? • The children look at the picture. Explain that there are Sing Goodbye, Tiger.
• Divide the class into boys and girls. Play the What’s numbers made up of dotted lines hidden on the page. • Play the Goodbye, Tiger song. The children sing and
your name? song. The two groups sing. Say Find one. Find two. The children point to the say goodbye to Tiger.
CD1 Track 5 TB p28 numbers in the picture. CD1 Track 4 TB p22
Explain the aims of the lesson.
• The children trace the numbers. • Say goodbye to the children. The children say
• Say Today we’re going to review colours and • The children count to ten with you and point to the goodbye to you.
numbers and other words we already know.
numbers.
• Hold up the apple, ball, banana, book, cat and dog
flashcards. Say the words. The children repeat.
 Student’s
Student’s Book Activity 7
Answers: (See answers in audioscript.)
Listen, point and say The colour chant. Colour.
CD1 Track 7 TB p30
• (Books closed.) Point to things of different colours. Activity Book
Elicit or remind the children of the colour words. Activity 3
• (Books open.) Hold up your book and point to the Read and colour. Count and write the number.
different colours. Say Listen to the chant and point
to the colours. Play the audio. The children listen
• Read the colour words. The children colour the labels
and point. then the objects.
• Say the chant, naming all the colours in random order • Review numbers 1–10. Colour the numbers.
(blue, green, black, yellow, red, brown, orange). • The children count the objects and write the number
• Play the audio again. The children point to the colours of objects in the boxes. Check the answers. Ask How
many (balls)? What colour (are) the (cats)?
and join in with the chant.
• The children identify the objects that are not coloured Answers: 1 five red apples 2 ten yellow bananas
in the picture. Elicit or remind them of the words 3 two brown dogs 4 six green balls
(apple, book, cat, banana, tiger,
tiger, ball, dog). They 5 three black cats 6 one blue book
colour the objects. Alternatively, say The (apple) is
(red). The children apply a spot of colour and finish Activity 4
colouring at the end. Colour and say.
• Ask What colour is the (cat)? The children answer. • Ask the children to colour the numbers they know and
• Play Point to … blue! The children stand up. check with them which ones they know.
Demonstrate the game. Play The colour chant or say
a verse. The children quickly touch something of that
colour on the picture. Repeat with different colours.

31

Lesson 4 Class Audio for Lesson 4

Objectives and key competences Materials Hello, I’m Tiger CD1 Track 3 TB p22
• to listen and identify different types of weather Flashcards: Tiger, It’s cloudy, It’s cold, It’s hot, It’s raining, Goodbye, Tiger CD1 Track 4 TB p22
• to play a game It’s sunny, It’s windy, Class Audio CD
• to complete a picture sequence and say the weather Optional materials 9 Listen, number and repeat.
Tiger masks CD1 Track 9

Active
cloudy, language
langua geraining, sunny
cold, hot, sunny,, windy 2 Look!
1 It’scold.
Brrr. It’s sunny.
It’s (hot). 3 Look! It’s windy.
4 Oh, dear. It’s raining.
5 Phew! It’s hot.
6 Look! It’s cloudy.
At a Glance Lesson Plan
Starting the lesson
• Greet each other.
• Sing Hello, I’m Tiger.
CD1 Track 3 TB p22
• Hold up the Tiger flashcard.
• Explain the aims of the lesson.
lesson.

Activity 9
• Listen, number and repeat.
repeat.
CD1 Track 9 TB p32
• Play Mime the weather.

Activity 10
• Look and draw.
• Say. Ending the lesson
• Review the lesson.
• Sing Goodbye, Tiger.
CD1 Track 4 TB p22

32
Detailed Lesson Plan
Starting the lesson Student’s Book Activity 9 Student’s
Student’s Book Activity 10
Greet each other. Listen, number and repeat. Look and draw. Say.
• Greet the children. Hold up the Tiger flashcard. CD1 Track 9 TB p32 • Say the weather sequences aloud, identifying the first
Sing Hello, I’m Tiger
Tiger. • (Books closed.) Walk to the window. Ask What’s the three types of weather in the pictures. 1 It’s sunny.
• Say Let’s sing Hello, I’m Tiger
Tiger.. (Optional) Give out weather like today? It’s cloudy. It’s sunny … The children say what the
the Tiger masks. • Hold up the It’s cloudy, It’s cold, It’s hot, It’s raining, last picture shows. (It’s cloudy.)
• Play the Hello, I’m Tiger
Tiger song. The children sing and It’s sunny, It’s windy flashcards. Say the sentences. • The children look and draw the weather in the boxes
act out the song. The children repeat the words after you. They then to continue the sequences.
CD1 Track 3 TB p22 select the appropriate flashcard to describe the • The children say what they have drawn. (It’s sunny.
weather outside. It’s cloudy.)
Hold up the Tiger flashcard.
• If the children are familiar with weather vocabulary in • Check the answers. The children say the three
• Give instructions. Tiger says ‘(Point to yellow)’!
Tiger says ‘(Count to five)’! The children respond.
• L2, elicitopen.)
(Books additional words. look at the photos. Say
The children sequences.
Answers: 1 It’s sunny. It’s cloudy. 2 It’s raining. It’s windy.
Answers:
Explain the aims of the lesson. or elicit the weather shown. ( It’s (raining).) Re-cast 3 It’s raining. It’s sunny.
• Say Today we’re going to listen and talk about the responses in English if necessary.
weather. • Say Listen and number the photos. Play the audio,
pausing to give the children time to write. Ending the lesson
• Check the answers. The children say the numbers Review the lesson.
and the weather. • Ask What weather words do you know?
• Play the audio. They listen and repeat the weather.
Sing Goodbye, Tiger.
• Play Mime the weather. The children stand up.
Demonstrate the game. Say It’s (raining). Repeat • Play the Goodbye, Tiger song. The children sing and
a mime (putting up an umbrella) several times. say goodbye to Tiger.
Say different types of weather. The children mime. CD1 Track 4 TB p22
Comment positively. Great! I can see it’s very (hot)! • Say goodbye to the children. The children say
• Repeat with all the weather. (Optional) Individual goodbye to you.
children say the weather; the class mimes.
• From now on at the start of each lesson, ask What’s
the weather like today?

Answers: 1 c 2 b 3 d 4 a 5 f 6 e

33

Progress Journal
My Language Passport
• Show My Progress Journals to the children.
• Use L1 to explain that the Progres
Progresss Journal will allow
them to keep a personal record of what they can do in
English during the year.
• The children go to page 2. Read Tiger’s speech bubble.
• The children put a photo or draw a picture of
themselves in the space provided.
• Read and explain the prompts below. Write any
necessary information on the board, such as the
languages the children speak at school and at home,
for the children to copy. The children then complete
the information requested in My Language Passport.

Activity 1
Trace and col our the words you know.
Trace
• Go to page 3. Read the heading, ‘My learning review’,
and explain the meaning.
• Read and explain Activity 1. The children trace and
colour the words they know.

Activity 2
Colour the numbers. Say the numbers and the
colours.
• Read and explain Activity 2. Elicit the colours that
the children know (red, blue, yellow, green, orange,
brown, black; and possibly others as well). Get the
children to count to ten with you. The children then
colour the numbers using colours they know the
words for.
• The children take turns to show and tell a friend the
colours and numbers they know.

34

Objectives and key competences Active language

language Pronunciation
• Identify classroom objects Core vocabulary: classroom objects The /p/ sound (pen, pencil)
• Listen and say Tiger’s word chant bag, crayon, pen, pencil, pencil case, rubber,
rubber, ruler,
• Listen, understand and repeat the sharpener
Ping and Pong story
Story vocabulary
• Identify,
Identify, ask and say what you do at school
basket, mum, toy Cross-curricular
Cross-curricular content
• Listen and respond to classroom language
• Use the Student’s Resource Centre CLIL vocabulary: what we do at school Social Science: What we do at school
colour, draw, play, sing, talk
bark, fly,
fly, good
• Recall and repeat the story friend, school, teacher
• Practise pronunciation: /p/
• Recognise and read key words Structures
• Review own learning It’s a (bag). Values and attitudes
Can I have this (pencil), please? Yes, of course.
• Give
Give a personal response and be aware • Interest in naming classroom objects
Thank you.
of the story Put it in the (basket). • Enjoyment of a story about going back to school
• Play the games I (draw) at school. Do you (sing) at school? • Awareness of the importance of saying ‘please’
• Make the cut-out Yes, I do./No, I don’t. and ‘thank you’
• Do a role play Don’t … ! • Respect for others when communicating
Are you …? Yes,Yes, I am.
• Listen and understand the story I/We … Do you … ?
• Awareness of the value of practising pronunciation
• Sing the songs My school uniform is (blue). • Willingness to take turns
• Act out the story using the cut-out • Confidence in using classroom language
Recycled
fun, language
roar, run, tiger • Enjoyment of the humour of the Ping and Pong story
Hello, it’s … • Pleasure in talking about what you do at school
Classroom language • Awareness of how you should behave at school
Can I have the …, please? • Willingness to review and assess learning
Yes, of course. Here you are. / Thank you. • Enjoyment in learning a traditional rhyme
• Interest in learning about
about school uniforms in the
the UK
and comparing them with uniforms in your country

Receptive language
back to school, buy,
buy, free, holidays, real, supermarket

35

1 Lesson 1 Class Audio for Lesson 1

Objectives and key competences
• to recognise and identify classroom objects
• to listen and say Tiger’s word chant
• to put on classroom object stickers and play a game
Materials Hello, I’m Tiger CD1 Track 3 TB p22
Flashcards and/or digital flashcards: Tiger, bag, crayon, pen, Weather chant CD1 Track 10 TB p22
pencil, pencil case, rubber, ruler, sharpener, Class Audio CD,
sharpener Close our books! CD1 Track 11 TB p22
Tiger masks, Unit 1 stickers
 Goodbye, Tiger CD1 Track 4 TB p22
• to use the Student’s Resource Centre Optional materials
A bag,
bag, crayon,
crayon, pen,
pen, pencil,
pencil, pencil
pencil case,
case, rubber
rubber,, ruler
ruler, 1 Listen, look and repeat.
Active language
language sharpener, AB page 5 CD1 Track 12
bag, crayon,
crayon, pen, pencil, pencil
pencil case,
case, rubber,
rubber, ruler
ruler,, sharpener
sharpener
pen, pencil, ruler, rubber, sharpener, pencil
pencil case,
It’s a (bag)!
bag, crayon

2 Listen, point and say Tiger’s word chant.

At a Glance Lesson Plan CD1 Track 13
Tiger, Tiger,
Starting the lesson listen to me!
• Sing Hello, I’m Tiger. Name classroom objects,
CD1 Track 3 TB p22 you can see!
• Do the opening routine.
routine. Number 1! It’s a bag!
CD1 Track 10 TB p22 Number 2! It’s a pencil!
• Explain the aims of the lesson.
lesson. Number 3! It’s a pen!
Number 4! It’s a crayon!
Number 5! It’s a ruler!
Activity 1 Number 6! It’s a rubber!
• Listen, look and repeat.
repeat. Number 7! It’s a pencil case!
CD1 Track 12 TB p36 Number 8! It’s a sharpener!
Activity 3
• Play flashcard games.
games.
• Stick and say.
say.
• Play Word or number.
Activity 2
• Listen, point and say Tiger’s
word chant. Ending the lesson
CD1 Track 13 TB p36 • Review the lesson.
• Do the closing routine.
routine.
CD1 Track 11 TB p22
• Sing Goodbye, Tiger
Tiger..
CD1 Track 4 TB p22

Activity Book p5
Activity 1
• Look, read and match.
match.

36

Detailed Lesson Plan

Starting the lesson Student’s Book Activity 2 Activity Book
Sing Hello, I’m Tiger
Tiger. Listen, point and say Tiger’s word chant. Activity 1
• Greet the children and hold up the Tiger flashcard. CD1 Track 13 TB p36 Read and match.
Play the Hello, I’m Tiger
Tiger song. The children sing and • Arrange the classroom
classroom object
object flashcards
flashcards on the • Read the words. The children point to the pictures.
do the actions. board in the order of the chant. Write numbers 1–8 They draw matching lines from the words to the
CD1 Track 3 TB p22 underneath. Play the audio. The children listen and classroom objects. Check the answers.
Do the opening routine. Say the Weather chant. point to the flashcards. • (Optional) The children can also colour the pictures.
• Introduce the opening routine for Unit 1. Look at the • (Books open.) Say Look! Sue and Jay are in the
weather out of the window. Play the audio. In the supermarket! They’re looking at things to buy for
Ending the lesson
pauses the children call out Yes!/No! school. Point to the picture and explain if necessary.
CD1 Track 10 TB p22 Point to the tiger on the far right and say And look Review the lesson.
Explain the aims of the lesson.
who’s here, too! It’s Tiger! • Ask What classroom objects do we know? Which
• Say Let’s say the chant! Play the audio again. The names are easy or hard to remember? What can
• Say Today we’re going to learn the names of
children listen, point to the objects and join in saying you do to help
help you remember
remember the words?
words?
classroom objects and say Tiger’s word chant.
the chant. Do the closing routine. Sing Close our books!
• Play the audio a third time, pausing before the • Introduce the closing routine for Unit 1. Play the audio
Student’s
Student’s Book Activity 1 classroom objects. The children say the words. or say the rhyme.
Listen, look and repeat. • (Optional) The children hold up or wear their Tiger CD1 Track 11 TB p22
CD1 Track 12 TB p36
masks. Play the audio again. They pretend to be Tiger • Repeat, substituting different
different classroom objects in line 2.
and name all the classroom objects. • The children tidy up and put their books away.
• (Books closed.) The children name classroom objects
they know. Stick these flashcards on the board or • Play the Goodbye, Tiger song. The children sing and
use the digital flashcards from the Presentation Kit. Student’s Book Activity 3 say goodbye.
(Optional) You may wish to hold up the items. CD1 Track 4 TB p22
Stick and say. Play Word or number.
• Introduce the remaining classroom objects using real
items and the flashcards
flashcards.. • Say numbers 1–8 in turn. The children point to and
name the classroom objects in chorus.
• Play the audio and point to the flashcards. The
children listen, look and repeat. • Say Put on the classroom object stickers for
Unit 1. Check the children have done this correctly
• Play one or two flashcard games, e.g. Flash! and
by repeating the first stage.
Point! (see TB page 23).
• Play a game with two teams. Name a classroom
object (ruler); the children
children say the number
number (five!). Or
say a number (eight); the children
children name the object
object
(sharpener). The children
children take turns to
to answer and
score points for their team.
• (Books closed.) Raise the level of the challenge with
 the children responding from memory.
Answers: 1 bag 2 pencil 3 pen 4 crayon 5 ruler
6 rubber 7 pencil case 8 sharpener

37

1 Lesson 2 Class Audio for Lesson 2

Objectives and key competences Active language

language Hello, I’m Tiger CD1 Track 3 TB p22
• to identify the classroom objects in the story bag, crayon,
crayon, pen, pencil,
pencil, pencil
pencil case,
case, rubber
rubber, ruler, sharpener
sharpener Weather chant CD1 Track 10 TB p22
Can I have this (pencil), please? Yes, of course. Thank you. Tiger’s word chant CD1 Track 13 TB p36
• to use the Student’s Resource Centre Put it in the basket. Close our books! CD1 Track 11 TB p22
• to give a personal response and be aware Materials Goodbye, Tiger CD1 Track 4 TB p22
of values in the story Flashcards: bag, crayon, pen, pencil, pencil case, rubber,
ruler, sharpener, Class Audio CD, Story cards and/or Story: Back to school.
• to listen and understand a story Storyteller from the Presentation Kit: Back to School CD1 Track 14
Optional materials 1 Narrator: The holidays are over over.. It’s time to go back
Tiger masks, AB page 6 to school. Sue, Jay and Mum go to the supermarket.
Mum: Let’s see. What do we need to buy?
Sue: Here’s the list: pencil, pen, rubber …
Jay: … pencil case, bag, ruler.
At a Glance Lesson Plan 2 Tiger: Psst! Hello! Grrr ... Sue: What’s that?
Jay: I don’t know.
Starting the lesson
3 Mum: Look. Here are pens and pencils.
• Sing Hello, I’m Tiger. Sue: Can I have this pen, please? Mum: Yes, of course.
CD1 Track 3 TB p22 Put it in the basket.
• Do the opening routine.
routine. Sue: Thank you. Jay: Can I have this pencil, please?
CD1 Track 10 TB p22
Mum: Yes, of course. Put it in the basket. Jay: Thank you.
• Say Tiger’s word chant. Tiger: Psst! Hello! Grrr. Put me in the basket, too!
CD1 Track 13 TB p36
4 Mum: Look. Here are pencil cases and bags.
• Explain the aims of the lesson.
lesson.
Jay: Can I have this pencil case, please?
Mum: Yes, of course. Put it in the basket.
Pre-story activities Jay: Thank you. Sue: Can I have this bag, please?
Mum: Yes, of course. Put it in the basket.
• Predict what happens
happens in the Sue: Thank you. Tiger: Psst! Hello! Grrr. Put me in the
story (books open). basket, too.
• Listen (books closed).
closed).
5 Mum: Look. Here are rulers and rubbers.
CD1 Track 14 TB p38
Sue: Can I have this ruler, please? Mum: Yes, of course.
• Listen with the story cards.
cards.
Put it in the basket. Sue: Thank you.
Jay: Can I have this rubber, please? Mum: Yes, of
course. Put it in the basket. Jay: Thank you.
Activity 4
Tiger: Psst! Hello! Grrr. Put me in the basket, too.
• Listen to the story.
story. 6 Narrator: Mum, Sue and Jay have got everything now.
CD1 Track 14 TB p38 Cashier: Look! You win a free toy. Sue: A new toy. Great!
• Say stop! Jay: Amazing! Tiger: Psst! Hello! Grrr. Please choose me.
• Answer the questions.
questions. Tiger Values Ending the lesson
7 Jay: Are you a toy? Tiger: Yes, I am. Sue: Are you real?
• Talk about the importance of • Review the lesson.
Tiger: Yes, I am. I’m real and I’m a toy. My name is Tiger.
saying ‘please’ and ‘thank you’. • Do the closing routine.
routine.
CD1 Track 11 TB p22
Mum: Come on, Sue and Jay. Hurry now.
• Sing Goodbye, Tiger
Tiger.. Sue and Jay: Look, Mum. We want this tiger.
CD1 Track 4 TB p22 Mum: Ahh! That’s a nice toy toy..
Activity Book p6 8 Tiger: Hurray! Hello, Sue. Hello, Jay.

Activity 2 Sue and Jay: Hello, Tiger!

• Look and write.
• Colour the things Sue and Jay buy in the story.

38

Detailed Lesson Plan

Starting the lesson
Sing Hello, I’m Tiger
Tiger.
• Greet the children. Play the Hello, I’m Tiger
Tiger song.
The children sing and do the actions.
CD1 Track 3 TB p22
Do the opening routine. Say the Weather chant.
• Look at the weather out of the window. Play the
audio. In the pauses the children call out Yes!/No!
CD1 Track 10 TB p22
Say Tiger’s word chant.
• Give eight children a flashcard, which they hold up in
turn as you play the audio. The rest of the class says
the chant, (optional) with their Tiger masks.
Student’s Book Activity 4
Listen to the story. Say stop! Answer the questions.
CD1 Track 14 TB p38
• Play the audio. The children follow in their books.
They say stop! when they hear the classroom objects,
at which point pause the audio. They repeat the words.
• Ask questions about each frame to aid and check
understanding.
Suggested comprehension questions
• Frame 1: Where do Sue, Jay and Mum go? (To the
supermarket.) What do Sue and Jay need to buy?
(A pencil, pen, rubber, ruler..)
rubber, pencil case, bag, ruler
• Frame 2: Who says hello? (Tiger.)
Activity Book
Activity 2
Look and write. Colour the things Sue and Jay
buy in the story.
• Read the words in the word box. The children point
to the pictures and say the numbers. They write the
words. Check the answers.
• The children colour the classroom objects that Sue
and Jay buy. They name the items in the story ( pen,
pencil, pencil case,
case, ruler, rubber, bag) to show they
ruler, rubber, they
have coloured the correct objects.
Answers: 1 pencil (coloured) 2 sharpener 3 rubber
(coloured) 4 ruler ( coloured) 5 pen (coloured) 6 pencil
 • Frame 3: What does Sue/Jay ask for? (A pen/pencil.
pen/pencil.) case (coloured) 7 bag (coloured) 8 crayon
CD1 Track 13 TB p36
Explain the aims of the lesson. • Frame 4: What does Jay/Sue ask for? (A pencil
case/bag.)
Say Today
• Sue, Jay andwe’re going
Tiger. to going
We’re listen to
to a story
say whatabout
we • Frame 5: What does Sue/Jay ask for? (A ruler/rubbe
ruler/rubberr.) Ending the lesson
like about the story and what we learn from it. Use • Frame 6: The woman says they win a free toy. Elicit Review the lesson.
L1 to clarify, if necessary. or explain what this means. Who asks to go with • Ask What do Sue and Jay buy in the story? What
Sue and Jay? (Tiger.) else do they put in the basket?
• Frame 7: Is Tiger a toy? (Yes.) Is Tiger real? (Yes.) Do the closing routine. Sing Close our books!
Pre-story activities Do Sue and Jay want Tiger? (Yes.)
• Play the audio or say the rhyme.
Predict what happens in the story (books open). • Frame 8: Is Tiger happy? (Yes.) Are Sue andand Jay
CD1 Track 11 TB p22
• Say Look! Sue and Jay are looking at things to buy happy? (Yes.)
• Repeat, substituting different
different classroom objects in
for school. The story is about how they meet Tiger. line 2.
Explain in L1. Ask What do you think happens? Student’s Book Tiger Values • The children tidy up and put their books away.
Briefly listen to ideas in L1. Using mime, explain that
• Ask Do you like the story? Do you think Tiger will • Play the Goodbye, Tiger song. The children sing and
Sue and Jay put things in a supermarket ‘basket’.
be happy with Sue and Jay? say goodbye.
Listen (books closed). CD1 Track 4 TB p22
CD1 Track 14 TB p38
• Ask In the story what word do Sue and Jay say to
ask for things? Can I have this pen, … ? What do
• Ask What do Sue and Jay buy? What do they put in Sue and Jay say when they are given something?
the basket? Mime putting something in a supermarket
Use mime.
basket. Play the audio. The children listen.
• Draw the classroom objects on the board. Point to Answers: please/thank you

(each one) and

Yes./No. Whatask Dodo
else Sue andput
they Jayinbuy
the abasket?
(pencil)? • The children look at the picture of Tiger. Read the
(Tiger.) speech bubble. Ask what’s happening in the photos.
• Ask Is it important to remember to say ‘please’
Listen with the story cards.
and ‘thank you’? Why? When do you need to say
• Say Let’s listen and look at the story cards! Play ‘please’ and ‘thank you’? The children respond in
the audio. Hold up the story cards. The children listen. English and/or L1.
• The children name the classroom objects Sue and Jay
buy. ( A pencil, pen, ruler, rubber, bag, pencil case.)
ruler, rubber,

39

1 Lesson 3 Class Audio for Lesson 3

Objectives and key competences Materials Hello, I’m Tiger CD1 Track 3 TB p22
• to identify the classroom objects that Flashcards: Sue, Jay, bag, crayon, pen, pencil, pencil case, Weather chant CD1 Track 10 TB p22
Sue and Jay ask for in the story rubber, ruler, sharpener, Class Audio CD, Story cards: Close our books! CD1 Track 11 TB p22
• to listen to the story and say the missing words Back to School Goodbye, Tiger CD1 Track 4 TB p22
Optional materials
• to listen and sing Can I have this pen, please? AB page 7
5 Listen and say the missing words.
CD1 Track 15
Active language
language
(For full audioscript see TB page 38.)
bag, crayon,
crayon, pen, pencil, pencil case,
case, rubber,
rubber, ruler
ruler,, sharpener
sharpener
1 Jay: … pencil case, *** (bag) … ruler.
Can I have this (pencil), please? Yes, of course. Put it in the
3 Sue: Can I have this *** (pen), please?
basket. Thank you.
Jay: Can I have this *** (pencil), please?
4 Jay: Can I have this *** (pencil case), please?
Sue: Can I have this *** (bag), please?
At a Glance Lesson Plan 5 Sue: Can I have this *** (ruler), please?
Jay: Can I have this *** (rubber), please?
Starting the lesson 6 Tiger: My name is *** (Tiger).
• Sing Hello, I’m Tiger. 7 Sue and Jay: Hello, *** (Tiger)!
CD1 Track 3 TB p22
• Do the opening routine.
routine. Song: Can I have this pen, please?
CD1 Track 10 TB p22 CD1 Track 16
• Hand out the Unit 1 flashcards. Can I have this pen, please? (Hold up a real or
• Explain the aims of the lesson.
lesson. imaginary pen)
Yes, of course. Oh, thank you! (Hold out hands for
‘Yes’;
‘Yes’; put them
Activity 5 together for ‘thank you’)
• Listen and say the missing
missing Can I have this pencil, please? (Hold up a real or
words. imaginary pencil)
CD1 Track 15 TB p40 Yes. Put it in the basket, too! (Mime putting it in
the basket)

Activity 6 Can I have this rubber, please? (Repeat actions as

• Circle the things Sue
Sue and Jay Ending the lesson above)
buy. Yes, of course. Oh, thank you!
• Review the lesson.
esson.
• Do the closing routine.
routine. Can I have this ruler, please?
CD1 Track 11 TB p22 Yes. Put it in the basket, too!
Activity 7 • Sing Goodbye, Tiger.
CD1 Track 4 TB p22 Can I have this pencil case, please? (Repeat actions as
• Listen and sing Can I have this
pen, please? above)
CD1 Track 16 TB p40 Yes, of course. Oh, thank you!
• Find, colour and say. Can I have this bag, please?
Yes. Put it in the basket, too!
Activity Book p7
Activity 3
• Read and circle.
• Sing Can I have this pen, please?
CD1 Track 16 TB p40
• Do you like the song?
• Circle.
40
Detailed Lesson Plan
Starting the lesson
Sing Hello, I’m Tiger
Tiger.
• Greet the children. Play the Hello, I’m Tiger
Tiger song.
The children sing and do the actions.
CD1 Track 3 TB p22
Do the opening routine. Say the Weather chant.
• Look at the weather out of the window. Play the
audio. In the pauses the children call out Yes!/No!
CD1 Track 10 TB p22
Hand out the Unit 1 flashcards.
• Draw a line down the middle of the board. Stick the
Sue and Jay flashcards on either side. Ask Can you
remember the story? Point and say This side is for
things that Sue/Jay asks for in the story. Individual
children stick flashcards on the correct side and name
the classroom objects (Sue: pen, bag, ruler; Jay:
case, rubber).
pencil, pencil case,
• Re-cap by pointing to the flashcards and eliciting or
reminding the children what Sue, Jay and Mum say:
Can I have this (pencil), please? / Yes, of course.
Put it in the basket. / Thank you.
Explain the aims of the lesson.
• Say Today we’re going to do story activities and
sing a song.
Student’s
Student’s Book Activity 5
Listen and say the missing words.
CD1 Track 15 TB p40
• (Books open at pages 8 and 9.) Say Find the picture
of Sue asking for the pen! The children point to the
picture (Frame 3). Repeat, naming Sue or Jay and
other classroom objects in the story.
• Say Listen to the story and say the missing words.
Play the first frame of the audio to practise then
play the entire track. The children listen and say the
missing words.
Answers: (See answers in audioscript.)
Student’s Book Activity 6
Circle the things Sue and Jay buy.
• Ask Do Sue and Jay buy a (pen) in the story? (Yes./No.)
• The children circle the things Sue and Jay buy. Check
the answers.
Answers: 2 a pencil case 4 a rubber 5 a ruler 6 a pen
7 a pencil 8 a bag
Student’s Book Activity 7
Listen and sing Can I have this pen, please? Find,
colour and say.
CD1 Track 16 TB p40
• (Books closed.) Stick the classroom object flashcards
on the board. Ask Which classroom objects can
the song? Play the Can I have this pen,
you hear in the
please? song. The children listen.
• Play the audio again. The children sing and do the
actions.
• Ask Do you like the song?
• (Books open.) The children find and colour the six
classroom objects in the basket. Check the answers.
The children then name the objects.
• Play the audio again. The children point to the objects
and sing. You can also use the karaoke version of this
song.
CD1 Track 17
Answers: pencil case, ruler, bag, rubber, pencil, pen
Activity Book
Activity 3
Read and circle. Sing Can I have this pen, please?
CD1 Track 16 TB p40
• Read the song lyrics. The children name the
classroom objects then circle the correct words.
• Play the Can I have this pen, please? song. The
children follow in their books and sing.
Answers: pen, pencil, rubber, ruler, pencil case, bag
Do you like the song? Circle.
• Ask Do you like the song? The children circle the
picture that best expresses their feeling.
Ending the lesson
Review the lesson.
• Ask What do Sue and Jay buy in the story? What
dialogue from the story is in the song?
Do the closing routine. Sing Close our books!
• Play the audio or say the rhyme.
CD1 Track 11 TB p22
• Repeat, substituting different
different classroom objects in
line 2.
• The children tidy up and put their books away.
• Play the Goodbye, Tiger song. The children sing and
say goodbye.
CD1 Track 4 TB p22

41

1 Lesson 4 Class Audio for Lesson 4

Objectives and key competences Materials Hello, I’m Tiger CD1 Track 3 TB p22
• to practise pronunciation: /p/ Flashcards: pen, bag, pencil, rubber, ruler, pencil case, Weather chant CD1 Track 10 TB p22
crayon , sharpener, Class Audio CD, Cut-out (SB page 83), Can I have this pen, please? CD1 Track 16 TB p40
• • to do a role-play scissors, stapler Close our books! CD1 Track 11 TB p22
• to make the cut-out and act out the story Optional materials Goodbye, Tiger CD1 Track 4 TB p22
AB page 8, prepared
prepared cut-out
cut-out
Active language
language 8 Tiger Phonics: Listen, look and say.
bag, crayon,
crayon, pen,
pen, pencil,
pencil, pencil
pencil case, rubber, ruler, sharpener
sharpener CD1 Track 18
Can I have this (rubber), please? Yes, of course. Put it in Put the pen and the pencil in the pencil case.
the basket. Thank you. Put the pen and the pencil in the pencil case.
Put the pen and the pencil in the pencil case.

At a Glance Lesson Plan

Starting the lesson
• Sing Hello, I’m Tiger.
CD1 Track 3 TB p22
• Do the opening routine.
routine.
CD1 Track 10 TB p22
• Sing Can I have this pen,
please?
CD1 Track 16 TB p40
• Explain the aims of the lesson.
lesson.

Activity 8
• Tiger Phonics: Listen,
Listen, look
and say.
CD1 Track 18 TB p42

Ending the lesson

Activity 9
• Review the lesson.
esson.
• Make the cut-out on page
page 83. • Do the closing routine.
routine.
• Act out the story.
story. CD1 Track 11 TB p22
CD1 Track 14 TB p38 • Sing Goodbye, Tiger.
CD1 Track 4 TB p22

Activity 10
• Over to You: Do a role play. Activity Book p8
Activity 4
• Look and write.

42

Detailed Lesson Plan

Starting the lesson Student’s Book Activity 9 Activity Book

Sing Hello, I’m Tiger

Tiger. Make the cut-out on page 83. Act out the story. Activity 4
• Greet the children. Play the Hello, I’m Tiger
Tiger song. • Hold up page 83. Show the cut-out basket and Look and write.
The children sing and do the actions. classroom objects you have prepared. • Read the example exchanges.
CD1 Track 3 TB p22 • The children cut out and fold the basket down the • The children name the illustrated classroom objects.
objects.
Do the opening routine. Say the Weather chant. centre line (illustration on the outside) then cut out the They then write the words.
classroom objects. • Explain that Yes, of course is the positive answer, and
• audio.
Look atInthe
theweather
pauses out
the of the window.
children call outPlay the
Yes!/No! • Say Put the (pencil) in the basket! The children do that No, sorry is the negative one. Ask them to do the
CD1 Track 10 TB p22
so in the space between the fold. dialogues in pairs.
• Demonstrate acting out the Back to School story then
Sing Can I have this pen, please? Answers: 1 rubber 2 bag 3 ruler 4 pen 5 pencil case
play the audio. The children put the objects in their 6 pencil
• Divide the class into two groups. Group A sings the baskets and act out the story.
questions in lines 1 and 3 and ‘thank you’ in line 2.
CD1 Track 14 TB p38
Group B responds in lines 2 and 4. Demonstrate
the first verse. Hold up the flashcards to prompt the Ending the lesson
groups when to sing. Student’s
Student’s Book Activity 10 Review the lesson.
• Play the audio. The groups sing and act out the song Over to You: Do a role play. • Ask Can you remember the sound in Tiger’s
then change roles and repeat. • Demonstrate the role play. Hold up one of the tongue twister? What objects do Sue and Jay put
CD1 Track 16 TB p40 classroom object flashcards. The children ask Can I in the basket in the story? What dialogue from the
Explain the aims of the lesson. have this (pen), please? Say Yes, of course. Put it in story can you act out?
• Say Today we’re going to practise pronunciation. the basket. They put the cut-out (pen) in their basket Do the closing routine. Sing Close our books!
We’re also going to make the cut-out, act out the and say Thank you! Repeat for all the items. • Play the audio or say the rhyme.
story and do a role play. • Change roles. Hold up cut-out objects in turn. Ask Can CD1 Track 11 TB p22
I have this (bag), please? The children respond. ( Yes, • Repeat, substituting different
different classroom objects in line 2.
of course. Put it in the basket!) Say Thank you! • The children tidy up and put their books away.
Student’s
Student’s Book Activity 8
• The children do the role play in pairs and then • Play the Goodbye, Tiger song. The children sing and
Tiger Phonics: Listen, look and say. change roles. say goodbye.
CD1 Track 18 TB p42
CD1 Track 4 TB p22
• The children say what they see ( pen, pencil, pencil
case).
• Say the /p/ sound several
several times, making
making an
‘exploding’ noise with your lips. Hold your index
finger in front of your mouth to show you can feel your
breath. The children copy and repeat several times.
• The children listen and count how many times they
hear the /p/ sound in the tongue twister.
twister. Play
Play the
audio, pausing to check the answer ( four).
• The children mime or put real objects in a pencil case.
• Play the audio again. The children repeat the tongue
twister once or twice.

43

1 Lesson 5 Class Audio for Lesson 5

Objectives and key competences Materials Hello, I’m Tiger CD1 Track 3 TB p22
• to listen, understand and repeat the Ping and Flashcards: pen, pencil, rubber, ruler, pencil case, bag, Weather chant CD1 Track 10 TB p22
Pong story crayon, sharpener, Class Audio CD Close our books! CD1 Track 11 TB p22
• to respond to instructions in a game Optional materials Goodbye, Tiger CD1 Track 4 TB p22
• • to listen, mime and say what you do at school Ping and Pong finger puppets (TB page 160), AB page 9
11 Listen and point.
Active language
language CD1 Track 19
bag, crayon
crayon,, pen, pencil, pencil case, rubber, ruler
ruler, sharpener
sharpener 1 talk
colour, draw, play, sing, talk 2 draw
bark, fly,
fly, good 3 colour
I (draw) at school. 4 play
Do you (sing) at school? Yes, I do./No, I don’t. 5 sing

12 Listen and repeat.

CD1 Track 20
At a Glance Lesson Plan
1 Narrator: Ping, the cat, and Pong, the dog, are at
Starting the lesson
school. It’s Pong’s
Pong’s first day.
day.
Pong: I’m scared, Ping.
• Sing Hello, I’m Tiger. Ping: Don’t worry, Pong. Be good and do what I do!
CD1 Track 3 TB p22
2 Ping: At school the teacher talks.
• Do the opening routine.
routine.
Pong: And do you talk?
CD1 Track 10 TB p22
Ping: Yes, I do. But not now … sshh!
• Hand out the Unit 1 flashcards.
Teacher: Two … four … six … eight ...
• Explain the aims of the lesson.
Pong: Oh! Go away, fly!
3 Ping: At school I draw like this.
Pong: And do you colour?
Activity 11
Ping: Yes, I do.
• Listen and point. Pong: Oh! Go away, fly!
CD1 Track 19 TB p44
4 Ping: At school I sing like this. Miaaaaoooowww!
• Mime and say. Pong: And do you play?
Ping: Yes, I do.
Pong: Oh! Good! Go away, fly!
Activity 12
5 Ping: Stop, Pong! Don’t play now! Don’t run! Don’t
• Listen and repeat.
repeat. Ending the lesson bark! Please be good!
CD1 Track 20 TB p44 • Review the lesson.
esson. 6 Pong: Sorry, Ping. I am good! It’s the fly!
• Answer the questions.
questions. • Do the closing routine.
routine.
• Play Do or Don’t! CD1 Track 11 TB p22
• Sing Goodbye, Tiger.
CD1 Track 4 TB p22

Activity Book p9
Activity 5
• Read and match.

44

Detailed Lesson Plan

Starting the lesson Student’s
Student’s Book Activity 12 Activity Book

Sing Hello, I’m Tiger

Tiger.
• Greet the children. Play the Hello, I’m Tiger
Tiger song.
The children sing and do the actions.
CD1 Track 3 TB p22
Do the opening routine. Say the Weather chant.
• Look at the weather out of the window. Play the
audio. In the pauses the children call out Yes!/No!
CD1 Track 10 TB p22
Hand out the Unit 1 flashcards.
• Hold up the classroom object flashcards in turn.
Individual children ask Can I have the (pencil), please?
Respond Y Yes, course. Here you are. Give the
es, of course.
child the flashcard, who then says Thank you.
• Repeat the procedure, with other children asking
for objects and the children with the flashcards
responding.
Explain the aims of the lesson.
• Say Today we’re going to learn about what we do at
school and listen to a story about Ping and Pong.
Student’s
Student’s Book Activity 11
Listen and point. Mime and say.
CD1 Track 19 TB p44
• (Books open.) Play the audio. The children listen and
point to the photos.
• Say the words or play the audio again. Mime
the actions (talk: open and close fingers and
thumbs; draw: move an imaginary pencil in circular
movements; colour: hold an imaginary crayon and
move hand in short movements back and forth;
play: play with picture cards or roll a dice; sing: open
mouth wide).
Listen and repeat. Answer the questions.
CD1 Track 20 TB p44
• Hold up the book and say Look at the story! Explain
that Ping is a clever cat and Pong is a dopey dog
(use mime or L1 if necessary). Ping and Pong have
adventures in which Pong learns about the world.
Here Pong learns about what we do at school.
• Pre-teach ‘fly’ (the insect) using mime – holding your
fingers together, moving them around and making a
buzzing noise. Pre-teach ‘go away!’ using a gesture
to wave the fly away. Say Listen and find out: Is
Ping good? Is Pong good? Play the audio. The
children listen and look.
• Divide the class into two groups (Ping and Pong).
(Optional) The children can wear the Ping and Pong
finger puppets. Play the audio again. The groups
listen and repeat. They then change roles and finger
puppets and repeat.
• Ask Do you like Ping and Pong? Are they funny?
• Ask the questions
questions Is Ping good? Is Pong good?
again and check the answers. ( Yes./No.) Explain if
necessary that Pong is good until he chases the fly.
• Play Do or Don’t! Give an instruction. ( Talk)! The
children respond with the appropriate mime. Say
Don’t (talk)! The children respond by folding their
arms and sitting still. Repeat with all the actions.
Gradually increase the speed. The children listen
and respond as fast as they can. A few children then
come to the front and they give instructions.
Activity 5
Read and match.
• Read the text. The children point to the corresponding
pictures.
• The children read and draw lines from the text to the
pictures. Check the answers.
Answers: 1 d 2 a 3 e 4 b 5 c
• Direct the children to Activity Book page 62. The
children complete the CLIL Picture Dictionary for Unit 1,
tracing the words under the pictures.
Ending the lesson
Review the lesson.
• Ask What does Ping do at school? What does
Pong learn in the story?
Do the closing routine. Sing Close our books!
• Play the audio or say the rhyme.
CD1 Track 11 TB p22
• Repeat, substituting different
different classroom objects in line 2.
• The children tidy up and put their books away.
• Play the Goodbye, Tiger song. The children sing and
say goodbye.
CD1 Track 4 TB p22
 Repeat the procedure. The children mime the actions
and say the words with you.
• Give instructions in random order: ( Draw)! (Sing)!
The children mime and say the words.

