Professional Documents
Culture Documents
Wonder 1 TB
Wonder 1 TB
PRIMARY
The editors would like to thank all those teachers and consultants who
provided invaluable help and insight with their participation in this book.
Printed in Spain
ISBN: 978-84-668-2916-8
DL: M-13091-2016
CP: 708738
Every effort has been made to trace the holders of copyright, but if any omissions
can be rectified, the publishers will be pleased to make the necessary arrangements.
1
Y Understanding number sets ˜ Th
Y A paper craft ˜ Fo
Parties page 34 Y Sequencing events
˜ In
2
Y Understanding that we are part of a family ˜W
˜ (H
A family photo page 56 Y Making and describing mosaics
Y Matching moments in a story with emotions
˜ In
3
Y Distinguishing left and right ˜M
˜ (H
Get moving! page 78 Y Body percussion
Y Matching character clues
˜ In
˜ In
6
Y Associating clothes with functions ˜A
Y Textile designs ˜ (Y
Dressing up page 144 Y Sequencing narrative development
˜ In
7
Y Noticing seasonal changes ˜W
˜M
Sun and rain page 166 Y Collages
Y Sequencing the temperature
˜ In
˜ In
˜ (H
˜ Lo
Festivals page 210 ˜ Th
˜ Who’s this? ˜ Is (he) your (brother)? ˜ grandad, grandma, dad, mum, brother, sister ˜ Making introductions
˜ (His) eyes are (brown). ˜ (Her) hair is (black). ˜ black, brown
˜ eyes, hair
˜ Initial sounds: blond and Grumps ˜ This is my (friend).
˜ Move / Don’t move your (left hand). ˜ arms, bottom, foot/feet, hands, head, legs ˜ A traditional song and dance
˜ (His right foot) is on (a blue circle). ˜ clap, click, slap, stamp
˜ Initial sounds: left and right ˜ Put your (right arm) (in).
˜ You’re (at the shop). ˜ There is … . ˜ cinema, hospital, house, restaurant, school, ˜ Road safety
˜ There are … . ˜ Is there … ? shop, sports centre
˜ Numbers: 10-20
˜ Initial sounds: town and no ˜ Look left, right, left. Walk! Don’t run.
Stop and listen.
˜ Where am I? ˜ Where is … ? ˜ Where are … ? ˜ ball, brick, car, doll, game, teddy ˜ The playroom
˜ It’s in the (bedroom). ˜ (The doll) is … . ˜ bed, cooker, cupboard, fridge, sofa, toilet
˜ (My toys) are … . ˜ in, on, under
˜ Initial sounds: car and sofa ˜ I can’t find my (doll). Look! It’s in the (box).
˜ Are you wearing (a coat)? ˜ coat, dress, jumper, scarf, shoes, skirt, trousers ˜ Uniforms
˜ (Yes, I am). I’m wearing (a green coat) (with red stars). ˜ circle, diamond, star, square, triangle
˜ at home, at the park
˜ Initial sounds: doll and purple ˜ Take off your (shoes). Put on your (shirt).
˜ What’s the weather like? ˜ It’s (windy). ˜ raining, snowing, sunny, windy ˜ A weather song
˜ My birthday is in the (spring). ˜ Are there … ? ˜ spring, summer, autumn, winter
˜ apple, flower, leaf, rainbow, tree
˜ Initial sounds: raining and windy ˜ Can I go out to play?
mals ˜ Move like a … . ˜ Have you got a pet? ˜ bird, cat, dog, fish, frog, mouse, rabbit, snake ˜ Pet day at school
˜ (Yes, I have). I’ve got a pet (with big ears). ˜ claws, ears, tail, wings
˜ I really like … . ˜ How many animals have got (four legs)?
˜ Initial sounds: flower and Molly ˜ I really like the (rabbit) with the (brown) (ears).
˜ (Holly) is a (ghost). ˜ I can see (three) (pumpkins). ˜ bat, ghost, pumpkin, spider, witch ˜ Festivals around the world
˜ Look at Santa’s (hat). ˜ Is it (tree number 3)? ˜ candle, cracker, glasses, reindeer, sack,
˜ The (brown) egg is (under) the chair. sleigh, stocking
˜ Easter egg
festivals
Welcome! Lesson 2
Unit
2 3
7
Unit
Welcome!
Welcome! Lesson 1
Easter
1 Unit
Unit
festivals
4 5
I'm Sparkle. Unit
1 1.1 Listen and point. Then, listen and join in. 8
1
Unit
5
to
Compearty!
my
1 1.3 Match the pictures. Then, listen and check. 2 Unit
Unit
Halloween
festivals
Hello, Claude! 6
Unit
Hello, Holly!
5
491679 _ 0001-0008
.indd 7
3 Unit
491679 _ 0001-0008.indd 3
22/08/13 13:00
461465 _ 0004-0006RV.indd 4 03/03/2015 12:40
.indd 2
491679 _ 0001-0008
UNIT 1
Welcome! 1 Help the children find the things.
Welcome! Lesson 2
Welcome! Lesson 1
Beauty
8431300228986 Wonder 1 © Santillana Educación, S.L. Grumps
491683 _ 0001-0016.indd 1 27/03/2015 11:31
a
ol I'm
Hello!
scho
bag .
book
CP: 593275
3
Includes songs
and stories
491694 _ 0002-0004.indd 3 from the
Student’s Book!
19/03/2015 12:25
2
19/03/2015 12:25
491694 _ 0002-0004.indd 2
© San
4
tillana Educación, S.L.
phonics
More
practice
More
phonics
P
SC SC
P
Skills Objec
tives
Teacher’s Book
i-poster
Listening:
To underst
parties. To and simple i-flashcards
und oral
To recognise erstand and enjoy a messages about Teacher’s
two differe story and a i-boo
The spiral bound guide contains Unit 1 Overview
song. k i-book
IWB
Reading: To nt sounds. Use the Ric
begin to rec hmond i-to
to parties.
To recognise ognise words related the activities i-po
withi-po
ster ols
to comple
Writing: To Recycled
col our words
.
thester
chi
i-flashcards ldren on the
te
step-by-step guidance to
trace words IWB.
Structures Speaking:
To
participate say words related to
Language
related to
parties and
colours.
Activities in i-flashcard
a digital alte Lead-in and s i-poster
Vocabulary What’s this?
wit
by their col h the join -in cha
Greet
parties. To
ingsnts. To des
to the less
on.
rnaSpe
tiveLea to
aking intr
d-in oduce the
i-flashcchi
provid
ldren
e
-2
overviews for quick lesson plans and Happy birthday! • Children • Lespracti
More
son ce
7: activitP P
can underst y1
about party and oral and
items, num written me provides ext F F
• Children bers and col ssages ra interactive
can pro ours. used for Fas SC SCpractice wh
messages abo duce simple oral and t Fini
To make an invitation.
It also provides the transcripts and Language of tra
names
To learn the the UK.
in .
Optiona Language Objectives:
Tol learn
Resoabout
urcesimple
s paper craft.
IWB
Audio i-book
visual materi
• Lessons
al:
party food scene using I can see 4, 5
i-poster
Teacher's • Lesson 6: and 8: Animated sto
answer keys, assessment guidance, a ToRe
practise
sourceadjective-noun word order.
To describe ditional party • Lesson 1:
Topag
Book
usee 39,
functional Photocop give i-flashcards My Birthda
y party
ry
To learn a
tra • Lesson 2: Writing language to ies: Use the Int
era
the UK . andpagreceive
e 29, Reaan invitation. IWB ctiv e Routines
game from • Lesson 3: din the begi-boo innking of eac Poster at
page 61, Spe g
cross references to support material and • Lesson 4: aking h lesson.
page 71, Pho Use the Vo
• Lesson 6: nics cabulary Ga
page 49, List your own me Gener
• Lesson 7: ening inte ator to cre
pag
• Evaluation es 7 - 8, Language vocabulary ractive games to rev
information about the Key competences.
ate
from the uni iew
: pages 93 -
94 or 95 - 96, t at any tim the key
Extras/Re Unit 1 test e.
alia
• Lesson 1:
Parties
• Lesson 2: e, balloon, For ideas
balloons party hat, cup
Functional Strand resources, on how to exploit the
, teapot
see our Ac
: tivity Bank course
Unit 1 Lesson 1
CLIL Objective
Unit 1 Lesson 1
cup To promote coop
eration. Transcripts
Language Objecti
To introduce party
ves
1.6 Poster, Unit
vocabulary: ballo 1. It’s party time!
plate, spoon, teapo on, card, cup, party Join-in chant: Get
t hat, ready for the party.
To introduce the Ready! Steady! Go! Ready for the party.
structures: Get the
Thank you! … . Here’s the (teap Children: Sparkle,
ot). get the teapot, teapo
To use functiona Ready! Steady! Go! t, teapot.
l language: Than
plate
party. Ready! Stead k you, Get ready for Children: Claud
e, get the cup, cup,
y! Go! the Children: Beauty, cup. Ready! Stead
get the plate, plate, y! Go!
Children: Grum plate. Ready! Stead
ps, get the spoon
Materials Children: Holly, , spoon, spoon. Ready y! Go!
get the party hat, ! Steady! Go!
Ready! Steady! Go! party hat, party hat.
– Teacher's i-boo
k – Optional realia Children: Puff, get
More
practice – CDpractice
1
More : plate, spoon, the balloon, balloo
party hat, teapot, n, balloon. Ready!
– Poster for UnitP P cup, balloon. Steady! Go!
1
F F 1.7 Look, listen
and match the pictu
Let’s get ready for res:
spoon More
phonics
Lead-inMore
phonics
Ask the children
SC SC
if they remember
Claude: Let’s get
Holly: Good idea!
Join-in chant: Get
the party!
ready for the party!
Holly, Claude, Spark the names of the ready for the party.
le, Puff, Beauty, Grum characters: Ready! Steady! Go! Ready for the party.
ps.
Use real objects Sparkle: Here’s the
i-poster or flashcards to teapot, teapot, teapo
introduce the vocab Others: Thank you, t.
1.6 Display the ulary.
The support
poste r and discuss what Sparkle. Sparkle,
thank you!
More Play the audio and
i-flashcards
touch the key vocab they can see. Claude: Here are
practice More
ulary as it is ment the cups, cups, cups.
practice
P P Others: Thank you,
ioned.
balloon
IWB i-book
Use the i-flashcard Claude. Claude, thank
s to intro you!
Open the i-posterF F duce the vocabulary
material for
Beauty: Here are
and discuss what . the plates, plates
they can see. Play Others: Thank you, , plates.
and drag the pictuSC SC the audio Beauty. Beauty, thank
More res to the correct place you!
phonics proce More
dure
phonicswith
as you listen. Repe Grumps: Here are
your own instruction at the the spoons, spoon
Others: Thank you, s, spoons.
each lesson is
More s: Now Sparkle, get Grumps. Grumps,
practice More
i-post
P Per the balloon! thank you!
1
practice
Holly: Here are the
1.7 Look, listen party hats, party
i-flash
F and match the pictu Others: Thank you, hats, party hats.
audio and ask the child F cards res. Play the Holly. Holly, thank
ren to match the you!
referenced.
i-poster
to repeat the key Lead- SC SC in
pictures. Encourage Puff: Here are the
balloons, balloons,
vocab ulary. Alternatively, them balloo
More
the children colou Others: Thank you, ns.
party
i-flashca
objectsphonics
phonics rds
in the main
More
Puff. Puff, thank you!
Speakpictuingres the same as the r the
IWB i-book
pictures at the side.