45

1 Lesson 6 Class Audio for Lesson 6

Objectives and key competences Materials Hello, I’m Tiger CD1 Track 3 TB p22
• to identify, ask and say what you do at school Class Audio CD The Weather chant CD1 Track 10 TB p22
Optional materials Unit 1 Ping and Pong story CD1 Track 20 TB p44
• • to play a game Ping and Pong finger puppets, AB page 10
Close our books! CD1 Track 11 TB p22
• • to listen and sing I draw at school Goodbye, Tiger CD1 Track 4 TB p22

Active language
language 13 Listen, number and repeat.
colour, draw, play, sing, talk CD1 Track 21
I (draw) at school. 1 A: Do you draw at school? B: Yes, I do. I draw like this.
Do you (sing) at school? Yes, I do./No, I don’t. 2 A: Do you sing at school? B: Yes, I do. I sing like this.
3 A: Do you talk at school? B: Yes, I do. I talk to the
teacher and my friends.
At a Glance Lesson Plan 4 A: Do you colour at school? B: Yes, I do. I colour like this.
5 A: Do you play at school? B: Yes, I do. I play with my
Starting the lesson friends.
• Sing Hello, I’m Tiger.
14 Song: I draw at school.
CD1 Track 3 TB p22
• Do the opening routine.
routine. CD1 Track 22
CD1 Track 10 TB p22 This is the way I draw at school, (Pretend to draw
• Listen to the Ping and Pong
Pong draw at school, draw at school. each time you
story. This is the way I draw at school, hear ‘draw’.)
CD1 Track 20 TB p44 with my teacher and friends every day.
• Explain the aims of the lesson.
This is the way I talk at school, (Move your fingers
talk at school, talk at school. and thumbs of both
Activity 13
This is the way I talk at school, hands each time
to my teacher and friends every day. you hear ‘talk’.)
• Listen, number and repeat.
repeat.
CD1 Track 21 TB p46 This is the way I colour at school, (Pretend to colour
colour at school, colour at school. each time you
This is the way I colour at school, hear ‘colour’.)
with my teacher and friends every day.
Activity 14
• Listen and point. Sing I draw This is the way I sing at school, (Mime conducting
at school. la la la, la la la. each time you hear
CD1 Track 22 TB p46 Activity 15 This is the way I sing at school, ‘sing’ and ‘la, la, la’.)
• Tick (✓) what you do at school. • Over to You: Play Mime and with my teacher and friends every day.
guess.
This is the way I play at school, (Mime playing a card
play at school,
school, play at school. game each time you
Ending the lesson
This is the way I play at school, hear ‘play’.)
with my teacher and friends every day.
• Review the lesson.
esson.
Activity Book p10 • Do the closing routine.
routine.
Activity 6 CD1 Track 11 TB p22
• Write and colour. • Sing Goodbye, Tiger.
• Ask and say. CD1 Track 4 TB p22

46

Detailed Lesson Plan

Starting the lesson Student’s
Student’s Book Activity 14 Activity Book

Sing Hello, I’m Tiger

Tiger. Listen and point. Sing I draw at school. Tick (✔) Activity 6
• Greet the children. Play the Hello, I’m Tiger
Tiger song. what you do at school. Write and colour. Ask and say.
The children sing and do the actions. CD1 Track 22 TB p46 • Read the speech bubbles. The children name the
CD1 Track 3 TB p22 • The children name the actions in the photos ( play
play,, actions.
Do the opening routine. Say the Weather chant. sing, draw, colour, talk). Play the audio.
audio. The children
children • They write the words, colour the pictures and complete
• Look at the weather out of the window. Play the
listen and point. the answers where necessary. Check the answers.
audio. In the pauses the children call out Yes!/No! • Play the audio again. The children do the actions and • The children ask and answer the questions.
CD1 Track 10 TB p22
sing.
Answers: 1 sing 2 talk 3 play, Yes 4 colour, Yes
• The children tick the actions they do at school. Check 5 draw, Yes
Listen to the Ping and Pong story.
the answers. Individual children say what they do. (I
• Ask Do you remember what Ping does at school? (draw) at school.)
(Talk, draw, colour, sing, play.) • For each photo, ask Do you (sing) at school? (Yes, I
• (Optional) The children put on the Ping and Pong Ending the lesson
 do./No, I don t.)
finger puppets. Review the lesson.
• Play the audio. The children hold up the puppets as Possible Answers: play ✓ sing ✓ draw ✓ colour ✓ • Ask What do you do at school?
Ping and Pong speak, and join in telling the story. talk ✓
CD1 Track 20 TB p44 Do the closing routine. Sing Close our books!
• Play the audio or say the rhyme.
• Ask questions
questions about each frame.
frame. (Frame 1) Is Pong CD1 Track 11 TB p22
Student’s
Student’s Book Activity 15
scared? (Yes.) Why? (It’s his first day.) Continue for
for all
• Repeat, substituting different
different classroom objects in line 2.
the frames. Over to You: Play Mime and guess.guess.
• Say Look. This is what I do at school. Mime an • The children tidy up and put their books away.
Explain the aims of the lesson.
action, such as talking. The children ask Do you (talk) • Play the Goodbye, Tiger song. The children sing and
• Say Today we’re going to talk about what we do at say goodbye.
school and sing a song. at school? For a correct guess, respond Y es, I do. For
Yes,
an incorrect guess, respond No, I don’t. Repeat with CD1 Track 4 TB p22
all the actions.
Student’s
Student’s Book Activity 13 • The children take turns to come to the front of the
Listen, number and repeat. class and mime. The rest of the class asks questions
CD1 Track 21 TB p46 and guesses what the action is.
• The children look at the photos and name the actions • In pairs the children take turns to mime and ask and
( play
play,, sing, draw, colour, talk).
draw, colour, answer the questions.
• Play the audio. The children listen and number the
photos.
• Play the audio again. The children repeat the
sentences. Check the answers. The children say the
numbers.
• Play the audio a third time. The children join in.

Answers: 1 c 2 b 3 e 4 d 5 a

47

1 Lesson 7 Class Audio for Lesson 7

Objectives and key competences Materials Hello, I’m Tiger CD1 Track 3 TB p22
• to listen and respond to classroom language Flashcards: Tiger, Sue, Jay,
Jay, bag, crayon, pencil , pen, Weather chant CD1 Track 10 TB p22
ruler, sharpener, Word cards: bag,
pencil case, rubber, ruler, I draw at school CD1 Track 22 TB p46
• • to review the main language of the unit crayon, pencil, pen, pencil case, rubber, ruler,
ruler, sharpener, Close our books! CD1 Track 11 TB p22
Class Audio CD, Story cards: Back to School, Unit 1 word
Goodbye, Tiger CD1 Track 4 TB p22
Active language
language stickers, Picture Dictionary (SB page 80)
bag, crayon,
crayon, pen, pencil,
pencil, pencil case, rubber, ruler, sharpener
sharpener Optional materials 16 Listen, number and repeat.
colour, draw, play, sing, talk AB page 11
Can I have this (pen), please? Yes, of course. Put it in the CD1 Track 23
basket. Thank you. 1 Boy: Can I have this rubber, please?
I (draw) at school. Adult: Yes, of course. Put the rubber in the basket.
Do you (sing) at school? Yes, I do./No, I don’t. Boy: Thank you.
2 Girl: Can I have this pen, please?
Adult: Yes, of course. Put the pen in the basket.
Girl: Thank you.
At a Glance Lesson Plan 3 Boy: Can I have this sharpener
sharpener,, please?
Adult: Yes, of course. Put the sharpener in the basket.
Starting the lesson Boy: Thank you.
• Sing Hello, I’m Tiger. 4 Girl: Can I have this bag, please?
CD1 Track 3 TB p22 Adult: Yes, of course. Put the bag in the basket.
• Do the opening routine.
routine. Girl: Thank you.
CD1 Track 10 TB p22 5 Boy: Can I have this ruler, please?
• Sing I draw at school. Adult: Yes, of course. Put the ruler in the basket.
CD1 Track 22 TB p46 Boy: Thank you.
• Explain the aims of the lesson.
lesson. 6 Girl: Can I have this crayon,
crayon, please?
please?
• Do a language review quiz. Adult: Yes, of course. Put the crayon in the basket.
Girl: Thank you.
7 Boy: Can I have this pencil case, please?
Activity 16 Adult: Yes, of course. Put the pencil case in the basket.
• Listen, number and repeat.
repeat. Boy: Thank you.
CD1 Track 23 TB p48 8 Girl: Can I have this pencil, please?
• Read and stick. Adult: Yes, of course. Put the pencil in the basket.
Girl: Thank you.

Activity 17 18 Class Chat: Listen, point and repeat.

• Match and say. CD1 Track 24
1 A: Can I have the green crayon, please?
B: Yes, of course. Here you are.
A: Thank you.
Activity 18 Activity Book p11 Ending the lesson 2 A: Can I have the rubber, please?
• Class Chat: Listen, point and repeat. Activities 7 and 8 • Review the lesson and the unit. B: Yes, of course. Here you are.
CD1 Track 24 TB p48 • Look and write the classroom objects.
objects. • Do the closing routine.
routine. A: Thank you.
• Ask and answer. • Read and match what we do at school. CD1 Track 11 TB p22
• Go to the Picture Dictionary on page 80. Activity 9 • Sing Goodbye, Tiger.
• Tick (✓) what you can do. CD1 Track 4 TB p22

48
Detailed Lesson Plan

Starting the lesson Student’s

Sing Hello, I’m Tiger
Tiger.
• Greet the children. Play the Hello, I’m Tiger
Tiger song.
The children sing and do the actions.
CD1 Track 3 TB p22
Do the opening routine. Say the Weather chant.
• Look at the weather out of the window. Play the
audio. In the pauses the children call out Yes!/No!
CD1 Track 10 TB p22
Sing I draw at school.
• Remind the children of the actions in the I draw at
school song. Divide the class into two groups. Assign
song verses and actions. Group A: listen, draw, sing;
Group B: talk, colour, play.
• The children stand up. Play the I draw at school
school
song. The groups sing and act out the song.
CD1 Track 22 TB p46
• The children change roles and repeat.
•Explain the aims of the lesson.
• Say Today we’re going to review what we’ve learnt
in the unit and practise classroom language.
Do a language review quiz.
• Two teams choose a name relating to Unit 1:
(Crayons) / (Rubbers).
• Individual team members take turns to answer
questions and score points. The teams lose points if
answers are called out.
• Ask questions:
questions: i) Using the Unit 1 flashcards,
flashcards, ask
What’s this? ii) Using the story cards, say sentences
which the children complete: Can I have this … (pen),
please? iii) Hold up the Unit 1 word cards, which the
children read and match to the flashcards. iv) Mime
actions; the children say the words.
• Keep score on the board. The team with most
points wins.
Student’s Book Activity 16 Activity Book
Listen, number and repeat. Read and stick. Activity 7
CD1 Track 23 TB p48 Look and write the five classroom objects.
• The children name the classroom objects. Play the • The children identify the classroom objects and write
audio. They listen and number the pictures. the words.
• Check the answers. The children listen to the audio
Answers: (from left) 1 pen 2 pencil 3 crayon 4 rubber
again and repeat the exchanges. 5 ruler
• The children read and put on the word stickers.
Activity 8
Answers: 1 g 2 b 3 h 4 d 5 c 6 a 7 f 8 e
Look at Activity 7. Read and match what we do
at school.
Student’s
Student’s Book Activity 17 • The children read and match what
Check the answers. They name thethey do atand
objects school.
say
Match and say. what they do at school.
• The children match the pictures of Sue and Jay.
Answers: (clockwise from left) 4, 5, 1, 3, 2
• Check the answers. The children point to the pictures
and say I (sing) at school.
Activity 9
Answers: 1 c 2 a 3 e 4 d 5 b Tick (✔) what you can do.
• Use L1 to explain that this activity gives the children
the opportunity to identify what they can do now that
Student’s
Student’s Book Activity 18 they have finished the unit.
Class Chat: Listen, point and repeat. Ask and • The children look at the pictures while you read the
answer. key. Explain or remind the children of meaning, as
CD1 Track 24 TB p48 necessary. The children tick what they can do.
• Explain that Class Chat helps the children use the • Praise their work in the unit, as appropriat
appropriate.
e.
English they are learning.
• (Pens down.) Play the audio. The children listen and Ending the lesson
point to the photos.
Review the lesson and the unit.
• Divide the class into two groups. Play the audio again.
The groups repeat the exchanges. They then change • Ask What have you learnt in this unit? What have
roles and repeat. you enjoyed about
about this unit?
unit? What has been
been easy
or difficult? What can you do to work harder and
• Stick a classroom object flashcard on the board.
improve your English? What can you say when you
Group A asks for the item. Group B responds. They
need to ask for things in class?
then change roles and repeat.
• Divide the class into pairs. They take turns to ask their Do the closing routine. Sing Close our books!
partner for and give real classroom objects. • Play the audio or say the rhyme.
• Explain that you expect the children always to ask for CD1 Track 11 TB p22
things in English from now on. • Repeat, substituting different
different classroom objects in line 2.
• Direct the children to Student’s Book page 80. The • The children tidy up and put their books away.
children complete the Picture Dictionary for Unit 1, • Play the Goodbye, Tiger song. The children sing and
tracing the words under the pictures. say goodbye.
CD1 Track 4 TB p22
49

1 Kids’ Culture 1 Class Audio for Kids’ Culture 1

Objectives and key competences Active language

language Hello, I’m Tiger CD1 Track 3 TB p22
• to listen and say a traditional rhyme: gate, late, school uniform, wait Weather chant CD1 Track 10 TB p22
Two, four, six, eight Meet me at … I’m … Don’t … ! Close our books! CD1 Track 11 TB p22
• • to identify the colours of school uniforms in the UK My (school uniform) is (blue). Goodbye, Tiger CD1 Track 4 TB p22
• to draw what you (or other children) wear to school colours
in your country numbers 2, 4, 6, 8 1 Rhyme: Two, four, six, eight .
• • to use the Student’s Resource Centre Materials CD1 Track 25
Class Audio CD and/or video clip from Presentation Kit Two, four, six, eight.
Optional materials Meet me at the school gate.
Map or globe, AB page 12 If I’m late, don’t wait.
Two, four, six, eight!

2 Class Chat: Listen and number.

At a Glance Lesson Plan CD1 Track 26
1 My school uniform is red.
Starting the lesson 2 My school uniform is blue.
• Sing Hello, I’m Tiger. 3 My school uniform is black.
CD1 Track 3 TB p22
• Do the opening routine.
routine.
CD1 Track 10 TB p22
• Explain the Kids’ Culture
Culture
lesson.
• Explain the aims of the lesson.
lesson.

Activity 1
• Listen and say a traditional
traditional
 rhyme: Two, four, six, eight.
CD1 Track 25 TB p50

Activity 2
• Play Touch red!
• Comparing Cultures:
Cultures: Listen
and number.
CD1 Track 26 TB p50
• Draw and say.
Ending the lesson
• Review the lesson.
esson.
Activity Book p12
• Do the closing routine.
routine.
Activity 1 CD1 Track 11 TB p22
• Write and trace. • Sing Goodbye, Tiger.
• Sing Two, four, six, eight. CD1 Track 4 TB p22
CD1 Track 25 TB p50
Activity 2
• Read and colour.

50

Detailed Lesson Plan

Starting the lesson Student’s Book Activity 1 Activity Book

Sing Hello, I’m Tiger

Tiger. Listen and say a traditional rhyme: Two, four, Activity 1
• Greet the children. Play the Hello, I’m Tiger
Tiger song. six, eight. Write and trace. Sing Two, four, six, eight.
The children sing and do the actions. CD1 Track 25 TB p50 CD1 Track 25 TB p50
CD1 Track 3 TB p22 • The children look at the photo. Explain that this rhyme • The children write the numbers in the rhyme. Check
Do the opening routine. Say the Weather chant. is about meeting a friend to go to school. Pre-teach the answers.
‘gate’, ‘wait’ and ‘late’. • The children draw a picture of themselves at the gate.
• Look
audio.atInthe
theweather
pauses out
the of the window.
children call outPlay the
Yes!/No! • The children identify the numbers they hear. Play the • Play the Two, four, six, eight rhyme. The children read
audio or the video clip then check the answers (two, and sing with you.
CD1 Track 10 TB p22
four, six, eight).
Explain the Kids’ Culture lesson. Answers: Two/six; four/eight
• The children identify how many words they hear that
• Use L1 to explain that this is a lesson on Kids’ Culture rhyme with ‘eight’. Give an example ( gate) to clarify.
clarify.
relating to Unit 1. There’s a Kids’ Culture lesson at the Activity 2
• Play the audio or video again. Check the answer
end of every unit. In these lessons, the children will (three words: gate, wait, late). Read and col our
our..
learn traditional songs, rhymes and games from the • Read the sentences. The children follow in their books.
• Play it a third time. The children listen and repeat the
UK. They will also compare aspects of daily life and • The children read the sentences and colour the
rhyme once or twice.
culture in the UK with their country. school uniforms. Check the uniforms have been
• Show the children a map or globe, if available. coloured correctly.
Point out the UK. The children then identify their Student’s Book Activity 2
own country. Offer help, if necessary. Find out if any Comparing Cultures: Listen and number number.. Draw
children have visited the UK. Ending the lesson
and say.
Explain the aims of the lesson. CD1 Track 26 TB p50 Review the lesson.
• Say Today we’re going to learn a traditional rhyme. • To prepare for this activity, play Touch red! Pre-teach • Ask What traditional rhyme can you say? What
We’re also going to talk about the school uniforms colour are school uniforms in the UK and in your
‘grey’ if this is new vocabulary. The children stand
children wear in the UK and in your country. Point up and walk slowly in the same direction round the country?
to the children’s school uniforms, if they are wearing classroom. Say (Red)! They quickly
quickly touch and name
name Do the closing routine. Sing Close our books!

them, or explain what they are. something of that colour. Name several colours. • Play the audio or say the rhyme.
Individual children then call out the colours. CD1 Track 11 TB p22
• Explain that the photos show children in school • Repeat, substituting different
different classroom objects in line 2.
uniform in the UK. The children identify the colours of • The children tidy up and put their books away.
the uniforms. • Play the Goodbye, Tiger song. The children sing and
• Play the audio. The children listen and number the say goodbye.
photos. Check the answers. CD1 Track 4 TB p22
• The children draw and colour a picture of themselves
in school uniform. (If they don’t wear school uniform,
they invent one.)
• Ask a few children
ldren to show
show and describe
describe their
pictures. (My school uniform is (black and b lue).)
Answers: 1 b 2 c 3 a

51

1 Progress Journal
Activity 1
Think and draw your favourite part of the story.
• The children go to page 4 of the Progress Journal.
Journal.
 Read the heading and elicit or remind the children of
the meaning of ‘My learning review’.
• Read and explain Activity 1. Ask the children what
they remember about the Back to School story.
• The children think about then draw their favourite part
of the story. You may wish to give a time limit for this –
perhaps five minutes. (Optional) The children can look
back at the story (Student’s Book pages 8 and 9).
• The children take turns to show their pictures
pictures to a
friend and say their favourite part of the story.

Activity 2
Colour and trace the words you know.
• Read and explain Activity 2. The children colour the
pictures of the classroom objects they can say in
English.
• The children trace the words below the pictures.

Activity 3
Look, think and colour Tiger’s paws.
• The children go to page 5. Read the heading, ‘My
progress’, and explain the meaning to the children.
• Read and explain Activity 3. Explain that for each
picture, the children will colour the paw if they can do
the task.
• Go through the pictures
pictures in turn. Use the key at the
bottom of page 5 to explain each I can … statement.
If necessary, elicit or remind the children of what they
have done in Unit 1.
• The children colour the corresponding Tiger paws.
Make sure they understand that this is their personal
response and that there are no ‘right’ answers.
Activity 4
Look and tick (✔) what you do.
• Read the heading above Activity 4, ‘Learning to
Learn: My study ideas’. Explain the meaning.
• Use the key below to explain the content of the two
pictures. The children then tick what they do.
• Ask the children to give themselves a score out of ten
for their work in Unit 1. Make sure they understand
that this is their own personal assessment
assessment of how
they have done.
• Sign, date and add a comment to this page to
show that you agree with the way the children have
assessed their learning.

52

Objectives and key competence

competences
s Active language
language Pronunciation
• Identify parts of the body Core vocabulary: parts of the body The /´U/ sound (nose, toes)
• Listen and say Tiger’s word chant arms, ears, eyes, hands, head, legs, mouth, nose
nose
• Listen, understand and repeat the Story vocabulary
Ping and Pong story
body, catch, clever, fox,
body, fox, gingerbread man, toes
• Listen and respond to classroom language
CLIL vocabulary: our five senses Cross-curricular
Cross-curricular content
• Identify the five senses
listen, see, smell, taste, touch Science: Our five senses
• Say the parts of the body you use for each sense
• Use the Student’s Resource Centre Structures
I’ve got (arms).
This is the (head).
• Recall and repeat the story This is my (nose).
• Practise pronunciation: / ´U/ I (see) with my (eyes). Values and
and attitudes
• Recognise and read key words We play (tag).
• Review own learning • Interest in naming parts of the body
Recycled language • Pleasure in a version of a traditional story
• Give a personal response and be aware of values Mum, listen, run, wait
the story I’m …
• Enjoyment in acting out the story
• Play the games Classroom language • Awareness
your hands of the importance of washing
• Make the cut-out Stand up. Sit down. Put your hands up/down.
• Appreciation of the humour in the Ping and
• Listen and understand the story Pong story
• Sing the songs • Respect for others in the group
• Act out the story using the cut-out
• Interest in learning about the five senses
• Awareness of ways
ways our senses relate to parts of
Receptive language the body
(Sue and Jay) are making biscuits. • Confidence in responding
responding to classroom language
You make (a gingerbread man) like this. • Willingness to review own learning
You can’t (catch me).
• Pleasure in singing and acting out a traditional song
• Interest in learning about traditional games in the
UK and comparing them with traditional games in
your country
 53

2 Lesson 1 Class Audio for Lesson 1

Objectives and key competences Materials Hello, I’m Tiger CD1 Track 3 TB p26
• to recognise and identify parts of the body Flashcards and/or digital flashcards: arms, ears, eyes, Show me your pencil! CD1 Track 27 TB p22
• to listen and say Tiger’s word chant hands, head, legs, mouth, nose, Class Audio CD, Unit The body chant CD1 Track 28 TB p22
• to put on parts of the body stickers and play a game 2 stickers, a pen, pencil, ruler, rubber, book, sharpener, Goodbye, Tiger CD1 Track 4 TB p26
• Use the Student’s Resource Centre pencil case, bag
Optional materials 1 Listen, look and repeat.
Active language
language Tiger masks, AB page 13
CD1 Track 29
arms, ears, eyes, hands, head, legs, mouth, nose
head, eyes, ears, nose, mouth, hands, arms, legs

2 Listen, point and say Tiger’s word chant.

CD1 Track 30
At a Glance Lesson Plan Tiger, Tiger,
Starting the lesson listen to me!
• Sing Hello, I’m Tiger. Name the body parts,
CD1 Track 3 TB p22 you can see!
• Do the opening routine.
routine. Number 1! It’s a head!
CD1 Track 27 TB p22
Number 2! They’re eyes!
• Explain the aims of the lesson.
lesson.
Number 3! It’s a mouth!
Number 4! It’s a nose!
Number 5! They’re ears!
Activity 1
Number 6! They’re arms!
• Listen, look and repeat.
repeat. Number 7! They’re hands!
CD1 Track 29 TB p54 Number 8! They’re legs!
Activity 3
• Play flashcard games
games.
• Stick and say.
say.
• Play Word or number.
Activity 2
• Listen, point and say Tiger’s
word chant. Ending the lesson
CD1 Track 30 TB p54 • Review the lesson.
• Do the closing routine.
routine.
CD1 Track 28 TB p22
• Sing Goodbye, Tiger
Tiger..
CD1 Track 4 TB p26

Activity Book p13

Activity 1
• Read and match.

54

Detailed Lesson Plan

Starting the lesson Student’s Book Activity 2 Activity Book

Sing Hello, I’m Tiger.

Tiger.
• Greet the children. Play the Hello, I’m Tiger
Tiger song.
The children sing and do the actions.
CD1 Track 3 TB p22
Do the opening routine. Sing Show me your pencil!
• Introduce the opening routine for Unit 2. Play the
audio. Hold up classroom objects in turn. The children
respond.
CD1 Track 27 TB p22
• Repeat once or twice, naming different classroom
objects in lines 1 and 3 of verse 1, and in line 1 of
verse 2, such as crayon, pencil case and sharpener.
Listen, point and say Tiger’s word chant.
CD1 Track 30 TB p54
• Place the flashcards on the board in the order they
appear in Tiger’s word chant. Write numbers 1–8
underneath. Play the audio. The children listen and
point to the flashcards.
• Play the audio a second time. The children
children point to
Jay’s body parts.
• Play the audio a third time, pausing before the names
of the parts of the body. The children say the words.
• Point to the main activity in the Student’s
Student’s Book and
say Look! Sue and Jay are making biscuits with
Mum. And look who’s here too! It’s Tiger!
Activity 1
Read and match.
• Read the names of the parts of the body. The children
point to them in the picture.
• The children draw matching lines from the words to
the parts of the body. Check the answers.
• (Optional) The children can colour the picture.
Ending the lesson
Review the lesson.
• Ask What names for parts of the body do
we know? What names are easy or hard to
 Mime sitting still and point to your ears and eyes
when you say ‘listen’ and ‘look’. • Play the audio a fourth time. (Optional) The children remember? How can you remember the words?
Explain the aims of the lesson. hold up or wear their Tiger masks and pretend to be Do the closing routine. Sing The body chant.

• Say Today we ’re going to learn the names of parts Tiger, pointing to and naming all the parts of the body. • Introduce the closing
audio, touching routine
each part for body
of the Unit 2.asPlay
youthe
hear
of the body and say Tiger’s word chant.
Student’s Book Activity 3
the words.
CD1 Track 28 TB p22
Student’s
Student’s Book Activity 1 Stick and say. Play Word or number.
• Repeat once or twice, to help the children memorise
Listen, look and repeat. • Say numbers 1–8 in turn as the children point to and the chant. They then tidy up and put their books away.
name the parts of the body from Tiger’s word chant. • Play the Goodbye, Tiger song. The children sing and
CD1 Track 29 TB p54
• Say Put on the parts of the body stickers for Unit 2. say goodbye.
• (Books closed.) The children
children name and point to parts of
Give the children time to do this. Check they have done
the body they know. Stick these flashcards on the board CD1 Track 4 TB p22
this correctly by repeating the first stage.
or use the digital flashcards from the Presentation Kit.
• Play a game with two teams. Name a part of the body
• Introduce the remaining parts of the body using the
(ears); the children
children say the number
number (five!). Or say a
flashcards and pointing to your own body.
number and the children name the body part. The
• Play the audio. The children listen, repeat and point to children take turns to answer and score points for
the parts of their body. their team.
• Play one or two flashcard games, e.g. Slowly, slowly! • (Books closed.) Raise the level of challenge. The
and Magic eyes! (see TB page 23). children respond from memory as they point to their
own bodies.
Answers: 1 head 2 eyes 3 mouth 4 nose 5 ears
6 arms 7 hands 8 legs

55

2 Lesson 2 Class Audio for Lesson 2

Objectives and key competences Active language

language Hello, I’m Tiger CD1 Track 3 TB p22
• to identify the parts of the body of the gingerbread arms, ears, eyes, hands, head, legs, mouth, nose Show me your pencil! CD1 Track 27 TB p22
man in the story I’ve got (arms). This is the (head). Tiger’s word chant CD1 Track 30 TB p54
• Use the Student’s Resource Centre Materials The body chant CD1 Track 28 TB p22
Flashcards: arms, ears, eyes, hands, head, legs, mouth, nose, Sing Goodbye, Tiger CD1 Track 4 TB p22
• to give a personal response and be aware of values Class Audio CD, Story cards and/or Storyteller from the
in the story Presentation Kit: The Gingerbread Man, a pen, pencil, ruler, Story: The Gingerbread Man.
• to listen and understand the story rubber, book, sharpener, pencil case, bag, Tiger masks CD1 Track 31
Optional materials 1 Narrator: Sue and Jay are making biscuits with Mum.
AB page
page 14 Mum: You make a gingerbread man like this. This is the
head. This is the body.
body. And these are the arms and legs.
2 Jay: And look. This is the nose. This is the mouth.
Sue: And these are the eyes.
At a Glance Lesson Plan Jay: The gingerbread man is great.
Sue: Yes, it’s brilliant!
Starting the lesson Tiger: Mmm. The gingerbread man smells delicious.
• Sing Hello, I’m Tiger. I’m hungry.
CD1 Track 3 TB p22 Jay: Ssh, Tiger! The gingerbread man isn’t for you.
• Do the opening routine.
routine. 3 Gingerbread man: Look at me! I’ve got a head. I’ve
CD1 Track 27 TB p22 got eyes, a nose and a mouth. I’ve got a body.
body. I’ve got
• Say Tiger’s word chant. arms and legs. Oh no! It’s a tiger. I’m off!
CD1 Track 30 TB p54 4 Narrator: The gingerbread man runs away.
• Explain the aims of the lesson.
lesson. Gingerbread man: Run, run as fast as you can.
You can’t catch me. I’m the gingerbread man.
Narrator: Tiger runs and runs but he can’t catch the
Pre-story activities gingerbread man.

• Predict what happens

happens in the Fox: Mmm. A gingerbread man. Delicious. I’m hungry.
story (books open). I’ve got a plan.
• Listen (books closed).
closed). 5 Narrator: The gingerbread man runs and runs.
CD1 Track 31 TB p56 Gingerbread man: Run, run as fast as you can.
• Listen with the story cards.
cards. You can’t catch me. I’m the gingerbread man.
Narrator: Tiger runs and runs but he can’t catch the
gingerbread man.
Activity 4 Fox: Ha! Ha! Here’s the gingerbread man now.
6 Narrator: The gingerbread man runs and jumps over
• Listen to the story.
the wall …
CD1 Track 31 TB p56
Gingerbread man: Oh no! Help!
• Say stop!
Tiger Values Ending the lesson Fox: Snap! Snap! Snap!
• Answer the questions.
questions.
Gingerbread man: Ha, ha, hee, hee! You can’t catch me!
• Talk about the importance of • Review the lesson.
esson.
7 Tiger: Bad luck, Fox! No gingerbread man for you or
personal hygiene and washing • Do the closing routine.
routine.
your hands. CD1 Track 28 TB p22 for me.
• Sing Goodbye, Tiger. Fox: Oh no! It’s a tiger. I’m off!
CD1 Track 4 TB p22 8 Sue: Hello, Tiger. Look!
Activity Book p14 Jay: Here’s a gingerbread man for you!
Tiger: Mmm. Delicious. Thank you, Sue. Thank you, Jay.
Activities 2 and 3
• Look and write.
• Tra
Trace
ce the gingerbread man. Tick the
parts of the body it has got.
56
Detailed Lesson Plan
Starting the lesson Pre-story activities (continued) Student’s Book Tiger Values (continued)

Sing Hello, I’m Tiger.

Tiger.
• Greet the children. Play the Hello, I’m Tiger
Tiger song.
The children sing and do the actions.
CD1 Track 3 TB p22
Do the opening routine. Sing Show me your pencil!
• Play the audio. Hold up classroom objects in turn.
The children respond.
CD1 Track 27 TB p22
• Repeat once or twice, naming different classroom
objects in lines 1 and 3 of verse 1, and in line 1 of
verse 2.and
‘listen’ Point to your ears and eyes when you say
‘look’.
Say Tiger’s word chant.
• Give eight children a flashcard. The children line up in
the order of Tiger’s word chant. Play the chant. They
hold up the flashcards. The rest of the class says the
chant, (optional) with their Tiger masks.
CD1 Track 30 TB p54
Explain the aims of the lesson.
• Say Today we’re going to listen to a story about
Sue, Jay and Tiger and say what we like about and
learn from the story.
Pre-story activities
Predict what happens in the story.
• (Books open.) Say Look! Sue and Jay are making
biscuits with Mum. The biscuit is a gingerbread man.
• Point to the gingerbread man biscuit
biscuit in frame 1. Ask
What do you think happens? Listen to ideas (in
L1). Introduce key story vocabulary (‘run’, ‘catch’,
‘hungry’, ‘delicious’).
Listen.
CD1 Track 31 TB p56
• (Books closed.) Draw simple pictures of a head,
mouth, nose, eyes, ears, arms, legs and hands on the
board. Point to them in turn. The children say if the
gingerbread man has got each body part.
• Play the audio. Confirm the answers by asking Has
the gingerbread man got (a head)? (Yes./No.)
Answer: The gingerbread man has got all the parts of
the body except ears and hands.
Listen with the story cards.
• Say Let’s listen and look at the story cards! Play
the audio again. Hold up the story cards in turn. Then
ask the children to name the gingerbread man’s body
parts (head, body, eyes, nose, mouth, arms,
arms, legs).
Student’s Book Activity 4
Listen to the story. Say stop! Answer the questions.
CD1 Track 31 TB p56
• Play the audio. The children follow in their books.
They say stop! when they hear a body part, at which
point pause the audio. The children repeat the words.
• Ask questions about each frame in the story to aid
and check understanding
understanding..
Suggested comprehension questions
• Frame 1: What has the gingerbread man got? (A
body, arms, legs.)
head, a body,
• Frame 2: And now? (A nose, a mouth, eyes.
eyes.) Who
thinks the gingerbread man smells (use mime)
delicious? (Tiger.) Who is hungry? (Tiger.)
• Frame 3: What does the gingerbread man say?
(I’ve got a head, eyes, nose, mouth, bo dy, arms, legs.)
Who does the gingerbread man see? (Tiger.)
• Frame 4: Can Tiger catch the gingerbread man?
(No.) The fox (point) has got a plan.
• Frame 5: Can Tiger catch the gingerbread man? (No.)
• Frame 6: Can the fox catch the gingerbread man? (No.)
• Frame 7: Who does the fox see? (Tiger.)
• Frame 8: Do Sue
man biscuit? (Yes.and
) Is Jay give Tiger(Yes.
it delicious? a gingerbread
) Is Tiger
happy? (Yes.)
Student’s Book Tiger Values
• Ask Do you know the traditional story of the
gingerbread man? Do you like this story of the
gingerbread man with Tiger?
• Ask What do you think Mum, Sue and Jay do
before they make the gingerbread man in the
story? Show the picture on page 17 and use mime
as a prompt if necessary.
Answer: They wash their hands.
• The children look at the picture of Tiger. Read the
speech bubble. Ask what’s happening in the photos.
• Ask Is it important to remember to wash your
hands? Why? When do you need to wash your
hands? The children may answer in English and/or L1.
Activity Book
Activity 2
Look and write.
• The children point to the parts of the body as you
read the words. They then write the words. Check
the answers.
Answers: 1 arms 2 legs 3 eyes 4 ears 5 mouth
6 nose 7 hands 8 head
Activity 3
Trace the gingerbread man. Tick the parts of the
body it has got.
• The children tick the parts of the body that the
gingerbread man in the story has got. Check the
answers by asking the children to name them.
Answers: 1, 2, 3, 5, 6, 8
Ending the lesson
Review the lesson.
• Ask In the story, what parts of the body has
the gingerbread man got? Can Tiger catch the
gingerbread man?
Do the closing routine. Sing The body chant.
• Play the audio, touching each part of the body as you
hear the words.
CD1 Track 28 TB p22
• Repeat once or twice. The children then tidy up and
put their books away.
• Play the Goodbye, Tiger song. The children sing and
say goodbye.
CD1 Track 4 TB p22
57

2 Lesson 3 Class Audio for Lesson 3

Objectives and key competences Materials Hello, I’m Tiger CD1 Track 3 TB p22
• to identify the parts of the body of the gingerbread Flashcards: head, eyes, ears, nose, mouth, hands, arms, Show me your pencil! CD1 Track 27 TB p22
man legs, Class Audio CD, a pen, pencil, ruler, rubber,
rubber, book, The body chant CD1 Track 28 TB p22
• to listen to the story and say the missing words sharpener, pencil case, bag Goodbye, Tiger CD1 Track 4 TB p22
Optional materials
• to listen and sing I’ve got a head AB page 15 5 Listen and say the missing words.
CD1 Track 32
Active language
language
(For full audioscript see TB page 56.)
arms, body,
body, ears, eyes, hands, head, legs, mouth, nose
gingerbread man 1 Mum: [...] And these are the arms and *** (legs).
I’ve got (a head). 2 Sue: And these are the *** (eyes).
3 Gingerbread man: [...] I’ve got eyes, a nose and a ***
(mouth). [...] I’ve got *** (arms) and legs. [...]
4 Narrator: Tiger runs and runs but he can’t catch the
*** (gingerbread man).
At a Glance Lesson Plan 5 Narrator: Tiger runs and runs but he can’t catch the
*** (gingerbread man).
Starting the lesson 7 Fox: Oh no. It’s a *** (tiger)! I’m off!
• Sing Hello, I’m Tiger. 8 Jay: Here’s a *** (gingerbread man) for you!
CD1 Track 3 TB p22
• Do the opening routine.
routine.
Song: I’ve got a head.
CD1 Track 27 TB p22
• Draw a gingerbread
gingerbread man. CD1 Track 33
• Explain the aims of the lesson.
lesson. I’ve got a head and a
body like you. (Point to parts of the body)
I’ve got a nose.
Activity 5 I’ve got a mouth, too!
• Listen and say the missing
missing Activity 7 Run, run as fast as you can. (Run on the spot)
 words. • Listen and sing I ve got a head. You can t catch me.
CD1 Track 32 TB p58 CD1 Track 33 TB p58 I’m the gingerbread man.
• Circle the gingerbread
gingerbread man
I’ve got arms and legs
from the story.
like you. (Point to parts of the body)
Activity 6
I’ve got a nose.
• Trace and colour. Ending the lesson I’ve got eyes, too.
• Say and point. • Review the lesson.
esson. Run, run as fast as you can. (Run on the spot)
• Do the closing routine.
routine. You can’t catch me.
CD1 Track 28 TB p22
I’m the gingerbread man.
• Sing Goodbye, Tiger.
CD1 Track 4 TB p22

Activity Book p15

Activity 4
• Read and circle.
circle.
• Sing I’ve got a head.
CD1 Track 33 TB p58
• Do you like the song?
58 • Circle.

Detailed Lesson Plan

Starting the lesson Student’s Book Activity 6 Activity Book

Sing Hello, I’m Tiger.

Tiger. Trace
Trace and col our
our.. Say and point. Activity 4
• Greet the children. Play the Hello, I’m Tiger
Tiger song. • As you name the parts of the body, the children
children point to Read and circle. Sing I’ve got a head.
The children sing and do the actions. them on the picture. They then trace and colour them. CD1 Track 33 TB p58
CD1 Track 3 TB p22 • Say The gingerbread man says … The children say • Read the song lyrics. The children name the parts of the
Do the opening routine. Sing Show me your pencil! with you or repeat I’ve got a body, a head, eyes, a body in the illustrations and circle the correct words.
and legs as they point to their
nose, a mouth, arms and
• Play the audio. Hold up classroom objects in turn.
The children respond. completed pictures. Answers: head, nose, mouth, arms, legs, nose, eyes
CD1 Track 27 TB p22 • Play the I’ve got a head
head song. The children follow in
• Repeat once or twice, naming different classroom Student’s Book Activity 7 their books and sing.
objects in lines 1 and 3 of verse 1, and in line 1 of Listen and sing I’ve got a head. Circle the Do you like the song? Circle.
verse 2. Point to your ears and eyes when you say gingerbread man from the story. • Ask Do you like the song? The children circle the
‘listen’ and ‘look’. picture that best expresses their feeling.
CD1 Track 33 TB p58
Draw a gingerbread man.
• (Books closed.) Stick the flashcards on the board. Ask
• As you start to draw a gingerbread man on the board, Which parts of the body can you hear in the song? Ending the lesson
the children guess what you are drawing. They name Play the audio. The children listen.
the parts of the body (head, eyes, nose, mouth,
mouth, Review the lesson.
• Check the answers ( head, body, nose (twice), mouth,
arms, legs). • Ask What does the gingerbread man say in
arms, legs, eyes).
• Re-cap by pointing to each body part and elicit or the story? Can the fox and Tiger catch the
• Play the audio a second time. The children stand gingerbread man?
remind the children what the gingerbread man says. up, sing and do the actions. Use mime to show the
(I’ve got (a) …) meaning of ‘fast’ and ‘catch’. Do the closing routine. Sing The body chant.
Explain the aims of the lesson. • Ask Do you like the song? • Play the audio, touching each part of the body as you
• Say Today we’re going to do story activities and hear the words.
• (Books open.) The children circle the gingerbread man
sing a song. from the story. Check the answer by asking them to CD1 Track 28 TB p22
name the body parts on the picture. • Repeat once or twice. The children then tidy up and
Student’s
Student’s Book Activity 5 • Play the audio again. The children point to the body put their
• Play books away.
the Goodbye, Tiger song. The children sing and
parts in picture 5 and sing. You can also use the
Listen and say the missing words. karaoke version of this song. say goodbye.
CD1 Track 32 TB p58 CD1 Track 34 CD1 Track 4 TB p22
• (Books open.) Say sentences or phrases from the
story. The children find the frame(s) on pages 18 and Answer: Picture 5
19 and say the correct frame(s). For example, This is
the body. (Frame 1.)
• Say Listen to the story and say the missing words.
Play the first frame of the audio to practise, then play
the entire track. The children say the missing words.
Answers: (See answers in audioscript.)

59

2 Lesson 4 Class Audio for Lesson 4

Objectives and key competences Materials Hello, I’m Tiger CD1 Track 3 TB p22
• to practise pronunciation: /´U/ Class Audio CD, Cut-out (SB page 85), scissors, Blu Tack, Show me your pencil! CD1 Track 27 TB p22
a pencil for each child, a pen, pencil, ruler, rubber, book, I’ve got a head CD1 Track 33 TB p58
• to play a game sharpener, pencil case, bag The body chant CD1 Track 28 TB p22
 Optional materials Goodbye, Tiger CD1 Track 4 TB p22
• to make the cut-out and act out the story
Tiger mask, prepared cut-out, AB page 16
Active language
language 8 Tiger Phonics: Listen, look and say.
arms, body,
body, ears, eyes, hands, head, legs, mouth, nose CD1 Track 35
gingerbread man I’ve got a nose, but I’ve got no toes!
This is my (nose). I’ve got a nose, but I’ve got no toes!
I’ve got (arms). I’ve got a nose, but I’ve got no toes!

At a Glance Lesson Plan

Starting the lesson
• Sing Hello, I’m Tiger.
CD1 Track 3 TB p22
• Do the opening routine.
routine.
CD1 Track 27 TB p22
• Sing I’ve got a head.
CD1 Track 33 TB p58
• Explain the aims of the lesson.
lesson.

Activity 8
• Tiger Phonics: Listen,
Listen, look Activity 10
and say. • Over to You: Play This is my
CD1 Track 35 TB p60 head!

Activity 9 Ending the lesson

• Make the cut-out on page
page 85. • Review the lesson.
CD1 Track 31 TB p56 • Do the closing routine.
routine.
• Act out the story.
story. CD1 Track 28 TB p22
• Sing Goodbye, Tiger.
CD1 Track 4 TB p22

Activity Book p16

Activity 5
• Look and read.
• Tick (✓) or cross (✗) the sentences.
Activity 6
• Draw your own gingerbread
gingerbread man.
• Write.
60

Detailed Lesson Plan

Starting the lesson Student’s Book Activity 9 Activity Book

Sing Hello, I’m Tiger!