Touch +i-post er
to open 1.8 Listen and
and drag them to the activity. The join in.
children read the
hat i-poster
2 1.8 Liste
Lead-in
the corre
i-flash
2 1.8 Listen and join in. Act out the scene children join in with
i-flashcards
. the chant.
P
Speak ing
More More
7 e
practic
IWB i-book
Touch + to open Optional Resour
the (cups).
practice demonstrate the the activity. Play
the complete chan ces
| Party items | Get activity. Then, play t to Teacher's Resource
Book page 39, Writi
Getting ready for a party the activity chan
F listen and join in
them (key vocab
the chant saying
the missing word
t. The children
s as they see
ng.
ulary and characters)
Assessment
18/03/2015 12:47
.
Fast Finishers Initial Evaluation
557947 _ 0007-0014RV.indd
7 SC The children trace 1.6 Display the
poster and play
guidance is
the words with their each item is name the audio. Pause
fingers. d. Ask individual after
Wrap-up the corresponding children to point
object on the poste to
More More to the correct place r (or drag the objec
phonics Put the real objec on the i-poster). t
phonics ts or flashcards Ask the rest of the
available in
on a table. Invite if they agree or disag
and select them children to come ree. class
More by saying: (Susana)
Readpractice More
y! Steady! Go!practice get the spoon, spoon
P P
notes for
IWB the additional IWB
15/07/14 11:40
IWB i-book
CP: 593216
CP: 491716
Play
© San © San
tillana Educación, S.L. tillana Educación, S.L.
Cian Magenta Amarillo Negro Troquel Cian Magenta Amarillo Negro Troquel
491716_cubierta _ 0001-0001.indd 1 593216_cubierta _ 0001-0001.indd 1 18/02/14 09:51 18/02/14 09:54
Characters
Magic family: Mum, Dad, Micky, Sister,
Grandma, Grandad
Magic friends
Magic birthday presents: a toy doll, a pet
cat, a toy train
(these are magic friends who are turned
into presents
by a magic spell)
Note: Roles can be assigned to individuals,
pairs
or groups of children (see Teacher’s notes).
CP: 593334
CP: 593275
Magic friends together: I'm fine, thanks!
Includes songs
Magic Mum: Look! Biscuits, sandwiches, Contents
jelly. (Magic Mum uses her wand and stories
to show the food.) from the
Magic Micky: This is my birthday cake!
I'm seven!
Introduction..................... 2 Student’s Book!
Count to seven,
A birthday present!
Photocopiable
1, 2, 3, 4, 5, 6, 7. Whoosh!
work with each poster. They can also be used in any lesson
Richmond Photocopiable
81
491727 _ 0079-0088.indd 81
491727 _ 0001-0002.indd 1
04/10/13 12:49
06/02/14 17:16 working with the poster in the Activity Bank on page 15
Flashcards and Word cards of the Teacher’s Book.
71 beautiful photo flashcards each with an accompanying
word card. They are ideal for presenting, reinforcing and
reviewing vocabulary. There are also many games suggestions in
the fabulous Activity Bank on page 15 of the Teacher’s Book.
dog
Story cards
EAN 8431300232808 Wonder 1 © Santillana Educación, S.L. Unit 6
The story cards allow for whole class work and for physical
interaction. There are suggested questions on the back.
Unit 6 Story card 2
Grumps' new coat
Suggestions
What can you see on Holly’s dress? (orange diamonds)
What has she got on her head? (stars)
Is Grumps angry? (yes)
6
491753 _ 0081-0096.indd 83 02/08/13 13:03
Activity
Generator
CP: 593614
© San
tillana Educación, S.L.
CP: 593496
Includes
Audiovisual material!
Cian Magenta Amarillo Negro Troquel
593614_cubierta _ 0001-0001.indd 1 18/02/14 09:25
© San
tillana Educación, S.L.
The Wonder Teacher’s i-solutions pack includes: Teacher’s i-book key features:
¥ Teacher’s i-book for ❯ The one-touch zoom-in feature guarantees the easiest
and quickest access to all the activities, answers, audio
Herein a solution for bringing your teaching to life in the
material, transcripts and teaching notes.
classroom. The Teacher’s i-book is a fully interactive version
of the Wonder course, which integrates all the teaching 2
and learning materials cross-referenced into one single
format for use with the IWB or projector. 2
1
3
4
Speaking
1 2
+ 3
i-poster
❯ i-flashcards 1
Suggested questions to make the most
Touch i-flashcards to access. of the Story cards.
Lead-in 2 Listen to the story.
3 Show and hide text.
Speaking 1 4 Change vignette.
+
F F
SC SC
More More
phonics phonics
❯ Audiovisual material
Touch on the Student’s Book pages to access. ¥ Activity Generator
This is the solution for editing or creating your own
i-poster
personalised worksheets from the Teacher’s Resource
i-flashcards
Book. Use an existing worksheet and edit it or create a
IWB i-book
worksheet from scratch using the images, texts and design
elements from the Teacher’s Resource Book.
and
The KnowledgeobSjectrtives The Creative Str
This includes cont
and
t
This includes conten ent from the crea
ent kn owledge areas elements of the cu tive
based on the differ rriculum: Art, Dra
ography, History ma,
of the curriculum: Ge Music and Dance
.
and Science.
Central
Focus
In Level 1 the central focus
is based on everyday situations
The Literacy Strand which are familiar to children of this
This is a skills based strand and age group, for example: a birthday
focuses on the development of party, a dressing-up session,
literacy skills for language learning: or tidying up.
reading, writing The Situati
and oral expression. onal/
Functional
This involve Strand
s the pu pils using th
language ob e target
jectives in e
situations, w veryday
hich form fa
miliar events
in their live
s.
10
3 Get moving!
Unit 3 Lesson 1
1
in a fun, engaging
Colour the words and classify the body parts.
Lesson 3
Unit 3
clicking st
amping
slapping
3 Get
3 moving!
1 Unit 3 Lesson
1
clapping
Move your feet! 1
7 3
Match the words
with the pictures.
7
hands 3 leg
LEFT
arm
h nds RIGHT hand
head f et
le s
legs
f ngers 22
head body
461465 _ 0023-0030RV.indd 23 03/03/2015 12:50
F 491694
_ 0021-
0028.indd
23
491694 _ 0021-0028.i
21
ndd 21
SC
The children have opportunities The main language More
being taught More
03/03/2015 12:54
to gain confidence in speaking the teacher to see clearly what The Activity Book reinforces
and using English. the learning objectives are. the work done on every page
i-poster
in the Student's Book.
i-flashcards
IWB
Unit 3 Lesson 2
The knowledge strand
1 1.26 Listen and tick (3) the correct pictures.
develops new concepts
1 2
related to a CLIL focus. Unit 3 Lesson 3
3 4
461465 _ 0023-0030RV.indd 24
F 03/03/2015 12:57
25
SC Giving instructions | Actions, Parts of the body | (Clap) your (hands).
The children listen to a story whilst following the pictures in More More
P
practice practice
their books or on the story cards (print or interactive).
Some of the text is on the page to help with reading development. The Teacher's i-book includes an animated
version for Levels 1 to 4 to really bring F
As the children move through the levels the amount of text increases
until they have the whole story written. the story alive in the classroom.
SC
The story is an ideal vehicle to practise the unit language
and extend it in a natural, familiar context. More More
phonics phonics
1 2 5 6 i-poster
Where's Sparkle?
i-flashcards
Move your arms!
IWB
7
3 4
8
Turn right. Wake up,
Sparkle!
More
practice
More
practice P
SC
26 More
phonics
More
Parts of the body, Turn (left)
phonics | Phonics: initial sounds left and right Parts of the body, Turn (right) | Matching characters to visual clues
More
practice
More
27
practice P
SC
Interactive
Answer key
12
throughout the book present 1 1.30 Listen and number the body parts.
P
IWB Songs and chants are essential
tools for language learning and
The Teacher's i-book includes feature in every unit. Fun lyrics
a culture clip featuring real and catchy tunes motivate children
world images related to the ! to participate and learn effortlessly.
ut
lesson's cultural theme. The clips .o
Put your . . . ..
are accompanied by an interactive The Teacher's i-book provides
comprehension activity. 2 1.31 Sing the Hokey Cokey song and do the actions.
an additional IWB activity for
every song and chant in the
Student's Book.
Culture
28 A traditional song | Parts of the body | Put your (left leg) in.
your . 1 2 3 4
i-tools to make the 2 Make sentences.
Sparkle!
3 Give instructions to your classmates.
3 Complete your phonics chart.
F
461465 _ 0023-0030RV.indd 29 03/03/2015 13:06
Stamp your left foot.
SC
Children work
autonomously to review Extra interactive
More
phonics
More
phonics
practice
30 Presentation: Move your body | (Clap) your (hands) and (stamp) your (feet).
i-poster
i-flashcards
IWB
LC LL
Linguistic Competence Learning to Learn
This competence develops the use of language as a tool for This competence means children develop and become
communication. It involves understanding oral messages, aware of effective ways to organise and manage their own
communicating verbally, reading and writing. The games and learning. The incorporation of the unit reviews encourage
personalised activities in the series motivate children to speak the children to be responsible, aware learners who can reflect
right from the outset. The emphasis on understanding oral on their own progress. Throughout the course children are
messages is developed by the stories, dialogues and songs, offered opportunities to build on prior learning, to apply their
where children learn to listen to extract relevant information. knowledge and to make use of guidance.
The ability to read and understand texts is systematically
introduced and developed throughout the Richmond SCC
Humour
Noticing the funny side of things and encouraging shared
laughter (not at any one’s expense) will help create a much
happier classroom environment.
Your voice
This is your most powerful teaching tool. How you use your
voice is key to getting the children’s attention and holding
their interest but it also gives strong messages about how you
feel about them as a class and as individuals. Every time you
talk to your class or the individuals in it, you are providing a
model of how you want them to talk to each other.
15
Portfolios
A portfolio is a collection of each child’s work from over
the course of a term or school year. With young children,
it can include art and craft work, labelled diagrams and short
pieces of writing. It is useful as an assessment tool as we can
observe a child’s progress in their written work through the
year. It can also be a starting point for one-to-one interviews
with children to talk about their learning and progress.
Fast finishers
To avoid boredom or frustration, have activities ready for
faster workers to go on to, for example, simple word searches,
a picture to label, a picture book to read. Alternatively,
ask fast finishers to help other children with their work.
Mime games
Hold a flashcard over a volunteer’s head so that the class can EAN 8431300232808 Wonder 1 © Santillana Educación, S.L. Unit 1
see it, but the child cannot. The children mime the word for 491738 _ 0001-0008.indd 1 16/04/13 16:09
dog
03/10/13 10:52
say each word for the children you see? Invite the children to look and find red things with
to repeat. Remove a card then stick their partners. After about 30 seconds, ask pairs to say the
the remaining ones on the board. words they’ve found.
Ask What’s missing?
17
Something’s missing!
Arrange the story cards on the board and ask a volunteer
to leave the room. Remove one of the cards and reorganise Help me remember
the remaining ones. Invite the volunteer back in and time Re-tell the story but pretend that you can’t remember
them to see how long it takes to say which card is missing. particular events or lines from the story and get them
to help you.
Making mistakes
Story card
2
Check your children’s memory of the story by reading it out
Unit 3
le?
with deliberate mistakes. You can get them to call out when
Where's Spark
they hear a mistake or try and count the number of mistakes
isn’t here.
they hear in the story.
Puff: She here.
d she isn’t
Claude: An t here.
Le t’s look ou ssing.
Beauty: arkle is mi
Narrator:
Oh, dear!
Sp
Story quiz
491753 _
0033-004
8.indd 35
36
48.indd
_ 0033-00
491753
Which card?
Display the story cards and begin to describe one of them.
The children put their hands up if they know which story card
you are describing.
18
Answer back
Divide the class in half. Get each half of the class to sing
alternate lines. This can also work with more than two groups,
if your children are confident singers.
Stand on it
Write colour words on pieces of paper and place them on the
floor in an open space. Divide the class into teams and invite
a volunteer from each team out. Ask a question: What colour
is a frog? The volunteers run and stand on the answer, the first
one wins a point. You can also play with numbers: How many
legs has a chicken got?
Word tennis
Divide the class into two teams. Choose a category (transport)
and ask Team A to say a transport word. Team B then have
five seconds to say a different word, then Team A have five
seconds to say another word and so on. If they cannot think of
a word in five seconds or if they repeat a word, then the other
team win the point.
20
Vocabulary Game Generator 1 Select the pictures for your game. You can
choose pictures from different units to be
This tool allows you to create your own IWB games at any
time. Use the Vocabulary Game Generator to introduce included in the same game. This is ideal for
the key vocabulary at the start of a lesson, to review the key term reviews or an end-of-year review.
vocabulary at any time in the unit or as a quick class filler. 2 Touch the arrow to add them to the game.
The games are also ideal as wrap-up activities. 3 This indicates the minimum number of items
needed to create a game. Add more than
❯ How to create a game the minimum to make the game more varied
Access the Vocabulary Game Generator from the main and challenging for the children.
books’ bottom menu. 4 The pictures for the game appear in this area.
5 If you need to delete a picture from your game,
select it and click on .
The Vocabulary Game Generator includes six 6 Touch GO to start playing!
different types of games. Follow these simple instructions
to create your games:
STEP 1
2
3
1 1
21
Guess it!
Choose at least four
pictures to create the
game. Divide the class
in four teams. The
teams take turns to
play. A hidden picture
appears on the screen.
Touch to start
the game. As the
The children take a few seconds to memorise the position timer runs on, the picture is revealed. The children from Team
of words and pictures on the screen. Once the interactive 1 say Stop! when they know the answer. Stop the timer. If the
cards turn, the children say the numbers to find the pairs. answer is correct, give two points to the team and use the
Choose two class representatives to do the activity on the Richmond i-tools to write their score and the time record
IWB. They take turns to find the pairs. Alternatively, this on the chart provided. If the answer is wrong, Team 2 has a go.
can be set as a competition between two teams. Open the Touch again. Give a point to Team 2 if they answer correctly.
Richmond i-tools and set the timer. Give each team two Spelling practice: Once they have guessed the word, ask
or three minutes to do as much as possible when it’s their a team member to spell it. Another member uses the
turn at the IWB. Teammates can help each other. Richmond i-tools to write the spelling on the IWB. Touch
to validate. Give an extra point for correct spelling.
22
My notes
This feature allows you to access blank pages on the form of presentations, notes, expanded explanations, etc.
Teacher’s i-book. Use My notes and the Richmond i-tools You can print everything you add or present in My notes.
to add any content you consider relevant for your classes The access to My notes is located at the top of every
and keep it for future sessions. This content can be in the double page of the Teacher’s i-book.
23
= Lexical set 1
= Lexical set 2
= Ask a question
about the story.
78 79
F F
Vocabulary Structures Recycled Language
SC SC
Classroom words: book, chair, door, Imperatives Greetings:
More
phonics hello
More
phonics
pencil, school bag Stand up! Sit down! Listen! Close the (door)!
Open the (book)! Be quiet!
i-poster
i-flashcards
Use
IWB the i-book
Interactive Routines Poster at
IWB i-book
the beginning of each lesson.
Assessment Criteria
• Children can greet each other and introduce
themselves.
• Children can name classroom objects.
• Children can follow and reproduce orders given For ideas on how to exploit the course
in the classroom. resources, see our Activity Bank: pages 15-24.
Optional Resources
Teacher's Resource Book Photocopies:
• Evaluation: pages 91 - 92, Diagnostic Test
Key Competences
LC Linguistic Competence: SCC Social and Civic Competences:
Children develop listening, reading and speaking skills related Children develop knowledge of social conventions to introduce
to classroom language and greetings. oneself and to greet people.
MST Competence in Maths, Science and Technology: CAE Cultural Awareness and Expression:
Children become familiar with sequence of events in songs Children use music as a way to communicate, to learn
and stories. and to have fun.
DC Digital Competence: LL Learning to Learn:
Children work together on the unit content using the IWB. Children develop logic and prediction skills and become familiar
They further practise the unit content individually. with self checking.
IE Sense of Initiative and Entrepreneurship:
Children learn functional language to promote autonomy
in the classroom.
25
SCC
LC
1 1.1 Listen and point. Then, listen and join in.
Hello, Claude!
Hello, Holly! LL
LC
2 1.2 Add a name and sing.
CAE
4 Greetings | I’m (Puff).
LC
Key competences continuous assessment
Children become familiar with language used
to introduce and greet people. Check if children:
LC Children develop their communicative skills 1 Recognize and understand simple sentences
singing a song about greeting people and adding to introduce and greet people.
new names. 2 Communicate with others singing a song
CAE and adding new names.
Children use music as a way of expression
3 Participate with the song and get enjoyment from it.
and fun in the English class.
26
SCC
2 3
4 5
I'm Sparkle.
LL
1 1.3 Match the pictures. Then, listen and check.
SCC
Key competences continuous assessment
Children reinforce their knowledge of the language
and the social conventions to introduce oneself. Check if children:
27
SC SC
Welcome, Holly, to Wonderworld.
F Fto the class. Say: Hello! I’m (Mister Brown).
Welcome the children Holly: Hello, Claude!
More More
Claude: Hello, Holly!
i-flashcards phonics
What’s your name?SCTheSCchildren introduce themselves.
phonics
1 1.1 Listen and point. Then, listen and join in. Point to Beauty: I’m Beauty!
i-flashcards Wonder, wonder, Wonderworld.
and greet the characters. Encourage the children to copy: Hello (Puff)! Welcome, Beauty, to Wonderworld.
i-poster
When theIWBsongi-book is playing the children point out the characters as
Puff: I’m Puff!
they are mentioned.
i-flashcards
Wonder, wonder, Wonderworld.
IWB i-book Touch to open the activity. Play the complete song to Welcome, Puff, to Wonderworld.
demonstrate the activity. Then, play the activity song. The children Beauty: Good morning.
listen and sing the song saying the missing words as they are Claude: What’s your name?
Grumps: Grr I’m Grumps.
highlighted in the picture. Stop the audio if necessary. Wonder, wonder, Wonderworld.
Welcome, Grumps, to Wonderworld.
2 1.2 Add a name and sing. Indicate different children to Grumps: Oh, quiet!
stand up. The child standing up has their name added to the song: Puff: What’s that?
Welcome (Pedro) to Wonderworld. Holly: Let’s see!
Claude: What’s your name?
Fast Finishers Sparkle: I’m Sparkle.
The children draw and decorate WELCOME posters. They will need Wonder, wonder, Wonderworld.
Welcome, Sparkle, to Wonderworld.
help with the writing at this stage. Wonder, wonder, Wonderworld.
Wonderworld, Wonderworld.
Wrap-up Wonder, wonder, Wonderworld.
The children point to and greet classmates. Let’s play in Wonderworld.
Initial Evaluation
Activity Book Play the song again and pause after each character is
Welcome!, page 2, Lesson 1. See page 32 for answer key. introduced. Ask individual children to point to the character
in the book. Then, ask other children to introduce themselves.
28
Continuous Assessment
Lead-in Check if the children can:
Remind the children of the characters introduced in Lesson 1, Name the classroom objects introduced in the lesson.
say: Point to (Holly)! Then, play the song encouraging the children Say which are their belongings using the structure introduced
to join in and greet the characters. in the lesson.
Fast Finishers
The children draw pictures of themselves surrounded by their
belongings. Then, they explain their pictures using the structures
from the unit: This is my (pencil).
Wrap-up
The children take it in turns to stand up and say: Hello! I’m (Mary)!
This is my (school bag).
29
IE
1 1.4 Listen and do the actions.
LC
2 1.5 Listen and sing. Then, play a game.
Listen!
DC
6 More
practice
More
Following
practiceinstructions P| Classroom language | Stand up!
461465 _ 0004-0006RV.indd 6
F 03/03/2015 13:35
IWB i-book Touch to open the activity. Play the complete song to 1.5 Listen and sing. Then, play a game.
demonstrate the activity. Then, play the activity song. The children Same text as Track 1.4.
listen and sing the song saying the missing words and doing the
actions as they see them on the screen. Stop the audio if necessary.
2 1.5 Listen and sing. Then, play a game. The children Continuous Assessment
sing along with the song. Then, they get into groups and one child Check if the children can:
is the teacher and gives orders. If a child does the wrong action he Understand and respond to the imperatives.
or she is out. Say the imperatives.
Fast Finishers
The children make LISTEN and BE QUIET posters to decorate
the classroom. Activity Book
Wrap-up Welcome!, page 4, Lesson 3. See page 33 for answer key.
All the children stand up. Give an instruction and let the children
mime Moreor do the action. Start to say them a little faster and then
practice
More
practice P P
faster still and in random order.
F F
The children listen and choose the correct picture.
SC SC
More More
phonics phonics
i-poster
i-flashcards
IWB i-book
31
1 Welcome!
1.50 Make picture sentences.
Claude
Holly
Puff
Sparkle
Beauty
Grumps
2 Draw your face. Then write. Child's own drawing and answer
Hello! I'm
.
Welcome! Lesson 2
chair pencil
school
bag
book
32 3
Listen!
Be quiet! Open the book!
4
33
Functional Strand
Language Objective:
To learn the language used
in a party game.
Parties
Knowledge
CLIL Objec
Strand
To understa
tive:
n d number se
Language O ts.
To learn nu
b jectives:
mber name
To learn colo s to 10.
urs.
To learn adje
ctive-noun
Literacy Strand word order.
CLIL Objective:
To sequence events in a story.
Language Objectives:
To recognise initial sounds h and c.
To hear language used for a party.
34
i-poster
i-flashcards
Listening: To understand simple oral messages about Use the Richmond i-tools to complete
parties. To understand and enjoy a story and a song. the activities with the children on the IWB.
To recognise two different sounds.
Reading: To begin to recognise words related Activities in and provide
to parties. To recognise colour words. a digital alternative to introduce the children
Writing: To trace words related to parties and colours. to the lesson.
Speaking: To say words related to parties. To
Activities with beside the rubric offer
participate with the join-in chants. To describe objects
an additional interactive activity to reinforce
by their colour and number. To offer and receive an
the activity content:
invitation. To use English in a party game. To describe
• Lesson 1: activities 1 - 2
what they can see using the unit vocabulary.
• Lesson 2: activity 1
More More
P P
practice
• Lesson
practice
7: activity 1
F F
Key Competences
LC Linguistic Competence: SCC Social and Civic Competences:
Children develop listening speaking, reading, writing and Children become familiar with cooperation in the
some word order rules within the context of a party. context of a surprise party.
MST
Competence in Maths, Science and Technology:
CAE Cultural Awareness and Expression:
Children become familiar with a typical British game: musical chairs.
Children reinforce numeracy skills with numbers to 10.
They develop creativity to make an invitation card.
DC Digital Competence: LL Learning to Learn:
Children work together on the unit content using the IWB. Children get familiar with a way to organise knowledge and
They further practise the unit content individually. make a plan: the spider web.