Tiger! Make the cut-out on page 85. Act out the story. Activity 5
• Greet the children. Play the Hello, I’m Tiger
Tiger song. • Show the children
prepared. Hold up the pencil
page 85. puppet you have
Look and read. Tick (✓) or (✗) cross the
The children sing and do the actions. sentences.
CD1 Track 3 TB p22 • The children cut out (and optionally colour) the • Read the speech bubbles. The children point to the
Do the opening routine. Sing Show me your pencil! puppet. They use Blu Tack to attach it to a pencil. parts of the body.
• Play the audio. Hold up classroom objects in turn. • Say Hello/Goodbye/Run, gingerbread man! The • The children tick the boxes if the sentences are true;
The children respond. children respond by holding up their puppet/hiding they write a cross if the sentences are false. Check
their puppet/making their pencil ‘run’. the answers. (Optional) The children can colour the
CD1 Track 27 TB p22
• Play The Gingerbread Man story. The children use the pictures.
• Repeat once or twice, naming different classroom
puppets to join in saying and acting out the story.
objects in lines 1 and 3 of verse 1, and in line 1 of Answers: 1✓ 2 ✗ 3 ✓ 4 ✓ 5 ✓ 6 ✗
CD1 Track 31 TB p56
verse 2. Point to your ears and eyes when you say
‘listen’ and ‘look’. Activity 6
Sing I’ve got a head. Student’s
Student’s Book Activity 10 Draw your own gingerbread man. Write.
• Assign roles to two children (Tiger and the • The children draw a gingerbread man. They complete
Over to You: Play This is my head!
gingerbread
gingerbrea d man). (Optional) Tiger wears or holds up the sentences in the speech bubble according to their
• Demonstrate the game with a child. Both you and drawing.
the Tiger mask; the gingerbread man holds up your the child think of a body part. Say together One! Two!
prepared puppet.
puppet. They act out the song, with Tiger • Invite a volunteer to show his or her picture and read
Three! This is my … and simultaneously point to and
pretending to chase the gingerbread man and both the sentences.
name the body part.
running on the spot. Demonstrate and explain. Play
the I’ve got a head
head song. The rest of the class sings.
• Invite pairs of children to play the game in front of the
CD1 Track 33 TB p58 class. Ending the lesson
point toThe
andchildren score
name the a point
same part every
of thetime they both
body. Review the lesson.
Explain the aims of the lesson. • The class plays the game in pairs.
• Say Today we’re going to practise pronunciation. • Ask Can you remember the sound in Tiger’s
We’re also going to make a puppet of the tongue twister? Who gives Tiger a gingerbread
man in the story? What can you say about the
gingerbread man, act out the story and play a game.
parts of your body?
Do the closing routine. Sing The body chant.
Student’s
Student’s Book Activity 8 • Play the audio touching each part of the body as you
Tiger Phonics: Listen, look and say. hear the words.
CD1 Track 35 TB p60 CD1 Track 28 TB p22
• The children look at the picture. Explain that the • Repeat once or twice. The children then tidy up and
dolphin has got no toes. put their books away.
• Say the /´U/ sound several
several times. Draw attention to • Play the Goodbye, Tiger song. The children sing the
the protruding, rounded shape of your lips. Trace a song and say goodbye.
 circle with your index finger round your mouth. The CD1 Track 4 TB p22
children copy and repeat this several times.
• The children listen and count how many times they
hear the /´U/ sound in the
the tongue twister.
twister. Play the
audio, pausing after the first repetition to check the
answer. ( Three.)
• Play the audio again. The children repeat the tongue
twister once or twice.
61

2 Lesson 5 Class Audio for Lesson 5

Objectives and key competences Materials Hello, I’m Tiger CD1 Track 3 TB p22
• tto
o listen and mime using your five senses Flashcards: head, eyes, ears, nose, mouth, hands, arms, Show me your pencil! CD1 Track 27 TB p22
• to listen, understand and repeat the Ping and legs, Class Audio CD The body chant CD1 Track 28 TB p22
Pong story Optional materials Goodbye, Tiger CD1 Track 4 TB p22
• to identify the five senses and relate them to Ping and Pong finger puppets, AB page 17
parts of the body 11 Listen and point.
Active language
language CD1 Track 36
body, ears,
ears, eyes, hands, mouth, nose 1 listen
senses: listen, see, smell, taste, touch 2 smell
I (see) with my (eyes). 3 see
4 touch
5 taste

At a Glance Lesson Plan 12 Listen and repeat.

Starting the lesson CD1 Track 37
1 Ping: I’m a clever cat, Pong. I’ve got five senses. I see
• Sing Hello, I’m Tiger.
CD1 Track 3 TB p22 with my eyes. I listen with my ears. I smell with my
• Do the opening routine.
routine. nose. I touch with my body.
body. I taste with my mouth.
CD1 Track 27 TB p22 2 Pong: Oh, yes. You are clever, Ping. I think I’ve only
• Hold up the Unit 2 flashcards. got four senses.
• Explain the aims of the lesson.
lesson. Ping: Are you sure?
Pong: Yes, I am.
3 Pong: Well, I see the ball. I see with my eyes. I listen
Activity 11 to the telephone. I listen with my ears. I touch the
grass. I touch with my body.
body. And I taste my dinner.
dinner. I
• Listen and point.
CD1 Track 36 TB p62
taste with my mouth.
• Mime and say. Ping: Is that all?
Pong: Yes, it is.
4 Pong: Ahhh, mmm, sniff … dog biscuits! I’m hungry.
5 Pong: Here they are! Delicious!
Activity 12
Ping: Oh, you are clever, Pong! I think you’ve got five
• Listen and repeat.
repeat. Ending the lesson senses like me!
CD1 Track 37 TB p62 • Review the lesson.
lesson. 6 Pong: Oh, yes! You’re right, Ping. I smell with my
• Answer the questions.
questions. • Do the closing routine.
routine. nose! I’ve got five senses like you!
you!
• Play Yes or No! CD1 Track 28 TB p22
• Sing Goodbye, Tiger.
CD1 Track 4 TB p22

Activity Book p17

Activity 7
• Read and match.

62

Detailed Lesson Plan

Starting the lesson Student’s
Student’s Book Activity 12 Activity Book

Sing Hello, I’m Tiger.

Tiger.
• Greet the children. Play the Hello, I’m Tiger
Tiger song.
The children sing and do the actions.
CD1 Track 3 TB p22
Do the opening routine. Sing Show me your pencil!
• Play the audio. Hold up classroom objects in turn.
The children respond.
CD1 Track 27 TB p22
• Repeat once or twice, naming different classroom
objects in lines 1 and 3 of verse 1, and in line 1 of
verse 2. Point to your ears and eyes when you say
‘listen’ and ‘look’.
Listen and repeat. Answer the questions.
CD1 Track 37 TB p62
• (Books open.) Remind the children that Ping is a
clever cat and Pong is a dopey dog, using mime or L1
to explain. Here, Pong learns about the five senses.
Say Listen and find out: How many senses does
Pong think he has got? How many senses has he
got? Play the audio. The children listen and look at
the pictures.
• Divide the class into two groups (Ping and Pong).
(Optional) The children can wear the Ping and Pong
finger puppets.
• Play the audio a second time. The groups listen
listen and
Activity 7
Read and match.
• Read the speech bubbles. The children point to the
pictures. They read and draw matching lines from the
speech bubbles to the pictures. Check the answers.
Answers: 1 d 2 a 3 e 4 c 5 b
• Direct the children to Activity Book page 62. The
children complete the CLIL Picture Dictionary for
Unit 2, tracing the words under the pictures.
Ending the lesson
Hold up the Unit 2 flashcards.
• The children say I’ve got a (head) and touch their
(heads). Stick the flashcard on the board. Repeat,
adding flashcards cumulatively (I’ve got a (head). I’ve
got (eyes). / I’ve got a (nose) …)
Explain the aims of the lesson.
• Say Today we’re going to learn about our five
senses and listen to a story about Ping and Pong.
Student’s
Student’s Book Activity 11
Listen and point. Mime and say.
CD1 Track 36 TB p62
• Play the audio. The children listen and point to the
photos.
• Say the words or play the audio again. Mime the five
senses (listen: hands to ears; smell: wrinkle nose; see:
hand to eyes; touch: touch your desk; taste: make
tasting movement). Repeat. The children mime the
senses and say the words with you.
• Give instructions in a random order. ( Listen)!/(Touch)!
The children mime and say the words.
repeat. They change roles (and finger puppets) and Review the lesson.
repeat. • Ask What does Pong learn in the story? What
• Ask Do you like Ping and Pong? Are they funny? senses have Ping and Pong got?
• Repeat the questions then check the answers (four/ Do the closing routine. Sing The body chant.
five). Explain if necessary that some animals have the • Play the audio, touching each part of the body as you
same five senses as people. hear the words.
• Play Yes or No! Say several true and false sentences. CD1 Track 28 TB p22
When hearing a true sentence, I (see) with my (eyes) , • Repeat once or twice. The children then tidy up and
the children respond by waving their hands and put their books away.
saying Yes! When they hear a false sentence, I (listen)
• Play the Goodbye, Tiger song. The children sing and
with my (hands), they fold their arms, shake their
say goodbye.
heads and say No!
CD1 Track 4 TB p22
• Invite a few confident children
children to say true and false
sentences. The class responds.

63

2 Lesson 6 Class Audio for Lesson 6

Objectives and key competences Materials Hello, I’m Tiger CD1 Track 3 TB p22
• to identify the five senses Class Audio CD Show me your pencil! CD1 Track 27 TB p22
• to say the senses used to do different things Optional materials Unit 2 Ping and Pong story CD1 Track 37 TB p62
p62
• to sing I listen with my ears Ping and Pong finger puppets, AB page 18 The body chant CD1 Track 28 TB p22
Goodbye, Tiger CD1 Track 4 TB p22
Active language
language
body, ears,
ears, eyes, hands, mouth, nose 13 Listen, number and repeat.
senses: listen, see, smell, taste, touch CD1 Track 38
I (see) with my (eyes).
1 I see with my eyes. Wow! Great!
2 I smell with my nose.
3 I touch with my hands. Ahh!
At a Glance Lesson Plan 4 I listen with my ears.
5 I taste with my mouth. Mmm, delicious!
Starting the lesson
• Sing Hello, I’m Tiger. 14 Song: I listen with my ears.
ears.
CD1 Track 3 TB p22 CD1 Track 39
• Do the opening routine.
routine. I listen with my ears, (Cupped hands to ears)
CD1 Track 27 TB p22 and what a surprise! (Hands open in surprise)
• Review the Ping and Pong
Pong I smell with my nose, (Index finger to nose)
story. and I see with my eyes! (Index fingers to eyes)
• Explain the aims of the lesson.
lesson.
I touch with my hands, (Mime holding a bowl)
and what a surprise! (Hands open in surprise)
Activity 13 I taste with my mouth, (Index finger to mouth)
and I see with my eyes! (Index fingers to eyes)
• Listen, number and repeat.
repeat. Activity 15
CD1 Track 38 TB p64
• my You: Play I smell with
Overnose.
to You:

Activity 14
• Listen and point. Sing I listen Ending the lesson
with my ears. • Review the lesson.
lesson.
CD1 Track 39 TB p64 • Do the closing routine.
routine.
• Match. CD1 Track 28 TB p22
• Sing Goodbye, Tiger.
CD1 Track 4 TB p22

Activity Book p18

Activity 8
• Read and write.

64
Detailed Lesson Plan

Starting the lesson Student’s

Student’s Book Activity 14 Activity Book

Sing Hello, I’m Tiger.

Tiger. Listen and point. Sing I listen
listen with my ears.
ears. Match. Activity 8
• Greet the children. Play the Hello, I’m Tiger
Tiger song. CD1 Track 39 TB p64 Read and write.
The children sing and do the actions. • The children name the senses ( listen, smell, see,
see, touch,
touch, • Read the words in the word box. The children identify
CD1 Track 3 TB p22 taste) and the
the correspondi
corresponding
ng parts of the body
body in the the correct pictures.
Do the opening routine. Sing Show me your pencil! photo in the middle (ears, nose, eyes, hands, mouth). • The children write the words. Check the answers. The
• Play the audio. Hold up classroom objects in turn. • Play the audio. The children listen and point. children read the sentences.
The children respond. • Use mime to convey the meaning of (‘what a surprise!’).
Answers: 1 taste 2 touch 3 smell 4 listen 5 see
CD1 Track 27 TB p22 • Play the audio again. The children do the actions
• Repeat once or twice, naming different classroom and sing.
objects in lines 1 and 3 of verse 1, and in line 1 of • The children match the photos of the senses with Ending the lesson

verse Review the lesson.

‘listen’2.and
Point to your ears and eyes when you say
‘look’. the parts of
answers. the bodychildren
Individual in the middle photo. Check
say sentences. the
( I (listen)
with my (ears).) • Ask What can you say about your five senses?
Review the Ping and Pong story.
Do the closing routine. Sing The body chant.
• Ask if the children remember what Pong learns in the Answers: a hands b eyes c mouth d ears e nose
story. (He’s got five senses.) (Optional) The
The children • Play the audio, touching each part of the body as you
can put on the Ping and Pong finger puppets. say the words.
CD1 Track 28 TB p22
• Play the audio. The children join in, (optional) holding Student’s
Student’s Book Activity 15
up the puppets as Ping and Pong speak. • Repeat once or twice. The children then tidy up and
Over to You: Play I smell with my
my nose.
nose. put their books away.
CD1 Track 37 TB p56
• Knock on your desk three times and say rhythmically • Play the Goodbye, Tiger song. The children sing and
• Ask questions about each frame: How many senses
One, two, three! What a surprise! Touch your ears, say goodbye.
has Ping got? (Five.) Continue with
with all the frames.
frames.
eyes, nose, mouth or hands and say the relevant CD1 Track 4 TB p22
Explain the aims of the lesson. sentence: I (smell) with my (nose)! Repeat for all
• Say Today we’re going to talk about our five the senses; the children do the actions and say the
senses and sing a song. sentences with you.
• Demonstrate the game with a child. Both you and the
Student’s
Student’s Book Activity 13 child think of a sense. Say together One, two, three!
What a surprise! Simultaneously say your sentences
Listen, number and repeat. and touch the relevant body part.
CD1 Track 38 TB p64 • Invite pairs of children to play the game in front of the
• The children name the senses (listen, touch, taste,
taste, class. The children score a point every time they both
see, smell). Play the audio.
audio. They listen
listen and number
number say the same sentence.
the photos. • The class then plays in pairs.
• Check the answers. The children say the numbers.
• Play the audio again. The children repeat the
sentences.
Answers: 1 b 2 e 3 a 4 d 5 c

65

2 Lesson 7 Class Audio for Lesson 7

Objectives and key competences Materials Hello, I’m Tiger CD1 Track 3 TB p22
• to listen and respond to classroom language Flashcards: arms, ears, eyes, hands, head, legs, mouth, Show me your pencil! CD1 Track 27 TB p22
nose, Word cards: arms, ears, eyes, hands, head, I listen with my ears CD1 Track 39 TB p64
• to review the main language of the unit legs, mouth, nose, Class Audio CD, Story cards: The The body chant CD1 Track 28 TB p22
Gingerbread Man, Unit 2 word stickers, Picture Dictionary Goodbye, Tiger CD1 Track 4 TB p22
Active language
language (SB page 80)
arms, ears, eyes, hands, head, legs, mouth, nose Optional materials 16 Listen, number and repeat.
listen, see, smell, taste, touch AB page 19 CD1 Track 40
I’ve got (arms).
1 I’ve got a head. Look! This is my head.
This is my (head).
2 I’ve got a nose. Look! This is my nose.
I (see) with my (eyes).
3 I’ve got a mouth. Look! This is my mouth.
4 I’ve got eyes. Look! These are my eyes.
5 I’ve got ears. Look! These are my ears.
6 I’ve got hands. Look! These are my hands.
At a Glance Lesson Plan 7 I’ve got arms. Look! These are my arms.
Starting the lesson
8 I’ve got legs. Look! These are my legs.

• Sing Hello, I’m Tiger. Match and say.

18 Class Chat: Listen and point.
CD1 Track 3 TB p22
CD1 Track 41
• Do the opening routine.
routine.
CD1 Track 27 TB p22 Teacher: Stand up, please.
• Sing I listen with my ears . Sit down, please.
CD1 Track 39 TB p64 Put your hands up, please.
• Explain the aims of the lesson.
lesson. Put your hands down, please.
• Do a language review quiz.

Activity 16
• Listen, number and repeat.
repeat.
CD1 Track 40 TB p66 C
L
A SS C HAT

• Read and stick. CD1

41 Listen and point. Listen again and respond.

Activity 17
• Match and say. Learning to
Go to the Picture Dictionary on page 80.
LEARN
25

7 Un it .in / / :

Activity 18
Ending the lesson
• Class Chat: Listen and point.
point.
CD1 Track 41 TB p66 • Review the lesson and the unit.
• Listen again and respond.
respond. Activity Book p19 • Do the closing routine.
routine.
• Go to the Picture Dictionary
Dictionary on Activity 9 CD1 Track 28 TB p22

page 80. •• Look

Matchand
withwrite the body
body parts.
the senses. CD1 Goodbye,
• Sing Tiger.
Track 4 TB p22
Activity 10
• Tick (✓) what you can do.

66

Detailed Lesson Plan

Starting the lesson Student’s

Student’s Book Activity 16 Activity Book
Sing Hello, I’m Tiger.
Tiger. Listen, number and repeat. Read and stick. Activity 9
• Greet the children. Play the Hello, I’m Tiger
Tiger song. CD1 Track 40 TB p66 Look and write the body parts. Match with the
The children sing and do the actions. • The children name the parts of the body. Play the senses.
CD1 Track 3 TB p22 audio. The children listen and number the pictures. • The children identify the parts of the body. They write
Do the opening routine. Sing Show me your pencil! • Check the answers. The children listen again and the words then match the parts of the body to the
• Play the audio. Hold up classroom objects in turn. repeat the sentence for each photo. senses.
The children respond. • The children read and put on the word stickers. • Check the answers. The children name the parts of
CD1 Track 27 TB p22 the body and say sentences about their five senses.
Answers: 1 b 2 f 3 h 4 a 5 d 6 e 7 g 8 c
• Repeat once or twice, naming different classroom Answers: 1 head 2 eyes 3 ears 4 nose 5 mouth
objects in lines 1 and 3 of verse 1, and in line 1 of 6 arms 7 hands 8 legs (from top down) 5, 3, 4, 7, 2
verse 2. Point to your ears and eyes when you say Student’s
Student’s Book Activity 17
‘listen’ and ‘look’. Activity 10
Match and say. Tick (✔) what you can do.
Sing I listen with my ears.
ears.
• Ask Can you remember the actions in the I listen • The children match the parts of the body to the • Use L1 to remind the children that here they have the
with my ears song? (Listen, smell, see, touch, taste.)
pictures of Sue and Jay. opportunity to identify what they can do now that they
Assign verses
verses and actions to two groups
groups – Group • Check the answers. The children point to the pictures have finished the unit.
A: listen, smell,
smell, see; Group
Group B: touch, taste,
taste, see. The and say I (see) with my (eyes). • The children look at the pictures while you read the
groups sing and act out their verses. key. Explain or remind the children of meaning, as
Answers: 1 c 2 d 3 e 4 a 5 b
CD1 Track 39 TB p64
necessary. The children tick what they can do.
• The groups change roles and repeat. • Praise their work in the unit, as appropriat
appropriate.
e.
Explain the aims of the lesson. Student’s
Student’s Book Activity 18
• Say Today we’re going to review what we’ve learnt Class Chat: Listen and point. Listen again and Ending the lesson
in the unit and practise classroom language. respond. Review the lesson and the unit.
Do a language review quiz. CD1 Track 41 TB p66 • Ask What have you learnt in this unit? What have
• Two teams choose a name relating to Unit 2: (Foxes) / • Remind the children that Class Chat helps them to you enjoyed? What has been
been easy or difficult?
difficult?
(Gingerbread men). use English in the classroom. What can you do to work harder and improve your
• Individual team members take turns to answer • (Pens down.) Play the audio. The children listen and English? What do you do when I say ‘Stand up/Sit
questions and score points. The teams lose points if point to the correct photos. down, please. Put your hand up/down, please’?
answers are called out. • Play the audio again. The children listen and follow Do the closing routine. Sing The body chant.
• Ask questions: i) Elicit sentences for each Unit 2 the instructions. • Play the audio, touching each part of the body as you
flashcard (I’ve got (eyes).). ii) Using the story cards,
cards, • Point out the difference between ‘up’ and ‘down’. hear the words.
point to the pictures and say sentences that the Give instructions. Sit down, please./Stand up, CD1 Track 28 TB p22
children complete: This is the … (head). iii) Hold up please./Put your hands up, please./Put your hands • Repeat once or twice. The children then tidy up and
the word cards; the children read and match them to down, please. The children respond. (Optional) put their books away.
the flashcards. iv) Mime the senses; the children say Individual children can also give instructions. • Play the Goodbye, Tiger song. The children sing and
the words. • Explain that you expect the children always to say goodbye.
• Keep score on the board. The team with most respond to these instructions in English from now on. CD1 Track 4 TB p22
points wins. • Direct the children to page 80 of the Student’s Book.
The children complete the Picture Dictionary for Unit
2, tracing the words under the pictures.

67

2 Kids’ Culture 2 Class Audio for Kids’ Culture 2

Objectives and key competences Active language

language Hello, I’m Tiger CD1 Track 3 TB p22
• to listen and say a traditional rhyme: Hokey cokey left, right, shake, turn around Show me your pencil! CD1 Track 27 TB p22
You put your (arm) in/out! The body chant CD1 Track 28 TB p22
• to identify traditional games that children play We play (tag). Goodbye, Tiger CD1 Track 4 TB p22
in the UK Materials
 • to draw a game children play in your country Class Audio CD and/or video clip from the Presentation Kit 1 Song: Hokey cokey.
• to listen and say a traditional rhyme Optional materials CD1 Track 42
• to use the Student’s Resource Centre AB page 20 You put your right arm in, (Put right arm into circle )
you put your right arm out, (Take right arm out of circle)
you put your right arm in, (Put right arm into circle)
and you shake it all about. (Shake arm)
You do the Hokey cokey (Hold hands in front of chest
At a Glance Lesson Plan and move from side to side)
and you turn around. (Keep hands in position and
Starting the lesson turn around)
That’s what it’s all about!
• Sing Hello, I’m Tiger.
CD1 Track 3 TB p22
• Do the opening routine.
routine. Oh, Hokey cokey. (Wave arms in the air three
CD1 Track 27 TB p22 times)
• Explain the aims of the lesson.
lesson. Oh, Hokey cokey.
Oh, Hokey cokey.
In, out, in, out, (Gesture in and out; thump
Activity 1 ra, ra, ra! fists in the air three times)
• Play Left and right.
• Listen, sing and act out a song:
song:
You put your left leg in … (Actions as above with left
Hokey cokey.
leg)
CD1 Track 42 TB p68
You put your head in … (Actions as above with head)
You put your body in … (Actions as above with body
– jump in and out of circle)
Activity 2
2 Comparing Cultures: Listen and number.
• Comparing Cultures:
Cultures: Listen CD1 Track 43
and number.
1 We play tag. In tag we run and catch our friends. It’s fun.
CD1 Track 43 TB p68 Ending the lesson
• Draw and say. 2 We play hide and seek. In hide and seek we hide and
• Review the lesson.
lesson. look for our friends. It’s fun.
• Do the closing routine.
routine. 3 We play ‘I spy’. In ‘I spy’ we look at something and our
CD1 Track 28 TB p54
friends guess what it is. S is for sky.
Sing Goodbye,
• CD1 Tiger.
Track 4 TB p22
Activity Book p20
Activity 1
• Trace and write.
• Sing Hokey cokey.
CD1 Track 42 TB p68
Activity 2
• Read and match.

68

Detailed Lesson Plan

Starting the lesson Student’s Book Activity 2 Activity Book
Sing Hello, I’m Tiger
Tiger. Comparing Cultures: Listen and number
number.. Draw Activity 1
• Greet the children. Playdothe Hello, I’m Tiger
Tiger song. and say. Trace and write. Sing Hokey cokey.
The children sing and the actions. CD1 Track 43 TB p68 CD1 Track 42 TB p68
CD1 Track 3 TB p22 • Explain that the photos show children playing • Read the speech bubbles. The children say the
Do the opening routine. Sing Show me your pencil! traditional games in the UK. The first photo shows missing words.
• Play the audio. Hold up classroom objects in turn. hide and seek. Say YYou
ou hide and look
look for your • The children draw the missing parts of the body and
The children respond. friends. Mime. Ask Do you play hide and seek
seek? write the words.
CD1 Track 28 TB p22 • Explain that the second photo shows tag. Say YoYou
u • Check the answers. The children read the speech
• Repeat once or twice, naming different classroom run and catch your friends. Mime. Explain this is like bubbles.
objects in lines 1 and 3 of verse 1, and in line 1 of Tiger and the gingerbread man in the story. Ask Do • The children sing the Hokey cokey song.
verse 2. Point to your ears and eyes when you say you play tag
tag?
?
• Explain that the third photo shows I spy. Say Y
You
ou Answers: 1 arm 2 leg 3 head 4 body
‘listen’ and ‘look’.
look at something and your friends guess what it
Explain the aims of the lesson. Activity 2
is. Mime. Ask Do you play I spy?
• Use L1 to remind the children that this is a lesson on Read and match.
• Say Now listen to children talking about the
Kids’ Culture relating to Unit 2. • Read the speech bubbles. The children follow in
games. Play the audio. The children listen and
• Say Today we’re going to learn a traditional song. number the photos. Check the answers. their books.
We’re also going to talk about traditional games • The children match the sentences and the pictures.
children play in the UK and in your country.
• The children draw and colour a picture of themselves
and their friends playing a traditional or well-known Check the answers.
game they enjoy. Answers: 1 c 2 a 3 b
Student’s
Student’s Book Activity 1 •A few
say Wechildren
play …show their pictures
(and name to the
the game, class and
probably in L1).
Listen, sing and act out a song: Hokey cokey.
CD1 Track 42 TB p68 Answers: 1 b 2 a 3 c Ending the lesson
• (Books closed.) Play Left and right. With your back Review the lesson.
to the class, hold up your arms and say This is my • Ask What traditional song can you sing and act
right/left arm. Repeat holding out your legs. out? What games do children play in the UK and in
• Space permitting, the children stand in a circle (or by your country?
their desks). Give instructions: Put your right/left arm/ Do the closing routine. Sing The body chant.
leg in/out! and demonstrate. The children respond.
• Play the audio, touching each part of the body as you
• Increase the speed. (Note: The children will not easily hear the words.
recognise ‘right’ and ‘left’ without a clear model to
CD1 Track 28 TB p22
follow.) The children score a point every time they all
respond correctly; you score a point when they do not. • Repeat once or twice. The children then tidy up and
put their books away.
• (Books open.) The children look at the photo. Explain
• Play the Goodbye, Tiger song. The children sing and
 that they re going to learn a traditional song. Play the
audio or the video clip. The children identify the parts say goodbye.
of the body they hear ( arm, leg, head, body). CD1 Track 4 TB p22
• The children stand in a circle (or by their desks). Play
the audio or video again. The children sing and act
out the song.

69

2 Progress Journal
Activity 1
Think and draw your favourite part of the story.
• The children go to page 6 of the Progress Journal.
Journal.
Read the heading and elicit or remind the children of
the meaning of ‘My learning review’.
• Read and explain Activity 1. Ask the children what
they remember about The Gingerbread Man story.
• The children think about then draw their favourite part
of the story. You may wish to give a time limit for this –
perhaps five minutes. (Optional) The children can look
back at the story (Student’s Book pages 18 and 19).
• The children take turns to show their pictures
pictures to a
friend and say their favourite part of the story.

Activity 2
Colour and trace the words you know.
• Read and explain Activity 2. The children colour the
pictures of the classroom objects they can say in
English.
• The children trace the words below the pictures.

Activity 3
Look, think and colour Tiger’s paws.
• The children go to page 7. Read the heading, ‘My
progress’, and remind the children of the meaning.
• Read the instructions for Activity 3. For each picture,
the children will colour the paw if they can do the task.
• Go through the pictures
pictures in turn. Use the key at the
bottom of page 7 to explain each I can … statement.
If necessary, elicit or remind the children of what they
have done in Unit 2.
• The children colour the corresponding Tiger paws.
Make sure they understand that this is their personal
response and that there are no ‘right’ answers.
Activity 4
Look and tick (✔) what you do.
• Read the heading above Activity 4, ‘Learning to
Learn: My study ideas’. Explain the meaning.
• Use the key below to explain the content of the two
pictures. The children then tick what they do.
• Ask the children to give themselves a score out of ten
for their work in Unit 2. Make sure they understand
that this is their own personal assessment
assessment of how
they have done.
• Sign, date and add a comment to this page to
show that you agree with the way the children have
assessed their learning.

70

Tiger Review 1 Class Audio for Tiger Review 1

Objectives and key competences Materials 2 Listen, number and say.

• to revise the main language in Units 1 and 2 Flashcards: Tiger, Sue, Jay, bag, crayon, pen, pencil, pencil CD1 Track 44
• to review and assess own learning case, rubber, ruler, sharpener, head, eyes, ears, nose, 1 It’s a pencil case.
Active language
language mouth, hands, arms, legs, Class Audio CD 2 They’re legs.
Vocabulary and structures in Units 1 and 2 Optional materials 3 It’s a sharpener.
Tiger masks, AB pages 21 and 22 4 It’s a nose.
5 It’s a pencil.
6 They’re eyes.
7 It’s a bag.
At a Glance Lesson Plan 8 It’s an arm.
9 It’s a ruler.
Activity 1
• Play Tiger says. 4 Listen and point. Say.
CD1 Track 45
Ping: I colour at school.
Activity 2
Sue: Can I have this bag, please?
• Listen, number and say. Gingerbread man: I’ve got arms and legs.
CD1 Track
• Circle red or44 TB p71
blue.
blue. Pong: I smell with my nose.
Jay: Can I have this pencil case, please?
Tiger: Look! I’ve got eyes and ears.

Activity 3
5 Listen and choose.
• Draw and play Guess the CD1 Track 46
pictures!
Can I have this pen, please?
CD1 Track 16 TBp40
Activity 4 I draw at school.
CD1 Track 22 TBp46
• Listen and point. I’ve got a head.
CD1 Track 45 TB p71
CD1 Track 33 TBp58
• Say.
I listen with my ears.
CD1 Track 39 TBp64

Activity 5 Activity 6
• Listen and choose. • Think and colour.
C D1 Track 46 TB p40
• Sing your favourite song.
song.

Activity Book pp21-22

pp21-22
Activity 1
• Look and write.
write.
Activity 2
• Look, read and write.
write.

71

Detailed Lesson Plan

Student’s
Student’s Book Activity 1 Student’s Book Activity 3 Student’s
Student’s Book Activity 6
Play Tiger says.
says. Draw and play Guess the pictures! Think and colour.
• Stick the Units 1 and 2 flashcards around the • The children secretly choose a body part and a • Use L1 to explain that the children should colour
colour the
classroom. The children say the words. classroom object and draw them in the red and blue stars to show how well they think they have done in
• Hold up the Tiger flashcard or mask. Explain and circles. They can choose items on the page or look Units 1 and 2. Five stars = excellent, four stars = very
demonstrate the game. Say Tiger says ‘Point to the back through the units. good, three stars = satisfactory, two stars = need to
rubber’! The children quickly respond. Tiger says • Demonstrate with a child, using
‘Don’t point to the rubber!’ They fold their arms and The child hides their picture andthe
youfirst picture.
make guesses: do better,
there one
are no staranswers.
right = poor. Ensure they understand
The important thing is that
do nothing. Ears? (No.) Eyes? (Yes.) Change roles
roles for the second
second they reflect on their work and on how much they think
• Play the game. Increase speed as confidence picture. they have learnt.
increases. • The children then play in pairs. • The children colour the number of stars they think
• Option A: Play against the class. If all the children they deserve. Advise as necessary. Be positive and
respond correctly, they score a point; if not, you score encourage them not to judge themselves too harshly.
Student’s Book Activity 4
a point. • Sign and date this page in the Student’s Book and
• Option B: Explain that they have three lives and that Listen and point. Say. add any appropriat
appropriatee comment.
they lose a life every time they respond incorrectly. It’s CD1 Track 45 TB p71
advisable to stop the game before any child has lost • Say Find Sue/Jay/Tiger/the gingerbread man/Ping/ Activity Book
all three lives. Pong. The children find the characters.
• Ask Can you remember? The children think back Activity 1
and predict what each character is saying. Look and write.
Student’s
Student’s Book Activity 2
• Play the audio. The children point to the pictures. • The children name what they see and read the picture
Listen, number and say. Circle red or blue. Pause the audio for the children to name the labels. They write the classroom objects in the first
CD1 Track 44 TB p71 characters. column and the parts of the body in the second column.
• The children look at the pictures and name the items. • Play the audio again, pausing for the children to finish Answers:
Answe rs: Classroom objects:: rubber, pencil, pen,
Classroom objects
Say Pencils down! Listen to Tiger and point to the the sentences. I ... (colour) at school./Can I have ruler, pencil case, bag, crayon, sharpener; Parts of the
pictures.
this … (bag, please?) body: eyes, head, arms, legs, hands, nose, ears, mouth
• Say Now Play
listenthe audio.
and The children
number listen and
the pictures. Playpoint.
the children to say Repeat,
more of pausing earlier for the
each sentence.
audio, pausing to give the children time to write. Activity 2
Answers: (See answers in audioscript.)
• Check the answers. The children say the numbers Look, read and write.
and sentences. • The children look at the pictures. They read the
• Play the audio again as a final check. speech bubbles and write the missing words.
Student’s Book Activity 5
• Explain the key: red for parts of the body and blue for
Listen and choose. Sing your favourite song. Answers: 1 smell 2 bag 3 draw 4 legs 5 pencil case
classroom objects. The children draw circles round 6 ears
the pictures. CD1 Track 46 TB p71 CD1 Track 16 TB p40;
• Check the answers. They say the words in both CD1 Track 22 TB p46; CD1 Track 33 TB p58;
colour groups. CD1 Track 39 TB p64
• Explain in L1 that the children should listen and
Answers: 1 d 2 g 3 c 4 f 5 b 6 e 7 i 8 a 9 h
Red: arm/eyes/nose/legs remember the songs they have learnt in Units 1 and 2
Blue: pencil/sharpener/pencil case/ruler/bag and choose their favourite.
• Play the audio, pausing after each extract. The
children clap softly or loudly to show how much they
like the song. Decide with them which song to sing.
• Play the audio of their favourite song. The children
sing and do any accompanying actions.

72
 Objectives and key competences Active language
language Pronunciation
• Listen and identify members of the family Core vocabulary: family The /g / sound (Granny, Grandad)
Grandad)
• Listen and say Tiger’s word chant baby, brother, family,
baby, family, father (Dad),
(Dad), grandfather
grandfather (Grandad),
(Grandad),
• Listen, understand and repeat the Ping grandmotherr (Granny),
grandmothe (Granny), mother (Mum),
(Mum), sister
sister
and Pong story
Story vocabulary
• Talk about your family
• Listen and respond to classroom language busy, children, lost
busy, Cross-curricular
Cross-curricular content
• Use the Student’s Resource Centre CLIL vocabulary: different families Social Science: Different families
aunt, big, cousin, small, uncle

• Recall and repeat the story Structures

• Practise pronunciation: /g / Have you got (Tiger)? Yes, I have./No, I haven’t.
• Recognise and read key words Who’s this? This is my (cousin).
• Review own learning Values and
and attitudes
Recycled language
• Give a personal response and be aware of book, crayon, Mum, pencil case, tiger,
tiger, toy • Interest in naming members of the family
values in the story play, please
please • Pleasure in a story about everyday life
• Identify differences in families I’m …
This is my (mother).
• Awareness of the value of helping your family
• Play the games I’ve got … • Care in completing activities in the book
• Make the cut-out It’s … • Awareness that families are
are different
• Listen and understand the story scared • Pleasure in talking about your family
• Sing the songs numbers 1–10
• Interest in other people’s families
• Act out the story using the cut-out Classroom language • Respect for others in the group
Have you got your …? Yes, I have./No, I haven’t.
• Confidence in using and responding to classroom
language
• Willingness to review own learning
• Pleasure in singing and acting out a version of a
traditional song
Receptive language • Interest in learning about families in the UK and
naughty, worried
worried comparing them with your family
… hurry to …
There’s your …!
How many …?

73

3 Lesson 1 Class Audio for Lesson 1

Objectives and key competences Materials Hello CD2 Track 1 TB p22

• to recognise and identify members of the family Flashcards and/or digital flashcards: Tiger, Sue, Jay, Touch your head! CD2 Track 3 TB p22
• to listen and say Tiger’s word chant baby, brother, family, father (Dad), grandfather (Grandad)
(Grandad), For mother we say ‘Mum’ CD2 Track 4 TB p22
• to put on the family stickers and play a game (Granny), mother (Mum), sister, Class Audio
grandmother (Granny) Goodbye CD2 Track 2 TB p22
• Use the Student’s Resource Centre CD,Unit 3 stickers, Tiger masks
Optional materials 1 Listen, look and repeat.
Active language
language Familiar classroom objects or puppets (or flashcards), CD2 Track 5
baby, brother,
brother, family,
family, father (Dad), grandfather (Grandad), AB page 23
brother, sister
sister,, baby, mother, father, grandmother,
grandmother,
grandmother (Granny), mother (Mum), sister
grandfather, family

2 Listen, point and say Tiger’s word chant.

At a Glance Lesson Plan CD2 Track 6
Tiger, Tiger,
Starting the lesson listen to me!
• Sing Hello. Name the family members,
CD2 Track 1 TB p22 you can see!
• Do the opening routine.
routine. Number 1! It’s father!
CD2 Track 3 TB p22 Number 2! It’s mother!
• Explain the aims of the lesson.
lesson. Number 3! It’s brother!
Number 4! It’s grandmother!
Number 5! It’s grandfather!
Activity 1 Number 6! It’s sister!
• Listen, look and repeat.
repeat. Number 7! It’s baby!
CD2 Track 5 TB p74 Number 8! It’s the family!
• Play flashcard games.
games. Activity 3
• Stick and say.
• Play Word or number
number..
Activity 2
• Listen, point and say Tiger’s
word chant. Ending the lesson
CD2 Track 6 TB p74
• Review the lesson.
lesson.
• Do the closing routine.
routine.
CD2 Track 4 TB p22
• Sing Goodbye.
CD2 Track 2 TB p22

Activity Book p23

Activity 1
• Look, read and circle.
rcle.