IE
Sense of Initiative and Entrepreneurship:
Children plan a birthday party.
35
LC
1 1.7 Look, listen and match the pictures.
teapot
cup
plate
spoon
balloon
party
LC
2 1.8 Listen and join in. hat
DC
Getting ready for a party | Party items | Get the (cups).
More
practice
More
7
practice P
2
i-poster
1.8 Listen and join in. The children join in with the chant.
i-flashcards
Act out the scene. Optional Resources
Teacher's Resource Book page 39, Writing.
IWB i-book Touch to open the activity. Play the complete chant to
demonstrate the activity. Then, play the activity chant. The children
listen and join in the chant saying the missing words as they see
them (key vocabulary and characters). Initial Evaluation
1.6 Display the poster and play the audio. Pause after
Fast Finishers each item is named. Ask individual children to point to
The children trace the words with their fingers. the corresponding object on the poster (or drag the object
to the correct place on the i-poster). Ask the rest of the class
Wrap-up if they agree or disagree.
Put the real objects or flashcards on a table. Invite children to come
and select them by saying: (Susana) get the spoon, spoon, spoon.
More
practice
More
P P
Ready! Steady! Go!practice
F F
Memory game. The children take turns to match the words Activity Book
with the pictures. SC SC Unit 1, page 5, Lesson 1. See page 52 for answer key.
More More
phonics phonics
37
LC
1 1.9 Listen and cross out the balloons.
✗ ✗ ✗ ✗
✗
✗ ✗ ✗
✗
✗
MST
2 Make picture sentences.
3 red
yellow Child’s own answers
pink
green
DC
8 More
practice
More
Counting to 10
practice P
| Colours | (Four) (yellow) balloons.
557947 _ 0007-0014RV.indd 8
F 18/03/2015 12:47
Fast Finishers
The children invent more picture sentences with colours and words Continuous Assessment
they know. Check if the children can:
Say the number names from 1-10.
Wrap-up Name the five colours: blue, green, pink, red, yellow.
Take a bag with balloons or crayons. Spread the balloons or crayons Use adjective + noun in the correct order.
on a table at the front of the class and count the sets. Ask children
More
practice
More
P P
to join in the counting.
practice
F F
The children listen and choose the correct picture. Use the
Richmond i-tools for further SC SCpractice. Ask the children Activity Book
to circle
More all the items
More that are the same colour on each screen and Unit 1, page 6, Lesson 2. See page 52 for answer key.
phonics phonics
count them: Nine red party hats! Then, write the number on the IWB.
39
i-poster
LC
1 1.10 Listen and match.
CAE
Here's your invitation.
Thanks!
A yellow cake!
LC Children learn new words from the lexical field Key competences continuous assessment
of birthday parties and reinforce their acquisition of
Check if children:
adjective-noun word order.
IE 1 Understand new words from the lexical field of parties
Children develop their initiative choosing the
and are familiar with adjective- noun word order.
pop-out to add to their invitation.
2 Choose the pop-out to stick on their invitation.
CAE 3 Use the pop-outs and their creativity to make an
Children use different materials and their creativity
invitation.
to make an invitation.
40
Fast Finishers
The children make an invitation from paper.
Wrap-up
The children can give out their invitations. Count the number
of each chosen picture.
41
1 2
LC
2 1.12 Listen and circle the pictures.
MST
More
practice
More
practice P
SC
DC
10 More More
phonics Party items
phonics | Phonics: initial sounds Holly and Claude
DC
Unit 1 Lesson 5
SCC
5 6 i-poster
i-flashcards
IWB
3 5 2
1 4
Party items | Sequencing events in the story
More
practice
More
11
practice P
2 1.12
i-poster
Listen and circle the pictures. Review the words. 1.12 Listen and circle the pictures.
They circlei-flashcards
the pictures that start with h in red and those that start Listen and say the sounds with me.
Then, circle the pictures in red or green.
with c in IWB
green.i-book
h – h – h – Holly c – c – c – Claude
h – h – h – hat c – c – c – cake
Fast Finishers h – h – h – happy c – c – c – candle
The children draw their favourite birthday cake.
Wrap-up
Let the
More children act
practice
Moreout giving a present and saying: This is for you.
practice P P
Continuous Assessment
Happy birthday! Thank you. Check if the children can:
F F Follow the story and understand it.
The children listen to the initial sounds. They listen to the
Recognise the initial sounds h and c.
SC SCinitial sound for each word.
words and choose the correct
More More
phonics phonics
Anticipated Difficulties
It is the first time the children follow a story in their books.
Help them to follow by pointing to each vignette as it appears.
i-poster
i-flashcards
Optional Resources
IWB i-book Teacher’s Resource Book page 69, Phonics.
Activity Book
Unit 1, page 8, Lesson 4. See page 53 for answer key.
44
Lead-in
Use the story cards (print on interactive). Look at the story cards.
Ask questions to remind the children of the story.
Listen to the whole story again. Stop at different parts and ask
questions or ask the children to repeat the phrases. Hand out
the story cards. Listen again and the children with the story cards
come out and stand in order.
For other story card activities see page 18.
More
practice 1 Number P P sequence. Children identify the scenes
practice the picture
More
SC SC
More
Fast Finishers
More
phonics The children
phonics
draw their favourite character.
More More
P P
Wrap-up practice practice
F F
Assign a character to each child. Read the story and let the children
SC SC
i-poster
mime. Encourage them to repeat their character’s lines. Put the
More More
children into small groups to act out.
i-flashcards phonics phonics
IWB i-book Watch the animated story again. Stop at different parts
More
practice
More
P P
to help the children act out the story.
practice
i-poster
F F
Point to the different pictures and ask the children if
i-flashcards
Grumps
IWB
SC SC match the facial expressions
happy. The children
isi-book
withMore
the correct More
audio from the story.
phonics phonics
i-poster
i-flashcards
IWB i-book
45
DC
Unit 1 Lesson 6
MST
1 1.13 Listen and say the number. Pictures: 1, 2, 2, 1, 1, 1, 2, 2, 2
i-poster
i-flashcards
1 IWB
CAE
2 1.14 Listen and number the pictures. Then, play the game.
Musical Chairs
I'm the winner! Let's play!
You're out!
Culture
3 2 1
12 A traditional game | Party food | I can see (three) (jellies).
DC
Key competences continuous assessment
Children watch the video to become
familiar with party food. Check if children:
MST 1 Recognise party food in the video.
Children develop their numeracy skills by matching
2 Identify party food and write the correct number.
quantity and written representation.
3 Participate in and understand the game Musical Chairs.
CAE
Children become familiar with a typical British
game: Musical Chairs.
46
Show the flashcards one by one and say the name for each food Optional Resources
item. Show them again and ask: What colour is this (jelly)? Put the Teacher’s Resource Book page 47, Listening.
flashcards on the board, invite two volunteers out. Say a word
i-poster
and the first child to touch the card wins. See page 17 for more
flashcard games.
i-flashcards
Continuous Assessment
IWB i-book Open the i-poster and ask the children to name different
Check if the children can:
objects in the party. Prompt them to use the structure I can see … . Understand the new vocabulary items: food.
Use the i-flashcards to introduce each food item. Open the lead-in Use the structure I can see… in a new communicative sense.
activity. Look at the picture and ask questions: How many people are Use numbers in an everyday situation.
invited? What colour is … ? Recognise some cultural aspects of birthday parties.
SC SC
Wrap-up
More
phonics Continue playing musical chairs with more children. Teach other
More
phonics
traditional More
party games for example
practice P P Musical Statues or Musical
More
practice
47
i-flashcards
IWB i-book
Unit 1 Lesson 7
biscuit cake candle
to
Comearty!
my p
Language review
LC
3 Complete your phonics chart.
DC
Party items and food, Colours, Numbers | I can see (three) (green) (candles).
More
practice 13More
practice P
F F
Look at the pictures and count with the whole class.
CLIL Objective SC to
Children take turns to come SCthe IWB to write the correct
To develop general oral communication skills. number
More beside each
More picture and drag the words (numbers and
phonics phonics
key vocabulary) to the correct place.
Language Objective
To review the vocabulary and structures of the unit.
Optional Resources
Materials i-poster
Teacher's Resource Book pages 5 - 6, Language.
– Teacher’ s i-book – A photocopy for each
More
practice
More
P P i-flashcards
– Flashcards:
practice
biscuits, cake, child of Teacher’s Resource
crisps, jelly, juice,
F sandwich
F Book page 68 Phonics chart.
IWB i-book
– Stickers for Unit 1
SC SC
Continuous Assessment
Check if the children can:
More More
phonics phonics
Recognise the birthday party items covered in the unit.
Lead-in Name the colours covered.
Review colours and numbers by asking questions of things around Count to 10.
the classroom. Hold a piece of paper in front of a flashcard and Use adjective noun word order correctly.
More
i-poster
practice
More
practice P P Recognise the sounds and letters h and c.
show the picture very slowly, the children try to guess what it is.
F flashcard
See page 17 for more
i-flashcards F games.
IWB i-book Open theSC SC
i-poster. Invite volunteers out. The children
More
phonics listen and touch the pictures as they hear them. Ask them to count
More
phonics
the number of items: How many balloons can you see? Activity Book
Unit 1, page 11, Lesson 7. See page 55 for answer key.
i-poster
1 Complete the picture dictionary. Ask the children to try
to identify each picture. They complete the picture dictionary
with their stickers. Then, they trace over the words.
i-flashcards
IWB i-book Touch to open the memory game. The children take
turns to match the words with the pictures.
i-poster
Wrap-up
Give the children paper, call out: I can see (three red party hats). Let
i-flashcards
the children draw the picture quickly and hold it up.
IWB i-book Use the Vocabulary Game Generator to review the key
vocabulary covered in the unit.
See page 21 for interactive games description and ideas.
49
LL
2 Complete the plan. Then, tell a friend. Child’s own answers
IE
For my party,
My party the cakes are ...
Oral review
50
Materials
– Teacher's i-book
– CD 1
More
phonics phonics F items
The children add more F to their birthday plan.
More
SC More
SC P P Activity Book
Wrap-up practice practice
i-poster
IWB i-book Watch the animated version of the story and encourage
i-flashcardsthe children to join in.
i-poster
IWB i-book Play the End of unit interactive game to review the unit
i-flashcards
51
1 1 Listen and number the pictures. Then colour them. Child applies colours Transcript
Unit 1 Lesson 2
1 Colour the palette key. Then, do the sums and colour the balloons. Child applies colours
9
8
10
7
6 5
5 3
+4 +3
9 2
6 5 +3
4 +5 5 4
+3 +4
7 10 8
52 6
1 Colour the dots. Then, count the objects. Child applies colours
7 cups 3 party
6 balloons 5 presents hats
7
Unit 1 Lesson 4
1 Tick (3) the correct pictures. Then, circle the correct words.
cake
ake
hat
at candle happy
appy
andle
8
53
557958 _ 0005-0012RV.indd 8 18/03/2015 13:09
1 Tick (3) the correct present. Then, trace over the correct word.
3 1 2
2 3 1
3 2 1
9
Unit 1 Lesson 6
candles
sandwich
spoon
biscuits
jelly
54 10
red
Lesson 7
yellow
Unit 1
blue green
3 Child's own
drawings
5
11
Review
1 Look and tick (3) or cross (7).
Lesson 8
12
55
557958 _ 0005-0012RV.indd 12 18/03/2015 13:09
Creative Strand
Cultural Strand CLIL Objective:
:
Language Objective To make and desc
ribe a mosaic.
guage
To use functional lan Language Object
introduce ives:
to politely greet and To practise adject
ive noun
people. word order.
To describe facial
features.
56
i-poster
i-flashcards
Listening: To understand the names of family members. Use the Richmond i-tools to complete
To understand adjectives describing facial features. the activities with the children on the IWB.
To understand a story and identify different emotions.
To listen to and sing a song. To follow a dialogue featuring Activities in and provide
an introduction. To recognise two different sounds. a digital alternative to introduce the children
Reading: To recognise words related to family to the lesson.
members. To recognise words describing facial features.
To reinforce the colours learned in Unit 1. Activities with beside the rubric offer
Writing: To trace words related to family members an additional interactive activity to reinforce
and those describing facial features. the activity content:
• Lesson 1: activity 1
Speaking: To say the names of different family
practice • Lesson 6: activity
P P1
More More
members and to make introductions. To ask questions practice
• Lesson 7: activity 1
about people in families. To describe the faces F F
of members of a family. provides extra interactive SC SC
practice which can be
used for Fast Finishers or as a Wrap-up activity.
More More
More
Alternatively,
phonics
practice it can be used
More
phonics
practice P Pas homework:
• Lesson 1: vocabulary
F F
Assessment Criteria • Lesson 2: knowledge
SC SC
• Children can understand oral and written messages • Lesson 4: phonics
i-poster
about family members, introductions and facial features. More
phonics • Lesson
More
phonics 5: literacy
i-flashcards • Lesson 7: review
• Children can produce oral and written messages
about family members, descriptions of faces, IWB
Audiovisual
i-book
material:
and introductions with help using the structures • Lessons 4, 5 and 8: Animated story
i-poster
and vocabulary in the unit. • Lesson 6: My family
• Children can recognise the initial sounds b and g. i-flashcards
Key Competences
LC Linguistic Competence: SCC Social and Civic Competences:
Children develop oral and written skills, learning vocabulary Children learn the correct way to introduce people. They develop
that helps describe people and family relationships. social abilities to show interest in other students’ families.
MST CAE Cultural Awareness and Expression:
Competence in Maths, Science and Technology:
Children develop drawing and colouring skills. Learn a tune from a
Children use numbers to help organise and match information.
typical song. They learn cultural conventions to introduce people.
DC Digital Competence: LL Learning to Learn:
Children work together on the unit content using the IWB. Children develop visual predictive skills, oral concentration skills
They further practise the unit content individually. and the capacity for self-correction.
IE Sense of Initiative and Entrepreneurship:
Children choose pop-outs to make a face. They choose
family members to draw or speak about.
57
SCC
1 1.17 Listen and write the number.
1
6
mum
2
3 dad
1 4 3
2
brother
4
5
sister
5
LC
2 Play Who am I?
You're Sparkle! grandad
6
This is my mum.
grandma
DC
demonstratives and the correct form of to be. 2 Make accurate sentences using demonstratives
DC and the correct form of the verb to be.
Children work together on the IWB and do further
3 Identify the family words correctly.
practice individually.
58
i-poster
and ask the children what they can see. Ask them questions with Claude: Now let’s look at photo number 3. Oh, dear!
colours and numbers learnt in Unit 1, for example: How many people Grumps: Who’s this, Puff?
Puff: This is my brother!
can youMore
see in this photo?
More
i-poster
practice practice P P
1.16 Play the audio and point to the key vocabulary Claude: Now let’s look at photo number 4. Oh, dear!
as they hear it. F F
i-flashcards
Puff: Who’s this, Beauty?
Beauty: This is my sister!
IWB i-book Open theSC SC
i-poster and ask the children what they can see.
More
phonics Touch the play icon beside a family and watch the presentation.
More
phonics Claude: Now let’s look at photo number 5. Oh, dear!
Repeat with another family. Alternatively, use the i-flashcards Beauty: Who’s this, Holly?
Holly: This is my grandad!
to introduce the new vocabulary.
Holly: Now let’s look at photo number 6. Oh, dear!
1
i-poster
1.17 Listen and write the number. Play the audio Holly: Who’s this, Claude?
and get the children to write the numbers with the correct photos.
i-flashcards Claude: This is my grandma!
All: Oh, dear!
IWB i-book Touch to open the activity. The children drag
the words to the pictures.
i-poster
59
i-flashcards
SCC
2 Find out about your classmate’s family.
Is he your dad?
557947 _ 0015-0022RV.indd 16
F 18/03/2015 13:33
Language Objectives
To introduce family words: grandad, grandma, dad, mum,
brother, sister Continuous Assessmentt
To introduce Yes/No questions: Is he your dad? Check if the children can:
To introduce possessive adjectives: my, your Name the members of their family.
Answer Yes/No questions about their family.
Materials
– Flashcards for Unit 2: – Drawing and colouring pencils
grandad, grandma, dad, for the family member pictures.
mum, brother, sister – A4 paper Activity Book
– Poster for Unit 2 – Optional realia: the children’s Unit 2, page 14, Lesson 2. See page 74 for answer key.
own family photos
More Lead-in
practice
More
practice P P
Remind the children of the family words by looking at the family
F F
photos on the poster (print or interactive). If you have made a
SC SC
display with the children’ s own family photos ask them questions
More
phonics about their
phonics photo: Is he your brother? Then, show them the
More
IWB i-book Open the lead-in activity. Drag the family members and
words to the correct place in the family tree to show generations.
Use the Vocabulary Game Generator to review the family words
with the children.
See page 21 for interactive games descriptions and ideas.
Fast Finishers
The children draw a family group on a piece of paper.
Wrap-up
Ask individual children to come to the front with their drawings.
TheyMore
can point toMore
the pictures and say: This is my (sister). Encourage
practice practice P P
the other children to point and ask: Is he your dad?
F F
The children take turns to listen and colour the pictures.
SC SC
More More
phonics phonics
61
i-poster
708738 _ 0056-0077.indd 61
i-flashcards 14/04/16 17:30
Unit 2 Lesson 3
LC
1 1.18 Listen and match the pictures.
1
brown hair
blue eyes
2
black hair
brown eyes
3
red hair
green eyes
4
blond hair
blue eyes
LC
2 Talk about the pictures. Then, play a memory game.
Describing a face | Colours | (Her) hair is (blond). (His) eyes are (green). 17
LC
Key competences continuous assessment
Children develop their listening and reading skills
by matching pictures and following text. Check if children:
LC 1 Use their listening and reading skills to match
Children become familiar with the possessives his,
the characters with the mosaics.
her and sentence structure.
2 Understand and use the possessives and a simple
CAE Children choose which pop-outs they want to use sentence structure to play a memory game.
to make a mosaic face and think of some sentences 3 Use their creativity to make a face and describe it
to describe it. to their classmates.
62
63
1 2
Change my hair,
Sparkle!
3 4
LC
LC 2 1.20 Listen and circle the pictures.
More
practice
More
practice P
SC
DC D
18 More More
phonics Emotions and opinions, Hair colours
phonics | Phonics: initial sounds Beauty and Grumps
LC Children develop their reading skills understanding Key competences continuous assessment
language from the unit in the story and becoming familiar
Check if children:
with sentences used to express emotions and opinions.
LC
i-poster
Children develop their reading and speaking skills 1 Show understanding of the language from the unit
learning to pronounce and recognise the initial sounds in the story. Recognise sentences and phrases that
b and g in a set of words. express emotions.
i-flashcards
2 Distinguish the sounds b and g and circle the words
DC
Children work together on the IWB and do further that have them.
practice individually. 3 Use the computer to practise the sounds b and g.
64 IWB
DC
Unit 2 Lesson 5
5 6 i-poster
i-flashcards
IWB
Oh, no!
8
It's fantastic!
LC
1 Look and colour Beauty’s hair.
1 2 3
DC
Emotions and opinions, Hair colours | Sequencing changes of emotions
More
practice
More
19
practice P
Beauty: Oh, no! Sparkle you are mad! Sparkle you are bad!
IWB i-book Watch the animated story. Do something! Do something! Oh, my beautiful hair!
Sparkle: Oh, be quiet, Beauty!
2 1.20
i-poster
Listen and circle the pictures. Review the words.
Sparkle: There you are!
Listen and circle the pictures that start with b in red and those
i-flashcards
Beauty: Oh, Sparkle! It’s fantastic! I love it! I love it!
that startIWBwith gi-book
in green.
1.20 Listen and circle the pictures.
Fast Finishers Listen and say the sounds with me.
The children draw pictures of themselves with a different hair colour Then, circle the pictures in red or green.
or style or both. b – b – b – blond g – g – g – Grumps
b – b – b – blue g – g – g – green
Wrap-up b – b – b – Beauty g – g – g – grandad
Show the story cards and elicit opinions about the different
hair colours: It’s fantastic! It’s beautiful! It’s horrible!
The More
fast finishers More
can do the same, showing their pictures to
practice practice P P Continuous Assessment
the other children.
F F Check if the children can:
The children listen to the initial sounds. They listen to Recognise the initial sounds b and g.
the words and choose the SC initial sound for each word.
SCcorrect Follow and understand the story and the use of adjectives
More More to give opinions.
phonics phonics
Activity Book
Unit 2, page 16, Lesson 4. See page 75 for answer key. Anticipated Difficulties
i-poster Make sure they are not using It’s horrible too much! Encourage
them to use positive comments. It’s horrible! is best used for the
i-flashcards
flashcards, not about classmates.
IWB i-book
Optional Resources
Teacher’s Resource Book page 70, Phonics.
66
Materials
– Teacher's i-book – Story cards for Unit 2
Activity Book
– CD 1
Unit 2, page 17, Lesson 5. See page 76 for answer key.
Lead-in
Look at the story cards (print or interactive). Ask questions to
remind the children of the story. Ask them questions about their
own hair colour and the colour of the characters’ hair.
expressing phonics
i-flashcards
emotions. Put the children into small groups to act out.
phonics
IWB i-book Watch the animated story again. Stop at different parts
More
practice
More
practice P P
to help the children act out the story.
i-poster
F F
Point to the different pictures and ask children about
i-flashcards
i-poster
i-flashcards
IWB i-book
67
DC
Unit 2 Lesson 6
i-poster
i-flashcards
IWB
SCC
2 1.22 Listen and number the pictures.
3 1 2
Culture
IE
3 Act out the scene.
1 1.21 Listen and point. Then, sing the song. Play 1.22 Listen and number the pictures.
the song and point out the objects in the classroom as they Narrator: One.
i-poster
are mentioned. Encourage the children to do it too. Then, play Boy: This is my friend, James.
the song again and get them to join in.
i-flashcards Narrator: Two.
Grandmother: Hello James! How are you?
IWB i-book Touch to open the activity. Play the complete song to Narrator: Three.
demonstrate the activity. Then, play the activity song. The children Boy: I’m fine thanks. How are you?
listen and sing the song saying the missing words as they are
highlighted in the picture. Stop the audio if necessary.
2 1.22 Listen and number the pictures. First, practise Anticipated Difficulties
greetings. Greet a few children: Hello! (Victor) How are you? There may be some confusion between This is and Here is.
When they try to respond teach them: I’m fine thanks. Ask
collectively: Hello! How are you? And they all reply: I’m fine thanks.
More ChooseMore two children
P toP come to the front of the class and introduce
practice practice
Optional Resources
one to the other. Then, get them to listen to the audio and point
F F Teacher’s Resource Book page 38, Writing.
to the order of the introduction. Finally get them to number
SC SC
the pictures.