74

Detailed Lesson Plan

Starting the lesson Student’s Book Activity 2 Activity Book

Sing Hello
Hello..
• Greet the children. Introduce the Hello song for Units
3 and 4. Hold up the Tiger, Sue and Jay flashcards.
Play the audio. The children sing and do the actions.
CD2 Track 1 TB p22
Do the opening routine. Sing Touch your head!
• Introduce the opening routine for Unit 3. Play the
audio and do the actions.
CD2 Track 3 TB p22
As you say the
the last line, hold
hold up a familiar
familiar flashcard,
puppet or object, which the children name. (It’s Tiger/
the gingerbread man/a pencil case.)
• Repeat once or twice, using different items at the end
of the rhyme.
Explain the aims of the lesson.
• Say Today we’re going to learn the names of
members of the family and say Tiger’s word chant.
Student’s
Student’s Book Activity 1
Listen, look and repeat.
CD2 Track 5 TB p74
• (Books closed.) The children say the family members
they know. Accept the formal or informal name. Use
L1 to explain the difference. Stick these flashcards
on the board or use the digital flashcards from the
Presentation Kit.
• Introduce the other family words including the
informal words for ‘father’ (‘Dad’), ‘mother’
(‘Mum’), ‘grandmother’ (‘Granny’) and ‘grandfather
‘grandfather’’
(‘Grandad’). Add these flashcards to the board.
• Play the audio. Point to the flashcards. The children
listen, look and repeat.
• Play one or two flashcard games, e.g. What’s missing?
and Flashcard instructions (see page TB 23).
Listen, point and say Tiger’s word chant.
CD2 Track 6 TB p74
• On the board, arrange the flashcards in the order of
the chant. Write numbers 1–8 underneath. Play the
audio. The children listen and point.
• (Books open.) Say Look! Sue and Jay are with their
family. Let’s say the chant! Play the audio again. The
children listen, point and join in with the chant.
• Play the audio a third time, pausing before the family
members. The children say the words.
• (Optional) The children hold up or wear their Tiger
masks. Play the audio. They pretend to be Tiger and
name all the family members.
Student’s Book Activity 3
Stick and say. Play Word or number.
• Say numbers 1–8 in turn. The children point to and
name the family members.
• Say Put on the family stickers for Unit 3 . Repeat the
first stage to check this has been done correctly.
• Play a game with two teams. Name a member of the
family (father); the children
children say the number
number (one). Or
say a number (eight); the children
children name the word
word
(family). The children
children take turns to answer and score
score
• points.
(Books closed.) Raise the level of the challenge with
the children responding from memory.
Answers: 1 father 2 mother 3 brother 4 grandmother
5 grandfather 6 sister 7 baby 8 family
Activity 1
Look, read and circle.
• The children look at the pictures. They read and circle
the correct words. Check the answers.
Answers: 1 father 2 mother 3 brother 4 grandmother
5 grandfather 6 sister 7 baby 8 family
Ending the lesson
Review the lesson.
• Ask What names of members of the family
do we know? What names are easy or hard
to remember? What can you do to help you
remember the words?
Do the closing routine. Sing For mother we say
‘Mum’.
CD2 Track 4 TB p22
• Introduce the closing routine for Unit 3. Play the
audio. Put your hand to your mouth and pretend to
call the name at the end of each line.
• Repeat once or twice to help the children memorise
the chant. If necessary, remind them of the difference
between ‘Mum’ (the name we call our mother) and
‘mother’ (the word we use to refer to her).
•• Introduce
The children
thetidy up and put their books away.
Goodbye song for Units 3 and 4. Play
the audio. The children sing and say goodbye.
CD2 Track 2 TB p22

75

3 Lesson 2 Class Audio for Lesson 2

Objectives and key competences Active language

language Hello CD2 Track 1 TB p22
• to identify the members of the family in the story baby, brother, family,
baby, family, father (Dad), grandfather (Grandad), Touch your head! CD2 Track 3 TB p22
grandmother (Granny), mother (Mum), sister Tiger’s word chant CD2 Track 6 TB p74
• Use the Student’s Resource Centre Have you got (Tiger)? Yes, I have./No, I haven’t. For mother we say ‘Mum’ CD2 Track 4 TB p22
Materials Goodbye CD2 Track 2 TB p22
 to give a personal response and be aware of values
in the story Flashcards: baby, brother, family, father (Dad), grandfather
(Grandad), grandmother (Granny), mother (Mum), sister, Story: Tiger is Lost.
• Listen and understand the story Class Audio CD, Story cards and/or Storyteller from the CD2 Track 7
Presentation Kit: Tiger is Lost
1 Jay: Have you got Tiger, Sue? Sue: Yes, I have. Oh,
Optional materials no! No, I haven’t. Tiger isn’t here. Help me find Tiger,
Tiger,
Familiar classroom objects or puppets (or flashcards), please, Jay.
Jay. Jay: Yes, of course. Tiger! Tiger!
Tiger masks, AB page 24 Sue: Oh dear. Tiger is lost. I’m worried.
Jay: I know. Let’s ask Mum.
At a Glance Lesson Plan 2 Sue: Mum! Jay: Mum!
Mum: Not now, children, please. I’m busybusy..
Sue: But Tiger is lost, Mum.
Starting the lesson Jay: Have you got Tiger?
• Sing Hello.
Mum: No, I haven’t. Ask your father.
CD2 Track 1 TB p22
3 Jay: Dad! Sue: Dad!
• Do the opening routine.
routine.
CD2 Track 3 TB p22 Dad: Not now, children, please. I’m busy
busy..
• Say Tiger’s word chant. Jay: But Tiger is lost, Dad. Sue: Have you got Tiger?
CD2 Track 6 TB p74 Dad: No, I ha ven’t. Ask your grandmother.
• Explain the aims of the lesson.
lesson. 4 Sue: Granny! Jay: Granny!
Granny: Not now, children, please. I’m busy
busy..
Sue: But Tiger is lost, Granny
Granny..
Pre-story activities Jay: Have you got Tiger?
Granny: No, I haven’t. Ask your grandfather.
• Predict what happens
happens in the
Sue: Have you got Tiger, Grandad?
story (books open).
Grandad: No, I haven’t. I’m busy, too. Please go and play.
• Listen (books closed).
closed).
5 Sue: Oh dea r. I’m worried about Tiger. Jay: Come on.
CD2 Track 7 TB p76
• Listen with the story cards.
cards. Let’s look for Tiger. Dad: Listen. What’s that noise?
Granny: I think it’s Baby! Grandad: But Baby is sleeping …
Mum: I don’t know. Let’s go and see.
Activity 4 6 Narrator: Mum, Dad, Granny and Grandad hurry to
Baby’s room. Sue and Jay go, too.
• Listen to the story.
story.
Mum: Let’s see if Baby is alright.
CD2 Track 7 TB p76
• Do the action. Dad: Quick!
Granny: Hurry!
• Answer the questions.
questions. Tiger Values Ending the lesson
Grandad: Come on!
• Talk about the importance of • Review the lesson. 7 Mum: Ahhh, look. Baby is sleeping.
being helpful when you’re with • Do the closing routine.
routine. Dad: And look. There’s Tiger!
your family. CD2 Track 4 TB p22
Jay: Tiger isn’t lost, Sue. He’s with Baby. Sue: Thanks,
• Sing Goodbye. Jay. I’m happy now.
Activity Book p24 CD2 Track 2 TB p22
8 Tiger: Whee! Come on, Baby! This is fun!
Activity 2 Sue and Jay: Oh, Tiger! You are naughty
naughty..
• Look and write.
write.
• Colour the members
members of the family in
the story.
76

Detailed Lesson Plan

Starting the lesson Student’s Book Activity 4 Student’s Book Tiger Values

Sing Hello. Listen to the story. Do the action. Answer the • Ask Do you like the story? Do you think Tiger is

• Greet thedo
sing and children. Play the Hello song. The children
the actions.
CD2 Track 1 TB p22
Do the opening routine. Sing Touch your head!
• Play the audio. Do the actions. Hold up a familiar
flashcard, puppet or object on the last line, which the
children name.
CD2 Track 3 TB p22
• Repeat once or twice, using different items at the end
of the rhyme.
Say Tiger’s word chant.
• Eight children hold up a Unit 3 flashcard in turn, in
the order of Tiger’s word chant. Play the audio. The
rest of the class says the chant, (optional) wearing or
holding up their Tiger masks.
CD2 Track 6 TB p74
Explain the aims of the lesson.
• Say Today we’re going to listen to a story about
Sue and Jay’s family and Tiger, and say what we
like about and learn from the story.
Pre-story activities
Predict what happens in the story (books open).
• Say Look! Sue and Jay are with their family. Tiger’s
lost. (Mime looking for him.) What do you think
happens in the story? Briefly listen to ideas (in L1).
Listen (books closed).
CD2 Track 7 TB p76
• Write Mum, Dad, Granny and Grandad on the board.
Ask Who do Sue and Jay ask if they have got
Tiger? Play the audio. The children listen.
• Point to the words on the board in turn and ask Do
questions.
CD2 Track 7 TB p76
naughty?
Jay..) HaveWho
(Jay helps
Mum, Dad,Sue find Tiger
Granny in the story?
or Grandad got
Tiger? (No.) Are they busy?
busy? (Yes.)
• Play the audio. The children follow in their books.
They wave their arms when they hear the family • The children look at the picture of Tiger. Read the
members. speech bubble. Ask what’s happening in the photos.
• Ask Is it important to help people in your family?
• Ask questions about each frame in the story to aid
and check understanding
understanding.. Why? When? Is it also important to remember that
people can’t always help you when they’re busy?
Suggested comprehension questions
Listen to responses in English and/or L1.
• Frame 1: Has Sue got Tiger? (No.) Tiger is lost. Is
Sue worried? (Yes.) Who helps Sue find Tiger? (Jay Jay..)
• Frame 2: Who do Sue and Jay ask? (Mother/Mum.) Activity Book
Is Mum busy? Ask the children to guess the meaning
Activity 2
or explain in L1. (Yes.) Has Mum got Tiger? (No.)
Look and write. Colour the family members in
• Frame 3: Who do Sue and Jay ask? (Father/Dad.) 3
the story.
Is Dad busy? (Yes.) Has Dad got Tiger? (No.)
• Read the words in the word box. The children point
• Frame 4: Who do Sue and Jay ask? (Grandmother/
Granny and Grandfather/Grandad.) Is Granny busy?
to the pictures. They then write the words. Check the
(Yes.) Has Granny got Tiger? (No.) Has Grandad got answers.
Tiger? (No.) • The children colour the family members. Check they
have done so correctly. They name all the members of
• Frame 5: Who/Granny.
(Grandmother
thinks the noise is Baby?
) Who says Baby is sleeping? the family in the story.
(Grandfather/Grandad.) Answers: 1 brother 2 father 3 grandmother 4 baby
• Frame 6: Who hurries to Baby’s room? Use mime 5 grandfather 6 mother 7 sister; all of them are in
to convey the meaning of ‘hurry’. ( Mum, Dad, Granny the story
and Grandad.) Do Sue and Jay go, too? (Yes.)
• Frame 7: Is Baby sleeping? (Yes.) Or is he perhaps
Ending the lesson
pretending to sleep? Explain this. Who’s with Baby?
(Tiger.) Is Tiger lost now? (No.) Is Sue happy? (Yes.) Review the lesson.
• Frame 8: Is Baby sleeping now? (No.) Is Tiger • Ask In the story, who do Sue and Jay ask to find
sleeping? (No.) Are Tiger and Baby having
having fun? Tiger?
(Yes.) Is Tiger naughty? (Yes.) Ask the children
children to Do the closing routine. Sing For mother we say
guess the meaning of ‘naughty’ or explain in L1. ‘Mum’.
• Play the audio. Put your hand to your mouth and
pretend to call the name at the end of each line.
 Sue and Jay ask (Mum)? (Yes.)
CD2 Track 4 TB p22
Listen with the story cards.
• Repeat the audio once or twice. The children then tidy
• Say Let’s listen and look at the story cards! Play the up and put their books away.
audio. Hold up the story cards as the children listen. • Play the Goodbye song. The children sing and say
• Two children arrange the story cards in order. goodbye.
CD2 Track 2 TB p22

77

3 Lesson 3 Class Audio for Lesson 3

Objectives and key competences Materials Hello CD2 Track 1 TB p22

• to listen to the story and say the missing words Flashcards: mother, father, grandfather, grandmother, Sue, Touch your head! CD2 Track 3 TB p22
• to put the story in sequence Jay, Class Audio CD, Story cards: Tiger is Lost For mother we say ‘Mum’! CD2 Track 4 TB p22
Optional materials Goodbye CD2 Track 2 TB p22
• to listen and sing Have you got Tiger?
A bag and classroom objects, AB page 25
Active language
language 5 Listen and say the missing words.
baby, brother,
brother, family,
family, father (Dad), grandfather (Grandad), CD2 Track 8
grandmother (Granny), mother (Mum), sister (For full audioscript see TB page 76.)
book, busy,
busy, children, crayon, lost, pencil case 1 Jay: I know. Let’s ask *** (Mum).
Have you got (Tiger)? Yes, I have./No, I haven’t. 2 Sue: But Tiger is lost, *** (Mum).
Mum: [...] Ask your *** (father).
3 Jay: But Tiger is lost, *** (Dad).
Dad: No, I haven’t. Ask your *** (grandmother).
4 Sue: But Tiger is lost, *** (Granny).
At a Glance Lesson Plan Granny: [...] Ask your *** (grandfather).
5 Granny: I think it’s ***(Baby)!
Starting the lesson
6 Narrator: Mum, Dad, Granny and *** (Grandad) hurry
• Sing Hello. to Baby’s room. [...]
CD 2 Track 1 TB p22 Dad: And look. There’s *** (Tiger)!
7
• Do the opening routine.
routine. 8 Tiger: [...] Come on, *** (Baby)! [...]
CD 2 Track 3 TB p22
• Hand out the Unit 3 flashcards.
• Review the Tiger Is Lost story. Song: Have you got Tiger?
• Explain the aims of the lesson.
lesson. CD2 Track 9
Have you got Tiger, Mum?
Tiger is lost today
today..
Activity 5 No, I haven’t. I’m busy now.
• Listen and say the missing
missing Please go and play!
words.
Have you got Tiger, Dad? …
CD2 Track 8 TB p78
Have you got Tiger, Granny? …
Have you got Tiger, Grandad? …

Activity 6 Ending the lesson Ah, look. Baby is sleeping!

• Number the pictures in order. Tiger is sleeping, too!
• Review the lesson.
• Point and say. • Do the closing routine
routine Oh, Tiger you aren’t lost.
CD 2 Track 4 TB p22 Baby has got you!
• Sing Goodbye.
Activity 7 CD 2 Track 2 TB p22
• Listen and sing Have you got
Tiger?
CD2 Track 9 TB p78 Activity Book p25
• Circle who has got Tiger.
Activity 3
• Trace and colour.
• Listen and sing Have you got Tiger?
CD2 Track 9 TB p78
• Read, circle and match.
match.
• Do you like the song?
• Circle.

78

Detailed Lesson Plan

Starting the lesson Student’s Book Activity 6 Activity Book

Sing Hello
Hello.. Number the pictures in order
order.. Point and say. Activity 3
• Greet the children. Play the Hello song. The children • The children look at the pictures and number them in Listen and sing Have you got Tiger? Read, circle
sing and do the actions. the order of the story. and match.
CD2 Track 1 TB p22 • The children point to the pictures in order and ask • Play the Have you got
got Tiger? song. The children
Do the opening routine. Sing Touch your head! Have you got Tiger, (Mum)? follow in their books and sing.
• Play the audio. Do the actions. Hold up a familiar • Read the song verses. The children name the family
Answers: 1 b 2 e 3 a 4 d 5 c
flashcard, puppet or object on the last line, which the members. They circle the correct names and match
children name. them to the pictures. Check the answers.
CD2 Track 3 TB p22 Student’s Book Activity 7 Answers: Mum 4 Dad 5 Granny 1 Grandad 3 Baby 2
• Repeat once or twice, using different items.
Listen and sing Have you got Tiger?
Tiger? Circle who’s Do you like the song? Circle.
Hand out the Unit 3 flashcards. got Tiger. Trace and colour.
• Four children come to the front and hold up the • Ask Do you like the song? The children circle the
CD2 Track 9 TB p78 picture that best expresses their feeling.
mother (Mum), father (Dad), grandmother (Granny) • (Books closed.) Ask Which members of the family
 and grandfather (Grandad) flashcards. The rest of are in the song? Play the audio. The children listen.
the class say the words. Say the formal and informal Ending the lesson
• Check the answers. ( Mum, Dad, Granny, Grandad,
terms. This is (mother) and we say (Mum). Baby.) Review the lesson.
Review the Tiger Is Lost story. • Play the audio again. The children sing. • Ask Is Tiger lost at the beginning/end of the story?
• Ask Can you remember the story? The children say • Ask Do you like the song? Is Tiger naughty in the story? What dialogue from
the order in which Sue and Jay ask members of their the story is in the song?
• (Books open.) The children circle who has got Tiger.
family to help them find Tiger. (Mum, Dad, Granny,
The children draw and colour Tiger. Do the closing routine. Sing For mother we say
Grandad.) Write these
these words on the board.
• Play the audio a third time. The children point
point to the ‘Mum’.
• Assign the roles of Sue and Jay to two children. They
pictures that correspond to the verses and sing. You • Play the audio. Put your hand to your mouth and
point to the words on the board in turn and ask Have
can also use the karaoke version of this song. pretend to call the name at the end of each line.
Tiger? The rest of the class answers. ( No, I
you got Tiger?
CD2 Track 9 TB p10 CD2 Track 4 TB p22
haven’t.)
Explain the aims of the lesson. Answers: Baby has got Tiger.
• Repeat the audio once or twice. The children then tidy
up and put their books away.
• Say Today we’re going to do story activities and
sing a song.
• Play the Goodbye song. The children sing and say
goodbye.
CD2 Track 2 TB p22
Student’s
Student’s Book Activity 5
Listen and say the missing words.
CD2 Track 8 TB p78
• (Books open at SB pages 30 and 31.) Say Find the
picture of Sue and Jay asking Granny! The children
point to the picture. Repeat for the other family
members.
• Say Listen to the story and say the missing words.
Play the first story frame to practise. Then play the
entire track.
Answers: (See answers in audioscript.)
79

3 Lesson 4 Class Audio for Lesson 4

Objectives and key competences Materials Hello CD2 Track 1 TB p22

• to practise pronunciation: /g / Flashcards: Sue, Jay, Class Audio CD, Cut-out (SB page Touch your head! CD2 Track 3 TB p22
87), scissors Have you got Tiger? CD2 Track 9 TB p78
• to play a game Optional materials For mother we say ‘Mum’ CD2 Track 4 TB p22
• to make the cut-out and act out the story Familiar classroom objects or puppets (or flashcards), Goodbye CD2 Track 2 TB p22
prepared cut-out, AB page 26
Active language
language 8 Tiger Phonics: Listen, look and say.
baby, brother,
brother, family,
family, father (Dad), grandfather (Grandad), CD2 Track 11
grandmother (Granny), mother (Mum), sister Granny and Grandad are great!
busy,, children, go, lost, play,
busy play, please Granny and Grandad are great!
Have you got (Tiger), Dad? Yes, I have./No, I haven’t. Granny and Grandad are great!

At a Glance Lesson Plan

Starting the lesson
• Sing Hello.
CD2 Track 1 TB p22
• Do the opening routine.
routine.
CD2 Track 3 TB p22
• Sing Have you got Tiger?
CD2 Track 9 TB p78
• Explain the aims of the lesson.
lesson.

Activity 8
• Tiger Phonics: Listen,
Listen, look
and say.
CD2 Track 11 TB p80

Activity 9 Ending the lesson

• Make the cut-out on page
page 87. • Review the lesson.
esson.
• Act out the story.
story. • Do the closing routine.
routine.
CD2 Track 7 TB p76 CD2 Track 4 TB p22
• Sing Goodbye.
CD2 Track 2 TB p22
Activity 10
• Over to You: Play Have you
got Tiger, Dad? Activity Book p26
Activity 4
• Read and trace.
• Write.

80
Detailed Lesson Plan

Starting the lesson Student’s Book Activity 9 Activity Book

Sing Hello
Hello.. Make the cut-out on page 87. Act out the story. Activity 4
• Greet the children. Play the Hello song. The children • Hold up page 87. Show the family cards you’ve Read and write. Trace.
sing and do the actions. prepared. • Read the exchanges. The children name the family
CD2 Track 1 TB p22 • The children cut out their family cards and hold them members. They write the words. They then trace the
Do the opening routine. Sing Touch your head! up when you say Show me (Granny)! family members and (optional) colour them.
• Play the audio and do the actions. As you say the last • Demonstrate acting out the story. Play the Tiger Is • Check the answers.
Lost story. The children hold up the characters as
line, hold up a familiar flashcard,
flashcard, puppet or object, Answers: 1 Mum 2 Dad 3 Granny 4 Grandad
which the children name. they speak and they act out the story.
CD2 Track 7 TB p76
CD2 Track 3 TB p22
• Repeat once or twice, using different items at the end Ending the lesson

of the rhyme. Student’s

Sing Have you got Tiger?
• Hold up the Sue flashcard. Assign lines 1 and 2 of the
song to Group A. Hold up the Jay flashcard. Assign
lines 3 and 4 to Group B.
• Demonstrate. Hold up the flashcards as a prompt and
signal for the groups to join in. Play the Have you got
got
Tiger? song. The groups sing and act out the song.
CD2 Track 9 TB p78
• The groups change roles and repeat.
Explain the aims of the lesson.
• Say Today we’re going to practise pronunciation.
We’re also going to make the cut-out family cards,
act out the story and play a game.
Student’s Book Activity 10 Review the lesson.
Over to You: Play Have you got Tiger,
Tiger, Dad? • Ask Who’s busy in the story? What question can
• Demonstrate the game. Place the family cards in a you ask to find
find Tiger?
row. Turn round while a child places the Tiger card Do the closing routine. Sing For mother we say
under one of the family cards. You have three ‘Mum’.
guesses to find Tiger. Ask Have you got Tiger, Dad?
• Play the audio. Put your hand to your mouth and
‘Dad’ turns over the card and responds. (Y es, I have./ pretend to call the name at the end of each line.
No, I haven’t.)
CD2 Track 4 TB p22
• The children then play in pairs.
• Repeat the audio once or twice. The children then tidy
• They change roles when they find Tiger or after up and put their books away.
three turns.
• Play the Goodbye song. The children sing and say
goodbye.
CD2 Track 2 TB p22

Student’s
Student’s Book Activity 8
Tiger Phonics: Listen, look and say.
CD2 Track 11 TB p80
• The children say what they see (Granny and Grandad).
Say the /g/ sound. Point
Point to the movement
movement in your
throat. The children copy and repeat several times.
• The children listen and count the /g/ sound in the
tongue twister. Play the audio, pausing after the first
repetition to check the answer (three).
• Play the audio again. The children repeat the tongue
twister once or twice.

81

3 Lesson 5 Class Audio for Lesson 5

Objectives and key competences Materials Hello CD2 Track 1 TB p22

• to listen, identify and name more members Flashcards: baby, father, mother, grandmother, Touch your head! CD2 Track 3 TB p22
of the family grandfather, Class Audio CD For mother we say ‘Mum’! CD2 Track 4 TB p22
• to listen, understand and repeat the Ping Optional materials Goodbye CD2 Track 2 TB p22
and Pong story Familiar classroom objects or puppets (or flashcards),
• to listen and identify big and small families Ping and Pong finger puppets, AB page 27 11 Listen, point and say.
CD2 Track 12
Active language
language
1 aunt 2 uncle 3 cousins 4 This family is small.
aunt, baby
baby,, brother
brother,, cousin,
cousin, family
family,, father
father (Dad),
(Dad), grandfather
grandfather
5 This family is big.
(Grandad), grandmother (Granny), mother (Mum), sister, uncle
scared, small, numbers 1–10
big, play, scared,
Who’s this? This is my (uncle). 12 Listen and repeat.
This family is (small). I live with my (family). CD2 Track 13
I’m (scared). I’ve got (ten). 1 Ping: Hello, Pong.
Pong: Hello, Ping. Oh no! One … two … three … four
… five … six … seven … eight … nine … ten … What
a lot of cats! I’m scared.
At a Glance Lesson Plan Ping: It’s alright Pong. This is my family. I live with my
family. Come and say hello.
Starting the lesson 2 Ping: This is my mother and this is my father.
Pong: Hello.
• Sing Hello.
Mother and father: Miaow/Miaow
Miaow/Miaow..
CD2 Track 1 TB p22 Ping: And this is my brother and this is my sister.
• Do the opening routine.
routine.
CD2 Track 3 TB p22 Pong: Hello. Oh, you look like Ping!
• Review the story and Brother and sister: Miaow/Miaow
Miaow/Miaow..
members of the family. 3 Ping: This is my grandmother and this is my grandfather.
• Explain the aims of the lesson.
lesson. Pong: Hello.
Grandmother and grandfather: Miaow/Miaow.
 4 Pong: Who s this?
Activity 11 Ping: This is my aunt.
Pong: And who’s this?
• Listen, point and say.
CD2 Track 12 TB p82 Ping: This is my uncle.
Pong: Hello.
Aunt and uncle: Miaow/Miaow.
Activity 12 5 Ping: And these are my cousins.
Ending the lesson
Pong: Oh … ! How many cousins have you got?
• Listen and repeat.
repeat. • Review the lesson.
esson. Ping: I’ve got ten cousins.
CD2 Track 13 TB p82 • Prepare for the next
next lesson. Pong: Ten?!
• Answer the questions.
questions. • Do the closing routine.
routine. Ping: Yes.
• Play Who’s this? CD2 Track 4 TB p22 Pong: Hello.
• Sing Goodbye. Cousins: Miaow, miaow, miaow, miaow, miaow,
CD2 Track 2 TB p22
miaow, miaow,
miaow, miaow, miaow,
miaow, miaow.
Ping: Oh, Pong. Don’t be scared of my cousins!
6 Ping: Look. They want to play!

Activity Book p27

Activity 5
• Look at Activity 12 in the Student’s
82
Book. Read and match.

Detailed Lesson Plan

Starting the lesson Student’s

Student’s Book Activity 12 Activity Book

Sing Hello
Hello.. Listen and repeat. Answer the questions. Activity 5
• Greet the children. Play the Hello song. The children CD2 Track 13 TB p82 Look at Activity 12 in the Student’s Book. Read
sing and do the actions. • Explain that in this story Pong learns about Ping’s and match.
CD2 Track 1 TB p22 family. Say Listen and find out: Who does Pong • Read the speech bubbles. The children point to the
Do the opening routine. Sing Touch your head! meet? Play the audio. The children listen and look at pictures. They read and draw matching lines from the
the pictures. speech bubbles to the pictures. Check the answers.
• Play the audio and do the actions. As you say the last
line, hold up a familiar flashcard,
flashcard, puppet or object, • Ask Does Ping look like her brother and sister? Answers: 1 d 2 c 3 e 4 a 5 b
which the children name. (Yes.) Use the picture
picture to elicit or explain that
that Ping and
CD2 Track 3 TB p22
her brother and sister are very similar. • Direct the children to Activity Book page 63. The
• Repeat once or twice, using different items at the end • Ask How many cousins has Ping got? (Ten.) Is children complete the CLIL Picture Dictionary for Unit
Ping’s family big or small? (It’s big.) Make the pointpoint 3, tracing and copying the words under the pictures.
of the rhyme.
that all families are different.
Review the story and members of the family.
• Using mime, ask Is Pong scared of Ping’s family at
• On the board, write the members
members of the family that first? (Yes.) Is Pong scared of Ping’s cousins at the
Ending the lesson
appear in the Tiger Is Lost story – Dad, Mum, Baby, end? (No, they want to play.) Review the lesson.
Granny, Grandad.
• Divide the class into two groups (Ping and Pong). • Ask Who is in Ping’s family? Is it a big family or a
• Encourage the children to ask questions to each (Optional) The children wear the Ping and Pong finger small family?
character. Have you got Tiger
Tiger,, (Dad)? Answer their puppets. Prepare for the next lesson.
questions. Ye
Yes,
s, I have./No,
have./No, I haven’t.
• Play the audio again. The groups listen and repeat. • Ask the children to bring in one or more photos of
Explain the aims of the lesson. • The groups change roles and puppets and repeat. their families for the next lesson. Alternatively,
Alternatively, give
• Say Today we’re going to learn about families and • Ask Do you like Ping and Pong? Are they funny? them a note making this request.
listen to a story about Ping and Pong.
• Repeat the question, Who does Pong meet? Check Do the closing routine. Sing For mother we say
the answer. (Pong meets Ping’s mother, father, ‘Mum’.
Student’s
Student’s Book Activity 11 brother, sister,
brother, sister, grandfather,
grandfather, grandmother,
grandmother, aunt, uncle • Play the audio. Put your hand to your mouth and
and cousins.) pretend to call the name at the end of each line.
Listen, point 12
CD2 Track andTB
say.
p82 • Play Who’s this? Ask Who’s this? Play frame 1 on the CD2 Track 4 TB p22
audio. The children listen and guess who it is in the • Repeat the audio once or twice. The children then tidy
• (Books open.) For picture 1 ask Who’s this? The pause before the answer. Repeat for numbers 2–6.
children may say mother or Mum. Respond positively. up and put their books away.
Good idea, but no. Explain that she’s an ‘aunt’. • Play the Goodbye song. The children sing and say
Repeat for picture 2 ( uncle) and picture 3 (cousins). goodbye.
Explain that we use the word ‘cousin’ for boys and CD2 Track 2 TB p22
girls.
• For pictures 4 and 5, point out that there are a few or
lots of people in each family and explain This family
is small/big.
• Play the audio. The children listen, point and repeat.
• Say the words and sentences. (Uncle!) This family is
(big)! The children point to the pictures and say the
words and sentences.

83

3 Lesson 6 Class Audio for Lesson 6

Objectives and key competences Who’s this? This is my (mother). This family is (small). I live Hello CD2 Track 1 TB p22
• to talk about your family with my (family). I’m (scared). Touch your head! CD2 Track 3 TB p22
I’ve got (ten). Unit 3 Ping and Pong story CD2 Track 13 TB p82
• to identify differences in families Materials For mother we say ‘Mum’ CD2 Track 4 TB p22
• to sing Some families are big Class Audio CD Goodbye CD2 Track 2 TB p22
 Optional materials
Active language
language Familiar classroom objects or puppets (or flashcards), Ping 13 Listen and colour red or blue.
aunt, baby, brother,
brother, cousin, family,
family, father, grandfather, and Pong finger puppets, children’s family photos or plain CD2 Track 14
grandmother, mother, sister,
sister, uncle paper, AB page 28 1 This family is big.
big, play, scared,
scared, small 2 This family is small.
numbers 1–10 3 This family is big.
4 This family is small.
5 This family is small.
6 This family is big.
At a Glance Lesson Plan
Starting the lesson 14CD2
Song: Some
Track 15families are big.
big.

• Sing Hello. Some families are big.

CD2 Track 1 TB p22 Some families are small.
• Do the opening routine.
routine. Families are different.
CD2 Track 3 TB p22 We like them all!
• Review the Ping and Pong story.
CD2 Track 13 TB p82 Who’s this? This is my uncle.
• Explain the aims of the lesson.
lesson. And this is my aunt, too.
Who’s this? This is my cousin.
He looks like you!
Activity 13 Who’s this? This is my grandfather.
• Listen and colour red or blue. And this is my grandmother, too.
CD2 Track 14 TB p84 Who’s this? This is the family dog.
• Repeat. And it loves you! (Woof! Woof!)
Woof!)

Activity 14
Ending the lesson
• Listen and sing Some families • Review the lesson.
lesson.
are big.
• Do the closing routine.
routine.
CD2 Track 15 TB p84
CD2 Track 4 TB p22
• Tick (✓) the family in the song. • Sing Goodbye.
CD2 Track 2 TB p22

Activity 15
• Over to You: Talk about your Activity Book p28
family. Activity 6 Activity 7
• Look, read and write.
write. • Draw your family.
• Sing Some families are big.
CD2 Track 15 TB p84

84

Detailed Lesson Plan

Starting the lesson Student’s
Student’s Book Activity 14 Activity Book

Sing Hello
Hello.. Listen and sing Some families are big.
big. Tick (✔) Activity 6

Greet thedo
sing and children. Play the Hello song. The children
the actions.
the family in the song.
CD2 Track 15 TB p84
Look, read and write. Sing Some families are big.
CD2 Track 15 TB p84
CD2 Track 1 TB p22 • Play the audio. The children listen to find out how • Read the song lyrics. The children say then write the
Do the opening routine. Sing Touch your head! many family members there are and who they are. missing words. Check the answers.
• Play the audio and do the actions. As you say the last • Check the answers (seven family members: the girl • Play the Some families are big song. The children
line, hold up a familiar flashcard,
flashcard, puppet or object, singing, uncle, aunt,
aunt, cousin, grandfather
grandfather,, grandmother,
grandmother, follow in their books and sing.
which the children name. dog).
Answers::
Answers uncle, aunt, cousin, grandfather, grandmother,
CD2 Track 3 TB p22 • Elicit or remind the children of the meaning of ‘looks family dog
• Repeat once or twice, using different items at the end like’ and ‘loves’.
of the rhyme. • Play the audio again. The children listen and sing. Activity 7
Review the Ping and Pong story. • The children tick the photo that corresponds to the Draw your family.
family. • The children draw their families in the box and
• Ask the children
children if they remember
remember who’s
who’s in
in Ping’s
Ping’s
family (mother
mother,, father,
father, brother,
brother, sister,
sister, aunt, uncle,
• Check the answer. Ask how they know. ( The dog and complete the sentence.
grandmother, (ten) cousins). (Optional)
grandfather,, grandmother,
grandfather family..)
six other members of the family • Ask volunteers to come to the front of the class to
The children can put on the Ping and Pong finger Answer: Photo 3
show their pictures and talk about their families.
puppets.
• Play the audio. The children join in, (optional) holding Ending the lesson
up the finger puppets in turn. Student’s
Student’s Book Activity 15
Review the lesson.
CD2 Track 13 TB p82
• Ask questions frame. (Frame 1): How
questions about each frame. Over to You:
• Option A: If Talk about
children haveyour family.
brought photos of their • Ask Are all families
families big? How
your family can
can you name?
How many members
name?
members of
many cats can Pong see? (Ten.) Is Pong scared?
family to the lesson, individual children bring them to Do the closing routine. Sing For mother we say
(Yes.) Continue with
with all the frames.
frames. the front. Ask Who’s this? This is my (mother). Option ‘Mum’.
Explain the aims of the lesson. B: If they haven’t got photos, hand out plain paper.
paper. • Play the audio. Put your hand to your mouth and
• Say Today we’re going to talk about big and small They draw 2–4 family members (they can choose who, pretend to call the name at the end of each line.
families and sing a song. We’re also going to talk as long as they know the name in English).
about our own families. (Optional) Check that the CD2 Track 4 TB p22
Invite individuals to the front and ask Who’s this?
children have remembered to bring in family photos. • In pairs, the children ask about their partner’s family • Repeat the audio once or twice. The children then tidy
photos or pictures. Who’s this? (my (cousin).) up and put their books away.
• Play the Goodbye song. The children sing and say
Student’s
Student’s Book Activity 13 goodbye.
Listen and colour red or blue. Repeat. CD2 Track 2 TB p22
CD2 Track 14 TB p84
• The children look at the photos. Explain that they will
colour the photo frames blue if the family is big and
 red if it’s small. Play the audio. They listen and colour
the frames. (Optional) The children can put a spot of
colour on each frame and finish colouring at the end.
• Check the answers. Play the audio again. The children
repeat the sentences.
Answers: 1 blue 2 red 3 blue 4 red 5 red 6 blue
85

3 Lesson 7 Class Audio for Lesson 7

Objectives and key competences Materials Hello CD2 Track 1 TB p22

• to listen and respond to classroom language Flashcards: baby, brother, family, father, grandfather, Touch your head! CD2 Track 3 TB p22
grandmother, mother, sister
sister, Word cards: baby, brother, Some families are big CD2 Track 15 TB p84
• to review the main language of the unit family, father, grandfather, grandmother, mother, sister, For mother we say ‘Mum’ CD2 Track 4 TB p22
Class Audio CD, Story cards: Tiger is Lost, Unit 3 word Goodbye CD2 Track 2 TB p22
Active language
language stickers, Picture Dictionary (SB page 81)
aunt, baby
baby,, brother
brother,, cousin,
cousin, family
family,, father
father (Dad),
(Dad), grandf
grandfather
ather Optional materials
(Grandad), grandmother (Granny), mother (Mum), sister sister,, uncle, 16 Listen, number and repeat.
Bag with classroom objects inside, AB page 29
big, small CD2 Track 16
Have you got (Tiger)? Yes, I have./No, I haven’t. 1 Girl: This is my family. My family is small.
Who’s this? This is my (family). 2 Adult: Who’s this? Girl: This is my mother.
3 Adult: Who’s this? Girl: This is my father.
4 Adult: Who’s this? Girl: This is my grandmother.
5 Adult: Who’s this? Girl: This is my grandfather.
At a Glance Lesson Plan 6 Adult: Ahh, look! It’s a baby!
7 Adult: Who’s this? Girl: This is my brother.
Starting the lesson 8 Adult: Who’s this? Girl: This is my sister.
Lesson 7 Unit review
• Sing Hello. CD2
CD2

17 Listen and circle. Look and say.

Listen, number and repeat. Read and stick.
CD2 Track 1 TB p22 17 Listen and circle.
16

• Do the opening routine.

routine. CD2 Track 17
CD2 Track 3 TB p22
1 A: My family is small. This is my mother. This is my
• Sing Some families are big. father. And this is me.
1
CD2 Track 15 TB p84
2 B: My family is big. This is my mother. And this is
• Explain the aims of the lesson.
lesson. sister

my father.
father. This is my grandmother and this is my
• Do a language review quiz.
grandfather. This is my brother and this is my sister.
And this is Baby.
Baby.
3 C: This is my mother. This is my father. This is my
Activity 16
uncle. This is my aunt. This is my brother. And this is
• Listen, number and repeat.
repeat. SS C HA my cousin. It’s my uncle’s birthday.
birthday.
CD2
LA
CD2 Track 16 TB p86 18 Listen, tick () or cross () and repeat.
Ask and answer.
C
T

• Read and stick. 18 Class Chat: Listen, tick (✔) or cross (✗) and repeat.
CD2 Track 18
Activity 17 
1 Teacher: Have you got your book?
• Listen and circle.
circle. Boy: No, I haven’t.
CD2 Track 17 TB p86
Learning to
LEARN Go to the Picture Dictionary on page 81. 2 Teacher: Have you got your pencil case?
36 37
37

• Look and say. Boy: Yes, I have.

Teacher: Great!
3 Teacher: Have you got your pencil?
Activity 18 Boy: No, I haven’t.
• Class Chat: Listen, tick (✓) or
Activity Book p29 Ending the lesson
cross (✗) and repeat.
CD2 Track 18 TB p86 Activity 8 • Review the lesson and the unit.
• Ask and answer. • Look and read. • Do the closing routine.
routine.
• Go to the Picture Dictionary
Dictionary on • Write. CD2 Track 4 TB p22
page 81. Activity 9 • Sing Goodbye.
• Tick (✓) what you can do. CD2 Track 2 TB p22

86

Detailed Lesson Plan

Starting the lesson Student’s
Student’s Book Activity 16 Student’s
Student’s Book Activity 18 (continued)

Sing Hello
Hello.. Listen, number and repeat. Read and stick. • Direct the children to page 81 of the Student’s Book.
• Greet the children. Play the Hello song. The children CD2 Track 16 TB p86 The children complete the Picture Dictionary for Unit 3,
sing and do the actions. • The children name the family members. Play the tracing and writing the words.
CD2 Track 1 TB p22 audio. They listen and number the photos. Check the Answers: 1 ✗ 2 ✓ 3 ✗
Do the opening routine. Sing Touch your head! answers. They listen again and repeat the exchanges.
• Play the audio. Do the actions. Hold up a familiar • The children read and put on the word stickers. They
flashcard, puppet or object at the end of the last line, read the words for each photo. Activity Book
which the children name. Answers: 1 c (family) 2 e (mother) 3 d (father) Activity 8
CD2 Track 3 TB p22 4 b (grandmother) 5 g (grandfather) 6 f (baby) Look and read. Write.
• Repeat once or twice, using different items. 7 h (brother) 8 a (sister)
• The children read the speech bubbles. They write
Sing Some families are big. big. the missing words. They then read and match the
• Ask if the children
ldren remember
remember the family
family members in sentences and pictures. Check the answers. The
Student’s
Student’s Book Activity 17
the song (brother
brother,, sister,
sister, baby,
baby, aunt, uncle, cousin,
cousin, children read the sentences.
 grandmother, family dog). Draw simple
grandfather,, grandmother,
grandfather Listen and circle. Look and say.
Answers:
Answers: 1 father 2 sister 3 grandmother 4 aunt 5 baby
pictures on the board. CD2 Track 17 TB p86
• Divide the class into two groups. Group A sings • Play the audio, pausing for the children to circle the Activity 9
Who’s this? and the last line of each verse. Group B correct pictures. Play the audio again, pausing after Tick (✓) what you can do.
answers the questions. Everyone sings the chorus. each description to check the answers.
• The children look at the pictures while you read the
Play the Some families are big song. Point to the • The children say sentences to describe the correct key. Explain or remind the children of meaning, as
pictures as a prompt. family pictures as if they were their own. necessary. The children tick what they can do.
CD2 Track 15 TB p84
Answers: 1 a 2 a 3 b • Praise their work in the unit, as appropriate.
• The groups change roles and repeat.
Explain the aims of the lesson.
• Say Today we’re going to review what we’ve learnt Ending the lesson
Student’s
Student’s Book Activity 18
in the unit and practise classroom language. Review the lesson and the unit.
Class Chat: Listen, tick ( ✔) or cross (✘) and
Do a language review quiz. • Ask What have you learnt in this unit? What have
repeat. Ask and answer
answer..
• Two teams choose a name relating to Unit 3: you enjoyed? What has been
been easy or difficult?
difficult?
CD2 Track 18 TB p86 What can you do to work harder and improve your
(Grandfathers) / (Babies). Team members answer
• Elicit the objects: book, pencil case, pencil. Explain English? How can we ask our friends if they have
questions and score points. The teams lose points if
answers are called out. that the teacher’s asking if the child has got these got something?
things. Play the audio. The children listen and write a
• Ask question
questions:
s: i) Using
Using the
the flashcard
flashcards,
s, ask Who’s Do the closing routine. Sing For mother we say
tick or a cross. Check the answers.
this? ii) Using the story cards, say sentences which the ‘Mum’.
• Divide the class into two groups (Teacher and Child).
children complete: Have you got Tiger, … (Mum)? iii) • Play the audio. Put your hand to your mouth and
Hold up the word cards, which the children read and Play the audio. The groups repeat the exchanges then
pretend to call the name at the end of each line.
match to the flashcards. iv) Say one half of a ‘pair’ of • change
(Optional)roles.
Put some objects in a bag. The children
CD2 Track 4 TB p22
family members; the children complete the phrase: • Repeat the audio once or twice. The children then tidy
mother and … (father). ask Have you got your (book)? A child then takes your
role. The children then work in pairs. up and put their books away.
• Keep score on the board. The team with most • Play the Goodbye song. The children sing and say
points wins. • Explain that you expect the children always to ask if you
or their friends have got things in English from now on. goodbye.
CD2 Track 2 TB p22

87

3 Kids’ Culture 3 Class Audio for Kids’ Culture 3

Objectives and key competences Materials Hello CD2 Track 1 TB p22

• to identify families in the UK Class Audio CD and/or video clip from the Presentation Kit Touch your head CD2 Track 3 TB p22
• to draw a picture of your family Optional materials For mother we say ‘Mum’ CD2 Track 4 TB p22
• to use the Student’s Resource Centre Rag doll or plastic baby doll, AB page 30 Goodbye CD2 Track 2 TB p22

• to listen, sing and act out a version of a Song: The baby wants a mother.

traditional song: The baby wants a mother CD2 Track 19

Active language
language The baby wants a mother.
aunt, baby, brother,
brother, cousin, family,
family, father, grandfather, The baby wants a mother.
grandmother, mother, sister,
sister, uncle Ey-ay-adio the baby wants a mother.
(The baby) wants a (mother). The baby’s got a (family).
The baby wants a father …
The baby wants a brother …
The baby wants a sister …
At a Glance Lesson Plan The baby wants a grandmother ..
The baby wants a grandfather …
Starting the lesson The baby’s got a family now.
• Sing Hello. The baby’s got a family now.
CD 2 Track 1 TB p22 Ey-ay-adio the baby’s got a family now.
• Do the opening routine.
routine.
CD 2 Track 3 TB p22 2 Comparing Cultures: Listen and number.
• Explain the aims of the lesson.
lesson. CD2 Track 20
1 I live with my mother and my father and our baby.
2 I live with my grandad and my dad.
Activity 1
3 I live with my mum and my brother.
• Listen, sing and act out a song:
The baby wants a mother.
CD2 Track 19 TB p88
• Play The baby wants …

Activity 2
• Comparing Cultures:
Cultures: Listen
and number.
CD2 Track 20 TB p88 Ending the lesson
• Draw and say. • Review the lesson.
lesson.
• Do the closing routine.
routine.
CD2 Track 4 TB p22
• Sing Goodbye.
CD2 Track 2 TB p22
Activity Book p30
Activity 1
• Look, match and write.
write.
• Sing The baby wants a mother.
CD2 Track 20 TB p88
Activity 2
• Read and match.