More More
phonics phonics
Wrap-up More
practice
More
practice P P
Continuous Assessment
If possible bring a child from another class or another member Check if the children can:
F F
of the teaching staff into the classroom. Introduce him or her Understand the classroom vocabulary: book, chair, classroom,
i-poster SC SC friends, teacher.
to the class. Get the children to introduce the other class members
More More
Use the functional language for greeting and introducing
i-flashcards phonics
to the guest. phonics
people: This is my friend. Hello! How are you? I’m fine thanks.
IWB i-book Watch the video My family. Complete
the comprehension activity with the children.
i-poster
i-flashcards
IWB i-book
Activity Book
Unit 2, page 18, Lesson 6. See page 76 for answer key.
69
Unit 2 Lesson 7
mum dad brother
Her are . ✓
Her is .
Her is . ✓ Language review
LC
3 Complete your phonics chart.
DC Family, Face, Colours | (His) hair is (blond). (His) eyes are (green).
More
practice 21More
practice P
Language Objective
To review the vocabulary and structures of the unit.
Continuous Assessment
Check if the children can:
Materials Recognise the family words, face words and adjectives covered
– Teacher’ s i-book – Stickers for Unit 2 in the unit.
More
practice
More
P P
practice
– Flashcards for Unit 2: – A photocopy for each child Use the possessive adjectives his and her correctly.
grandad, grandma, F F dad, of Teacher’s Resource Book Recognise the phonic sounds b and g.
mum, brother,SCsister SC
page 68 Phonics chart.
More More
phonics phonics
Lead-in
Show the children the flashcards and ask them to say who they can Activity Book
see. Then, get volunteers to come to the front of the class and match Unit 2, page 19, Lesson 7. See page 77 for answer key.
i-poster
the flashcards with the written word.
More
practice
More
practice P P
See page 17 for more flashcard games.
i-flashcards
F F
IWB Use the Vocabulary Game Generator to review the key
i-book
SC SC
vocabulary covered in the unit.
More
phonics See page 21 for interactive games description and ideas.
More
phonics
IWB i-book Touch to open the memory game. Divide the class
in two groups. The group that says the number(s) of the correct
picture(s) first scores for their group.
2 Look at the picture. Then, read and tick (3) the correct
sentences. First, ask the children about the picture: What colour
is her hair? Then, get them to read and tick the correct sentence.
Fast Finishers
The children practise writing the family words.
Wrap-up
Take out the flashcards again (or open the i-flashcards on the
Teacher’s i-book) and get the children individually to describe
More
practice
More
practice P P
the hair and eye colour of the people shown.
F F
Look at the picture with the children. They listen to the words
and come to the IWB in SC turnsSC
to choose the correct answer.
Use More
the Richmond More i-tools to review more classroom material.
phonics phonics
71
i-poster
1 2 3 4
LC
2 Talk about your family.
72
2 Talk about your family. By now all the children will have Final Assessment
brought in photos of their family members or have drawn a portrait.
Check if the children can:
children toP describe
P
More More
practiceGet thepractice their family members to one another.
Recognise the family words, face words and adjectives
F F
covered in the unit.
More Fast Finishers
SC
P More SC
P Use the possessive adjectives his, her, (my and your) correctly.
practice practice
More
The children
More
try and copy simple sentences from the unit. Use adjectives after the verb to be: Her eyes are green.
phonics phonics F F
Wrap-up More
practice SC SC
More
practice P P
More
Focus attention
More
on the poster.FTryFand elicit some opinions about
phonics phonics
the hair colours, for example: It’s fantastic, It’s horrible. Ask questions
i-poster SC SC
like: Is he her brother? Do the same thing with the children’s own Activity Book
More More
family photos.
i-flashcards phonics phonics
Unit 2, page 20, Lesson 8. See page 77 for answer key.
i-poster
IWB i-book Watch the animated version of the story and encourage
i-flashcardsthe children to join in.
i-poster
IWB i-book Play the End of unit interactive game to review the unit
i-flashcards
73
grandad grandma
mum dad
Unit 2 Lesson 2
1 Draw your family. Then, match the words to make sentences. Child's own drawings
and answers
1
grandma.
grandad.
2
mum.
3
is my
dad.
sister.
4
brother.
74 14
1 2 3
4 5
2 Read the sentences. Then, colour the pictures. Child applies correct colours
Unit 2 Lesson 4
1 Beauty is / isn't
happy with his blue hair.
grandad grumps
beauty birthday cake
16
75
557958 _ 0013-0020RV.indd 16 18/03/2015 13:12
Unit 2 Lesson 5 · 6
Unit 2 Lesson 5
4 2 Transcript
17
Unit 2 Lesson 6
Welcome to my classroom!
My chair is .
My table is .
My book is .
Child's own drawings and answers
This is my teacher,
.
This is my friend,
.
76 18
Lesson 7
1
family
Unit 2
grandma and grandad
3
4
eyes
hair
2 Complete and describe the pictures. Child's own drawings and answers
Anna David
Review
1 Find and tick (3) three pictures of families.
Lesson 8
Unit 2
20
77
557958 _ 0013-0020RV.indd 20 18/03/2015 13:12
Creative St
rand
Cultural Strand
CLIL Object
To make bo e:iv
s: dy percussio
Language Objective tions Language O n.
Togive and receive instruc
To consolida
b je c t iv e s:
dy. te body voc
about moving the bo To revise the abulary.
tio nal English numbers 1 to
To learn a tradi To introduc 10.
y Cokey. e the word:
party song: The Hoke To introduc finger
e the verbs:
clap, click, sl
ap, stamp
Functional Strand
Get
moving!
Language Objectives:
To learn the words for parts
of the body.
To learn how to give
instructions to move parts
of the body.
Knowledge
CLIL Objec
Strand
To understa
tiv
e:
nd the spati
concepts of al
left and righ
t.
Literacy Strand Lan guage Ob jectives:
To learn bo
CLIL Objective: dy words: a
fingers, foot/ rms, bottom
To match characters with visual clues. feet, hands, ,
To introduc head, legs
e the adjecti
Language Objectives: To learn to ves: right, le
ft
use imperati
To recognise initial sounds l and r. left hand. ves: Move y
our
To consolidate language learning in To introduc
e the prepo
a story context. Her hand is sition of pla
on the red ci ce on:
To develop listening and reading rcle.
comprehension skills.
78
i-poster
i-flashcards
Listening: To recognise the names for the parts of the Use the Richmond i-tools to complete
body. To understand instructions about moving the body the activities with the children on the IWB.
using verbs of movement and the adjectives left and right.
To listen to a story and match characters with visual clues. Activities in and provide
To understand and sing a traditional song: The Hokey Cokey. a digital alternative to introduce the children
Reading: To recognise words related to parts of to the lesson.
the body and how to move them. To recognise
the adjectives left and right. Activities with beside the rubric offer
Writing: To trace words related to parts of the body, an additional interactive activity to reinforce
left and right. the activity content:
practice • Lesson 1: activity
P P1
More More
Speaking: To name the different parts of the body and practice
• Lesson 7: activity 1
indicate the right and the left. To give simple and more F F
complex instructions about moving parts of the body. provides extra interactive SC SC
practice which can be
used for Fast Finishers or as a Wrap-up activity.
More More
More
Alternatively,
phonics
practice it can be used
More
phonics
practice P Pas homework:
• Lesson 1: vocabulary
F F
Assessment Criteria • Lesson 2: knowledge
SC SC
• Children can understand oral and written messages about • Lesson 4: phonics
i-poster
parts of the body and instructions about how to move More
phonics • Lesson
More
phonics 5: literacy
your body. i-flashcards • Lesson 7: review
• Children can produce oral and written messages about IWB
Audiovisual
i-book
material:
how to move parts the body using the vocabulary and • Lessons 4, 5 and 8: Animated story
i-poster
structures presented in the book. • Lesson 6: Traditional children’s games
• Children can distinguish between the left and the right i-flashcards
and give and receive instructions using these words. Use the Interactive Routines Poster at
IWB i-book
• Children can recognise the initial sounds l and r. the beginning of each lesson.
SCC
Key Competences Social and Civic Competences:
Children cooperate with others to dance and play a game.
MST
1 1.25 Listen and number the pictures. Then, listen and join in.
1
arms
6
bottom
5
head
3
legs
SCC
4
2 Give instructions to your classmates.
feet
DC
i-poster
81
i-poster
708738 _ 0078-0099.indd 81 14/04/16 17:29
Unit 3 Lesson 2
MST
1 1.26 Listen and tick (3) the correct pictures.
1 2
✓ ✓
3 4
✓ ✓
LC
2 Practise the instructions.
DC
24 More
practice
More
Understanding P
practice left and right | Parts of the body | Move your (right) (leg).
557947 _ 0023-0030RV.indd 24
F 18/03/2015 12:50
Materials
– Teacher's i-book Anticipated Difficulties
More
practice
More
P P
– CDpractice
1
F F
Some children have difficulty grasping the concept of left
and right. Always stand with your back to the class when
SC SC
Lead-in demonstrating.
More
phonics Draw aMore
T junction on the board. Then, draw a circle representing a car
phonics
coming towards it. Explain that the car needs to turn left or right (add
a signpost with arrows). Make the car turn left and write left on the left Optional Resources
side of the board. Repeat with another car turning right. Then, with Teacher’s Resource Book page 39, Writing.
i-poster
your back to the children, ask them to repeat the word left and raise
your left hand and then do the same with right.
i-flashcards
IWB i-book Use the lead-in activity to illustrate the meaning of left and Continuous Assessment
right. Drag the circles to the correct place on the pictures. Ask Check if the children can:
children to call out left and right with you. Follow simple imperatives using the verbs: click, slap and stamp.
Give instructions using parts of the body.
1 1.26 Listen and tick (3) the correct pictures. Get the
children to practise raising their left and right hands after you, always
with your back to them to avoid confusion. Play the audio and the
children point to the correct picture. Play again and the children tick Activity Book
the boxes. Unit 3, page 22, Lesson 2. See page 96 for answer key.
Fast Finishers
The children copy the T junction from the board and draw cars
on the roads going left and right.
Wrap-up
Display the poster (or open the i-poster on the Teacher’s i-book)
and ask which part of the body they are moving in each picture.
Play a game. Draw a line down the middle of the classroom
(or ifMore
possible go More
out to the playground) and call out instructions:
practice practice P P
Jump to the (right)! The children who jump to the wrong side are out.
F F
The children take turns to choose the correct answer.
SC SC
More More
phonics phonics
i-poster
i-flashcards
83
IWB i-book
LC
1 1.27 Listen, count and write a number.
1 2
3 4
More
practice Materials
More
practice P P
F F
Optional Resources
– Teacher's i-book – Poster for Unit 3
Teacher’s Resource Book page 61, Speaking.
– CD 1 SC SC – Pop-outs for Unit 3
– Flashcards: clap, click,
More More
phonics move,
phonics
slap, stamp
Continuous Assessment
Check if the children can:
Lead-in Follow simple imperatives using the verbs:
i-poster
Teach the word finger by asking individual children to point clap, click, slap and stamp.
i-flashcards
to different things in the unit poster (print or interactive). Give instructions using parts of the body.
IWB i-book Divide the class in two groups and open the lead-in activity
to do body percussion. One group drags the pictures to form
a rhythm and gives instructions to the other group to play it: Click
your fingers, click your fingers, slap your legs. Use the pictures on Activity Book
the IWB as a model to help them follow the rhythm. Unit 3, page 23, Lesson 3. See page 97 for answer key.
2 Make a body rhythm and tell your classmates. Teach the idea
of rhythm by stamping out a rhythm with your feet and clapping.
Get the children to imitate you and then try it out on their own.
Show the pop-outs and explain how to create a body rhythm.
The children think of a rhythm and write the number of times
each movement is repeated. Finally, put them into groups and the
children take turns to instruct the rest of their group.
Fast Finishers
Invent more body rhythms and draw a basic plan by copying
the pop-outs.
Wrap-up
The children demonstrate the body rhythms they have invented
for the whole class. Put them into groups of 4 or 5 children and they
can create a collective body rhythm. The groups can then present
their body rhythms to the class.
85
1 2
Where's Sparkle?
3 4
Turn right.
LL
LC
2 1.29 Listen and circle the pictures.
More
practice
More
practice P
SC
DC
26 More More
phonics Parts of the body, Turn (left)
phonics | Phonics: initial sounds left and right
LC Children develop their listening and reading Key competences continuous assessment
comprehension skills following the story with
Check if children:
their books.
LC i-poster 1 Follow the story with the audio.
Children become familiar with the pronunciation
2 Recognise and differentiate the initial sounds l and r.
of l and r as initial sounds.
3 Use the digital resources to strengthen their
i-flashcards understanding of phonics.
DC
Children work together on the IWB and do further
practice with phonics individually.
86 IWB
DC
Unit 3 Lesson 5
5 6 i-poster
i-flashcards
Move your arms!
IWB
7
8
Wake up,
Sparkle!
LL
1 Look at the story and colour the ribbons.
87
i-poster
Activity Book
i-poster
Optional Resources
Unit 3, page 24, Lesson 4. See page 97 for answer key. Teacher's Resource Book page 71, Phonics.
i-flashcards
IWB i-book
88
Language Objectives
To consolidate the colours: blue, green, pink, red, yellow
To consolidate the vocabulary: parts of the body, left, right Continuous Assessment
To introduce the colours: orange, purple Check if the children can:
Recognise the colours orange and purple.
Follow instructions using left and right.
Materials Match characters in a story with visual clues.
– Teacher's i-book – Optional realia: plate,
– CD 1 various coloured ribbons: red,
– Story cards for Unit 3 blue, green, yellow, pink, orange
and purple.
Activity Book
Lead-in Unit 3, page 25, Lesson 5. See page 98 for answer key.
Show the children the ribbons. Ask them the colour of each one and
get them to repeat the words orange and purple. Ask them to point
to orange and purple things in the classroom. Show the story cards
(print or interactive) in order and remind the children of the story.
Ask questions like: What colour is this?
For other story cards activities see page 18.
F F
i-poster
Wrap-up SC SC
Give out the coloured ribbons. Give instructions, say: Red, move your
More More
phonics
right arm! Orange,
i-flashcards
turn left! phonics
IWB i-book Watch the animated story again. Stop at different parts
More
practice
More
P P
to help the children act out the story.
practice
i-poster
F F
The children follow the instructions to find the coloured
i-flashcards
ribbons
IWB
ini-book SC SC
the Magic Maze.
More More
phonics phonics
i-poster
i-flashcards
IWB i-book
89
DC
Unit 3 Lesson 6
LC
1 1.30 Listen and number the body parts.
. .. . in
i-poster !
u r ..
y o i-flashcards 5
ut
P
4 IWB 3
2 1
ut!
. . . o
. .
Put your .
CAE
2 1.31 Sing the Hokey Cokey song and do the actions.
Culture
IE
3 Invent your own version.
28 A traditional song | Parts of the body | Put your (left leg) in.
LC
Key competences continuous assessment
Children listen to and become familiar with English
word order and sentence structure through a song. Check if children:
CAE 1 Use the video to reinforce language learning.
Children use music as a source of enrichment and
2 Are familiar with English word order and sentence
fun and learn a traditional English song.
structure from the song.
IE 3 Have fun, do the actions and sing the Hokey Cokey.
Children invent, plan and create their own version
4 Imagine, plan and create their own song.
of the song.
90
SC SC
1 1.30 Listen and number the body parts. Remind the
More
phonics children of the Musical Chairs game they played in Unit 1. Tell them
More
phonics
Optional Resources
they are going to hear a song that English children sing at parties and Teacher’s Resource Book page 49, Listening.
that it is about moving your body. Play the song once to let them get
the idea. Then, explain that they need to put the numbers next to
i-poster
the body parts mentioned in the song. Play the song again stopping
after each verse. Check by asking: What number is the left leg?
i-flashcards Continuous Assessment
Check if the children can:
IWB i-book Touch to open the activity. Play the complete song
Use the structure: Put your (left) (hand) in!
to demonstrate the activity. Then, play the activity song. The children Give instructions for moving parts of the body.
listen and sing the song saying the missing words as they are Understand and join in with a traditional English party song.
highlighted in the picture. Stop the audio if necessary.
Wrap-up More
practice
More
practice P P
Play a game. The children standF in Fa big circle. Going clockwise
around the circle, each child takes it in turn to call out an instruction:
i-poster SC SC
Put your left hand in! Anyone who makes a mistake is out and sits
More More
down.
i-flashcards phonics phonics
i-flashcards
91
IWB i-book
Unit 3 Lesson 7
head right arm
1 2 3 4
LL
3 Complete your phonics chart.
DC
Parts of the body, Colours, left, right
More
practice 29More
practice P
Fast Finishers
The children practise drawing a human figure and try to label the parts
of the body.
93
stamp mo ve
clic
k
p
sla
clap
IE
3 Give instructions to your classmates.
Oral review
30 Presentation: Move your body | (Clap) your (hands) and (stamp) your (feet).
LC
Key competences continuous assessment
Children develop their reading skills by looking
for coherence in the sentences. Check if children:
LC 1 Recognise the coherent and incoherent sentences
Children develop their knowledge of the vocabulary
and mark them.
and grammar by making new sentences.
2 Make new sentences using the words in the activity
IE and in the unit.
Children use initiative to choose words and create
3 Give instructions to other children.
sentences to give instructions to their classmates.
94
Language Objective
To review the vocabulary and structures of the unit.
1 Tick (3) or cross (7) the sentences. The children read the
sentences out loud with you. Choose a few individual children
to read the sentences. Then, ask the children if the sentences are Activity Book
possible to do. If they are they put a tick and if not they put Unit 3, page 28, Lesson 8. See page 99 for answer key.
a cross.
More
Put theMore
flashcard words face downF F
on your table. Call a child out
phonics phonics
to choose one without the other children seeing. Then, tell the child
i-poster SC SC
to do the action on the flashcard a number of times. The rest of the
More More
i-poster
IWB i-book Watch the animated version of the story and encourage
the children to join in.
i-flashcards
i-poster
IWB i-book Play the End of unit interactive game to review the unit
i-flashcards
95
Unit 3 Lesson 2
1 Colour the words and classify the body parts. Model answer
green
red
green
red
red
green red
green
96 22
1 Complete the words. Then, do the actions and tick (3) or cross (7) the chart.
3 7 7 3 3
hands
feet
legs
fingers
arms
23
Unit 3 Lesson 4
1 Colour the key. Then, use the key to classify the pictures. Model answer
key
red = beginning yellow
= middle green
= end
yellow green
red yellow
Transcript
pink
2 Match the pictures with the characters.
2
1
4
3
25
Unit 3 Lesson 6
1 2
98 26
Transcript
Lesson 7
1
4 Listen and circle the correct feet,
Unit 3
hands and legs.
One.
2 Left foot, left foot, left foot, right foot.
Two.
Right hand, right hand, left hand, right hand.
Three.
3 Left leg, right leg, left leg, right leg.
2 Find seven words. Then, match the words with the picture.
footleghandarmeyeheadbottom
27
Review
1 Read and write one or two. Then draw.
Lesson 8
Unit 3
28
99
557958 _ 0021-0028RV.indd 28 18/03/2015 13:14
Creative Str
Cultural Strand CLIL Objecti
and
s:
Language Objective ve:
places in a town. To draw and
To learn the names of co lour a town.
ing the structures: Language Ob
To describe a town us jectives:
To introduce
There is/are. the numbers
guage for crossing To practise th from 11 to 20
To use functional lan cinema, hosp
e vocabulary
of places in th
.
n’t run
the road: Look left, do ital, house, re e town:
ad sa fety and the job To introduce staurant, sch
To learn about ro Is there a cinem
questions wit
h the structu
ool, shop, spo
rts centre
of a lollipop person. To practise th
a at number
13?
re: Is there?
e use of the p
Here is a shop re position of p
at number 11 lace at:
.
Functional Strand
Language Objectives:
To learn the words for buildings Around
and features of a town.
To use functional language
for describing a town and
for crossing the road.
town
Knowledge
CLIL Objec
Strand
To become
tive:
Literacy Strand fam
and even nu iliar with odd
mbers.
CLIL Objective: Language O
ry. b jectives:
To observe visual clues in a sto To revise th
e numbers
To introduc from 1 to 1
Language Objectives: e the words:
hospital,
0.
n. house, shop
To recognise initial sounds t and , school, spo
tow n vocabulary cinema, rest rts centre,
To consolidate the places in the aurant
boxes, building, To describe
and introduce the words: brick, a st
structures: Th reet using the
bookshop, sweet shop, toy shop ere is (one)
ge to praise people: There are (t (restaurant)
To introduce functional langua hree) (house
s).
.
Good work! Nice job! Well done!
: What’s that?
To consolidate the interrogative
: There is / There are
To practise using the structures
es from 11 to 20.
To consolidate the number nam
100
i-poster
i-flashcards
Listening: To understand simple oral messages Use the Richmond i-tools to complete
describing buildings and features of a town. the activities with the children on the IWB.
To understand instructions about crossing the road
safely. To understand and enjoy a story and a chant. Activities in and provide
Reading: To recognise words describing the buildings a digital alternative to introduce the children
and features of a town. to the lesson.
Writing: To trace words related to the buildings
and features of a town. Activities with beside the rubric offer
an additional interactive activity to reinforce
Speaking: To say words related to town buildings.
the activity content:
To use the structures in the unit to describe a town.
• Lesson 1: activity 1
To ask questions about the buildings in a town.
• Lesson 6: activity 1
To describe a bus route and say where it stops. More More
P P
practice
• Lesson
practice
7: activity 1
F F
provides extra interactive SC SC
practice which can be
Assessment Criteria used for Fast Finishers or as a Wrap-up activity.
More More
Alternatively,
phonics it can be used as homework:
phonics
MST
1 1.34 Listen and colour the signs. Then, listen and join in.
hospital
restaurant
cinema
school sports
centre
shop
LC
2 Play Hide and seek.
1.33 Display the poster (or open the i-poster on the The cinema sign is red.
Narrator: Now, Puff is It.
Teacher’s i-book). Point out the places, asking the children to repeat
after you: There is a (hospital). Play the audio and ask individual Puff: Ten, nine, eight, seven, six, five, four, three, two, one. Coming!
i-poster
children to point to the places on the poster. Explain what a sign is Ready or not!
and then point to all the signs above the buildings on the poster.
i-flashcards
Puff: Beauty! I can see you, Beauty! You’re at the restaurant.
The restaurant sign is purple.
More
practice
More
P P
practice
Narrator: Now, Beauty is It.
IWB i-book Open the i-poster and ask the children what they can see.
F F
They listen to the audio and drag the bus to the correct place. Beauty: Ten, nine, eight, seven, six, five, four, three, two, one. Coming!
SC SC Ready or not!
More
phonics 1 More1.34 Listen and colour the signs. Then, listen and
phonics
Beauty: Sparkle! I can see you, Sparkle! You’re at the school.
The school sign is yellow.
join in. Explain that the characters are playing Hide and seek in Narrator: Now, Sparkle is It.