88
Detailed Lesson Plan
Starting the lesson
Sing Hello
Hello..
• Greet the children. Play the Hello song. The children
sing and do the actions.
CD2 Track 1 TB p22
Do the opening routine. Sing Touch your head!
• Play the audio and do the actions. Hold up a familiar
flashcard, puppet or object at the end of the last line,
which the children name.
CD2 Track 3 TB p22
• Repeat once or twice, using different items.
Explain the aims of the lesson.
• Say Today in Kids’ Culture we’re going to learn a
version of a traditional song. We’re also going to
talk about families in the UK and our own families.
3 Progress Journal
Activity 1
Think and draw your favourite part of the story.
• The children go to page 8 of the Progress Journal.
Read the heading and elicit or remind the children of
the meaning of ‘My learning review’.
• Read and explain Activity 1. Ask the children what
they remember about the Tiger is Lost story.
• The children think about then draw their favourite part
of the story. You may wish to give a time limit for this –
perhaps five minutes. (Optional) The children can look
back at the story (Student’s Book pages 30 and 31).
• The children take turns to show their pictures to a
friend and say their favourite part of the story
story..
Activity 2
Colour and write the words you know.
• Read and explain Activity 2. The children colour the
pictures of the members of the family that they can
say in English.
• The children then write the words below the pictures.
Answers: 1 mother 2 father 3 sister 4 brother
5 grandmother 6 grandfather 7 baby 8 family
Activity 3
Student’s Book Activity 1 Activity Book
Listen, sing and act out a song: The baby wants Activity 1
a mother. Look, match and write. Sing The baby wants a
CD2 Track 19 TB p88 mother.
• The children look at the photo. Explain they’re going CD2 Track 19 TB p88
to learn a version of a traditional song about a baby • The children look at the picture and write the words.
who wants a family. Use L1 to explain ‘want’. Say Check the answers.
Listen and find out: What does the baby want? • Play the song. The children point to the family
Play the audio. Check the answers ( mother
mother,, father,
father, members and sing.
brother,, sister,
brother grandmother, grandfather).
sister, grandmother,
Answers: 1 father 2 sister 3 mother 4 brother
• The children stand in a circle. Put a doll in the middle.
5 grandmother 6 grandfather 7 baby
(Note: If there’s not enough space, they stand by their
desks and come to the front if chosen.) Demonstrate
Demonstrate Activity 2
acting out the song. Play the first verse; the children
Read and match.
sing. Choose a child to be the mother, who comes to
• Read the sentences. The children follow in their
hold the baby in the centre or at the front. Play the
books. They match the sentences and pictures.
second verse; the children sing. The mother chooses
Check the answers.
another child to be the father, who then comes to hold
the baby. Continue, adding new family members. Answers: 1 b 2 c 3 a
• Play the audio or the video clip without pausing and
with different children acting out the song.
• Play the The baby wants .... The children remain in Ending the lesson
their circle or make a line at the front. Pass the doll Review the lesson.
to one child and say The baby wants a … The child
• Ask What traditional song can you sing? Which
takes it, names a family member then passes the doll members of your family do you live with?
to the next child as you say The baby wants a … The
next child names another family member, and so on. Do the closing routine. Sing For mother we say
‘Mum’.
• Play the audio. Pretend to call the names at the end
Student’s Book Activity 2 of each line.
Comparing Cultures: Listen and number
number.. Draw CD2 Track 4 TB p22
and say. • Repeat the audio once or twice. The children then tidy
CD2 Track 20 TB p88 up and put their books away.
• Explain that the photos show different families in the • Play the Goodbye song. The children sing and say
UK. The children identify the members of the family. goodbye.
• Play the audio. The children listen and number the CD2 Track 2 TB p22
photos. Check the answers.
• The children draw and colour a picture of the family
members they live with.
• A few children show their pictures, saying I live with
my (father and mother).
Answers: a 3 b 1 c 2
89
Look, think and colour Ti ger s paws.
• The children go to page 9. Read the heading, ‘My
progress’,’, and remind the children of or elicit the
progress
meaning.
• Read the instructions for Activity 3. For each picture,
the children will colour the paw if they can do the task.
• Go through the pictures in turn, using the key at the
bottom of page 9 to explain each I can … statement.
If necessary, elicit or remind the children of what they
have done in Unit 3.
• The children colour the corresponding
corresponding Tiger paws.
Make sure they understand that this is their personal
response and that there are no ‘right’ answers.
Activity 4
Look and tick (✔) what you do.
• Read the heading above Activity 4, ‘Learning to
Learn: My study ideas’. Explain the meaning.
• Use the key below to explain the content of the two
pictures. The children then tick what they do.
• Ask the children to give themselves a score out of ten
for their work in Unit 3. Make sure they understand
that this is their own personal assessment
assessment of how
they have done.
• Sign, date and add a comment to this page to
show that you agree with the way the children have
assessed their learning.

90

Objectives and key competences Active language

language Pronunciation

•• Listen
Listen and
and identify foodword
say Tiger’s fromchan
animals
t and plants Core vocabulary:
carrots, food
cheese, eggs, mushrooms, milk, peas, The /i… / sound (cheese, peas)
• Listen, understand and repeat the Ping and potatoes, sausages
Pong story numbers 11–20
• Listen and respond to classroom language
Story vocabulary
• Identify numbers 11–20 delicious, omelette, pizza
Cross-curricular
Cross-curricular content
Science: Food we eat
CLIL vocabulary: food we eat
• Use the Student’s Resource Centre animals, fish, fruit, meat, plants, vegetables
Structures
• Recall and repeat the story Do you like (cheese)? Yes, I do./No, I don’t.
• Practise pronunciation: / i… / I love/like/don’t like (mushrooms). Values and
and attitudes
• Recognise and read key words (Bananas) is/are (fruit)
• Review own learning (Sausages) is/are from (animals). • Interest in naming food
• Give a personal response and be aware of values • Pleasure in the humour ofof the story
Recycled language
in the story I’ve got … • Awareness of the need to be careful in the kitchen
• Play the games Put … • Interest in what other people like and don’t like
• Make the cut-out It’s … • Respect for the opinions of others in the group
• Do a role play Can I have …? • Pleasure in practising pronunciation
apple, banana
• Listen and understand the story numbers 1–10 • Interest in learning about food
• Sing the songs • Awareness that food comes from animals and
• Act out the story using the cut-out Classroom language
Open your books at page (20) plants
Which page, please? Page (20). • Confidence in responding to classroom language
• Willingness to review own learning
• Pleasure in singing and acting out a traditional
traditional song
• Interest in learning about healthy snacks children
children
eat in the UK and comparing them with snacks in
Receptive language your country
It’s time for dinner.
Let’s …
How many …?
Watch … / catch …

91

4 Lesson 1 Class Audio for Lesson 1

Objectives and key competences Materials Hello CD2 Track 1 TB p22

• to recognise and identify food Flashcards and/or digital flashcards: carrots, cheese, Point to the window! CD2 Track 21 TB p22
• to listen and say Tiger’s word chant eggs, mushrooms, milk, peas, potatoes, sausages, Unit 4 The food rhyme CD2 Track 22 TB p22
• to put on food stickers and play a game stickers, Class Audio CD Goodbye CD2 Track 2 TB p22
• to use the Student’s Resource Centre Optional materials
 Tiger masks, AB page 31 1 Listen, look and repeat.
Active language
language CD2 Track 23
carrots, cheese, eggs, mushrooms, milk, peas, potatoes, cheese, milk, eggs, mushrooms, carrots, potatoes,
sausages It’s (milk).
(milk). They’re (sausages). sausages,
sausa ges, peas
peas

2 Listen, point and say Tiger’s word chant.

At a Glance Lesson Plan CD2 Track 24
Tiger, Tiger,
Starting the lesson listen to me!
• Sing Hello. Name the food,

CD2 Track 1 TB p22 you can see!

Number 1! They’re peas!
• Do the opening routine.
routine.
CD2 Track 21 TB p22 Number 2! They’re eggs!
• Explain the aims of the lesson.
lesson. Number 3! They’re mushrooms!
Number 4! It’s milk!
Number 5! They’re carrots!
Activity 1 Number 6! They’re potatoes!
Number 7! It’s cheese!
• Listen, look and repeat.
repeat.
CD2 Track 23 TB p92 Number 8! They’re sausages!
• Play flashcard games.
games.

Activity 2
• Listen, point and say Tiger’s
word chant. Ending the lesson
CD2 Track 24 TB p92 • Review the lesson.
lesson.
• Do the closing routine.
routine.
CD2 Track 22 TB p22
Activity 3 • Sing Goodbye.
• Stick and say.
say. CD2 Track 2 TB p22
• Play Word or number
number..

Activity Book p31

Activity 1
• Read and match.
match.

92

Detailed Lesson Plan

Starting the lesson Student’s Book Activity 2 Activity Book
Sing Hello
Hello.. Listen, point and say Tiger’s word chant. Activity 1

• Greet thedo
sing and children. Play the Hello song. The children
the actions. CD2 Track 24 TB p92
• On the board, arrange the flashcards in the order of
Read and match.
• Read the words. The children point to the food. They
CD2 Track 1 TB p22 the chant. Write numbers 1–8 underneath. Play the draw matching lines from the words to the food.
Do the opening routine. Sing Point to the window! audio. The children listen and point. Check the answers.
• Introduce the opening routine for Unit 4. The children • (Books open.) Say Look! Sue, Jay and Dad are • (Optional) The children can colour the picture.
stand up. Play the audio and do the actions. coming into the kitchen. Look at all the food. And
CD2 Track 21 TB p22 look who’s here, too! It’s Tiger! (Explain if necessary.)
Ending the lesson
Let’s say the chant!
• Play the audio again. The children point and do the
actions with you. • Play the audio again. The children listen, point to the Review the lesson.
food and join in with the chant. • Ask What food words do we know? What food
Explain the aims of the lesson.
• Play the audio a third time, pausing before the food words are easy or hard to remember? What can
• Say Today we’re going to learn the names of food words, which the children say. you do to help
help you remember
remember the words?
words?
and say Tiger’s word chant.
• (Optional) The children
children hold up or wear
wear their Tiger Do the closing routine. Sing The food rhyme.
rhyme.
masks. Repeat the audio. They pretend to be Tiger • Introduce the closing routine for Unit 4. Play the
Student’s
Student’s Book Activity 1 and name all the food. audio and do the actions. For line 2, make circular
Listen, look and repeat. movements with your hand on your stomach. For line
CD2 Track 23 TB p92
4, point to your stomach.
Student’s
Student’s Book Activity 3
CD2 Track 22 TB p22
• (Books closed.) The children say the food words they Stick and say. Play Word or number.
know. Stick these flashcards on the board. • Repeat once or twice to help the children memorise
• Say numbers 1–8 in turn. The children point to and
• Introduce the remaining food words using the food name the food. the rhyme.
• The children then tidy up and put their books away.
flashcards. • Say Put on the food stickers for Unit 1. Repeat the
• Play the audio. Point to the flashcards. The children • Play the Goodbye song. The children sing and say
first stage to check this has been done correctly. goodbye.
listen, look and repeat. • Play a game with two teams. Name a food (cheese);
• Play one or two flashcard games, e.g. Flash! and CD2 Track 2 TB p22
the children say the number ( seven). Or say a number
number
Point! (see TB page 23). (two); the children
children name the food
food (eggs). The children
children
take turns to answer and score points.
• (Books closed.) Raise the level of the challenge with
the children responding from memory.
Answers: 1 peas 2 eggs 3 mushrooms 4 milk 5 carrots
6 potatoes 7 cheese 8 sausages
 93

4 Lesson 2 Class Audio for Lesson 2

Objectives and key competences Active language

language Hello CD2 Track 1 TB p22
• to identify the food in the story carrots, cheese, eggs, mushrooms, milk, peas, potatoes, Point to the window! CD2 Track 21 TB p22
sausages, delicious, omelette, pizza Tiger’s word chant CD2 Track 24 TB p92
• to use the Student’s Resource Centre Do you like (cheese)? Yes, I do./No, I don’t. The food rhyme CD2 Track 22 TB p22
I love/like/don’t like (mushrooms).
• to give a personal response and be aware of Goodbye CD2 Track 2 TB p22
values in the story Materials
Flashcards: carrots, cheese, eggs, mushr ooms, milk, peas,
mushrooms
Story: Dinner Time.
Time.
• to listen and understand the story potatoes
potatoe s, sausag es, Class Audio CD, Story cards and/or
sausages
CD2 Track 25
Storyteller from the Presentation Kit: Dinner Time
1 Dad: It’s dinner time. Let’s have sausages and peas.
Optional materials
Jay: Oh no. I don’t like sausages.
Tiger masks, AB page 32 Dad: Do you like peas?
Sue: No, I don’t.
Jay: Can we have an omelette, please?
At a Glance Lesson Plan Dad: Let’s see.
2 Dad: How many eggs have we got?
Starting the lesson Jay: We’ve got six.
• Sing Hello. Dad: Good!
CD2 Track 1 TB p22 Sue: And look! We’ve got mushrooms. I like
• Do the opening routine.
routine. mushrooms. Put mushrooms in the omelette.
CD2 Track 21 TB p22 3 Dad: We’ve got cheese and potatoes. Do you like
• Say Tiger’s word chant. cheese?
CD2 Track 24 TB p92 Sue: Yes, I do. I love cheese. Put cheese in the
• Explain the aims of the lesson.
lesson. omelette.
Dad: Do you like potatoes?
Jay: Yes, I do. I love potatoes. Put potatoes in the
Pre-story activities omelette.
• Predict what happens
happens in the Dad: OK. Let’s have a cheese, mushrooms and potato
story (books open). omelette.
• Listen (books closed).
closed). Sue and Jay: Yes!
CD2 Track 25 TB p94 4 Sue: Mmm. It smells delicious.
• Listen with the story cards.
cards. Dad: OK. Watch this!
5
One… two… three…
Dad: Whoops!
Sue:
Activity 4 Jay: Oh no! The omelette! Catch it, Dad!
• Listen to the story.
story. 6 Sue: Oh no, Dad. The omelette.
Jay: I’m hungry.
CD2 Track 25 TB p94
• Do the action. Sue: I’m hungry, too.
• Answer the questions.
questions. Tiger Values Ending the lesson Dad: Oh dear. I’m sorry.
7 Dad: I’ve got an idea. Do you like pizza?
• Talk about the importance of • Review the lesson.
esson.
Sue and Jay: Oh yes, Dad. We love pizza.
being careful in the kitchen. • Do the closing routine.
routine.
Dad: Come on. Let’s go for a pizza.
CD2 Track 22 TB p22
8 Jay: I like cheese pizza.
• Sing Goodbye.
CD2 Track 2 TB p22 Sue: I like mushroom pizza.
Tiger: And I love omelette.
Activity Book p32
Activity 2
• Look and write.
write.
• Tick (✓) the food in the omelette in
94
the story.

Detailed Lesson Plan

Starting the lesson Student’s Book Activity 4 Student’s Book Tiger Values

Sing Hello.
• Greet the children. Play the Hello song. The children
sing and do the actions.
CD2 Track 1 TB p22
Do the opening routine. Sing Point to the window!
• The children stand up. Play the audio. Do the actions.
CD2 Track 3 TB p22
• Play the audio again. The children point and do the
actions with you.
Say Tiger’s word chant.
• Give eight children a flashcard. They make a line
in the order of Tiger’s word chant and hold up the
flashcards as you play the audio. The rest of the class
says the chant, (optional) with their Tiger masks.
Listen to the story. Do the action. Answer the
questions.
CD2 Track 25 TB p94
• Explain that the children will follow in their books
and will mime eating when they hear food words.
Demonstrate, then play the audio. The children listen
and do the action.
• Ask questions about each frame in the story to aid
and check understanding
understanding..
Suggested comprehension questions
• Frame 1: What does Dad want for dinner?
(Sausages and peas.) Does Jay like sausages? (No.)
Does Sue like peas? (No.) What do Sue and Jay
want? (An omelette.)
• Ask Do you like the story? Do you think it’s funny?
Who makes the omelette in the story? (Dad.) Can
Dad catch the omelette? (No.) Is Dad careful, do
you think? (No.) He isn’t very
very careful but dropping
dropping the
omelette is an accident. Explain this.
• The children look at the picture of Tiger. Read the
speech bubble. Ask what’s happening in the photos.
• Ask Is it important to be careful in the kitchen?
Why? In what ways do you need to be careful in the
kitchen? Listen to responses in English and/or L1.
Activity Book
Activity 2

CD2 Track 24 TB p92
Explain the aims of the lesson.
• Say Today we’re going to listen to a story about
Sue, Jay, Dad and Tiger, and say what we like
about and learn from the story.
Pre-story activities
Predict what happens in the story.
• (Books open.) Say Look! It’s time for dinner! (Explain
or elicit meaning.) Sue and Jay are hungry. Can you
guess what they eat? (Mime.) What do you think
happens in the story? Briefly listen to ideas (in L1).
Listen.
CD2 Track 25 TB p94
• (Books closed.) Write mushrooms, cheese , carrots,
sausages, eggs, milk, peas and potatoes on the
board, or draw simple pictures of each food.
• Ask What food is in the omelette? Who eats the
omelette? Play the audio. The children listen.
• Point to the words or pictures on the board and ask Is
(cheese) in the omelette? (Yes./No. ) Who eats the
omelette? (Tiger.) What do Sue, Jay and Dad go to
eat? (Pizza.) Check
Check that the chil
childre
drenn unders
understand
tand ‘piz
‘pizza’.
za’.
Listen with the story cards.
• Say Let’s listen and look at the story cards! Play
the audio. Hold up the story cards as the children
listen. They then name the food in the omelette.
• Frame 2: Have they got eggs for the omelette?
(Yes.) How many eggs have they got? (Six.) What
else have they got? (Mushrooms.) Does Sue like
mushrooms? (Yes.)
• Frame 3: What else have they got? (Cheese and
potatoes.) Does Sue like cheese? (Yes, she loves
cheese.) Does Jay like potatoes? (Yes, he loves
potatoes.) Explain or use
use mime and facial
facial expression
expression
to show the differenc
differencee between ‘like’ and ‘love’.
So what food is in the omelette? (Eggs, cheese,
mushrooms and potatoes.)
• Frame 4: Does the omelette smell delicious? Use
mime and wrinkle your nose to convey meaning. (Yes.)
• Frame 5: Can Dad catch the omelette? Use mime. (No).
• Frame 6: Are Sue and Jay hung ry? (Yes.) Is Dad sorry?
hungry?
Check for understanding or explain meaning. ( Yes.)
• Frame 7: What’s Dad’s idea? (To go for a pizza.)
Do Sue and Jay like pizza? (Yes, they love pizza!)
• Frame 8: Who likes cheese pizza? (Jay Jay..) Who likes
mushroom pizza? (Sue.) And who loves loves omelette?
(Tiger.)
Look and write. Tick (✔) the food in the omelette
in the story.
• Read the words. The children point to the food and
say the numbers. They write the words. Check the
answers. The children then tick the pictures of the
food in the omelette. Check they have done so
correctly.
Answers: 1 eggs ✓ 2 carrots 3 peas 4 mushrooms ✓
5 milk 6 cheese ✓ 7 sausages 8 potatoes ✓
Ending the lesson
Review the lesson.
• Ask What food is in the omelette? Who eats the
omelette?
Do the closing routine. Sing The food rhyme.
rhyme.
• Play the audio and do the actions.
CD2 Track 22 TB p22
• Repeat once or twice. Then the children tidy up and
put their books away.
• Play the Goodbye song. The children sing and say
goodbye.
CD2 Track 2 TB p22
95

4 Lesson 3 Class Audio for Lesson 3

Objectives and key competences numbers 1–20 Hello CD2 Track 1 TB p22
• to listen and count to twenty Do you like (cheese)? Yes, I do./No, I don’t. Point to the window! CD2 Track 21 TB p22
I like/don’t like (carrots). I love (peas)!
• to listen to the story and say the missing words The food rhyme CD2 Track 22 TB p22
I’m …/We’ve got …/Can we have …?
• to identify the food in the omelette in the story Goodbye CD2 Track 2 TB p22
Materials
• to listen and sing I don’t like sausages Flashcards: cheese, mushrooms, potatoes, eggs,
5 Listen and say the missing words.
CD, Story, cards:, Dinner, Time,
sausages peas carrots milk Sue, Jay, father, Class Audio CD2 Track 26
Active language
language
carrots, cheese, eggs, mushrooms, milk, peas, potatoes, Optional materials (For full audioscript see TB page 94.)
sausages, delicious, hungry,
hungry, omelette, pizza AB page 33 1 Jay: Oh no. I don’t like *** (sausages).
Dad: Do you like *** (peas)?
2 Dad: How many *** (eggs) have we got?
Sue: I like *** (mushrooms).
3 Sue: Yes, I do. I love *** (cheese). […]
At a Glance Lesson Plan Jay: Yes, I do. I love *** (potatoes). […]
5 Jay: Oh no! The *** (omelette)! […]
Starting the lesson 7 Sue and Jay: […] We love *** (pizza).
• Sing Hello. 8 Tiger: And I love *** (omelette)!
CD2 Track 1 TB p22
• Do the opening routine.
routine. 6 Listen, count and trace.
CD2 Track 21 TB p22 CD2 Track 27
• Review the Dinner Time story. One … two … three … four … five … six … seven …
• Explain the aims of the lesson.
lesson. eight … nine … ten … eleven … twelve … thirteen …
fourteen … fifteen … sixteen … seventeen … eighteen
… nineteen … twenty.
Activity 5
• Listen and say the missing
missing Song: I don’t like sausages.
words. CD2 Track 28
CD2 Track 26 TB p96 I don’t like sausages, I don’t like peas.
Oh, can I have an omelette, please?

Activity 6 Do you like mushrooms?

Yes, I do. Put some mushrooms in the omelette, too!
• Listen, count and trace. Ending the lesson
CD2 Track 27 TB p96 • Review the lesson.
lesson. Do you like cheese?
• Circle the food in the omelette. • Do the closing routine.
routine. Yes, I do. Put some cheese in the omelette, too!
CD2 Track 22 TB p22 Do you like potatoes?
• Sing Goodbye. Yes, I do. Put potatoes in the omelette, too!
Activity 7 CD2 Track 2 TB p22
• Listen and number the pictures It’s nearly ready – one, two, three!
in order. Oh dear! Splat! No omelette for me!
• Sing I don’t like sausages. Activity Book p33 I don’t like sausages, I don’t like peas.
CD2 Track 28 TB p96 Activity 3 Oh, can I have a pizza, please?
• Read, circle and write.
write.
• Sing I don’t like sausages.
CD2 Track 28 TB p96
• Do you like the song?
• Circle.

96
Detailed Lesson Plan
Starting the lesson Student’s Book Activity 6 Activity Book

Sing Hello
Hello.. Listen, count and trace. Circle the food in the Activity 3
• Greet the children. Play the Hello song. The children omelette. Read, circle and write. Sing I don’t like sausages.
sing and do the actions. CD2 Track 27 TB p96 CD2 Track 28 TB p96
CD2 Track 1 TB p22 • Play the audio. The children listen and count the eggs • Read the verses. The children circle the correct food
Do the opening routine. Sing Point to the window! silently,, pointing to them in turn.
silently words. Check the answers.
• The children stand up. Play the audio and do the • The children trace the numbers 1–20 on the eggs. • Play the I don’t like sausages
sausages song. The children
actions. • Play the audio again. The children listen and count the follow in their books and sing.
CD2 Track 21 TB p22 eggs.
Answers: sausages, peas, mushrooms, mushrooms,
• Play the audio again. The children point and do the • The children then circle the food in the omelette from cheese, cheese, potatoes, potatoes, sausages, peas
actions with you. the Dinner Time story.
• Check the answers. Do you like the song? Circle.
•• Review
Ask Can the Dinner Time story.
you remember the story? Answers: Six eggs, cheese, mushrooms and potatoes.
• Ask Do you like the song? The children circle the
picture that best expresses their feeling.
• Draw a line down the middle of the board. Draw a
plain omelette on one side and say or elicit what it is.
Point and say This side is for food in the omelette. Student’s Book Activity 7 Ending the lesson
This side is for other food.
Listen and number the pictures in order
order.. Sing I don’t
don’t Review the lesson.
• In turn, name the different foods. The children decide like sausag
sausages
es..
which side of the board you should draw the food. • Ask How many eggs can we count? What food
CD2 Track 28 TB p96 words are in the song?
(Omelette side: cheese, mushrooms, potatoes, eggs.
Other side: sausages, peas, carrots, milk.) • (Books closed.) Ask Which food words can you hear Do the closing routine. Sing The food rhyme.
rhyme.
in the song? Play the audio. The children listen. • Play the audio and do the actions.
• Ask questions about the characters in the story. Who
says ‘(I love cheese)’? (Sue.) • Check the answers ( sausages, peas, omelette,
omelette, CD2 Track 22 TB p22
potatoes, pizza).
mushrooms, cheese, potatoes,
Explain the aims of the lesson. • Repeat the audio once or twice. The children then tidy
• Play the audio again. The children join in singing. up and put their books away.
• Say Today we’re going to do story activities and
• Ask Do you like the song? • Play the Goodbye song. The children sing and say
sing a song.
• (Books open.) The children number the pictures in the goodbye.
order of the verses. Check the answers. The children CD2 Track 2 TB p22
Student’s
Student’s Book Activity 5 say the numbers and foods.
Listen and say the missing words. • Play the audio again. The children point to the
pictures in order and sing. You can also use the
CD2 Track 26 TB p96 karaoke version of this song.
• (Books open at pages 40 and 41.) Say Find the CD2 Track 29
picture of Dad asking Sue and Jay if they like
sausages and peas! The children point to the Answers: 1 c 2 e 3 a 4 f 5 b 6 d
picture. Repeat, naming the other food.
• Say Listen to the story and say the missing words.
Play the first frame to practise, then play the entire
track. The children say the missing words.
Answers: (See answers in audioscript.)

97

4 Lesson 4 Class Audio for Lesson 4

Objectives and key competences I like/don’t like (cheese). Put/Don’t put (mushrooms) in the Hello CD2 Track 1 TB p22

• to practise pronunciation: /i… / omelette.

Can I have (an omelette), please?
Point to the window!
The food rhyme
CD2 Track 21 TB p22
CD2 Track 22 TB p22
• to do a role play Materials Goodbye CD2 Track 2 TB p22
• to make the cut-out and act out the story Flashcards: carrots, cheese, eggs, mushrooms, milk,
peas, potatoes, sausages, Class Audio CD, Cut-out (SB 8 Tiger Phonics: Listen, look and say.
page 89) CD2 Track 30
Active language
language
carrots, cheese, eggs, mushrooms, milk, peas, potatoes, Optional materials Cheese and peas for me, please!
hungry, omelette, pizza, numbers 1–20
sausages, delicious, hungry, 20 classroom objects, scissors, prepared cut-out, Cheese and peas for me, please!
Do you like (mushrooms)? Yes, I do./No, I don’t. AB page 34 Cheese and peas for me, please!

At a Glance Lesson Plan

Starting the lesson
• Sing Hello.
CD2 Track 1 TB p22
• Do the opening routine.
routine.
CD2 Track 21 TB p22
• Count the objects.
• Explain the aims of the lesson.
lesson.

Activity 8
• Tiger Phonics: Listen,
Listen, look
and say.
CD2 Track 30 TB p98
Activity 9
• Make the cut-out on page
page 89. Ending the lesson
• Act out the story.
story. • Review the lesson.
lesson.
CD2 Track 25 TB p94 • Do the closing routine.
routine.
CD2 Track 22 TB p22
• Sing Goodbye.
Activity 10 CD2 Track 2 TB p22
• Over to You: Do a role play.

Activity Book p34

Activity 4
• Look, write and circle the answer
for you.
Activity 5
• Draw yourself and complete
complete the
sentences for you.

98

Detailed Lesson Plan

Starting the lesson Student’s Book Activity 9 Activity Book
Sing Hello
Hello.. Make the cut-out on page 89. Act out the story. Activity 4
• Greet the children. Play the Hello song. The children CD2 Track 25 TB p94 Look, write and circle the answer for you.
sing and do the actions. • Hold up page 89. Show the children the cut-out • Read the sentences in the example. The children
CD2 Track 1 TB p22 omelette and food you have prepared. name the food in the pictures. They write the words.
Do the opening routine. Sing Point to the window! • The children cut out the omelette and pictures Check the answers.
• The children stand up. Play the audio and do the of food. Say Put (cheese) in the omelette! • The children circle the answer according to whether
actions. Demonstrate. or not they and
sentences like the food. They then read the
exchanges.
CD2 Track 21 TB p22 • Play the Dinner Time story. The children put the food
• Play the audio again. The children point and do the on the omelette and act out the story.
Answers: 1 cheese 2 potatoes 3 mushrooms 4 omelette
actions with you.
Activity 5
Count the objects. Student’s
Student’s Book Activity 10
Draw yourself and complete the sentences for you.
• Draw 20 objects (e.g. peas) on the board or hold up Over to You: Do a role play.
20 classroom objects (e.g. crayons). The children • The children draw a picture of themselves in the
• Demonstrate the role play. Hold up a food flashcard. space provided.
count the items with you in chorus. The children ask Do you like (carrots)? Respond Ye Yes,
s,
• Draw different foods (e.g. 14 sausages) or hold up • The children complete the sentences about the foods
I do. Put (carrots) in the omelette! Put the cut-out
different objects (e.g. 14 pencils). The children count they love, like and don’t like.
on the omelette. Repeat with a different flashcard.
them with you. Respond No, I don’t. Don’t put (potatoes) in the
• Repeat once or twice. omelette! Put the cut-out (potatoes) to one side. Ending the lesson
Explain the aims of the lesson. (Note: If you don’t want children to revise Don’t …!
Review the lesson.
• Say Today we’re going to practise pronunciation. simply put the cut-out (potatoes) aside and say No, I
don’t.) Repeat with all the foods.
• Ask What food is in the omelette in the story?
We’re also going to make the cut-out omelette and
What dialogue from the story can you act out?
food and act out the story. • Change roles. Hold up the flashcards or cut-out food
pictures. Ask individual children Do you like (peas)? Do the closing routine. Sing The food rhyme.
rhyme.
(Yes, I do. Put peas in the om elette!/No, I don’t. (Don’t • Play the audio and do the actions.
Student’s
Student’s Book Activity 8 omelette).)
put peas in the omelette). CD2 Track 22 TB p22
Tiger Phonics: Listen, look and say. • In pairs, Child A asks questions and puts the cut- • Repeat the audio once or twice. The children then tidy
CD2 Track 30 TB p98 out food on their omelette according to Child B’s up and put their books away.
• The children say what they see (cheese, peas). responses. • Play the Goodbye song. The children sing and say
• Say the /iÜ/ sound. Show
Show how you stretch
stretch your lips
lips to • The partners change roles. goodbye.
the sides. The children copy and repeat several times. CD2 Track 2 TB p22
• The children listen and count the /i:/ sound in the
tongue twister. Play the audio, pausing after the first
repetition to check the answer (four).
• Play the audio again. The children repeat once or twice.
twice.
• (Optional) Explain that people sometimes say ‘Say
“cheese”!’ when asking you to smile for a photo.

99

4 Lesson 5 Class Audio for Lesson 5

Objectives and key competences Materials Hello CD2 Track 1 TB p22

• to listen, understand and repeat the Ping and Flashcards: carrots, cheese, eggs, mushrooms, milk, peas, Point to the window! CD2 Track 21 TB p22
Pong story potatoes, sausages, Class Audio CD I don’t like sausages CD2 Track 28 TB p96
• to
to listen and identify animals, plants and types Optional materials The food rhyme CD2 Track 22 TB p22
of food Ping and Pong finger puppets, AB page 35 Goodbye CD2 Track 2 TB p22
• to identify food from animals and plants
Active language
language 11 Listen, point and say.
animals, fish, fruit, meat, plants, vegetables
CD2 Track 31
Do you like (bananas)? Yes, I do./No, I don’t.
1 plants 2 animals 3 fruit 4 vegetables 5 meat 6 fish
I like/don’t like (apples). I love (carrots)!
It’s delicious/horrible. (Eggs) is/are from (animals).
12 Listen and repeat.
CD2 Track 32
1 Pong: Look at all this food, Ping. Mmm … delicious.
At a Glance Lesson Plan I’m hungry!
Ping: Hmm. But I don’t think you like all this food, Pong.

Starting the lesson Pong: No?!

• Sing Hello. Ping: No, Pong.
CD2 Track 1 TB p22 2 Pong: Mmm. A lovely yellow banana!
• Do the opening routine.
routine. Ping: Do you like it, Pong?
CD2 Track 21 TB p22 Pong: No, yuk! It’s horrible.
• Sing I don’t like sausages. Ping: Of course it’s horrible, Pong. Bananas are fruit.
CD2 Track 28 TB p96 Dogs don’t like fruit!
• Explain the aims of the lesson.
lesson. Pong: No?! Ping: No, Pong.
3 Pong: Mmm. What about this? A lovely orange carrot!
Ping: Do you like it, Pong?
Activity 11 Pong: No, yuk! It’s horrible.
• Listen, point and say. Ping: Of course it’s horrible, Pong. Carrots are
CD2 Track 31 TB p100 vegetables. Dogs don’t like vegetables!
Pong: No?! Ping: No, Pong.
4 Pong: Mmm. What about this? A lovely brown sausage!
Activity 12 Ping: Do you like it, Pong?
• Listen and repeat.
repeat. Ending the lesson Pong: Yes, I do. Mmm. I love it. It’s delicious.
CD2 Track 32 TB p100 Ping: Of course it’s delicious, Pong. Sausages are
• Review the lesson.
esson.
• Answer the questions.
questions. meat. Dogs like meat.
• Do the closing routine.
routine.
• Play Meat, fruit or vegetable? CD2 Track 22 TB p22 Pong: Oh, yes.
• Sing Goodbye. 5 Pong: Fruit … vegetables … meat … I don’t
CD2 Track 2 TB p22 understand, Ping.
Ping: Well, Pong. Some food is from plants. Some
food is from animals.
Pong: Really?!
Activity Book p35
Ping: Yes, Pong. Fruit and vegetables are from plants.
Activity 6 Meat and fish are from animals.
• Read and match. 6 Pong: Oh, I understand now! And I like food from
animals!
Ping: Yes, Pong. And me, too!

100

Detailed Lesson Plan

Starting the lesson Student’s
Student’s Book Activity 11 Activity Book
Sing Hello
Hello.. Listen, point and say. Activity 6

• Greet thedo
sing and children. Play the Hello song. The children
the actions.
CD2 Track 1 TB p22
Do the opening routine. Sing Point to the window!
• The children stand up. Play the audio and do the
actions.
CD2 Track 21 TB p22
• Play the audio again. The children point and do the
actions with you.
Sing I don’t like sausages.
sausages.
• Ask Can you remember the song?
• Divide the class into two groups. Everyone sings
verses 1, 5 and 6. For verses 2, 3 and 4, Group A
sings the question in line 1 and Group B responds.
• Demonstrate with the first two verses. Hold up the
food flashcards as a prompt and signal when the
groups should sing.
• Play the I don’t like sausages
sausages song. The groups sing
and act out the song.
CD2 Track 28 TB p96
Explain the aims of the lesson.
• Say Today we’re going to learn about where food
is from and listen to a story about Ping and Pong.
CD2 Track 31 TB p100
• (Books open.) The children identify what’s in each Read and match.
• Read the sentences. The children point to the
photo. Re-cast their answers in English. Play the pictures. They read and draw matching lines from the
audio. The children listen, point and say. sentences to the pictures. Check the answers.
• Say the words in random order. (Veg
Vegetable s!) (Fish!)
etables!
Answers: 1 c 2 e 3 d 4 b 5 a
The children point to the pictures and say the words.
• Direct the children to Activity Book page 63. The
Student’s
Student’s Book Activity 12
children complete the CLIL Picture Dictionary for Unit 4,
tracing and copying the words under the pictures.
Listen and repeat. Answer the questions.
CD2 Track 32 TB p100
• Explain that in this story Pong learns about food from Ending the lesson
animals and plants. Say Listen and find out: Does Review the lesson.
Pong like all the food? Play the audio. The children • Ask What food does Pong like? What does Pong
listen and look at the pictures. learn in the story?
• Ask What food doesn’t Pong like? (Bananas and Do the closing routine. Sing The food rhyme.
rhyme.
carrots.) Why? (Bananas are fruit and carrots are
• Play the audio and do the actions.
vegetables.) What food does Pong like? (Sausages.)
CD2 Track 22 TB p22
Why? (Sausages are meat.) Elicit responses
responses to Fruit
and vegetables are from … ( plants). Meat and fish
• Repeat the audio once or twice. The children then tidy
are from … (animals). Ping and Pong like food from up and put their books away.
… (animals). • Play the Goodbye song. The children sing and say
• Divide the class into two groups (Ping and Pong). goodbye.
(Optional) They wear the Ping and Pong finger CD2 Track 2 TB p22
puppets. Play the audio again. The groups listen and
repeat. They change roles and puppets and repeat.
• Ask Do you like Ping and Pong? Are they funny?
• Repeat the question. Check the answer. (No.)
• Play Meat, fruit or vegetable? Say (Banana )! The
children respond. (Fruit!) Repeat with several foods.
foods.
Carrots! (Vegetable!) Beef! (Meat!)
• Play a different version
on of the game. Say
(Veget ables)! The children respond. ( Plants!) Repeat
Vegetables
several times. Meat! (Animals!) Fish! (Animals!)
 101

4 Lesson 6 Class Audio for Lesson 6

Objectives and key competences Materials Hello CD2 Track 1 TB p22

• to say food you like and don’t like Class Audio CD Point to the window! CD2 Track 21 TB p22
Optional materials Unit 4 Ping and Pong story CD2 Track 32 TB p100
• to identify food from animals and plants Ping and Pong finger puppets, AB page 36 The food rhyme CD2 Track 22 TB p22
• to listen and sing Bananas are fruit Goodbye CD2 Track 2 TB p22

Active language
language 13 Listen, match and repeat.
animals, fish, fruit, meat, plants, vegetables CD2 Track 33
Do you like (apples)? Yes, I do./No, I don’t. 1 Bananas are fruit. Bananas are from plants.
I like/don’t like (milk). I love (bananas)! 2 Sausages are meat. Meat is from animals.
It’s delicious/horrible. 3 Eggs are from animals.
(Bananas) is/are fruit. (Sausages) is/are from (animals). 4 Peas are vegetables. Vegetables are from plants.
5 Carrots are vegetables. Vegetables are from plants.
6 Apples are fruit. Apples are from plants.
7 Beef is meat. Meat is from animals.
At a Glance Lesson Plan 8 Milk is from animals.

Starting the lesson Song: Bananas are fruit.

• Sing Hello. CD2 Track 34
CD 2 Track 1 TB p22 Bananas are fruit.
• Do the opening routine.
routine. Carrots are vegetables.
CD 2 Track 21 TB p22 They’re from plants,
• Review the Ping and Pong story. and they’re good for you!
CD2 Track 32 TB p100
• Explain the aims of the lesson.
lesson. Sausages are meat.
Beef is meat, too.
They’re from animals,
Activity 13 and they’re good for you!
• Listen, match and repeat.
repeat. Eggs are from animals.
CD2 Track 33 TB p102 Milk is, too.
They’re from animals,
and they’re good for you!
Activity 14
• Listen and point. Sing Bananas Ending the lesson
are fruit. • Review the lesson.
esson.
CD2 Track 34 TB p102 • Do the closing routine.
routine.
• Tick (✓) the food in the song. CD2 Track 22 TB p22
• Sing Goodbye.
CD2 Track 2 TB p22

Activity 15
• Over to You: Play I like fish! Activity Book p36
Activity 7
• Look, write and colour.
• Say.

102

Detailed Lesson Plan

Starting the lesson Student’s
Student’s Book Activity 14 Activity Book

Sing Hello
Hello.. Listen and point. Sing Bananas are fruit. Tick (✔) Activity 7
• Greet the children. Play the Hello song. The children the food in the song. Look, write and colour. Say.
Say.
sing and do the actions. CD2 Track 34 TB p102 • The children look and write the words in the
CD2 Track 1 TB p22 • The children identify the food in the photos. Play the appropriate circles. They complete the sentences
Do the opening routine. Sing Point to the window! audio. They listen and point to the photos. about food they like and don’t like. Check the
• The children stand up. Play the audio and do the • Play the audio again. The children listen, look and answers.
actions. tick the food in the song. Check the answers. Ask • The children colour the pictures.
CD2 Track 21 TB p22
(Are) (eggs, peas) in the song? What food isn’t in • The children take turns saying sentences about food
• Play the audio again. The children point and do the
the song? they like and don’t like.
actions with you. • Play the audio a third time. The children listen, point
to the photos and sing. Answers:: Food from plants: bananas, apples, carrots,
Answers
Review the Ping and Pong story. peas, potatoes Food from animals: beef, sausages,
• Ask the children if they remember the food Pong Answers: bananas, carrots, sausages, beef, eggs, eggs, milk, cheese
milk.
likes (sausages) and doesn’t
doesn’t like (bananas, carrots).
(Optional) The children put on the Ping and Pong
 finger puppets. Ending the lesson
Student’s
Student’s Book Activity 15
• Play thefinger
audio. The children Review the lesson.
up the puppets as Pingjoin
andin,Pong
(optional)
speak.holding Over to You: Play I like fish! • Ask What food is from animals? What food is from
CD2 Track 32 TB p100 • Explain that if the sentence you say is true for the plants? What food do you like? What food don’t
• Ask questions about each frame. (Frame 1) Is Pong children, they wave their arms and repeat. If it isn’t you like?
hungry? (Yes.) Continue for
for all the frames.
frames. true for them, they fold their arms and stay silent. Do the closing routine. Sing The food rhyme.
rhyme.
Explain the aims of the lesson. • Say different sentences.
sentences. I don’t like (vegetables). I • Play the audio and do the actions.
• Say Today we’re going to talk about where food love (fruit). I don’t like (peas). The children respond. CD2 Track 22 TB p22
is from and sing a song. We’re also going to talk • Individual children say sentences.
sentences. The rest of the • Repeat once or twice. The children then tidy up and
about food we like and don’t like. class responds. put their books away.
• The children volunteer other sentences about food • Play the Goodbye song. The children sing and say
they like and don’t like. goodbye.
Student’s
Student’s Book Activity 13
CD2 Track 2 TB p22
Listen, match and repeat.
CD2 Track 33 TB p102
• Point to the photos in the two circles and say Some
food is from animals. Some food is from plants.
The children name the foods in photos 1-8. They
predict whether the food is from animals or plants.
• Play the audio. The children listen and match the photos.
• Check the answers. Play the audio. The children
repeat the sentences.
Answers: Food from animals: sausages, eggs,
beef, milk Food from plants: bananas, peas,
carrots, apples

103

4 Lesson 7 Class Audio for Lesson 7

Objectives and key competences Materials Hello CD2 Track 1 TB p22

• to listen and respond to classroom language Flashcards: carrots, cheese, eggs, mushrooms, milk, peas, Point to the window! CD2 Track 21 TB p22
potatoes, sausages, Class Audio CD, Word cards: carrots, Bananas are fruit CD2 Track 34 TB p102
• to review the main language of the unit cheese, eggs, mushrooms, milk, peas, potatoes, sausages, The food rhyme CD2 Track 22 TB p22
Story cards: Dinner Time, Unit 4 word stickers, Picture Goodbye CD2 Track 2 TB p22
Active language
language Dictionary (SB page 81)
carrots, cheese,
sausages, eggs,
animals, mushrooms,
fish, fruit, meat, milk,
plantspeas,
plants, potatoes,
, vegetables, Optional materials 16 Listen, number and repeat.
AB page 37 CD2 Track 35
numbers 1–20
Do you like (mushrooms)? Yes, I do./No, I don’t. 1 A: Do you like mushrooms? B: Yes, I do. I like
I like/don’t like (milk). I love (cheese)! mushrooms.
(Cheese) is/are from (animals). They’re delicious.
2 A: Do you like sausages? B: No, I don’t.
I don’t like sausages. They’re horrible.
At a Glance Lesson Plan 3 A: I love cheese. B: Yes, I love cheese, too.
4 A: I don’t like peas. B: Oh no! I love peas.
Starting the lesson 5 A: I like carrots. B: Oh no! I don’t like carrots.
6 A: Do you like milk? B: Yes, I do. I love milk.
• Sing Hello.
CD 2 Track 1 TB p22 It’s delicious.
• Do the opening routine.
routine. 7 A: Do you like potatoes? B: Yes, I do. I love potatoes.
CD 2 Track 21 TB p22 8 A: Do you like eggs? B: No, I don’t. I don’t like eggs.
• Sing Bananas are fruit. They’re horrible.
CD 2 Track 34 TB p102
• Explain the aims of the lesson.
lesson. 18 Class Chat: Listen, circle and repeat.
• Do a language review quiz. CD2 Track 36
1 Teacher: Open your book at page twelve.
Activity 16 Child: Which page, please?

• Listen, number and repeat.

repeat. Teacher: Page twelve.
Child: Thank you.
CD2 Track 35 TB p104
2 Teacher: Open your book at page fourteen.
• Read and stick.
Child: Which page, please?
Teacher: Page fourteen.
Activity 17 Child: Thank you.
• Look and circle the odd one out. 3 Teacher: Open your book at page nineteen.
• Say. Child: Which page, please?
Teacher: Page nineteen.
Child: Thank you.
Activity 18
Activity Book p37 Ending the lesson
• Class Chat: Listen, circle
circle and
repeat. Activity 8 • Review the lesson and the unit.
CD2 Track 36 TB p104 • Look and write. • Do the closing routine.
routine.
• Ask and say. • Read and match. CD2 Track 22 TB p22
• Go to the Picture Dictionary
Dictionary on Activity 9 • Sing Goodbye.
• Tick (✓) what you can do. CD2 Track 2 TB p22
page 81.

104
Detailed Lesson Plan

Starting the lesson Student’s

Student’s Book Activity 17 Activity Book

Sing Hello
Hello..
• Greet the children. Play the Hello song. The children
sing and do the actions. CD2 Track 1 TB p22
Do the opening routine. Sing Point to the window!
• The children stand up. Play the audio. Do the actions.
CD2 Track 21 TB p22
• Play the audio again. The children point and do the
actions with you.
Sing Bananas are fruit.
• Ask Can you remember the Bananas are fruit
song? Play the song, pausing before ‘Bananas are …’
The children predict the next word ( fruit).
CD2 Track 34 TB p102
• Play the audio again. The children sing.
Explain the aims of the lesson.
• Say Today we’re going to review what we’ve learnt
in the unit and practise classroom language.
Do a language review quiz.
• Two teams choose a name relating to Unit 4:
(Sausages)/(Omelettes). Team members take turns to
answer questions and score points. The teams lose
points if answers are called out. Ask questions:
i) Using the food flashcards, ask What’s this? ii) Using
the story cards, say sentences which the children
complete: I don’t like … (sausages). iii) Hold up the
word cards which the children read and match to the
flashcards. iv) Name a food; the children say what it is
and/or where it’s from. (Apple.) (Fruit.) (Plant.)
• Keep score on the board. The team with the most
points wins.
Student’s
Student’s Book Activity 16
Listen, number and repeat. Read and stick.
CD2 Track 35 TB p104
• The children name the food in the pictures. Play the
audio. They listen and number the pictures.
• Check the answers. They listen again and repeat the
exchanges.
• The children read and put on the word stickers.
Answers: 1 g 2 e 3 d 4 f 5 a 6 c 7 h 8 b
Look and circle the odd one out. Say. Activity 8
• The children circle the odd food out in each row. Look and write. Read and match.
Check the answers. • The children look at the pictures and write the words.
• The children name the foods and say why they are the Check the answers.
odd ones out. ( Sausages/Beef are meat. Sausages/ • The children read and match the two parts of the
Beef are from animals. Banana/Carrots are fruit. sentences.
Bananas/Carrots are from plants.) • Check the answers. The children read the sentences.
Answers: 1 sausages 2 bananas 3 carrots 4 beef Answers: 1 milk 2 cheese 3 sausages 4 peas
5 potatoes 6 carrots 7 eggs 8 mushrooms
1 Apples and bananas are fruit. 2 Carrots and peas are
Student’s
Student’s Book Activity 18
vegetables. 3 Sausages and beef are meat. 4 Fruit and
vegetables are from plants. 5 Meat and fish are from
Class Chat: Listen, circle and repeat. Ask and say. animals.
CD2 Track 36 TB p104
Activity 9
• Remind the children that Class Chat helps them use
Tick (✓) what you can do.
English in the classroom.
• (Pens down.) Explain that in the photo the teacher is
• The children look at the pictures while you read the
telling the child to open the book. Play the audio. The key. Explain or remind children of the meaning. They
children identify the page numbers. tick what they can do.
• Play the audio again. The children listen and circle the
• Praise their work in the unit, as appropriat
appropriate.
e.
numbers. Check the answers.
• Play the audio a third time. The children repeat the Ending the lesson
second part of each exchange.
Review the lesson and the unit.
• Give instructions for the children to open their books
• Ask What have you learnt in this unit? What have
at different pages, up to page 20. Encourage them to
you enjoyed? What has been
been easy or difficult?
difficult?
ask Which page, please? if they need you to repeat
What can you do to work harder and improve your
the instruction and to say thank you when you do.
English? What can you ask when you want the
• Explain that you expect the children always to ask teacher to repeat the page number?
you for the page number in English from now on.
Do the closing routine. Sing The food rhyme.
rhyme.
• Direct the children to page 81 of their Student’s
Books. They complete the Picture Dictionary for Unit • Play
CD2 the audio
Track 22 and
TB do
p22the actions.
4, tracing and writing the words.
• Repeat once or twice. Then the children tidy up and
Answers: a 12 b 14 c 19 put their books away.
• Play the Goodbye song. The children sing and say
goodbye.
CD2 Track 2 TB p22
105

4 Kids’ Culture 4 Class Audio for Kids’ Culture 4

Objectives and key competences Materials Hello CD2 Track 1 TB p22

• Ten
to listen sing and act out a traditional song:
fat sausages Class Audio CD and/or video clip fom the Presentation Kit Point to the window! CD2 Track 21 TB p22
Optional materials The food rhyme CD2 Track 22 TB p22
• to identify healthy snacks children eat in the UK AB page 38 Goodbye CD2 Track 2 TB p22
• to draw a healthy snack children eat in your country
• to use the Student’s Resource Centre 1 Song: Ten fat sausages.
CD2 Track 37
Active language
language Ten fat sausages cooking in a pan,
bang, fat, pan,
pan, pop Ten fat sausages cooking in a pan,
(Ten fat sausages) cooking (in the pan). One goes pop and another goes bang,
One goes pop / another goes bang. There
Th ere are … I like carrots.
carro ts. Ten fat sausages cooking in a pan.
Eight fat sausages cooking in a pan,
Eight fat sausages cooking in a pan,
One goes pop and another goes bang,
At a Glance Lesson Plan Eight fat sausages cooking in a pan.
Six fat sausages cooking in a pan,
Starting the lesson
Six fat sausages cooking in a pan,
• Sing Hello. One goes pop and another goes bang,
CD2 Track 1 TB p22 Six fat sausages cooking in a pan.
• Do the opening routine.
routine.
CD2 Track 21 TB p22 Four fat sausages cooking in a pan,
• Explain the aims of the lesson.
lesson. Four fat sausages cooking in a pan,
One goes pop and another goes bang,
Four fat sausages cooking in a pan.
Activity 1
Two fat sausages cooking in a pan,
• Listen, sing and act out Two fat sausages cooking in a pan,
a traditional song: Ten fat One goes pop and another goes bang,
sausages. No fat sausages cooking in a pan.
CD2 Track 37 TB p106
• Play How many sausages? 2 Comparing Cultures: Listen and number.
CD2 Track 38
1 We like carrots. Carrots are delicious!
Activity 2 Ending the lesson 2 I like sandwiches.
• Comparing Cultures:
Cultures: Listen • Review the lesson.
esson. 3 I like apples. Apples are delicious!
and number. • Do the closing routine.
routine.
CD2 Track 38 TB p106 CD2 Track 22 TB p22
• Draw and say. • Sing Goodbye.
CD2 Track 2 TB p22

Activity Book p38

Activity 1
• Read and draw.
• Sing Ten fat sausages.
CD2 Track 37 TB p106
Activity 2
106
• Look and write.

Detailed Lesson Plan

Starting the lesson Student’s Book Activity 2 Ending the lesson
Sing Hello
Hello.. Comparing Cultures: Listen and number
number.. Draw Review the lesson.
• Greet the children. Play the Hello song. The children and say. • Ask What traditional song can you sing? What are
sing and do the actions. CD2 Track 38 TB p106 some healthy snacks in the UK and in your country?
CD2 Track 1 TB p22 • Explain that the photos show children eating healthy Do the closing routine. Sing The food rhyme.
rhyme.
Do the opening routine. Sing Point to the window! snacks in the UK. The children identify the food. • Play the audio and do the actions.
• The children stand up. Play the audio. Do the actions. • Play the audio. The children listen and number the CD2 Track 22 TB p22
CD2 Track 21 TB p22
• Play the audio again. The children point and do the • photos. Check
The children the and
draw answers.
colour a picture of a healthy • Repeat once or twice. The children then tidy up and
put their books away.
actions with you. snack they like. • Play the Goodbye song. The children sing and say
• A few children show their pictures, saying I like … goodbye.
Explain the aims of the lesson.
(carrots). Help if necessary
necessary.. CD2 Track 2 TB p22
• Say Today in Kids’ Culture we’re going to learn a
traditional song. We’re also going to talk about Answers: 1 c 2 a 3 b
healthy snacks children eat in the UK and in our
country. Explain ‘healthy snacks’.
Activity Book

Student’s
Student’s Book Activity 1 Activity 1
Listen, sing and act out a traditional song: Ten fat Read and draw. Sing Ten fat sausages.
sausages..
sausages CD2 Track 37 TB p106
CD2 Track 37 TB p106 • Read the sentences. The children follow in their
• Explain that the children are going to learn a traditional books. They draw the sausages in each pan. Check
counting song. Pre-teach ‘cooking’ and ‘pan’. Play the the answers.
audio or the video clip. The children listen to find out Answers: 1 ten sausages in the pan 2 eight sausages
what happens to the sausages in the pan. in the pan 3 six sausages in the pan 4 four sausages
• Ask How many sausages are there at the start of in the pan
the song? How many are there at the end? Play • Play the Ten fat sausages song. The children point to
the audio or video again. Check the answers. ( Ten the pictures and sing.
sausages at the start; no sausages at the end.)
Activity 2
• The children look at the photo of the children acting
Look and write.
out the song. Play the audio or video again. The
children act out the song. Read the sentences. The children say the words in the
word box then complete the sentences according to
• Play How many sausages? Two children stand facing
the class. Draw a circle on the board. Say This is the the pictures. Check the answers.
pan. Draw sausages and say Here are the sausages. Answers: 1 apples/cheese 2 bananas/milk 3 carrots
The children at the front guess how many there are by
asking their classmates. Ten? (No!) The class move
move
their hands up if the number is higher than the guess
and down if it’s lower. After five guesses, the two
children turn round and everyone counts the sausages.
Repeat once or twice with different children.

107

4 Progress Journal
Activity 1
Think and draw your favourite part of the story.
• The children go to page 10 of the Progress Journal.
Read the heading and elicit the meaning of ‘My
learning review’.
• Read and explain Activity 1. Ask the children what
they remember about the Dinner Time story.
• The children think about then draw their favourite part
of the story. You may wish to give a time limit for this –
perhaps five minutes. (Optional) The children can look
back at the story (Student’s Book pages 40 and 41).
• The children take turns to show their pictures to a
friend and say their favourite part of the story
story..

Activity 2
Colour and write the words you know.
• Read and explain Activity 2. The children colour the
foods that they can say in English.
• The children then write the words below the pictures.
Answers: 1 sausages 2 peas 3 cheese 4 carrots
5 potatoes 6 milk 7 eggs 8 mushrooms

Activity 3
Look, think and colour Ti ger’s paws.
• The children go to page 11. Read the heading, ‘My
progress’ and elicit the meaning.
• Read the instructions for Activity 3. For each picture, Activity 4
the children will colour the paw if they can do the task. Look and tick (✔) what you do.
• Go through the pictures in turn, using the key at the • Read the heading above Activity 4, ‘Learning to Learn:
bottom of page 11 to explain each I can … statement. My study ideas’. Explain or elicit the meaning.
If necessary, elicit or remind the children of what they • Use the key below to explain the content of the two
have done in Unit 4. pictures. The children then tick what they can do.
• The
Makechildren colour
sure they the corresponding
correspondin
understand g Tiger
that this is paws.
their personal • Ask the children
for their to give
work in Unit themselves
4. Make a score
sure they out of ten
understand
response and that there are no ‘right’ answers. that this is their own personal assessment
assessment of how
they have done.
• Sign, date and add a comment to this page to
show that you agree with the way the children have
assessed their learning.

108

Tiger Review 2 Class Audio for Tiger Review 2

Objectives and key competences Materials 2 Listen, number and say. Circle red or blue.
• to revise the main language in Units 3 and 4 Flashcards: Tiger, Sue, Jay, baby, brother, family, father, CD2 Track 39

• to review and assess own learning grandfather, grandmother, mother, sister, carrots,
sausages, eggs, mushrooms, milk, peas, potatoes,
10 They’re eggs.
Active language
language 11 This is Mum.
Vocabulary and structures in Units 3 and 4 sausages, Class Audio CD 12 They’re sausages.
Optional materials 13 This is Baby.
Tiger mask, AB pages 39 and 40 14 They’re peas.
15 They’re mushrooms.
16 This is Dad.
17 They’re carrots.
At a Glance Lesson Plan 18 This is Granny.
Activity 1
4 Listen and point.
• Play Tiger says. CD2 Track 40
Jay: Have you got Tiger
Tiger,, Grandad?
Sue: This is my aunt and uncle.
Activity 2
Mum: Not now, children, please. I’m busy.
• Listen, number and say. Dad: Do you like cheese?
CD2 Track 39 TB p109 Pong: I like sausages.
• Circle red or blue.
blue. Ping: Fruit and vegetables are from plants.

5 Listen and choose.

Activity 3
• Draw and play Guess the CD2 Track 41
Have you got Tiger?
pictures!
CD2 Track 9 TBp78
Some families are big.
CD2 Track 15 TBp84
Activity 4
I don’t like sausages.
• Listen and point. CD2 Track 28 TBp96
CD2 Track 40 TB p109
Bananas are fruit.
• Say. CD2 Track 34 TBp102

Activity 5 Activity 6
• Listen and choose. • Think and colour.
CD 2 Track 41
• Sing your favourite song.
song.
 Activity Book pp39-40
pp39-40
Activity 1
• Look and write.
Activity 2
• Look, read and write.
te.

109

Detailed Lesson Plan

Student’s
Student’s Book Activity 1
Play Tiger says.
says.
• Stick the Tiger, Sue, Jay, baby, brother, family, father
(Dad), grandfather (Grandad), grandmother (Granny),
mother (Mum), sister
sister,, carrots, sausages, eggs,
mushrooms, milk,
milk, peas, potatoes, sausages flashcards
potatoes, sausages
round the classroom. The children say the words.
• Hold up the Tiger flashcard or mask. Remind the
children how to play. Tiger says ‘Point to the
sausages’! The children quickly respond. Tiger says
‘Don’t point to the sausages’! The children fold their
arms and do nothing.
• Give different instructions. As the children respond
more confidently, increase the speed. (Optional) Use
one version of rules for playing the game as described
in Tiger Review 1 (TB page 72).
Student’s
Student’s Book Activity 2
Listen, number and say. Circle red or blue.
CD2 Track 39 TB p109
• The children name the items. Say Pencils down!
Listen to Tiger and point to the pictures. Play the
audio. The children listen and point.
• Say Now listen and number the pictures. Play the
audio, pausing to give the children time to write.
Check the answers. They say the numbers and
sentences. Play the audio again as a final check.
• Explain the key: red for family members and blue for
food. The children draw circles round the pictures,
following the key. Check the answers. They say the
words in both colour groups.
Answers: 10 d 11 g 12 b 13 f 14 c 15 h 16 e 17 i 18 a
Red: mother, baby, father, grandmother
Blue: eggs, sausages, peas, mushrooms, carrots
Student’s Book Activity 3
Draw and play Guess the pictures!
• The children secretly choose one family member and
draw him or her in the red circle and one food and
draw it in the blue circle. They can choose an item
already on the page or look back through the units to
find different ones.
• Demonstrate the game with a child, using the
first picture. Ask (Brother)? (No. ) (Baby)? (Yes.)
Change roles for the second picture: Cheese? (No).
(Peas)? (Yes).
• The children play in pairs.
Student’s Book Activity 4
Listen and point. Say.
CD2 Track 40 TB p109
• Say Find Sue/Jay/Mum/Dad/Ping/Pong. The
children find the characters.
• Ask Can you remember? The children think back
and predict what each character is saying.
• Play the audio, pausing to allow the children to point
to and name the characters speaking.
• Play the audio again, pausing for the children to
complete the sentence or question: Have you got
Tiger,, … (Grandad)?
Tiger
• Repeat the audio, pausing earlier: Have … (you got
Tiger,, Grandad)?
Tiger
Answers: (See answers in audioscript.)
Student’s Book Activity 5
Listen and choose. Sing your favourite song.
CD2 Track 41 TB p109; CD2 Track 9 TB p78;
CD2 Track 15 TB p84; CD2 Track 28 TB p96;
CD2 Track 34 TB p102
• The children listen to the songs they have learnt in
Units 3 and 4 and choose and sing their favourite song.
• Play the audio. Pause after each song extract. The
children clap softly or loudly to show how much they
like the song.
• Decide with the children which song they’d like to sing.
Student’s
Student’s Book Activity 5 (continued)
• Play the audio or karaoke version of the children’s
favourite song. The children sing the song and do
accompanying actions if appropria
appropriate.
te.
Student’s
Student’s Book Activity 6
Think and colour.
• Remind the children that in this activity they should
colour the stars to show how well they think they
have done in Units 3 and 4. Five stars = excellent,
four stars = very good, three stars = satisfactory,
satisfactory, two
stars = need to do better, one star = poor. Explain that
there are no right answers. The important thing is that
they reflect on their work and on how much they think
they have learnt in the two units.
• The children colour the number of stars they think
they deserve. Advise the children as necessary.
Be positive and encourage the children not to judge
themselves too harshly.
• Sign and date this page in the Student’s Book and
add any appropriat
appropriatee comment.
Activity Book
Activity 1
Look and write.
• The children look at the pictures. They write the food
words in the first box and the family words in the
second. Check the answers.
Answers:
Answe rs: cheese,
potatoes, Food: peas, milk, mushrooms,
sausages, eggs; Family:carrots,
mother, father,
grandfather, sister, brother, baby, grandmother, family
Activity 2
Look, read and write.
• The children look at the pictures. They read the
words in the word box. Read the speech bubbles.
The children write the missing words.
Answers: 1 sausages 2 uncle 3 plants 4 cheese
5 Grandad 6 Dad

110

Objectives and key competence

competences
s Active language
language Pronunciation
• Identify and say how animals move Core vocabulary: animals The /m / sound (monkey, mouse)
• Listen and say Tiger’s word chant crocodile, elephant, frog, giraffe, monkey, mouse,
• Listen, understand and repeat the Ping and parrot, snake
Pong story
Story vocabulary
• Listen and respond to classroom language
paw, scared, sore,
sore, thorn
• Ask and say how you move Cross-curricular
Cross-curricular content
CLIL vocabulary: how animals move
Science: How animals move
climb, fly, jump, run, swim, walk
• Use the Student’s Resource Centre
Structures
Can you help me, please? No, sorry. I can’t./Yes, of
 • Recall and repeat the story course I can.
• Practise
Read andpronunciation: /m /
write key words I can (jump)/I can’t (fly).
A (giraffe) can (run). Values and
and attitudes
• Review own learning Can you (swim)? Yes, I can./No, I can’t. • Interest in animals
• Give a personal response and be aware of values • Pleasure in a story about animals
Recycled language
in the story hello, please, thank you • Awareness of the importance of being kind to friends
• Make the story characters cut-out I’ve got ... • Enjoyment in practising pronunciation
• Play the games I’m ... • Willingness to take turns
• Do a role play run, fast, funny,
funny, hand
• Respect for others in the group
• Listen and understand the story Classroom language • Pleasure in the humour of the Ping and Pong story
• Sing the songs Can you help me, please?
• Interest in learning about how animals move
• Act
Act out the story using the cut-out No, sorry. I can’t./Yes, of course I can. / Thank you.
• Confidence in using classroom language
• Willingness to review own learning
• Enjoyment in learning a traditional
tional rhyme and playing
a game
• Interest in learning about animals in the countryside
Receptive language in the UK and comparing them with animals in
Along comes a ... your country
... goes away as fast as it can.
... pulls, comes out, better, take you home

111

5 Lesson 1 Class Audio for Lesson 1

Objectives and key competences Materials Hello, everyone CD3 Track 1 TB p22
• to recognise and identify animals Flashcards and/or digital flashcards: cheese, mushrooms, Do you like mushrooms? CD3 Track 3 TB p22
• to listen and say Tiger’s word chant peas, sausages, crocodile, elephant, frog, giraffe, monkey, The elephant says ‘Goodbye’ CD3 Track 4 TB p22
• to put on animal stickers and play a game mouse, parrot, snake, Class Audio CD, Unit 5 stickers, Goodbye, everyone CD3 Track 2 TB p22
• to use the Student’s Resource Centre Tiger masks
Optional materials 1 Listen, look and repeat.
Active language
language AB page 41 CD3 Track 5
crocodile, elephant, frog, giraffe, monkey, mouse, parrot, elephant, giraffe, snake, crocodile, frog, monkey,
snake parrot, mouse
It’s a (snake).
Is it a (monkey)? Yes, it is./No, it isn’t.
2 Listen, point and say Tiger’s word chant.
CD3 Track 6
Tiger, Tiger,
At a Glance Lesson Plan listen to me!
Name the animals,
Starting the lesson you can see!
Number 1! It’s a parrot!
• Sing Hello, everyone.
CD3 Track 1 TB p22
Number 2! It’s a snake!
• Do the opening routine.
routine. Number 3! It’s an elephant!
CD3 Track 3 TB p22 Number 4! It’s a monkey!
• Explain the aims of the lesson.
lesson. Number 5! It’s a giraffe!
Number 6! It’s a frog!
Number 7! It’s a crocodile!
Activity 1 Number 8! It’s a mouse!
• Listen, look and repeat.
repeat.
CD3 Track 5 TB p112
• Play flashcard games.
games.

Activity 2
• Listen, point and say Tiger’s Ending the lesson
word chant. • Review the lesson.
lesson.
CD3 Track 6 TB p112 • Do the closing routine.
routine.
CD3 Track 4 TB p22
• Sing Goodbye, everyone.
Activity 3 CD3 Track 2 TB p22
• Stick and say.
say.
• Play Word or number
number..

Activity Book p41

Activity 1
• Read and match.
match.
Activity 2
• Draw and write the next
next animal.

112
Detailed Lesson Plan
Starting the lesson Student’s Book Activity 2 Activity Book

Sing Hello, everyone.

everyone.
• Greet the children. Introduce the Hello, everyon
everyone e song
for Units 5 and 6. Play the audio. The children listen.
CD3 Track 1 TB p22
• Play the audio again. The children sing and do the
actions.
• (Optional) Divide the class into two groups. Groups A
and B sing line 1; Group A sings lines 2 and 4; Group
B sings line 3. The groups change roles and repeat.
Do the opening routine. Sing Do you like
mushrooms?
• Introduce the opening routine for Unit 5. Hold up the
cheese , mushrooms, peas and sausages flashcards
and play the audio. The children call out Yes! if they
like the food, No! if they don’t.
CD3 Track 3 TB p22
Listen, point and say Tiger’s word chant. Activity 1
CD3 Track 6 TB p112 Read and match.
• Arrange the animal flashcards on the board in the • Read the words. The children point to the animals.
order of the chant. Write numbers 1–8 underneath. They draw matching lines from the words to the
Play the audio. The children listen and point to the animals. Check the answers. (Optional) The children
flashcards. can colour the picture.
• (Books open.) Say Look! Tiger’s sleeping. He’s Activity 2
dreaming he’s in the jungle! (Use mime or point Draw and write the next animal.
to the picture.) Let’s say the chant! Play the audio • The children look at the pictures and draw the next
again. The children listen, point to the animals and animal in the sequence.
join in saying the chant. • The children write labels for their drawings.
• Play theanimals.
say the audio a third time, pausing for the children
children to Answers: mouse, monkey
• (Optional) The children hold up or wear their Tiger
masks. Play the audio. They pretend to be Tiger and
name all the animals. Ending the lesson

• Repeat the chant naming different foods. Review the lesson.

Explain the aims of the lesson. Student’s Book Activity 3 • Ask What names of animals do we know? What
names are easy or hard to remember? What can
• Say Today we’re going to learn the names of Stick and say. Play Word or number. you do to help
help you remember
remember the words?
words?
animals and say Tiger’s word chant.
• Say numbers 1–8 in turn. The children point to and Do the closing routine. Sing The elephant says
name the animals. ‘Goodbye’.
Student’s
Student’s Book Activity 1 • Say Put on the animal stickers for Unit 5. Check • Introduce the closing routine for Unit 5. Hold up
this has been done correctly by repeating the first the animal flashcards in turn. Play the audio. The
Listen, look and repeat.
stage. children wave and say goodbye to the animals on the
CD3 Track 5 TB p112
• Play a game with two teams. Name an animal (frog); flashcards as you put them away.
• (Books closed.) The children name animals they know. the children say the number ( six!). Or say a number
number
Stick these flashcards on the board or use the digital CD3 Track 4 TB p22
(eight); the children
children name the animal
animal (mouse!). The
flashcards on the Presentation Kit. children take turns to answer and score points for • The children tidy up and put their books away.
• Introduce the remaining animals using the flashcards their team. • Introduce the Goodbye, everyone song for Units 5
(elephant, giraffe, snake, crocodile, frog, monkey, and 6. Play the audio. The children sing and say
parrot, mouse). Play the audio.
audio. Point to the
the animals. • (Books closed.)
the children Raise the
responding levelmemory.
from of the challenge with goodbye.
The children listen and repeat. CD3 Track 2 TB p22
• Play one or two flashcard games e.g. Slowly, slowly! Answers: 1 parrot 2 snake 3 elephant 4 monkey
5 giraffe 6 frog 7 crocodile 8 mouse
and What’s missing? (see page TB 23).

113

5 Lesson 2 Class Audio for Lesson 2

Objectives and key competences Yes, it is./No, it isn’t.

• to identify the animals in the story Can you help me, please? No, sorry. I can’t./Yes, of course
I can. I’ve got a sore paw.
Hello, everyone CD3 Track 1 TB p22
• to use the Student’s Resource Centre Do you like mushrooms? CD3 Track 3 TB p22
Materials
Tiger’s word chant CD3 Track 6 TB p112
Flashcards: cheese, mushrooms, peas, sausages,
• to give a personal response and be aware of The elephant says ‘Goodbye!’ CD3 Track 4 TB p22
crocodile, elephant, frog, giraffe, monkey, mouse, parrot,
values in the story Goodbye, everyone CD3 Track 2 TB p22
snake, Class Audio CD, Story cards and/or Storyteller from
• to listen and understand the story the Presentation Kit: The Sore Paw Story: The Sore Paw.
Optional materials CD3 Track 7
Active language
language Tiger masks, AB page 42
crocodile, elephant, frog, giraffe, monkey, mouse, parrot, 1 Narrator: Tiger is sleeping. He’s dreaming he’s got a

snake, tiger sore paw. Tiger: Ow! I’ve got a sore paw.
Narrator: Along comes an elephant. Tiger: Hello,
Elephant. Look. I’ve got a sore paw. Can you help me,
please? Elephant: No, sorry. I can’t. I’m scared of tigers.
At a Glance Lesson Plan Narrator: And the elephant goes away as fast as it can.
2 Tiger: Ow! I’ve got a sore paw. Narrator: Along
Starting the lesson
comes a giraffe. Tiger: Hello, Giraffe. Look. I’ve got a
• Sing Hello, everyone. sore paw. Can
Can you help me, please? Giraffe: No, sorry.
CD3 Track 1 TB p22 I can’t. I’m scared. Narrator: And the giraffe goes away
• Do the opening routine.
routine. as fast as it can.
CD3 Track 3 TB p22
3 Tiger: Ow! I’ve got a sore paw. Narrator: Along
• Say Tiger’s word chant.
CD3 Track 6 TB p112 comes a snake. Tiger: Hello, Snake. Look. I’ve got a
sore paw. Can
Can you help me, please? Snake: No, sorry.
• Explain the aims of the lesson.
lesson.
I can’t. I’m scared. Narrator: And the snake goes away
as fast as it can.
4 Tiger: Ow! I’ve got a sore paw. Narrator: Along
Pre-story activities
comes a monkey. Tiger: Hello, Monkey. Look. I’ve got a
• Predict what happens
happens in the sore paw. Can
Can you help me, please? Monkey: No, sorry.
story (books open). I can’t. I’m scared. Narrator: And the monkey goes
 Listen (books closed).
closed). away as fast as it can.
CD3 Track 7 TB p114 5 Tiger: Ow! I’ve got a sore paw. Narrator: Along
• Listen with the story cards.
cards. comes a little mouse. Tiger: Hello, Mouse. Look. I’ve
got a sore paw. Can
Can you help me, please? Mouse: Yes,
of course I can. Oh dear! You’ve got a thorn in your paw.
Activity 4
6 Narrator: The mouse pulls … Tiger: Owww!
• Listen to the story.
story. Say stop! Narrator: and pulls … Tiger: Owww! Narrator: … and
CD3 Track 7 TB p114 the thorn comes out.
• Answer the questions.
questions. 7 Tiger: Oh, my paw i s better now. Thank you, Mouse.
Tiger Values Ending the lesson Mouse: You’re welcome! Narrator: The mouse looks at
• Talk about the importance of • Review the lesson.
esson. Tiger. Mouse: Can you help me now, please, Tiger? I’m
being kind when you’re with • Do the closing routine.
routine. a long way from home and I can’t cross the river. Tiger:
your friends. CD3 Track 4 TB p22 Yes, of course I can, Mouse. Jump on my back! I can
• Sing Goodbye, everyone. take you home.
CD3 Track 2 TB p22 8 Narrator: The little mouse jumps on Tiger’s back. The
elephant, the giraffe, the snake and the monkey are very
Activity Book p42 surprised. Elephant: Look! The little mouse isn’t scared
Activity 3 of Tiger. Giraffe: The little mouse and Tiger are friends.
• Look and write. Snake: Amazing!
114
• Colour the animals in the story.
story.

Detailed Lesson Plan

Starting the lesson Student’s Book Activity 4 Student’s Book Tiger Values

Sing Hello, everyone.

everyone.
• Greet the children. Play the Hello, everyone
everyone song.
The children sing and do the actions.
CD3 Track 1 TB p22
Do the opening routine. Sing Do you lik
like
e mush
mushroo
rooms?
ms?
• Hold up the cheese, mushrooms, peas and sausages
flashcards. Play the audio. The children call out Yes! if
flashcards.
they like the food, No! if they don’t.
CD3 Track 3 TB p22
• Repeat the chant naming different foods.
Say Tiger’s word chant.
• Give eight children an animal flashcard, which they
hold up in turn as you play Tiger’s word chant. The
rest of the class says the chant, (optional) with their
Tiger masks.
CD3 Track 6 TB p112
Explain the aims of the lesson.
• Say Today we’re going to listen to a story about
Tiger and say what we like about and learn from
the story.
Pre-story activities
Predict what happens in the story.
• (Books open at pages 52 and 53.) Say Look! Tiger’s
sleeping. He’s dreaming. Elicit or explain meaning.
The story is about Tiger’s dream. What do you
think happens? Briefly listen to ideas (in L1).
• Explain that in the story Tiger dreams he’s got a ‘sore
paw’. Mime or explain. Tiger asks different animals
to help.
Listen.
CD3 Track 7 TB p114
• (Books closed.) Ask Which animals does Tiger ask
for help? Play the audio. The children listen.
• In turn, ask about the elephant, giraffe, snake,
crocodile, frog, monkey, parrot and mouse. Does
Tiger ask the (elephant) for help? (Yes./No.)
Listen with the story cards.
• Say Let’s listen and look at the story cards! Play
the audio. Hold up the story cards as the children
listen. They then name the animals.
Listen to the story. Say stop! Answer the questions.
CD3 Track 7 TB p114
• Play the audio. The children follow in their books.
They say stop! when they hear the names of the
animals, at which point pause the audio for the
children to repeat the names.
• Ask
and questions about each. frame in the story to aid
check understanding
understanding.
Suggested comprehension questions
• Frame 1: Is Tiger sleeping? (Yes.) He’s dreaming
he’s got a sore … (paw). Can the elephant help
Tiger? (No.) Why not? (It’s scared of tigers.) Mime to
show this.
• Frame 2: Can the giraffe help Tiger? (No.) Why not?
(It’s scared.)
• Frame 3: Can the snake help Tiger? (No.) Why not?
(It’s scared.)
• Frame 4: Can the monkey help Tiger? (No.) Why not?
(It’s scared.)
• Frame 5: Can the mouse help Tiger? (Yes.) Tiger’s
got a thorn in his paw. Use the picture to clarify
meaning.
• Frame 6: What does the mouse do? It … (use mime)
( pulls) and (pulls) and the thorn comes out.
• Frame 7: Is Tiger’s paw better? (Yes.) Can Tiger
help the mouse? (Yes, he can.) He can cross the
river and take the mouse home. Explain.
• Frame 8: Who’s surprised? (The elephant, the
giraffe, the snake monkey.) Is the little
snake and the monkey.
mouse scared? (No.) Are the little
little mouse and Tiger
friends? (Yes.)
• Ask Do you like the story of Tiger’s dream? Do you
dream when you’re asleep? Who helps Tiger in
the dream? (The mouse.) Is he kind to Tiger? (Yes,
he’s very Tiger.) Are the other
very kind to Tiger. other animals kind
kind
to Tiger? (No.) Is Tiger kind to the mouse? (Yes.)
How? (Tiger takes the mouse home.)
• The children look at the picture of Tiger. Read the speech
bubble. Ask what’s happening in the photos.
• Ask Is it important to be kind to your friends?
Why? In what ways can you be kind to your
friends? Listen to responses in English and/or L1.
Activity Book
Activity 3
Look and write. Colour the animals in the story.
story.
• Read the words. The children point to the animals and
say the numbers. They write the words. Check the
answers.
• The children colour the pictures of the animals in the
story. Check they have done so correctly. The children
name the animals in the story (mouse, elephant,
monkey,, giraffe, snake).
monkey
Answers: 1 parrot 2 frog 3 mouse 4 elephant 5 monkey
6 giraffe 7 crocodile 8 snake
Ending the lesson
Review the lesson.
• Ask Which animals are in the story? Which animals
aren’t in the story? What’s Tiger got? A sore … (paw).
Do the closing routine. Sing The elephant says
‘Goodbye’.
• Hold up the animal flashcards
flashcards in turn. Play the audio.
The children wave and say goodbye to the animals on
the flashcards as you put them away.
CD3 Track 4 TB p22
• The children tidy up and put their books away.
• Play the Goodbye, everyone song. The children sing
and say goodbye.
CD3 Track 2 TB p22
115

5 Lesson 3 Class Audio for Lesson 3

Objectives and key competences Materials Hello, everyone CD3 Track 1 TB p22
• to listen to the story and say the missing words Flashcards: cheese, mushrooms, peas, sausages, crocodile, Do you like mushrooms? CD3 Track 3 TB p22
• to identify the animals that can and can’t help Tiger elephant, frog, giraffe, monkey, mouse, parrot, snake, Class The elephant says ‘Goodbye’! CD3 Track 4 TB p22
• to listen and sing Can you help me, please? Audio CD,
CD, Story cards:
cards: The Sore Paw Goodbye, everyone CD3 Track 2 TB p22
Optional materials
Active language
language AB page 43
43 5 Listen and say the missing words.
crocodile, elephant, frog, giraffe, monkey, mouse, parrot, CD3 Track 8
snake, tiger (For full audioscript see TB page 114.)
Hello, (elephant). I’ve got a sore paw. Can you help me, 1 Tiger: Hello, *** (Elephant). Look. I’ve got a sore ***
please? Yes,
Yes, of course I can./No,
can./No, sorry,
sorry, I can’t. I’m scared.
scared. (paw). [...]
Narrator: And the *** (elephant) goes away as fast as
it can.
2 Tiger: Hello, *** (Giraffe). [...]
At a Glance Lesson Plan Narrator: And the *** (giraffe) goes away as fast as it can.
3 Tiger: Hello, *** (Snake). Look. I’ve got a sore *** (paw).
Starting the lesson Can you help me, *** (please)?
• Sing Hello, everyone. Narrator: And the *** (snake) goes away as fast as it can.
CD3 Track 1 TB p22 4 Tiger: Hello, *** (Monkey). [...]
• Do the opening routine.
routine. Narrator: And the *** (monkey) goes away as fast as
CD3 Track 3 TB p22 it can.
• Review The Sore Paw story. 5 Tiger: Hello, *** (Mouse). [...]
• Explain the aims of the lesson.
lesson. 7 Tiger: [...] Thank you, *** (Mouse)!
Mouse: Can you help me now, please, *** (Tiger)? [...]
Tiger: Yes, of course I can, *** (Mouse). [...]
Activity 5 8 Narrator: The little *** (mouse) jumps on Tiger’s
• Listen and say the missing
missing back. The elephant, the giraffe, the snake and the ***
words. (monkey) are very surprised.
CD3 Track 8 TB p116 Giraffe: The little mouse and *** (Tiger) are friends.

Song: Can you help me, please?

Activity 6 CD3 Track 9
• Tick (✓) the animals
animals in the story
story.. Ending the lesson Can you help me, please? (Hold arms out pleadingly)
• Circle the animal that
that helps • Review the lesson. I’ve got a sore paw today. (Hold up pretend ‘sore paw’)
Tiger. • Do the closing routine.
routine. No, sorry. I can’t. I’m scared. (Shake head, look scared)
CD3 Track 4 TB p22 And the elephant
elephant goes away
away.. (Turn and walk away on
• Sing Goodbye, everyone. the spot)
Activity 7 CD3 Track 2 TB p22 ... And the giraffe goes away.

• Listen and sing Can you help
me, please?
CD3 Track 9 TB p116
• Number the pictures in order.
... And the snake goes away.
... And the monkey goes away.
Activity Book p43 Can you help me, please?
Activity 4 I’ve got a sore paw today.
• Read and circle.
circle. Yes, of course I can. Pull, pull. (Mime pulling out the thorn)
• Sing Can you help me, please? The thorn comes out. Hurray! (Hold up imaginary thorn
CD3 Track 9 TB p116 triumphantly)
• Do you like the song?
• Circle.

116

Detailed Lesson Plan

Starting the lesson Student’s Book Activity 6 Activity Book

Sing Hello, everyone.

everyone. Tick (✔) the animals in the story. story. Circle the animal Activity 4
that helps Tiger. Read and circle. Sing Can you help me, please?
• Greet the children.
The children theHello,
Playdothe
sing and everyone song.
everyone
actions. • For all the animals, ask Is the (giraffe) in the story? CD3 Track 9 TB p116
CD3 Track 1 TB p22 (Yes, it is./No, it isn’t. ) The children
children tick the animals
mals in • Read the text. The children name the animals.
Do the opening routine. Sing Do you lik
like
e mush
mushroo
rooms?
ms?
the story. Check the answers. They circle the correct animal words.
• Hold up the cheese, mushrooms, peas and sausages • Ask about all the animals. Can the (elephant) help • Play the song. The children follow in their books
books
Tiger? (No, it can’t./Yes, it can.) The children
children circle the
the and sing.
flashcards and play the audio. The children call out
Yes! if they like the food, No! if they don’t.
animal that can help. Check the answers.
Answers: elephant, giraffe, snake, monkey, mouse
CD3 Track 3 TB p22 Answers: elephant ✓, giraffe ✓, monkey ✓, snake ✓,
• Repeat the chant naming different foods. mouse ✓ . The mouse helps Tiger. Do you like the song? Circle.
Review The Sore Paw story. • Ask Do you like the song? The children circle the
• Ask Can you remember the story? picture that best expresses their feeling.
Student’s Book Activity 7
• Draw a line down the middle of the board. Point and
say This side is for animals that are in the story. Listen and sing Can you help me, please? Number Ending the lesson
This side is for animals that aren’t in the story. the pictures in order
order..
Review the lesson.
• The children call out the animals that are in the story CD3 Track 9 TB p116
• Ask Which animals can’t help Tiger? Which animal
(elephant, giraffe, snake, monkey, mouse). They then • (Books closed.) Ask Which animals can you hear in
can help Tiger? In which order do the animals in
call out the animals that aren’t in the story (crocodile, the song? Play the audio.
the story appear?
frog, parrot). Draw pictures
pictures or write the words on
on the • Check the answers ( elephant, giraffe, snake, monkey
correct side of the board. and also mouse, although not mentioned by name, in Do the closing routine. Sing The elephant says

• Re-cap by asking questions. Can the (giraffe) help the last verse). ‘Goodbye’.
• Hold up the animal flashcards
flashcards in turn. Play the audio.
Tiger? (Yes./No.) • Play the audio again. The children sing and do the
actions. The children wave and say goodbye to the animals on
Explain the aims of the lesson.
the flashcards as you put them away.
• Say Today we’re going to do story activities and • Ask Do you like the song?
CD3 Track 4 TB p22
sing a song. • (Books open.) The children number the pictures in
the order of the song verses and story. Check the • The children tidy up and put their books away.
answers by playing the audio. The children point to • Play the Goodbye, everyone song. The children sing
Student’s
Student’s Book Activity 5
the pictures in order and sing. and say goodbye.
Listen and say the missing words. • The children say the exchanges with you in chorus. CD3 Track 2 TB p22
CD3 Track 8 TB p116 Can you help me, please? I’ve got a sore paw today.
• (Books open at pages 52 and 53.) Say Find the No, sorry, I can’t. I’m scared./Yes, of course I can.
picture of Tiger asking the snake for help! The You can also use the karaoke version of this song.
children point to the picture. CD3 Track 10
• Repeat, naming the other animals in the story. Answers: 1 c 2 e 3 a 4 d 5 b
• Say Listen to the story and say the missing words.
Play the first two lines of the audio to practise then
 play the entire track. The children listen and say the
missing words.
Answers: (See answers in audioscript.)

117

5 Lesson 4 Class Audio for Lesson 4

Objectives and key competences Materials Hello, everyone CD3 Track 1 TB p22
• to practise pronunciation: /m / Flashcards: cheese, mushrooms, peas, sausages, Do you like mushrooms? CD3 Track
Track 3 TB p22
crocodile, elephant, frog, giraffe, monkey, mouse, parrot, Can you help me, please? CD3 Track 9 TB p116
• to do a role play snake The elephant says ‘Goodbye’! CD3 Track 4 TB p22
Class Audio CD, Story cards: The Sore Paw, Cut-out (SB Goodbye, everyone CD3 Track 2 TB p22
• to make the cut-out and act out the story page 91), scissors, glue
Optional materials 8 Tiger Phonics: Listen, look and say.
Active language
language
AB page 44, prepared cut-out
crocodile, elephant, frog, giraffe, monkey, mouse, parrot, CD3 Track 11
snake, tiger I’ve got a mouse and a monkey.
Hello, (frog). I’ve got a sore (hand). Can you help me, I’ve got a mouse and a monkey.
please? Yes, of course I can./No, sorry. I can’t. I’ve got a mouse and a monkey.
I’m scared.

At a Glance Lesson Plan

Starting the lesson
• Sing Hello, everyone.
CD3 Track 1 TB p22
• Do the opening routine.
routine.
CD3 Track 3 TB p22
• Sing Can you help me, please?
CD3 Track 9 TB p116
• Explain the aims of the lesson.
lesson.

Activity 8
• Tiger Phonics: Listen,
Listen, look
and say.
CD3 Track 11 TB p118

Activity 9 Ending the lesson

• Make the cut-out on page
page 91. • Review the lesson.
• Act out the story.
story. • Do the closing routine.
routine.
CD3 Track 7 TB p114 CD3 Track 4 TB p22
• Sing Goodbye, everyone.
CD3 Track 2 TB p22
Activity 10
• Over to You: Do a role play.
Activity Book p44
Activity 5
• Trace and write.
• Say.

118

Detailed Lesson Plan

Starting the lesson Student’s Book Activity 9 Activity Book

Sing Hello, everyone.
• Greet the children. Play the Hello, everyone
everyone song.
The children sing and do the actions.
CD3 Track 1 TB p22
Do the opening routine. Sing Do you lik
like
e mush
mushroo
rooms?
ms?
• Hold up the cheese, mushrooms, peas and sausages
flashcards and play the audio. The children call out
Yes! if they like the food, No! if they don’t.
CD3 Track 3 TB p22
• Repeat the chant naming different foods.
Sing Can you help me, please?
• Divide the class into two groups (Tiger and the other
animals). Tiger sings lines 1 and 2; the other animals
sing line 3; everyone sings line 4. Play the Can you
Make the cut-out on page 91. Act out the story.
• Hold up page 91. Show the cut-out animals from the
story you have prepared.
• The children cut out and stick the animals.
• Say Show me the (snake)! The children hold up the
animals.
• Demonstrate moving the animals to act out the story.
• Play The Sore Paw story. The children join in acting
out the story.
CD3 Track 7 TB p114
Student’s
Student’s Book Activity 10
Over to You: Do a role play.
• Demonstrate the role play. Hold out your hand and
Activity 5
Trace and write. Say.
• Read the exchanges. The children name the animals.
They trace the animals and write the words. Check
the answers. The children say the exchanges.
(Optional) They can also colour the pictures.
rs: 1 elephant 2 giraffe 3 snake 4 monkey 5 mouse
Answers:
Answe
Ending the lesson
Review the lesson.
• Ask What dialogue from the story can you act out?
What can you ask a friend if you’ve got a sore
hand/arm/leg/foot?
 please? song. The groups sing and act out
help me, please?
say I’ve got a sore hand. Can you help me, please? Do the closing routine. Sing The elephant says
the song.
CD3 Track 9 TB p116 The children respond No, sorry. I can’t or Yes, of ‘Goodbye’!
course I can. They can also do the role play using • Hold up the animal flashcards
flashcards in turn. Play the audio.
Explain the aims of the lesson. other familiar parts of the body: I’ve got a sore (leg). The children wave and say goodbye to the animals on
• Say Today we’re going to practise pronunciation. Repeat several times with different children. the flashcards as you put them away.
We’re also going to make story characters, act out • Individual children take turns showing their ‘ailment’ CD3 Track 4 TB p22
the story and do a role play. and asking the question instead of you. Other children • The children tidy up and put their books away.
respond. • Play the Goodbye, everyone song. The children sing
Student’s
Student’s Book Activity 8 • The children do the role play in pairs then change roles. and say goodbye.
CD3 Track 2 TB p22
Tiger Phonics: Listen, look and say.
CD3 Track 11 TB p118
• The children say what they see (a monkey,
monkey, a mouse).
• Say the /m / sound several
several times. Draw
Draw attention to
the shape of your lips. The children copy and repeat.
• The children listen and count how many times they
hear the /m / sound in the tongue twister.
twister. Play
Play the
audio, pausing after the first repetition to check the
answer (two).
• The children mime being a mouse or a monkey. Play
the audio again. They repeat the tongue twister once
or twice.

119

5 Lesson 5 Class Audio for Lesson 5

Objectives and key competences Materials Hello, everyone CD3 Track 1 TB p22
• to listen and mime actions Flashcards: cheese, mushrooms, peas, sausages, Do you like mushrooms? CD3 Track 3 TB p22
• to listen, understand and repeat the Ping crocodile, elephant, frog, giraffe, monkey, mouse, parrot, The elephant says ‘Goodbye’! CD3 Track 4 TB p22
and Pong story snake, Class Audio CD Goodbye, everyone CD3 Track 2 TB p22
• to identify and say how animals move Optional materials
Ping and Pong finger puppets, AB page 45 11 Listen and point.

Active language
language CD3 Track 12
crocodile, elephant, frog, giraffe, monkey, mouse, parrot, 1 walk
snake, tiger, climb, fly, jump, run, swim, walk 2 run
A (parrot) can (fly). I can (run). 3 climb
Can you (jump)? Yes, I can./No, I can’t. 4 jump
5 swim
6 fly

At a Glance Lesson Plan 12 Listen and repeat.

CD3 Track 13
Starting the lesson 1 Narrator: Ping and Pong are looking at animals on
• Sing Hello, everyone. Ping’s computer.
CD3 Track 1 TB p22 Ping: Look, Pong. An elephant can walk. And a giraffe
• Do the opening routine.
routine. can run.
CD3 Track 3 TB p22 Pong: Wow! It’s fast.
• Hold up the animal flashcards. 2 Ping: And look, Pong. A crocodile can swim.
• Review The Sore Paw story. Pong: Well, I can do everything, Ping! I can walk. I can
• Explain the aims of the lesson.
lesson. run. And I can swim.
3 Ping: Can you jump, Pong?
Pong: Yes, I can. Look!
Activity 11
Ping: Oh, you are funny
funny,, Pong. No, you can’t. You
• Listen and point. can’t jump like a frog!
CD 3 Track 12 TB p120 4 Ping: Can you climb, Pong?
• Mime and say. Pong: Yes, I can. Look!
Ping: Oh, you are funny
funny,, Pong. No, you can’t. You
can’t climb like a monkey! Or like me!
Activity 12 Ending the lesson 5 Ping: Can you fly, Pong?
• Listen and repeat.
repeat. • Review the lesson.
esson. Pong: Yes, I can. Look!
CD 3 Track 13 TB p120 • Do the closing routine.
routine. Ping: Oh no! Be careful, Pong!
• Answer the questions.
questions. CD3 Track 4 TB p22 6 Ping: No, you can’t flyfly,, Pong!
• Play Pong can ... ! • Sing Goodbye, everyone. Pong: Oh dear! You’re right. I can’t jump like a frog.
CD3 Track 2 TB p22 I can’t climb. And I can’t fly!

Activity Book p45

Activity 6
• Read and match.

120
Detailed Lesson Plan
Starting the lesson Student’s
Student’s Book Activity 12 Activity Book

Sing Hello, everyone.

everyone.
• Greet the children. Play the Hello, everyone
everyone song.
The children sing and do the actions.
CD3 Track 1 TB p22
Do the opening routine. Sing Do you lik
like
e mush
mushroo
rooms?
ms?
• Hold up the cheese, mushrooms, peas and sausages
flashcards and play the audio. The children call out
Yes! if they like the food, No! if they don’t.
CD3 Track 3 TB p22
• Repeat the chant naming different foods.
Hold up the animal flashcards.
• In turn, hold up the animal flashcards. The students
name the animals.
Review The Sore Paw story.
• Ask questions about the story. Can the (mouse) help
Tiger? (Yes, it can./No, it can’t. )
Explain the aims of the lesson.
• Say Today we’re going to learn about how animals
move, and listen to a story about Ping and Pong.
Student’s
Student’s Book Activity 11
Listen and point. Mime and say.
CD3 Track 12 TB p120
• (Books closed.) Mime the actions and say the words.
• (Books open.) Mime again. The children identify the
actions.
• Play the audio. The children listen and point to the
pictures. Check they are doing this correctly. They
namechildren
• The the actions.
stand up. Give instructions in random
order. (Jump!) (Fly!) The children
children mime the actions.
They ‘freeze’ in position and say the actions when
you say Stop!
Listen and repeat. Answer the questions.
CD3 Track 13 TB p120
• (Books open.) Explain that in this story Pong learns
about how animals move. Say Listen and find out:
What can Pong do? What can’t Pong do? Play the
audio. The children listen and look at the pictures.
• Divide the class into two groups (Ping and Pong).
(Optional) The groups wear the Ping and Pong finger
puppets.
• Play the audio again. The groups listen and repeat.
They change roles (and puppets) and repeat.
• Ask Do you like Ping and Pong? Are they funny?
• Repeat the questions. Check the answers. (Pong can
walk, run and swim. Pong can’t jump, climb or fly.)
Point out that as a dog, Pong is able to jump, but
in the story he’s trying to jump like a frog, which is
something he can’t do.
• Play Pong can …! (Optional) Hold up the Pong finger
puppet. Say Pong can (walk/climb/swim). The
children wave their arms and say Yes! if Pong can
do the actions; they fold their arms and say No! if he
can’t. (Optional) Repeat with the Ping finger puppet
then with both puppets. Ping can walk/run/climb.
Ping can’t jump/swim/fly.
• Repeat using animal flashcards. A giraffe can
can (run).
An elephant can (fly). The children respond.
Activity 6
Read and match.
• Read the sentences. The children point to the
pictures. They read and draw matching lines from the
sentences to the pictures. Check the answers.
Answers: 1 c 2 e 3 d 4 a 5 f 6 b
• Direct the children to Activity Book page 64. The
children complete the Picture Dictionary for Unit 5,
writing the words under the pictures.
Answers: walk, run, climb, jump, fly, swim
Ending the lesson
Review the lesson.
• Ask What can Pong do? What can’t Pong do? How
can other animals move?
Do the closing routine. Sing The elephant says
‘Goodbye’.
• Hold up the animal flashcards
flashcards in turn. Play the audio.
The children wave and say goodbye to the animals on
the flashcards as you put them away.
CD3 Track 4 TB p22
• The children tidy up and put their books away.
• Play the Goodbye, everyone song. The children sing
and say goodbye.
CD3 Track 2 TB p22

121

5 Lesson 6 Class Audio for Lesson 6

Objectives and key competences Materials Hello, everyone CD3 Track 1 TB p22

• to ask and say how you move Flashcards: cheese,, frog

crocodile, elephant mushrooms peas, sausages
, giraffe,,monkey , mouse,, parrot, Do you like mushrooms?
Unit 5 Ping and Pong story
CD3 Track 3 TB p22
CD3 Track 13 TB p120
• to say how animals move snake The elephant says ‘Goodbye’! CD3 Track 4 TB p22
Class Audio CD Goodbye, everyone CD3 Track 2 TB p22
• to listen and sing A frog can jump
Optional materials
Ping and Pong finger puppets, AB page 46 13 Listen, number and repeat.
Active language
language
crocodile, elephant, frog, giraffe, monkey, mouse, parrot, CD3 Track 14
snake, tiger 1 Look at the monkey
monkey.. A monkey can climb.
climb, jump, fly, run, swim, walk 2 Look at the frog. A frog can jump.
A (giraffe) can (run). 3 Look at the giraffe. A giraffe can run.
I can (jump). 4 Look at the crocodile. A crocodile can swim.
Can you (swim)? Yes, I can./No, I can’t. 5 Look at the parrot. A parrot can fly.
6 Look at the elephant. An elephant can walk.

14 Song: A frog can jump.

jump.
At a Glance Lesson Plan CD3 Track 15
A frog can jump. (Jump like a frog)
Starting the lesson
I can jump, too. (Jump on one leg)
• Sing Hello, everyone. A frog can jump. (Jump like a frog)
CD3 Track 1 TB p22 Can you? (Hold your arms out questioningly)
• Do the opening routine.
routine. A giraffe can run ... (Repeat as above, miming the
CD3 Track 3 TB p22
• Review the Ping and Pong story. different actions for each verse)
CD3 Track 13 TB p120
An elephant can walk ...
• Explain the aims of the lesson.
lesson.
A crocodile can swim ...
A monkey can climb ...
Activity 13
• Listen, number and repeat.
repeat. A parrot can fly.
fly. (Mime flying)
CD3 Track 14 TB p122 But I can’t fly. (Shake your finger)!
A parrot can fly.
fly.
Can you?
Activity 14
• Listen and point. Sing A frog Ending the lesson
can jump. • Review the lesson.
lesson.
CD3 Track 15 TB p122 • Do the closing routine.
routine.
• Tick (✓) what you can do. CD3 Track 4 TB p22
• Sing Goodbye, everyone.
CD3 Track 2 TB p22
Activity 15

• Over to You: Play A parrot

can fly! Activity Book p46
Activity 7
• Look and write.
write.
• Say.
122

Detailed Lesson Plan

Starting the lesson Student’s
Student’s Book Activity 14 Activity Book

Sing Hello, everyone.

everyone. Listen and point. Sing A frog can jump.jump. Tick (✔) Activity 7
• Greet the children. Play the Hello, everyone
everyone song. what you can do. Look and write. Say.
The children sing and do the actions. CD3 Track 15 TB p122 • Read the speech bubbles. The children name the
CD3 Track 1 TB p22 • The children identify the actions (run, fly climb, walk, actions. They write the words. Check the answers.
Do the opening routine. Sing Do you lik
like
e mush
mushroo
rooms?
ms? jump, swim). They say the sentences.
• Hold up the cheese, mushrooms, peas and sausages • Point to yourself and say I can (run). Demonstrate the Answers: 1 walk 2 run 3 jump 4 climb 5 swim 6 fly
flashcards and play the audio. The children call out action; the children
say I can’t fly. copy. Then shake your finger and
Yes! if they like the food, No! if they don’t.
CD3 Track 3 TB p22 • Play the audio. The children listen and point to the
Ending the lesson
• Repeat the chant naming different foods. photos.
• Play the audio again. The children do the actions and Review the lesson.
Review the Ping and Pong story. • Ask How can animals move? How can you move?
sing the song.
• Ask if the children remember what Pong can and
• The children look at the photos and tick the actions Do the closing routine. Sing The elephant says
can’t do. (He can walk, run and swim. He can’t jump,
they can do. Check the answers. Ask Can you (fly)? ‘Goodbye’!
climb or fly). (Optional) The
The children put on the Ping
Ping
(Yes, I can./No, I can’t. ) • Hold up the animal flashcards
flashcards in turn. Play the audio.
and Pong finger puppets.
The children wave and say goodbye to the animals on
• Play the audio. The children join in. (Optional) They Answers: run ✓ climb ✓ walk ✓ jump ✓ swim ✓
the flashcards as you put them away.
hold up the finger puppets in turn.
CD3 Track 4 TB p22
CD3 Track 13 TB p120
• The children tidy up and put their books away.
• Ask questions about each frame: (Frame 1) What can Student’s
Student’s Book Activity 15
an elephant do? What can a giraffe do? Continue
• Play the Goodbye, everyone song. The children sing
Over to You: Play A parrot can fly! and say goodbye.
with all the frames. • Say a mixture of true and false sentences.
sentences. CD3 Track 2 TB p22
Explain the aims of the lesson. A (crocodile) (swim). I can (fly). Demonstrate
(crocodile) can (swim).
• Say Today we’re going to talk about how animals that the children should mime the action and repeat
can move and how we can move. We’re also going if they are true, or fold their arms and stay silent if the
to sing a song. sentences are false.
• Play the game several times. Then confident children
Student’s
Student’s Book Activity 13
take turns saying the sentences.
Listen, number and repeat.
CD3 Track 14 TB p122
• The children name the animals in the photos. Play the
audio. The children listen and number the photos.
• Check the answers. The children say the numbers.
• Play the audio again. They listen and repeat.
Answers: 1 c 2 e 3 a 4 f 5 b 6 d

123

5 Lesson 7 Class Audio for Lesson 7

Objectives and key competences Materials Hello, everyone CD3 Track 1 TB p22
• to listen and respond to classroom language Flashcards: cheese, mushrooms, peas, sausages, Do you like mushrooms? CD3 Track 3 TB p22
crocodile, elephant, frog, giraffe, monkey, mouse, parrot, A frog can jump CD3 Track 15 TB p122
• to review the main language of the unit snake Word cards: elephant, giraffe, snake, frog, monkey, The elephant says ‘Goodbye’! CD3 Track 4 TB p22
parrot, mouse, Class Audio CD, Story cards: The Sore Goodbye, everyone CD3 Track 2 TB p22
Active language
language Paw, Unit 5 word stickers, Picture Dictionary (SB page 82)
crocodile, elephant, frog, giraffe, monkey, mouse, parrot, Optional materials
 16 Listen, number and repeat.
snake, tiger, climb, fly, jump, run, swim, walk AB page 47
Hello, (giraffe). I’ve got a sore paw. Can you help me , CD3 Track 16
please? Yes, of course I can./No,
can./No, sorry. I can’t.
can’t. I’m scared. 1 Tiger: Hello, Snake. I’ve got a sore paw.
A (frog) can (jump). I can/can’t (fly). Can you help me, please?
Snake: No, sorry
sorry.. I can’t.
2 Tiger: Hello, Elephant. I’ve got a sore paw.
Can you help me, please?
Elephant: No, sorry.
sorry. I can’t.
At a Glance Lesson Plan 3 Tiger: Hello, Giraffe. I’ve got a sore paw.
Can you help me, please?
Starting the lesson
• Sing Hello, everyone. Giraffe: No, sorry
sorry.. I can’t.
4 Frog: I’m a frog. Can you help me, please?
CD3 Track 1 TB p22
Tiger: Yes, Frog, of course I can.
• Do the opening routine.
routine. 5 Crocodile: I’m a crocodile. Can you help me, please?
CD3 Track 3 TB p22
Tiger: Yes, Crocodile, of course I can.
• Sing A frog can jump.
6 Tiger: Hello, Monkey
Monkey.. I’ve got a sore paw.
CD3 Track 15 TB p122
Can you help me, please?
• Explain the aims of the lesson.
lesson.
• Do a language review quiz. Monkey: No, sorry
sorry.. I can’t.
7 Parrot: I’m a parrot. Can you help me, please?
Tiger: Yes, Parrot, of course I can.
Activity 16
8 Tiger: Hello, Mouse. I’ve got a sore paw.
Can you help me, please?
• Listen, number and repeat.
repeat. Mouse: Yes, of course I can.
CD3 Track 16 TB p124
• Read, stick and write. 18 Class Chat: Listen, circle and repeat.
CD3 Track 17
1 A: Can you help me, please?
Activity 17
B: Yes, of course I can.
• Match and say. A: Thank you.
2 A: Can you help me, please?
B: No, sorry. I can’t.
Activity 18 3 A: Can you help me, please?
Activity Book p47 Ending the lesson
• Class Chat: Listen, circle
circle and B: Yes, of course I can.
repeat. Activity 8 • Review the lesson and the unit. A: Thank you.
CD3 Track 17 TB p124 • Read, write and circle.
circle. • Do the closing routine.
routine.
• Ask and answer. Activity 9 CD3 Track 4 TB p22
• Go to the Picture Dictionary
Dictionary on • Tick (✓) what you can do. • Sing Goodbye, everyone.
CD3 Track 2 TB p22
page 82.

124

Detailed Lesson Plan

Starting the lesson Student’s
Student’s Book Activity 17 Activity Book

Sing Hello, everyone

everyone..
• The children sing Hello, everyone and do the actions.
CD3 Track 1 TB p22
Do the opening routine. Sing Do you lik like
e mush
mushroo
rooms?
ms?
• Hold up the cheese, mushr ooms, peas and saus
mushrooms sausages
ages
flashcards. Play the audio. The children call out Yes!/No!
CD3 Track 4 TB p22
• Repeat the chant naming different foods.
Sing A frog can jump.
jump.
• Hold up the animal flashcards; the children say A
(frog) can (jump). They sing and act out the song.
CD3 Track 15 TB p122
Explain the aims of the lesson.
• Say Today we’re going to review what we’ve learnt
in the unit and practise classroom language.
Do a language review quiz.
• Two teams choose a name relating to Unit 5
(Elephants)/(Parrots). Team members answer
questions and score points. They lose points if
answers are called out. Ask questions: i) Using the
flashcards, ask What’s this? ii) Using the story cards,
say sentences which the children complete: Along
comes an … (elephant). iii) Hold up the word cards,
which the children read and match to the flashcards.
iv) Mime actions; the children say the words. Keep
score on the board. The team with most points wins.
Student’s
Student’s Book Activity 16
Listen, number and repeat. Read, stick and write.
CD3 Track 16 TB p124
• The children name the animals. Play the audio. They
listen and number the photos. Check the answers.
• They listen again and repeat the exchanges. They then
read and put on the word stickers and write the words.
Match and say.
• The children match the animals and children and
mime the same action. Check the answers. The
children say A (frog) can (jump). I (can jump).
Answers: 1 c 2 d 3 e 4 a 5 f 6 b
Student’s
Student’s Book Activity 18
Class Chat: Listen, circle and repeat. Ask and
answer.
CD3 Track 17 TB p124
• Explain that one child in the photo is asking for help
with the activity. Check the children understand
‘activity’. Explain that they should listen and circle
the smiley face if the other child can help or circle the
sad face if they can’t. Play the audio then check the
answers.
Answers: 1 2 3
• Divide the class into two groups. Play the audio
again. The groups repeat the exchanges. They then
change roles and repeat.
• Group A asks Group B Can you help me, please?
Draw a smiley face or downturned mouth on the
board; the other group responds. (Yes, of course I
can./No, sorry. I can’t.) They change
change roles and repeat.
Then, in pairs, they take turns to ask for help and to
respond.
• Explain that you expect the children always to ask for
help with activities, if they need to, in English from
now on.
• Direct the children to page 82 of the Student’s Book.
The children complete the Picture Dictionary for Unit 5,
writing the words.
Answers: crocodile, elephant, frog, giraffe, monkey,
mouse, parrot, snake
Activity 8
Read, write and circle.
• Read the first line of the speech bubbles. The children
write the missing words. Read the second lines. The
children circle the correct words. Check the answers.
Answers: 1 elephant/walk 2 giraffe/run 3 frog/jump
4 crocodile/sw
crocodile/swim
im 5 monkey/climb 6 parrot/fly
Activity 9
Tick (✓) what you can do.
• The children look at the pictures while you read
the key. Explain or remind children of meaning, as
necessary. The children tick what they can do.
• Praise their work in the unit, as appropriate.
Ending the lesson
Review the lesson and the unit.
• Ask What have you learnt in this unit? What have
you enjoyed? What has beenbeen easy or difficult?
difficult?
What can you do to work harder and improve your
English? What can you say when you need to ask
for help with activities?
Do the closing routine. Sing The elephant says
‘Goodbye’!
• Hold up the animal flashcards in turn. Play the audio.
The children wave and say goodbye to the animals on
the flashcards as you put them away.
CD3 Track 4 TB p22
• The children tidy up and put their books away.
• Play the Goodbye, everyone song. The children sing
and say goodbye.
CD3 Track 2 TB p22
 Answers: 1 h 2 g 3 c 4 e 5 b 6 a 7 d 8 f

125

5 Kids’ Culture 5 Class Audio for Kids’ Culture 5

Objectives and key competences Materials Hello, everyone CD3 Track 1 TB p22
• to listen and say a traditional rhyme: Flashcards: cheese, mushrooms, peas, sausages, Do you like mushrooms? CD3 Track 3 TB p22
Eeny meeny miny moe crocodile, elephant, frog, giraffe, monkey, mouse, parrot, The elephant says ‘Goodbye’! CD3 Track 4 TB p22
• to identify animals you can see in the UK countryside snake, Goodbye, everyone CD3 Track 2 TB p22
• to draw an animal you can see in the countryside Class Audio CD and/or video clip from the Presentation Kit
in your country Materials 1 Rhyme: Eeny meeny miny moe.
• to use the Student’s Resource Centre AB page 48 CD3 Track 18
Eeny meeny miny moe,
Active language
language Catch a tiger by the toe.
crocodile, elephant, frog, giraffe, monkey, mouse, parrot, If it screams, let it go,
snake, tiger, catch, scream, toe, colours Eeny meeny miny moe, you are IT!

If … let him go. I can see a ... It’s … 2 Comparing Cultures: Listen and number.
CD3 Track 19
At a Glance Lesson Plan 1 A: Listen! I think it’s a mouse.
B: Yes. Look. I can see a mouse. It’s brown.
Starting the lesson 2 A: Listen! I think it’s a snake.
• Sing Hello, everyone. B: Yes. Look. I can see a snake. It’s brown.
CD3 Track 1 TB p22 3 A: Listen! I think it’s a frog.
• Do the opening routine.
routine. B: Yes. Look. I can see a frog. It’s green and grey
grey..
CD3 Track 3 TB p22
• Explain the aims of the lesson.
lesson.

Activity 1
• Listen, say and act out a
traditional rhyme: Eeny meeny
miny moe.
CD3 Track 18 TB p126
• Play Guess the animal!

Activity 2
• Comparing Cultures:
Cultures: Listen
and number.
CD3 Track 19 TB p126
• Draw and say.

Ending the lesson

• Review the lesson.
lesson.
• Do the closing routine.
routine.
Activity Book p48 CD3 Track 4 TB p22
Activity 1
• Sing Goodbye, everyone.
CD3 Track 2 TB p22
• Trace and write.
• Say the rhymes.
CD3 Track 18 TB p126
Activity 2
• Find and colour.
126
• Write.

Detailed Lesson Plan

Starting the lesson Student’s Book Activity 1 Activity Book
Sing Hello, everyone. Listen, say and act out a traditional rhyme: Eeny Activity 1
• Greet the children. Play the Hello, everyone
everyone song. meeny miny moe. Trace and write. Say the rhymes.
The children sing and do the actions. CD3 Track 18 TB p126 CD3 Track 18 TB p126
CD3 Track 1 TB p22 • The children look at the photo. Explain that they are • The children draw round the dotted lines for the
Do the opening routine. Sing Do you lik
like
e mush
mushroo
rooms?
ms? going to say a traditional rhyme and play a traditional animals and write the words. Check the answers.
• Hold up the cheese, mushrooms, peas and sausages choosing game ‘Dip’. • Play the audio. The children say the first rhyme with
flashcards and play the audio. The children call out • Play the audio or the video clip. The children identify you. Then they use the same rythm for the other two
Yes! if they like the food, No! if they don’t. the animal they hear in the rhyme. Check the answer rhymes.
CD3 Track 3 TB p22 (tiger). Explain or elicit
elicit the meaning
meaning of catch, toe and
screams. Answers: 1 tiger 2 monkey 3 parrot
Repeat the chant naming different foods.
• If you use the audio, ask 4–6 children to stand in a circle, Activity 2
Explain the aims of the lesson.
with one child in the middle. Explain or demonstrate. The Find and colour. Write.
• Say Today we’re going to listen to a traditional child in the middle rhythmically points to the children as
rhyme and play a game. We’re also going to talk they say the rhyme. The child pointed to on the last word • The children find and colour the animals in the
about animals we can see in the UK and in your is ‘it’! pictures. They write the words. Check the answers.
country.
 • Play the audio or video again. The children in the circle Answers: 1 mouse 2 frog 3 snake

play the game and the whole class says the rhyme.
Repeat with 4–6 different children.
• Encourage the children to play the game in English in Ending the lesson
the playground from now on.
Review the lesson.
• Play Guess the animal! Give the animal flashcards to
• Ask What traditional choosing game can you play?
individual children without the others seeing. One child What animals can you see in the UK and in your
mimes their animal. The class says with you I can see country?
(monkey)! The child doing the mime responds. (Yes!/
a (monkey)!
No!) They take turns
turns miming.
miming. Others
Others guess and say
say I Do the closing routine. Sing The elephant says
can see a (giraffe)! (No!) I can see an (elephant)! (Yes!) ‘Goodbye’!
• Hold up the animal flashcards
flashcards in turn. Play the audio.
The children wave and say goodbye to the animals on
Student’s Book Activity 2 the flashcards as you put them away.
Comparing Cultures: Listen and number
number.. Draw CD3 Track 4 TB p22
and say. • The children tidy up and put their books away.
CD3 Track 19 TB p126 • Play the Goodbye, everyone song. The children sing
• Explain that the photos show animals in the and say goodbye.
countryside in the UK. Ask the children if they can CD3 Track 2 TB p22
identify the animals (frog, mouse, snake).

• photos.
Play the Check
audio. the
Theanswers.
children listen and number
num
The children berthe
say the
numbers and say I can see a (frog). It’s (green and grey).
• The children draw an animal they can see in the
countryside in their country.
• A few children show their pictures. The class says I can
see a (mouse)
(mouse).. It’s (grey). Offer help with new vocabulary.
It’s (grey).

Answers: 1 b 2 c 3 a
127

5 Progress Journal
Activity 1
Think and draw your favourite part of the story.
• The children go to page 12 of the Progress Journal.
Read the heading and elicit the meaning of ‘My
learning review’.

• Read and explain

they remember Activity
about the 1. Ask
The thePaw
Sore children
story.what
• The children think about then draw their favourite part
of the story. You may wish to give a time limit for this –
perhaps five minutes. (Optional) The children can look
back at the story (Student’s Book pages 52 and 53).
• The children take turns to show their pictures to a
friend and say their favourite part of the story
story..

Activity 2
Circle and write the words you know.
• Read and explain Activity 2. The children circle the
pictures of the animals that they can say in English.
• The children then write the words below the pictures.
Answers: 1 elephant 2 giraffe 3 monkey 4 snake
5 frog 6 mouse 7 parrot 8 crocodile

Activity 3
Look, think and colour Ti ger’s paws.
• The children go to page 13. Read the heading, ‘My
progress’,’, and elicit the meaning.
progress
• Read the instructions for Activity 3. For each picture,
the children will colour the paw if they can do the task.
• Go through the pictures in turn, using the key at the
bottom of page 13 to explain each I can … statement.
If necessary, elicit or remind the children of what they
have done in Unit 5.
• The children colour the corresponding
corresponding Tiger paws.
Make sure they understand that this is their personal
response and that there are no ‘right’ answers.
Activity 4
Look and tick (✔) what you do.
• Read the heading above Activity 4, ‘Learning to Learn:
My study ideas’. Explain or elicit the meaning.
• Use the key below to explain the content of the two
pictures. The children then tick what they can do.
• Ask the children to give themselves a score out of ten
for their work in Unit 5. Make sure they understand
that this is their own personal assessment
assessment of how
they have done.
• Sign, date and add a comment to this page to
show that you agree with the way the children have
assessed their learning.

128
 Objectives and key competences Active language
language Pronunciation
• Identify toys Core vocabulary: toys The / b/ sound (bike, book)
• Listen and say Tiger’s word chant bike, board game, car,
car, computer game, doll, kite,
• Listen, understand and repeat the Ping and scooter,, skateboard
scooter
Pong story
Story vocabulary
• Listen and respond to classroom language
chair, cupboard, table
• Listen and identify materials Cross-curricular
Cross-curricular content
• Ask about and identify materials CLIL vocabulary: materials
metal, paper, plastic,
plastic, wood
Science: Materials
• Use the Student’s Resource Centre
Structures
I can’t find (my bike).
• Recall and repeat the story Where’s my (scooter)?
• Practise pronunciation: /b / in/on/under … Values and
and attitudes
• Read and write key words Is it (under the table)? Yes, it is./No, it isn’t.
• Review own learning (The car) is (in the cupboard). • Interest in talking about toys
• Give a personal response and be aware of values • Pleasure in the humour of the story
Recycled language
values in the story It’s … • Awareness of when
when to wear a helmet for safety
• Make the cut-out Do you like …? Yes, I do./No, I don’t. • Willingness to take turns
• Play the games ball, big, book, pencil case, ruler,
ruler, small • Enjoyment in completing activities in the book
book
• Listen and understand the story Classroom language • Pleasure in the humour of the Ping and Pong story
• Sing the songs I can’t find my … Where’s my …? It’s in/on/under • Interest in identifying what things are made of
• Act out the story using the cut-out your …
• Awareness of how many things we use in our daily
lives are plastic
• Confidence in using classroom language
• Willingness to review own learning
• Enjoyment in singing and acting out a version of a
Receptive language traditional song
I… • Interest in learning about
about typical toys children
children play
… are playing … with in the UK and comparing them with toys in
boring your country

129

6 Lesson 1 Class Audio for Lesson 1

Objectives and key competences Materials Hello, everyone CD3 Track 1 TB p22
Jump, fly, swim,
swim, run CD3 Track 20 TB p22
to listen
• to recognise and Tiger’s
and say identifyword
toys chant Flashcards
car and/or
, computer gamedigital
, dollflashcards: bike, ,skateboard
, kite, scooter , ,
board game Look in the bag CD3 Track 21 TB p22
• to put on toy stickers and play a game Class Audio CD, Unit 6 stickers, Tiger masks Goodbye, everyone CD3 Track 2 TB p22
• to use the Student’s Resource Centre Optional materials
AB page 49 1 Listen, look and repeat.
Active language
language CD3 Track 22
bike, board game, car, computer game, doll, kite, scooter, car, bike, doll, kite, computer game, scooter
scooter,,
skateboard
board game, skateboard

2 Listen, point and say Tiger’s word chant.

At a Glance Lesson Plan CD2 Track 23
Tiger, Tiger,
Starting the lesson listen to me!
• Sing Hello, everyone. Name the toys,
CD3 Track 1 TB p22 you can see!
• Do the opening routine.
routine. Number 1! It’s a car!
CD3 Track 20 TB p22 Number 2! It’s a doll!
• Explain the aims of the lesson.
lesson. Number 3! It’s a bike!
Number 4! It’s a scooter!
Number 5! It’s a skateboard!
Activity 1 Number 6! It’s a kite!
• Listen, look and repeat.
repeat. Number 7! It’s a board game!
CD3 Track 22 TB p130 Number 8! It’s a computer game!
• Play flashcard games.
games.

Activity 2
• Listen, point and say Tiger’s Ending the lesson
 word chant. • Review the lesson.
lesson.
CD3 Track 23 TB p130 • Do the closing routine.
routine.
CD3 Track 21 TB p22
• Sing Goodbye, everyone.
Activity 3 CD3 Track 2 TB p22
• Stick and say.
say.
• Play Word or number
number..

Activity Book p49

Activity 1
• Look, read and circle.
circle.

130

Detailed Lesson Plan

Starting the lesson Student’s Book Activity 2 Activity Book
Sing Hello, everyone.
everyone. Listen, point and say Tiger’s word chant. Activity 1
• Greet the children. Play the Hello, everyone song. The CD3 Track 23 TB p130 Look, read and circle.
children sing and do the actions. • Arrange the toys flashcards on the board in the order • Read the names of the toys. The children say which
CD3 Track 1 TB p22 of the chant. Write numbers 1–8 underneath. Play the one is correct. They read and circle the correct words.
Do the opening routine. Sing Jump, fly, swim, run. audio. The children listen and point to the flashcards. Check the answers.
• Introduce the opening routine for Unit 6. Play the • (Books open.) Say Look! Sue and Jay are playing Answers: 1 computer game 2 car 3 doll 4 skateboard

audio, miming the actions on the spot. with their

chant! Playtoys! Let’s listen
the audio. again and
The children saypoint
listen, the to the 5 bike 6 board game 7 kite 8 scooter
CD3 Track 20 TB p22
• Repeat once or twice. The children say the rhyme and toys and join in saying the chant.
mime the actions with you. • Play the audio again, pausing before the toys are Ending the lesson
named; the children say the words.
Explain the aims of the lesson. Review the lesson.
• (Optional) The children hold up or wear their Tiger
• Say Today we’re going to learn the names of toys masks. Play the audio a third time. They pretend to be • Ask What names of toys do we know? What names
and say Tiger’s word chant. are easy or hard to remember? What can you do to
Tiger and name all the toys.
help you remember the words?

Student’s
Student’s Book Activity 1
Do the closing routine. Sing Look in the bag.
bag.
Student’s Book Activity 3 • Introduce the closing routine for Unit 6. Play the
Listen, look and repeat. audio. Mime looking in different places. Make the
Stick and say. Play Word or number.
CD3 Track 22 TB p130 meaning of the prepositions very clear. Hold out your
• Say numbers 1–8 in turn. The children point to and
• (Books closed.) The children name toys they know. name the toys in chorus. arms questioningly at the end.
Stick corresponding flashcards
flashcards on the board or use • Say Put on the toy stickers for Unit 6. Check the CD3 Track 21 TB p22
the digital flashcards from the Presentation Kit. children have done this correctly by repeating the • Repeat once or twice to help children memorise the
• Introduce the remaining toys using the bike, board first stage. chant. Then the children tidy up and put their books
car, computer game, doll, kite, scooter and
game, car, away.
• Play a game with two teams. Name a toy ( doll); the
skateboard flashcards. • Note: You may wish to postpone introducing this
children say the number (two). Or say a number
number
• Play the audio. Point to the toys. The children listen (seven); the children
children name the toy
toy (board game!). The closing routine until the end of Lesson 2. In that case,
and repeat. children take turns to answer and score points for repeat the closing routine for Unit 5 at the end of this
• Play one or two flashcard games, e.g. Slowly, slowly! their team. lesson.
and What’s missing? (see page TB 23). • (Books closed.) Raise the level of the challenge with • Play the Goodbye, everyone song. The children sing
the children responding from memory. and say goodbye.
CD3 Track 2 TB p22
Answers: 1 car 2 doll 3 bike 4 scooter 5 skateboard
6 kite 7 board game 8 computer game

131

6 Lesson 2 Class Audio for Lesson 2

Objectives and key competences I can’t find (my doll). Where’s my (scooter)? Hello, everyone CD3 Track 1 TB p22
• to identify the toys in the story in/on/under Jump, fly, swim,
swim, run CD3 Track 20 TB p22
Is it in/on/under the (table)? Yes, it is./No, it isn’t. Tiger’s word chant CD3 Track 23 TB p130
• to use the Student’s Resource Centre Materials Look in the bag CD3 Track 21 TB p22
• to give a personal response and be aware of Flashcards: bike, board game, car, computer game, doll, Goodbye, everyone CD3 Track 2 TB p22
values in the story kite, scooter, skateboard, Class Audio CD, Story cards
and/or Storyteller from the Presentation Kit: The Missing Story: The Missing Skateboard.
 • to listen and understand the story Skateboard CD3 Track 24
Optional materials 1 Narrator: Sue and Jay are playing with their toys.
Active language
language
Tiger masks, AB page 50 Jay: This computer game is boring.
bike, board game, car, computer game, doll, kite, scooter, Sue: Let’s play with our skateboards.
skateboard, chair, cupboard, table Jay: Yes, great idea. Come on.
2 Tiger: Mmm. Skateboard … I want to play with a
skateboard, too.
At a Glance Lesson Plan 3 Sue: I’ve got my skateboard, Jay. I’m ready!
Jay: Oh no. I can’t find my skateboard. Where’s my
skateboard?
Starting the lesson Sue: Is it in the cupboard?
• Sing Hello, everyone.
Jay: No, it isn’t. The bike is in the cupboard. And the
CD3 Track 1 TB p22
• Do the opening routine.
routine. scooter is in the cupboard. But no skateboard.
CD3 Track 20 TB p22 4 Sue: Oh dear. Is it on the shelf?

• Say Tiger’s word chant. Jay: No, it isn’t. The car is on the shelf. And the doll is
CD3 Track 23 TB p130 on the shelf. But no skateboard.
• Explain the aims of the lesson.
lesson. 5 Sue: Oh dear. Is it under the table?
Jay: No, it isn’t. The kite is under the table.
Sue: Is it under the chair?
Pre-story activities Jay: No, it isn’t. The board game is under the chair.
6 Sue: Is your skateboard in the garden?
• Predict what happens
happens in the
Jay: Yes, it is! Look!
story (books open).
Sue: Oh no. Tiger!
• Listen (books closed).
closed).
7 Tiger: Hello, Sue. Hello, Jay. Look at me! I’m on the
CD3 Track 24 TB p132
• Listen with the story cards.
cards. skateboard. I can go very fast! Watch me! It’sIt’s fun!
Sue: Oh no! Be careful, Tiger!
Jay: Stop, Tiger! Stop!
8 Sue: Oh dear. Poor Tiger!
Activity 4
Jay: Silly Tiger!
• Listen to the story.
story. Tiger: Ow! My head! I’m sorry, Jay.Jay. You can have your
• Say stop!
CD3 Track 24 TB p132 skateboard now.
now.
• Answer the questions.
questions. Tiger Values Ending the lesson
• Talk about the importance of • Review the lesson.
wearing a helmet when playing • Do the closing routine.
routine.
on a skateboard. CD3 Track 21 TB p22
• Sing Goodbye, everyone.
CD3 Track 2 TB p22

Activity Book p50

Activity 2
132
• Look, read and write.
write.

Detailed Lesson Plan

Starting the lesson Pre-story activities (continued) Student’s Book Tiger Values

Sing Hello, everyone.

everyone.
• Greet the children. Play the Hello, everyone
everyone song.
The children sing and do the actions.
CD3 Track 1 TB p22
Do the opening routine. Sing Jump, fly, swim, run.
• Play the audio, miming the actions on the spot.
CD3 Track 20 TB p22
• Repeat once or twice. The children say the rhyme and
mime the actions with you.
• Say Tiger’s word chant.
Give eight children the flashcards, which they hold up
in the order of Tiger’s word chant. Play the audio. The
rest of the class says the chant, (optional) with their
Tiger masks.
CD3 Track 23 TB p130
Explain the aims of the lesson.
• Say Today we’re going to listen to a story about
Tiger and talk about what we like about and learn
from the story.
Pre-story activities
Predict what happens in the story.
• (Books open at pages 62 and 63.) Say Look! Sue and
Jay are playing with the computer game. In the story
Sue and Jay think the computer game is boring. (Use
mime.) They want to play with another toy. Can you
guess the toy? What do you think happens? Briefly
listen to ideas (in L1).
Listen.
CD3 Track 24 TB p132
• (Books closed.) Ask Which toy do Sue and Jay want
to play with? What’s the problem? Play the audio. The
children listen.
• Repeat the questions. Check the answers. (They
want to play with the skateboard. They can’t find it.) If
Listen with the story cards.
• Say Let’s listen and look at the story cards! Play
the audio again. Hold up the story cards as the
children listen. They then name the toys.
Student’s Book Activity 4
Listen to the story. Say stop! Answer the questions.
CD3 Track 24 TB p132
• Play the audio. The children follow in their books.
Ask the children
children to say stop! when they hear the
names of the toys, at which point pause the audio for
the children to repeat the words.
• Ask questions about each frame in the story to aid
and check understanding
understanding..
Suggested comprehension questions
• Frame 1: Is the computer game boring? (Yes.)
What do Sue and Jay want to play with? Their …
(skateboards).
• Frame 2: Who else wants to play with a
skateboard? (Tiger.)
• Frame 3: Has Sue got her skateboard? (Yes.)
Can Jay find his skateboard? (No.) Is it in the
cupboard? (No, it isn’t.) What’s in the cupboard?
(The scooter and the bike.)
• Frame 4: Is Jay’s skateboard on the shelf? (No, it
isn’t.) What’s on the shelf? (The car and the doll.)
• Frame 5: Is Jay’s skateboard under the table? (No,
it isn’t.) What’s under the table? (The kite.) Is Jay’s
skateboard under the chair? (No, it isn’t.) What’s
under the chair? (The board game.)
• Frame 6: Is Jay’s skateboard in the garden? (Yes, it
is.) Who’s got it? (Tiger.)
• Frame 7: Is Tiger on the skateboard? (Yes.) Is it
fun? (Yes.) Can he go very fast? (Yes.) What do Sue
and Jay say? (Be careful, Tiger! Stop, Tiger!)
• Frame 8: What do Sue and Jay say now? (Poor Tiger
• Ask Do you like the story? Is it funny? Does Tiger
hurt his head in the story? Use mime. (Yes.)
Is Tiger wearing a helmet? Point to the helmet in the
photo. (No.)
• The children look at the picture of Tiger. Read the speech
bubble. Ask what’s happening in the photos.
• Ask Is it important to wear a helmet on a
skateboard? Why? When should you also wear a
helmet? Listen to responses in English and/or L1.
Activity Book
Activity 2
Look, read and write.
• Read the words in the word box. The children point to
the toys then write the words. Check the answers.
Answers: 1 doll 2 car 3 bike 4 skateboard 5 scooter
6 kite 7 board game 8 computer game
Ending the lesson
Review the lesson.
• Ask Which toys are in the story? Who’s got Jay’s
skateboard?
Do the closing routine. Sing Look in the bag.
bag.
• Play the audio. Mime looking in different places. Make
the meaning of the prepositions very clear. Hold out
your arms questioningly at the end.
CD3 Track 21 TB p22
• Repeat once or twice.
• The children tidy up and put their books away.
• Play the Goodbye, everyone song. The children sing
and say goodbye.
CD3 Track 2 TB p22
 necessary, use mime and re-cast the second answer Silly Tiger!) Has Tiger hurt his head? Use gesture.
in English. (Yes.) What does Tiger say? (I’m sorry.) Can Jay
• Write the names of the toys or draw simple pictures have his skateboard now? (Yes.)
on thedoboard. Point to talk
eachabout?
one in turn Which
and askgame,
toys Sue and Jay (Computer
skateboard,
skateboa rd, bike,
bike, scooter, car,
car, doll, kite, board game.)
kite, board
133

6 Lesson 3 Class Audio for Lesson 3

Objectives and key competences Materials Hello, everyone CD3 Track 1 TB p22
• to listen to the story and say the missing words Flashcards: bike, board game, car, computer game, doll, Jump, fly, swim,
swim, run CD3 Track 20 TB p22
• to identify where the toys are in the story kite, scooter, skateboard, Class Audio CD, Story cards: Look in the bag CD3 Track 21 TB p22
• to listen and sing Where’s my skateboard? The Missing Skateboard Goodbye, everyone CD3 Track 2 TB p22
Optional materials
Active language
language AB page 51 5 Listen and say the missing words.
bike, board game, car, computer game, doll, kite, scooter, CD3 Track 25
skateboard, chair, cupboard, table (For full audioscript see TB page 132.)
I can’t find (my scooter). Where’s my (doll)? in/on/under 1 Jay: This *** (computer game) is boring.
Is it (on) the (table)? Yes, it is./No, it isn’t. 3 Jay: […] Where’s my *** (skateboard)?
Jay: […] The *** (bike) is in the cupboard. And

4 the
Jay:***
[…](scooter)
The *** is in the
(car) cupboard.
is on the shelf.[…]
And the *** (doll)
At a Glance Lesson Plan is on the shelf. […]
5 Jay: […] The *** (kite) is under the table.
Starting the lesson Jay: […] The *** (board game) is under the chair.
• Sing Hello, everyone. 7 Tiger: […] I’m on the *** (skateboard). […]
CD3 Track 1 TB p22 8 Tiger: […]You can have your *** (skateboard) now!
• Do the opening routine.
routine.
CD3 Track 20 TB p22 Song: Where’s my skateboard?
• Do a flashcard activity. CD3 Track 26
• Review The Missing Skateboard Where’s my skateboard? (Raise arms as if looking for
story. It isn’t here. something)
• Explain the aims of the lesson.
lesson. I can’t find my skateboard.
Oh, dear! Oh, dear!

Activity 5 The scooter is in the cupboard,

• Listen and say the missing
missing keep looking. (Raise hand to forehead
words. The bike is in the cupboard, and look round)
CD3 Track 25 TB p134 keep looking. (Repeat as above)
Look on, look in, (Indicate ‘on’, ‘in’ and
look under things ‘under’ with your hands)
Ending the lesson
to find my skateboard, too!
Activity 6 • Review the lesson.
esson.
• Match the toys to the places in • Do the closing routine.
routine. The car is on the shelf,
the story. CD3 Track 21 TB p22 keep looking. (Repeat as above)
• Say. • Sing Goodbye, everyone. The doll is on the shelf,
CD3 Track 2 TB p22 keep looking.
Look on, look in, look under things (Repeat as above)
Activity 7 to find my skateboard, too!
• Listen and sing Where’s my Activity Book p51 The kite is under the table,
skateboard? keep looking. (Repeat as above)
Activity 3
CD3 Track 26 TB p134 The board game is under the chair,
• Read and circle.
circle.
• Draw the skateboard.
skateboard. • Sing Where’s my skateboard? keep looking. (Repeat as above)
CD3 Track 26 TB p134 Look on, look in, look under things
• Do you like the song? to find my skateboard, too!
• Circle.

134

Detailed Lesson Plan

Starting the lesson Student’s Book Activity 6 Activity Book

Sing Hello, everyone.

everyone. Match the toys to the places in the story. Say. Activity 3
• Greet the children. Play the Hello, everyone
everyone song. • For all the toys, say Where’s the (kite)? It’s (on the Read and circle. Sing Where’s my skateboard?
The children sing and do the actions. shelf). The children match the toys to their location in CD3 Track 26 TB p134
CD3 Track 1 TB p22 the story. • Read the song verses. The children name the
Do the opening routine. Sing Jump, fly, swim, run. • Check the answers by repeating the first stage. Check toys. They circle the correct toy names. Check the
• Play the audio, miming the actions on the spot. that the children understand the difference between answers.
‘in’, ‘on’ and ‘under’. • Play the audio. The children follow in their books
CD3 Track 20 TB p22
• Repeat once or twice. The children say the rhyme and Answers: 1 b 2 c 3 a 4 b 5 a 6 d
and sing.
mime the actions with you. Answers: scooter, bike, car, doll, kite, board game
Do a flashcard activity.
Student’s Book Activity 7 Do you like the song? Circle.
• Stick the toys flashcards on the board. The children
say the words. • Ask Do you like the song? The children circle the
Listen and sing Where’s my skateboard? Draw
the skateboard.
picture that best expresses their feeling.
Review The Missing Skateboard story.
• Ask Can you remember where the toys are in the CD3 Track 26 TB p134
story? • (Books closed.) Ask Which toys can you hear in the Ending the lesson
• Ask Which toys are on the shelf? Point to a shelf or song? Play the audio. Review the lesson.
draw a shelf on the board. (The car, the doll.) Which • Check the answers ( skateboard, scooter,
scooter, bike, car,
car, • Ask Where are the toys in the story?
toys are in the cupboard? Point to a cupboard or doll, kite, board game).
draw. (The scooter, the bike.) Which toy is under Do the closing routine. Sing Look in the bag.
bag.
• (Books open.) Play the audio again. The children sing.
the table? (The kite.) Which toy is under the chair? • Play the audio. Mime looking in different places. Make
• Ask Do you like the song?
(The board game.) Which toy is in the garden? (The the meaning of the prepositions very clear. Hold out
• The children draw the skateboard in the correct place your arms questioningly at the end.
skateboard.)
(under Tiger).
Explain the aims of the lesson. CD3 Track 21 TB p22
• Play the audio a third time. The children say where the
• Say Today we’re going to do story activities and • Repeat once or twice.
toys are. (The scooter is in the cupboard. The doll is
sing a song. on the shelf … ) You
You can also use
use the karaoke
karaoke version • The children tidy up and put their books away.
of this song. • Play the Goodbye, everyone song. The children sing
CD3 Track 27 and say goodbye.
Student’s
Student’s Book Activity 5 CD3 Track 2 TB p22
Listen and say the missing words.
CD3 Track 25 TB p134
• (Books open at pages 62 and 63.) Say Find the
picture of Jay looking for his skateboard in the
cupboard! The children point to the picture. Repeat,
naming other toys and places.
Say Listen
• Play to the story and say the missing words.
the first frame to practise, then play the entire
track. The children listen and say the missing words.
Answers: (See answers in audioscript.)

135

6 Lesson 4 Class Audio for Lesson 4

Objectives and key competences Materials Hello, everyone CD3 Track 1 TB p22
• to practise pronunciation: /b / Flashcards: bike, board game, car, computer game, doll, Jump, fly, swim,
swim, run CD3 Track 20 TB p22
kite, scooter, skateboard, Class Audio CD, Cut-out (SB Where’s my skateboard? CD3 Track 26 TB p134
• to play a game page 93), scissors Look in the bag CD3 Track 21 TB p22
• to make the cut-out and act out the story Optional materials Goodbye, everyone CD3 Track 2 TB p22
AB page 52, prepared cut-out
Active language
language 8 Tiger Phonics: Listen, look and say.
bike, board game, car, computer
computer game, doll, kite, scooter,
scooter, CD3 Track 28
skateboard, chair,
chair, cupboard, table A brown bike and a blue board game.
I can’t find (my doll). A brown bike and a blue board game.
Where’s my (car)? Is it (on) the book? A brown bike and a blue board game.
in/on/under
Is it (on) the table? Yes, it is./No, it isn’t.

At a Glance Lesson Plan

Starting the lesson
• Sing Hello, everyone.
CD3 Track 1 TB p22
• Do the opening routine.
routine.
CD3 Track 20 TB p22
• Sing Where’s my skateboard?
CD3 Track 26 TB p134
• Explain the aims of the lesson.
lesson.

Activity 8
• Tiger Phonics: Listen,
Listen, look
and say.
CD3 Track 28 TB p136

Activity 9 Ending the lesson

• Make the cut-out on page
page 93. • Review the lesson.
• Act out the story.
story. • Do the closing routine.
routine.
CD3 Track 24 TB p132 CD3 Track 21 TB p22
• Sing Goodbye, everyone.
CD3 Track 2 TB p22
Activity 10
• Over to You: Play Where’s my
car? Activity Book p52
Activity 4
• Look and write.
• Read and circle the answer.

136
Detailed Lesson Plan
Starting the lesson Student’s Book Activity 9 Activity Book

Sing Hello, everyone.
• Greet the children. Play the Hello, everyone
everyone song.
The children sing and do the actions.
CD3 Track 1 TB p22
Do the opening routine. Sing Jump, fly, swim, run.
• Play the audio, miming the actions on the spot.
CD3 Track 20 TB p22
• Repeat once or twice. The children say the rhyme and
mime the actions with you.
Sing Where’s my skateboard?
• Place the toys flashcards in different places, as in the
Where’s my skateboard song. (If you haven’t got a
cupboard or shelf, draw one on the board and stick
the flashcards there.) Play the audio. The children
point to the flashcards, do the actions and sing.
CD3 Track 26 TB p134
Explain the aims of the lesson.
• Say Today we’re going to practise pronunciation.
We’re also going to make toy cards, act out the
story and play a game.
Student’s
Student’s Book Activity 8
Tiger Phonics: Listen, look and say.
CD3 Track 28 TB p136
• The children say what they see ( bike, board game).
Ask what colour
our they are (brown, blue).
• Say the /b/ sound several times. Draw attention to the
way you close and ‘explode’ your lips. The children
copy and repeat.
• The children listen and count how many times they
hear the /b/ sound in the tongue twister. Play the
audio, pausing after the first repetition and check the
answer (four).
• Play the audio again. The children repeat the tongue
twister once or twice.
Make the cut-out on page 93. Act out the story.
• Hold up page 93. Show the children the cut-out toy
cards you have prepared.
• The children cut out the toy cards.
• Say Show me the (scooter)! The children hold up the
correct toy cards.
• The children arrange the toy cards on their desks:
scooter with bike; car with doll; kite with board
game; skateboard. They hold and pretend to play
the computer game (for frame 1). Mime looking and
pointing to the toy cards to act out the story.
• Play The Missing Skateboard story. The children point
to the toy cards and act out the story.
CD3 Track 24 TB p134
Student’s
Student’s Book Activity 10
Over to You: Play Where’s my car?
• Explain that the children can hide their toy cards
face down on their books, in their books or under
their books. Check they understand the places and
prepositions.
• Demonstrate the game with a child. Choose three
toy cards. Look away while the child hides the
cards in, on or under their book. Say I can’t find my
(computer game). Where’s my (computer game)?
Is it (on the book)? (No, it isn’t./ Yes, it is.) Repeat for
the other two toys.
• The children play the game in pairs and then change
roles.
Activity 4
Look and write. Read and circle the answer.
• Read the example exchange.
• The children look at the pictures and write the words.
They then read the sentences and circle the correct
words.
• The children colour the toys in the main picture. Ask
them about other toys in the picture. Where is the
(doll)? (In the cupboard.)
Answers: 1 kite/on 2 car/in 3 bike/under
Ending the lesson
Review the lesson.
• Ask Where are the toys in the story? What dialogue
from the story can you use in the game?
Do the closing routine. Sing Look in the bag.
bag.
• Play the audio. Mime looking in different places. Make
the meaning of the prepositions very clear. Hold out
your arms questioningly at the end.
CD3 Track 21 TB p22
• Repeat once or twice.
• The children tidy up and put their books away.
• Play the Goodbye, everyone song. The children sing
and say goodbye.
CD3 Track 2 TB p22

137

6 Lesson 5 Class Audio for Lesson 5

Objectives and key competences Materials Hello, everyone CD3 Track 1 TB p22
• to listen, understand and repeat the Jump, fly,
fly, swim, run CD3 Track 20 TB p22
Ping and Pong story Flashcards: bike
scooterr, skate
scoote , board
skateboard
board game
game
, Class , carCD
Audio , computer game, doll, kite, Look in the bag CD3 Track 21 TB p22
• to listen and identify materials Optional materials Goodbye, everyone CD3 Track 2 TB p22
Ping and Pong finger puppets, AB page 53
Active language
language 11 Listen, point and say.
metal, paper, plastic, wood CD3 Track 29
The (car) is made of (plastic). 1 wood
It’s (metal). Is it (made of wood)? Yes, it is./No, it isn’t. 2 plastic
Do you like …? Yes, I do./No, I don’t. 3 metal
4 paper

12 Listen and repeat.

At a Glance Lesson Plan CD3 Track 30
Starting the lesson 1 Pong: I need a new house.
Ping: Look. Here are the houses for dogs.
• Sing Hello, everyone.
2 Ping: Look at this house, Pong.
CD3 Track 1 TB p22
Pong: Is it made of wood, Ping?
• Do the opening routine.
routine.
Ping: No, it isn’t, Pong. It’s made of metal. Do you
CD3 Track 20 TB p22
• Review the story. like it?
• Explain the aims of the lesson.
lesson. Pong: Umm ... No, I don’t. It’s cold.
3 Ping: Look at this house, Pong.
Pong: Is it made of metal, Ping?
Activity 11 Ping: No, it isn’t, Pong. It’s made of plastic. Do you
like it?
• Listen, point and say. Pong: Umm ... No, I don’t. I don’t like the colours.
CD3 Track 29 TB p138
4 Ping: Look at this house, Pong.
Pong: Is it made of wood, Ping?
Ping: Yes, it is. Do you like it?
Activity 12
Pong: Umm ... No, I don’t. It’s small.
• Listen and repeat.
repeat. 5 Pong: Ah! Here’s a house I like … with lots of paper to
CD3 Track 30 TB p138 Ending the lesson
lie on!
• Answer the questions.
questions. • Review the lesson.
esson. 6 Pong: Look, Ping. This house made of paper is
• Play Touch wood! • Do the closing routine.
routine. perfect! I love it!
CD3 Track 21 TB p22 Ping: Oh, Pong. This isn’t a house. It’s a box!
• Sing Goodbye, everyone.
CD3 Track 2 TB p22

Activity Book p53

Activity 5
• Look at Activity 12 in the Student’s
Book. Read and match.

138

Detailed Lesson Plan

Starting the lesson
Sing Hello, everyone.
everyone.
• Greet the children. Play the Hello, everyone
everyone song.
The children sing and do the actions.
CD3 Track 1 TB p22
Do the opening routine. Sing Jump, fly, swim, run.
• Play the audio, miming the actions on the spot.
CD3 Track 20 TB p22
• Repeat once or twice. The children say the rhyme and
mime the actions with you.
Review the story.
• Ask Can you remember the story? Is the (doll) (on)
the (shelf)? (Yes, it is./No, it isn’t. )
Explain the aims of the lesson.
• Say Today we’re going to learn about materials
and listen to a story about Ping and Pong.
Student’s
Student’s Book Activity 11
Listen, point and say.
CD3 Track 29 TB p138
• (Books closed.) Point to things made of metal, wood,
plastic and paper. Say Look. The (door) is made of
(wood).
• (Books open.) The children identify the materials
in each photo. Play the audio. The children listen
and point to the photos. Check they are doing this
correctly. They name the materials.
• Say Show me something made of (wood)! The
children hold up or point to things made of the
different materials.
Answers: (See answers in audioscript.)
Student’s
Student’s Book Activity 12
Listen and repeat. Answer the questions.
CD3 Track 30 TB p138
• (Books open.) Explain that in this story Pong goes to
buy a new house (elicit or explain meaning) and learns
about wood, plastic, metal and paper. Say Listen and
find out: Which houses doesn’t Pong like? Which
house does Pong like? Play the audio. The children
listen and look at the pictures.
Is it a house? (No, it’s a box.) Why doesn’t Pong like
the house made of metal/plastic/w
metal/plastic/wood?ood? (It’s cold./
He doesn’t like the colours./It’ s small.) Which house
colours./It’s
is perfect? (The ‘house’ made of paper
paper..)
• Divide the class into two groups (Ping and Pong).
(Optional) The groups wear the Ping and Pong finger
puppets. Play the audio. The groups listen and repeat.
They change roles (and puppets) and repeat.
• Ask Do you like Ping and Pong? Are they funny?
• Repeat the questions. Check the answers. (Pong
doesn’t like the houses made of metal, wood or
paper.)
plastic. Pong likes the ‘house’ made of paper.
• Play Touch wood! The children stand up and walk
slowly (clockwise) round the classroom. Give an
instruction. Touch … (wood)! They quickly respond
and say It’s (wood)! Comment Ye Yes,
s, very good. You’re
right. It’s (wood). Repeat with different materials.
Then individual children give the instructions.
Activity Book
Activity 5
Look at Activity 12 in the Student’s Book. Read
and match.
• Refer the children to Student’s Book Activity 12.
• Read the exchanges. The children point to the correct
pictures. They read and draw matching lines from the
exchanges to the pictures. Check the answers.
Answers: 1 b 2 d 3 a 4 c
• Direct the children to Activity Book page 64. The
children complete the CLIL Picture Dictionary for Unit 6,
writing the words under the pictures.
Ending the lesson
Review the lesson.
• Ask What materials can you name? Which house
does Pong like?
Do the closing routine. Sing Look in the bag.
bag.
• Play the audio. Mime looking in different places. Make
the meaning of the prepositions very clear. Hold out
your arms questioningly at the end.
CD3 Track 21 TB p22
• Repeat once or twice.
• The children tidy up and put their books away.
• Play the Goodbye, everyone song. The children sing
and say goodbye.
CD3 Track 2 TB p22

139

6 Lesson 6 Class Audio for Lesson 6

Objectives and key competences Materials Hello, everyone CD3 Track 1 TB p22
• to identify materials of objects Class Audio CD Jump, fly, swim,
swim, run CD3 Track 20 TB p22
• to ask about and identify materials Optional materials Unit 6 Ping and Pong story CD3 Track 30 TB p138
• to sing Materials are fantastic! Ping and Pong finger puppets, AB page 54 Look in the bag CD3 Track 21 TB p22
Goodbye, everyone CD3 Track 2 TB p22
Active language
language
metal, paper, plastic, wood
wood 13 Listen, match and repeat.
ball, book, pencil case, ruler CD3 Track 31
Is it made of (wood)? Yes, it is./No, it isn’t.
1 This is my doll. My doll is made of plastic.
my/the
2 This is my skateboard. My skateboard is made
My (sharpener) is made of (metal).
of wood.
3 This is my bike. My bike is made of metal.
4 This is my car. My car is made of metal.
5 This is my guitar. My guitar is made of wood.
At a Glance Lesson Plan 6 This is my scooter. My scooter is made of metal.
7 This is my book. My book is made of paper.
Starting the lesson
• Sing Hello, everyone. 14 Song: Materials are fantastic!
CD3 Track 1 TB p22 CD3 Track 32
• Do the opening routine.
routine. Metal, wood, paper and plastic,
CD3 Track 20 TB p22 different materials are fantastic!
• Review the Ping and Pong story.
CD3 Track 30 TB p138 The guitar is made of wood.
• Explain the aims of the lesson.
lesson. The doll is made of plastic.
The bike is made of metal.
It’s fantastic!
Activity 13
The car is made of metal.
• Listen, match and repeat.
repeat. The skateboard is made of wood.
CD3 Track 31 TB p140 The book is made of paper.
It’s very good!

Activity 14 Metal, wood, paper and plastic,

different materials are fantastic!
• Listen and point. Sing Materials Ending the lesson
are fantastic!
fantastic! • Review the lesson.
esson.
CD3 Track 32 TB p140 • Do the closing routine.
routine.
• Tick (✓) the objects in the song. CD3 Track 21 TB p22
• Sing Goodbye, everyone.
CD3 Track 2 TB p22
Activity 15
• Over to You: Talk about your
things. Activity Book p54
Activity 6
• Look, listen and tick (✓).
• Sing Materials are fantastic!
CD3 Track 32 TB p140
• Write and say.
Activity 7
140 • Complete the sentences.
sentences.

Detailed Lesson Plan

Starting the lesson Student’s
Student’s Book Activity 13 Activity Book
Sing Hello, everyone.
everyone. Listen, match and repeat. Activity 6
• Greet the children. Play the Hello, everyone
everyone song. CD3 Track 31 TB p140 Look, listen and tick (✔). Sing Materials are
The children sing and do the actions. • Point to pictures a–d. Say This is (metal). fantastic!
CD3 Track 1 TB p22 • The children name the objects in photos 1–7 and CD3 Track 32 TB p140
Do the opening routine. Sing Jump, fly, swim, run. predict the material. ( I think) the (doll) is made of • Read the words at the top of the grid. Explain and
• Play the audio, miming the actions on the spot. (plastic). demonstrate how the grid works.
CD3 Track 20 TB p22 • Play the audio. The children listen and match the photos. • Play the song, pausing after each line for the children
children
• Repeat once or twice. The children say the rhyme and • Check the answers. Play the audio again. The children to write ticks. Check the answers. The children say
mime the actions with you. repeat the sentences. sentences. (The guitar is made of wood.)
• Play the audio again. They sing the song.
Review the Ping and Pong story. Answers: 1 b 2 d 3 a 4 a 5 d 6 a 7 c
• Ask if the children remember the house Pong likes Answers: guitar: wood, doll: plastic, bike: metal,
(the ‘house’ of paper) and the houses
houses he doesn’t
doesn’t like car: metal, skateboard: wood, book: paper
(metal, plastic, wood). (Optional) The
The children put on Student’s
Student’s Book Activity 14
the Ping and Pong finger puppets. Activity 7
• Play the audio. The children join in telling the story, Listen and point. Sing Materials are fantastic!
fantastic! Complete the sentences.
(optional) holding up the finger puppets as Ping and Tick (✔) the objects in the song. • The children complete three sentences
sentences about their
Pong speak. CD3 Track 32 TB p140 own toys and possessions.
CD3 Track 30 TB p138 • The children identify the objects. Play the audio. They • The children tell you about them. My (bike) is made of
• Ask questions about each frame: (Frame 1) What listen and point to the photos. (metal).
does Pong need? (A new house.) Continue with all • Check that the children understand ‘fantastic’. Play
the frames. the audio again. Theinchildren listen, lookthe
at the photos Ending the lesson
Explain the aims of the lesson. and tick the objects the song. Check answers.
Ask Is the (book) in the song? Which object is not Review the lesson.
• Say Today we’re going to talk about materials and in the song? (Scooter.) • Ask How many materials can you name? What can
sing a song.
• Play the audio a third time. The children listen, point you say about
about your things?
to the photos and sing. Do the closing routine. Sing Look in the bag.
bag.
Answers: guitar, doll, bike, car, skateboard, book • Play the audio. Mime looking in different places. Make
the meaning of the prepositions very clear. Hold out
your arms questioningly at the end.
Student’s
Student’s Book Activity 15 CD3 Track 21 TB p22

Over to You: Talk

Talk about your things.
• Repeat once or twice.
• Hold up some personal possessions and say • The children tidy up and put their books away.
sentences. My (bag) is made of (plastic). • Play the Goodbye, everyone song. The children sing
• The children think of sentences about two of their and say goodbye.
personal possessions. They tell the class. My CD3 Track 2 TB p22
(sharpener) is made of (metal). Note: If they don’t
 know the name of an item, they can hold it up or point
to it and say It’s made of (plastic).

141

6 Lesson 7 Class Audio for Lesson 7

Objectives and key competences Materials Hello, everyone CD3 Track 1 TB p22
• to listen and respond to classroom language Flashcards: bike, board game, car, computer game, doll, Jump, fly, swim,
swim, run CD3 Track 20 TB p22
kite, scooter, skat
scooter skateboard, Word cards: bike, board game, car,
eboard Materials are fantastic! CD3 Track 32 TB p140
• to review the main language of the unit computer game, doll, kite, scoo ter, skat
scooter skateboard, Story cards:
eboard Look in the bag CD3 Track 21 TB p22
The Missing Skateboard, Class Audio CD, Unit 6 word stickers, Goodbye, everyone CD3 Track 2 TB p22
Active language
language Picture Dictionary (SB page 82)
bike, board game, car, computer game, doll, kite, scooter, Optional materials 16 Listen, number and repeat.
skateboard,, metal, paper, plastic, wood, in/on/under, my/the
skateboard AB page
page 55
55 CD3 Track 33
I can’t find (my bike). Where’s my (skateboard)? 1 A: Where’s my bike? B: Is your bike in the cupboard?
Is it made of (wood)? Yes, it is./No, it isn’t.
A: No, it isn’t.
2 A: Where’s my scooter? B: Is your scooter in the

cupboard? Yes,
A:my it is.
At a Glance Lesson Plan 3 A: I can’t find computer game. B: Is your computer
game in your bag? A: No, it isn’t.
Starting the lesson 4 A: I can’t find my doll. B: Is your doll on the shelf?
• Sing Hello, everyone. A: No, it isn’t.
CD3 Track 1 TB p22 5 A: Where’s the board game? B: Look! The board game
• Do the opening routine.
routine. is on the table.
CD3 Track 20 TB p22 6 A: Where’s my car? B: Is your car on the shelf?
• Sing Materials are fantastic! A: Yes, it is.
CD3 Track 32 TB p140 7 A: I can’t find my skateboard. B: Is your skateboard in
• Explain the aims of the lesson.
lesson. the cupboard? A: No, it isn’t.
• Do a language review quiz. 8 A: Where’s my kite? B: Look! Your kite is under the chair.

17 Listen and tick ( ✔) or cross (✘).

Activity 16 CD3 Track 34
• Listen, number and repeat.
repeat. 1 The doll is made of wood. Yes or No? No!
CD3 Track 33 TB p142 2 The bike i s made of paper. Yes or No? No!
• Read, stick and write. 3 The car is made of wood. Yes or No? Yes!
4 The kite is made of metal. Yes or No? No!
5 The computer game is made of plastic. Yes or No? Yes!
Activity 17 6 The scooter is made of metal. Yes or No? Yes!

• Listen and tick (✓) or cross (✗). 18 Class Chat: Listen, point and repeat.
CD3 Track 34 TB p142
CD3 Track 35
• Say.
1 A: I can’t find my book. Oh, where’s my book?
B: Look! It’s in the bag! A: Oh, great! Thanks!
Activity 18 2 A: I can’t find my pencil case. Oh, where’s my pencil
case? B: Look! It’s under the chair!
• Class Chat: Listen, point
point and Activity Book p55 Ending the lesson A: Oh, great! Thanks!
repeat. Activity 8 • Review the lesson and the unit. 3 A: I can’t find my sharpener
sharpener.. Oh, where’s my
CD3 Track 35 TB p142
• Read, draw and colour. • Do the closing routine.
routine. sharpener? B: Look! It’s on the table.
• Ask and answer. Activity 9 CD3 Track 21 TB p22 A: Oh, great! Thanks!
• Go to the Picture Dictionary
Dictionary on • Tick (✓) what you can do. • Sing Goodbye, everyone.
page 82. CD3 Track 2 TB p22

142

Detailed Lesson Plan

Starting the lesson Student’s

Student’s Book Activity 16 Activity Book

Sing Hello, everyone.

everyone.
• Greet the children. Play the Hello, everyone
everyone song.
The children sing and do the actions.
CD3 Track 1 TB p22
Do the opening routine. Sing Jump, fly, swim, run.
• Play the audio, miming the actions on the spot.
CD3 Track 20 TB p22
• Repeat once or twice. The children say the rhyme and
mime the actions with you.
Sing Materials are fantastic!
fantastic!
• Ask the children if they remember the six objects and
materials in the Materials are fantastic! song.
• Count as the children say sentences. Number 1 The
(book) is (paper). Give clues through mime to aid
recall. Praise them if they remember all six objects.
Listen, number and repeat. Read, stick and write.
CD3 Track 33 TB p142
• The children name the toys ( kite, bike, board game,
computer game, doll, scooter, car, skateboard). Play
the audio. They listen and number the pictures. Check
the answers then play the audio again. The children
repeat the exchanges.
• The children read and put on the word stickers. They
write the words.
Answers: 1 b 2 f 3 d 4 e 5 c 6 g 7 h 8 a
Student’s
Student’s Book Activity 17
Listen and tick (✔) or cross (✘). Say.
CD3 Track 34 TB p142
Activity 8
Read, draw and colour.
• Read the key. Check that the children understand the
colour words. They read the sentences, identify where
to draw each object and use the key to colour the
objects. Check the answers.
Answers: (See sentences and key.)
Activity 9
Tick (✓) what you can do.
• The children look at the pictures while you read the
key. Explain or remind the children of meaning, as
necessary. The children tick what they can do.
• Praise their work in the unit, as appropriat
appropriate.
e.
• The Ending the lesson
Play children
the song.stand
The up. Demonstrate
children sing and adance.
simple dance. • Play the audio.is The
the sentence truechildren listen
or a cross and
if it’s write
false. a tickthe
Check if
Review the lesson and the unit.
CD3 Track 32 TB p140 answers. They point and say the correct sentences.
(The doll is made of plastic.) • Ask What have you learnt in this unit? What have
Explain the aims of the lesson. you enjoyed? What has been
been easy or difficult?
difficult?
• Say Today we’re going to review what we’ve learnt Answers: 1 ✗ 2 ✗ 3 ✓ 4 ✗ 5 ✓ 6 ✓ What can you do to work harder and improve your
in the unit and practise classroom language. English? What can we say in class when we can’t
Do a language review quiz. find things?
• Two teams choose a name relating to Unit 6 Student’s
Student’s Book Activity 18 Do the closing routine. Sing Look in the bag.
bag.
(Skateboards)/(Bikes). Team members take turns to • Play the audio. Mime looking in different places. Make
Class Chat: Listen, point and repeat. Ask and answer.
answer questions and score points. The teams lose the meaning of the prepositions very clear. Hold out
points if answers are called out. Ask questions. i) CD3 Track 35 TB p142
your arms questioningly at the end.
Using the toys flashcards, ask What’s this? ii) Using • Explain that a boy in the photo can’t find things. The
CD3 Track 21 TB p22
the story cards, say sentences which the children other boy is helping.
• Play the audio. The children listen and point to the • Repeat once or twice.
complete. Where’s my … (skateboard)? iii) Hold up
the word cards, which the children read and match location of the objects. • The children tidy up and put their books away.
to the flashcards. iv) Point to or hold up objects; the • Play the audio again. In two groups the children repeat • Play the Goodbye, everyone song. The children sing
children name the materials. (The pencil is made of the exchanges then they change roles and repeat. and say goodbye.
wood./It’s wood.) Keep score
score on the board.
board. The team • Act out the exchange with one or two children, using CD3 Track 2 TB p22
with most points wins. different classroom objects and places. The children
then actthat
• Explain out you
the exchanges
expect the in pairs. to ask for help
children
finding things in English from now on.
• Direct the children to page 82 of the Student’s Book.
The children complete their Picture Dictionary for
Unit 6, writing the words.
Answers: bike, board game, car, computer game,
doll, kite, scooter
scooter,, skateboard
143

6 Kids’ Culture 6 Class Audio for Kids’ Culture 6

Objectives and key competences Along comes … one day, buy … takes it away. Can I have Hello, everyone CD3 Track 1 TB p22
• to listen, sing and act out a version of a the …, please? Here you are. Thank you. In the holidays, Jump, fly, swim,
swim, run CD3 Track 20 TB p22
a traditional song: Four great toys in a toy shop I play with my (scooter). Look in the bag CD3 Track 21 TB p22
• to identify toys children play with in the Materials Goodbye, everyone CD3 Track 2 TB p22
holidays in the UK Flashcards: bike, board game, car, computer game, doll,
• to draw a toy you play with in the holidays kite, scooter, skateboard, Class Audio CD and/or video clip 1 Song: Four great toys in a toy shop.
from the Presentation Kit
• to use the Student’s Resource Centre Optional materials
CD3 Track 36
Four great toys in a toy shop
Active language
language AB page 56
56 on a shelf at the top.
boy, girl, great, shelf, shop, top, toy, bike, board game, car, Along comes a girl one day,
day,
computer game, doll, kite, scooter, skateboard, numbers 1–4 asks for a computer game,
and takes it away.
away.
Three great toys in a toy shop
on a shelf at the top.
At a Glance Lesson Plan Along comes a boy one day,day,
asks for the scooter,
scooter,
Starting the lesson and takes it away.
away.
• Sing Hello, everyone.
CD3 Track 1 TB p22 Two great toys in a toy shop
• Do the opening routine.
routine. on a shelf at the top.
CD3 Track 20 TB p22 Along comes a girl one day,
day,
• Explain the aims of the lesson.
lesson. asks for the skateboard,
and takes it away.
away.
One great toy in a toy shop
Activity 1 on a shelf at the top.
• Listen, sing and act out
out a song: Along comes a boy one day,
day,
Four great toys in a toy shop. asks for the board game,
CD3 Track 36 TB p144 and takes it away.
away.
• Do a role play.
2 Comparing Cultures: Listen and number.
CD3 Track 37
Activity 2 1 In the holidays, I play with my bike. It’s great!
• Comparing Cultures:
Cultures: Listen 2 In the holidays, I play with my computer game.
and number. It’s fantastic!
CD3 Track 37 TB p144 3 In the holidays, I play with my ball. It’s great!
• Draw and say.

Ending the lesson

• Review the lesson.
esson.
Activity Book p56 • Do the closing routine.
routine.
Activity 1 CD3 Track 21 TB p22
• Circle and write.
write. • Sing Goodbye, everyone.
• Draw you and your toy. CD3 Track 2 TB p22
• Sing your verse of the song.
song.
Activity 2
• Read, look and write.
write.
144
Detailed Lesson Plan
Starting the lesson Student’s Book Activity 1 Activity Book
Sing Hello, everyone. Listen, sing and act out a song: Four great toys in Activity 1
• Greet the children. Play the Hello, everyone
everyone song. a toy shop. Circle and write. Draw you and your toy. Sing
The children sing and do the actions. CD3 Track 36 TB p144 your verse of the song.
CD3 Track 1 TB p22 • The children look at the photo. Explain that they’re • Read the names of the toys. The children draw a
Do the opening routine. Sing Jump, fly, swim, run. going to learn a version of a traditional song. Explain picture of themselves in the shop asking for the toy
• Play the audio, miming the actions on the spot. ‘shop’. Play the audio or the video clip. The children they choose. They circle their boy/girl option and
CD3 Track 20 TB p22
name the toys. Stick these flashcards on the board write the name of the toy.
in order. • In pairs the children read and sing their verses of
• Repeat once or twice. The children say the rhyme and
mime the actions with you. • A child stands behind the desk as the shop assistant. the song.
Two boys and two girls (customers) make a line. Play Activity 2
Explain the aims of the lesson. the audio. They act out the song; the class sings. Read, look and write.
• Say Today we’re going to sing and act out a
version of a traditional song. We’re also going to Repeat
• Do a rolewith other
play. children
Stick and different
the flashcards toys.
on the board. • Read the speech bubbles. The children say the missing
talk about toys children play with in the UK and in words then write the words. Check the answers.
Assign roles
roles to five children.
children. The customers
customers stand in a
your country.
country. line. Demonstrate. One customer asks for a toy. Hello. Answers: 1 scooter/kite 2 car/computer game
/ Hello. Can I have the
the board game, please? / Yes,
Yes, of 3 doll/board game
course. Here you are. (Shop assistant gives customer
the board game flashcard.) Thank you. Goodbye.
/ Goodbye. (Customer takes the flashcard away.) Ending the lesson
Repeat for all the toys and flashcards
flashcards.. Five other Review the lesson.
children come to the front. Assign roles and repeat. • Ask What traditional song can you sing and
act out? What toys do children play with in the
Student’s Book Activity 2 holidays in the UK and in your country?
Do the closing routine. Sing Look in the bag.
bag.
Comparing Cultures: Listen and number
number.. Draw
and say. • Play the audio. Mime looking in different places. Make
CD3 Track 3 TB p144
the meaning of the prepositions very clear. Hold out
your arms questioningly at the end.
• Explain that the photos show children playing with
CD3 Track 21 TB p22
different toys in the holidays in the UK. The children
identify the toys ( ball, bike, computer game). • Repeat once or twice.
• Play the audio. The children listen and number the • The children tidy up and put their books away.
photos. Check the answers. They say the numbers • Play the Goodbye, everyone song. The children sing
and repeat the audio. and say goodbye.
• The children draw a toy that they play with in the CD3 Track 2 TB p22
holidays.
• A few children show their pictures, saying In the
(kite). It’s great/fantastic! Offer
holidays, I play with my (kite).
help with additional toy vocabulary.
Answers: 1 b 2 c 3 a

145

6 Progress Journal
Activity 1
Think and draw your favourite part of the story.
• The children go to page 14 of the Progress Journal.
Read the heading and elicit the meaning of ‘My
learning review’.
• Read and explain Activity 1. Ask the children what they
remember about the The Missing Skateboard story.
• The children think about then draw their favourite part
of the story. You may wish to give a time limit for this –
perhaps five minutes. (Optional) The children can look
back at the story (Student’s Book pages 62 and 63).
• The children take turns to show their pictures to a
friend and say their favourite part of the story
story..

Activity 2
Circle and write the words you know.
• Read and explain Activity 2. The children circle the
pictures of the toys that they can say in English.
• The children then write the words below the pictures.
Answers: 1 scooter 2 skateboard 3 bike
4 computer game 5 board game 6 doll 7 car 8 kite

Activity 3
Look, think and colour Ti ger’s paws.
• The children go to page 15. Read the heading, ‘My
progress’ and elicit the meaning.