Wondertown. Play the audio, the children point to the character
that is hiding. Play it again stopping to give them time to colour. Sparkle: Ten, nine, eight, seven, six, five, four, three, two, one. Coming!
Ready or not!
i-poster
Check if they have it right by asking individuals: What colour is Sparkle: Grumps! I can see you, Grumps! You’re at the hospital.
the (school) sign? Finally, play it again and the children join in.
i-flashcards The hospital sign is orange.
Narrator: Now, Grumps is It.
IWB i-bookTouch to open the activity. The children listen
and drag the characters to the correct place. Grumps: Ten, nine, eight, seven, six, five, four, three, two, one. Coming!
Ready or not!
2 Play Hide and seek. Choose one child to be It and ask them to Grumps: Holly! I can see you, Holly! You’re at the sports centre.
The sports centre sign is blue.
close their eyes and count to ten slowly. Hand out the flashcards
and tell the children to put the flashcards face up on their desk
and then hide underneath. The student who is It opens their
eyes and says: I can see you, (Laura)! You’re at the (shop).
Initial Evaluation
Play the audio 1.34 again. As places are mentioned get
Fast Finishers individual children to point to them on the poster. Ask
The children draw one of the buildings on the poster with a sign the rest of the class if they agree.
or create a sign for the classroom.
Wrap-up
Show a word flashcard, get the whole class to read it and then
ask aMore
volunteer toMore
point out the place on the poster (print or
practice practice P P
interactive). Repeat with the other places.
Activity Book
F F Unit 4, page 29, Lesson 1. See page 118 for answer key.
The children drag the symbols to the correct picture.
SC SC
103
More More
phonics phonics
LC
1 1.35 Listen and say True or False.
2 houses - false 1 school - true 2 hospitals - false 3 cinemas - false
houses.
There is
hospital.
There are
restaurants.
IE
3 Make and describe a town scene.
32 Describing a street | Town buildings | There is (one) (shop). There are three (houses).
LC Children develop their listening skills, reinforce Key competences continuous assessment
vocabulary about buildings and become familiar
Check if children:
with the structure There is, There are.
MST 1 Understand the town vocabulary and the sentence
Children develop numeracy skills, matching
structure There is, There are.
numbers and quantity.
2 Relate numbers and quantity.
IE 3 Think of and draw a town scene and speak about it.
Children show initiative to design, draw, and
describe their idea of a town.
104
Lead-in
Display the poster (or open the i-poster on the Teacher’s i-book).
Continuous Assessment
Point to a house and say: This is a house, get the children to repeat. Check if the children can:
i-poster Name the different buildings in a town.
Then, with the children count the houses and say: There are (three)
Use the structures There is, There are to describe a town scene.
houses. Repeat with other items in the poster.
i-flashcards
IWB i-book Open the lead-in activity. Let’s make a town! The children
drag the elements to make a town and then they describe it to the
class. You can also use your own instructions to tell them how to Activity Book
make the town. Unit 4, page 30, Lesson 2. See page 118 for answer key.
1 1.35 Listen and say True or False. Explain what True and
False mean, for example with the names of the children in class. You
could make some double-sided true/false cards, the green side for
true and the red side for false. Play the audio and give them time to
answer. In pairs let them take turns to make true or false sentences
about the picture.
Fast Finishers
The children try and copy the words from the lesson to make
sentences: There is a hospital.
Wrap-up
Draw a street on the board. Ask children to come and draw different
buildings with signs on the street and let the other children guess
what they are. Finally get the rest of the class to describe the scene.
This activity could also be done on a roll of continuous paper.
The children all draw or paint buildings along the street.
105
MST
1 1.36 Listen and place the pop-outs.
LC
2 Play The town game.
DC
Asking about buildings on a street | Numbers 10-20
More
practice
More
33
practice P
Is there a (shop) at (number 13)?
IWB i-book Open the lead-in activity to practise odd and even Activity Book
numbers. The children drag the numbers to the correct side Unit 4, page 31, Lesson 3. See page 119 for answer key.
of the street and count up and down in odds and evens.
Use the i-flashcards to remind the children of the names
of the different places in a town. Then, open the i-poster to ask
them questions with the structure Is there … at … ?
1 1.36 Listen and place the pop-outs. Point out the odd
and even numbers on the street scene. Check that the children have
done the activity correctly by asking: Is there a (house) at number
(11)?
2 Play The town game. The children get into small groups
and rearrange the pop-outs on their street. They take turns to say
something about the buildings and the others ask questions until
they guess correctly.
Fast Finishers
The children draw pictures to illustrate odd and even numbers.
Wrap-up
The children glue their pop-outs onto a piece of A4 paper, tell
them to draw a street in the middle. Get them to write a number
from 11 to 20 above each building. Then, ask individual children
More
practice
More
P P
about their picture.
practice
F F
e children listen and touch the correct buildings
Th
in the street. SC SC
More More
phonics phonics
107
i-poster
708738 _ 0100-0121.indd 107 14/04/16 17:31
Unit 4 Lesson 4 Puff's special shop
LC
1 1.37 Listen to the story.
1 2
Look at the bricks!
3
Can I help?
LC LL
2 1.38 Listen and circle the pictures.
More
practice
More
practice P
SC
DC More More DC
34 phonics Town buildings, Numbers | Phonics: initial sounds town and no
phonics
LC
Key competences continuous assessment
Children develop their reading skills and use the story
to become familiar with new language. Check if children:
LC i-poster 1 Show understanding of the story and some new language.
Children develop their knowledge of pronunciation
2 Differentiate and pronounce properly the initial
by learning to distinguish initial sounds t and n.
sounds t and n.
i-flashcards 3 Use the digital resources to strengthen their
DC
Children work together on the IWB and do further
understanding of phonics.
practice with phonics individually.
108 IWB
Unit 4 Lesson 5
5 6
It's a book shop! i-poster
i-flashcards
IWB
7 8
This is my shop!
LL
1 Look at the story and circle the buildings.
DC
Town buildings, Numbers | Observing visual clues
More
practice
More
35
practice P
109
i-poster
Language Objectives
To consolidate the vocabulary: buildings in the town.
To practise the structures: There is / There are. Continuous Assessment
To reinforce the numbers 11 to 20. Check if the children can:
Observe visual clues while listening to a story.
Understand expressions for giving praise.
Materials Understand and answer questions beginning with What:
– Teacher's i-book What’s that?
– CD 1
– Story cards for Unit 4
Fast Finishers
The children draw a shop of their choice.
Wrap-up
Play the story again, with the story cards, stopping to repeat
the exclamations: Good work! Nice job! Well done! It’s fantastic!
Wow! The children repeat and point to the characters that make
More
practice
More
P P
the exclamations.practice
F F
The children listen and touch the correct pictures to build
a town. SC SC
More More
phonics phonics
i-poster
i-flashcards
IWB i-book
111
DC
Unit 4 Lesson 6
SCC
1 1.39 Listen and number the pictures.
i-poster
Come on!
i-flashcards
Cross the road with me!
IWB
DC
Key competences continuous assessment
Children reinforce the vocabulary and road
safety rules with the video. Check if children:
SCC 1 Recognise and understand some road safety rules
Children become familiar with rules to become
and recommendations.
responsible citizens.
2 Identify and match road safety rules and pictures.
CAE 3 Use crafts and role play to act out a scene.
Children express themselves using crafts and
role play.
112
More
practice
More
practice P P
Lead-in F F Continuous Assessment
Display the poster (or open the i-poster on the Teacher’s i-book).
Check if the children can:
Count the peopleSC SC
waiting at the bus stop. Point out and count
More Understand the new vocabulary items: bus, bus stop, car, road,
phonics the zebra crossings. Explain the job of a lollipop man or woman
More
phonics
zebra crossing.
and show them the stop sign. Remind them of the adjectives left Understand and reproduce affirmative and negative
and right by telling them to say who they can see to the right and imperatives: Stop, Listen, Look, Cross, Don’t run, Walk.
left of them. Explain the idea of crossing the road by walking your Use the adjectives left and right correctly.
i-poster
fingers across the zebra crossings. Practise the imperatives by saying Understand the job of a lollipop man or woman.
them and getting the children to mime.
i-flashcards Understand the rules of road safety.
IWBMoret i-book
prac ice Use the Vocabulary
More
practice P P Game Generator to review
the key vocabulary covered in the unit.
F F
See page 21 for interactive games description and ideas.
SC SC
Activity Book
More
phonics 1 1.39 Listen and number the pictures. Explain that cars
More
phonics
Unit 4, page 34, Lesson 6. See page 120 for answer key.
have to stop when there is a zebra crossing and let the people pass.
Then, look at the photo of the lollipop lady and explain that
in Britain, outside schools there are lollipop men and women who
i-poster
help children cross the road. Read the speech bubble and the
sentences under the photos all together out loud.
i-flashcards
IWB i-book Touch to open the activity. Play the complete chant
to demonstrate the activity. Then, play the activity chant. The
children listen and join in the chant saying the missing words as
they see them (key vocabulary about road safety).
2 Make a lollipop sign and act out the scene. Designate a part
More
practice of the classroom
More
practice
orP playground
P as the zebra crossing and the
children take it in turns to cross and to be the lollipop man/woman
F F
using the imperatives learned in the lesson.
SC SC
More
phonics Wrap-up More
phonics
imperatives learned. They take Fit inF turns to call out affirmative and
negative imperatives and the rest follow the instructions. Anyone
i-poster SC SC
who makes a mistake is out. They could also invent little dances
More More
i-flashcards phonics
with actions for the road safety chant.
phonics
i-flashcards
113
IWB i-book
Unit 4 Lesson 7
brick bus bus stop
Language review
LL
3 Complete your phonics chart.
DC
Town buildings | There is (a restaurant). There are (two shops).
More
practice 37More
practice P
Language Objective
To review the vocabulary and structures of the unit.
Continuous Assessment
Check if the children can:
Materials Name the places on the flashcards.
– Teacher's i-book – Stickers for Unit 4 Understand what goes on at each place.
– Flashcards for Unit 4 – A photocopy for each child of Use the structures There is / There are correctly.
– Poster for Unit 4 Teacher’s Resource Book page 68 Recognise the sounds t and n.
Phonics chart.
More
practice
More
practice P P
Lead-in F F
Display the poster (or open the i-poster on the Teacher’s i-book). Activity Book
SC SC
Ask about the buildings to elicit the vocabulary of the unit. Show the Unit 4, page 35, Lesson 7. See page 121 for answer key.
More
phonics (print or interactive) and ask children to find the same
phonics flashcards
More
i-poster
1 Complete the picture dictionary. Ask the children to try
to identify each picture. They place their stickers and trace over
the words.
i-flashcards
2 Read and say the picture. Then, play a guessing game. Display
the poster and the children describe it using the structures:
There is / There are. Help individual children to read out the sentences
and choose another child to say which picture it refers to. Then,
get the children into small groups to play a guessing game
with the two pictures.
F F
Fast Finishers
SC SC
The children try to write the picture dictionary words in their
More More
phonics notebooks.
phonics
Wrap-up
Put the children into small groups and give each group a flashcard.
i-poster
They invent a mime to illustrate their picture and the rest of the
class guess.
i-flashcards
IWB i-book Use the Vocabulary Game Generator to review the key
vocabulary covered in the unit.
More
practice
More
P P
See page 21 for interactive
practice
games description and ideas.
F F
The children listen and drag the bus to the correct place.
SC SC
115
More More
phonics phonics
IE
2 Draw your bus route and play a game.
38 Presentation: A bus route | This is the (number 12 bus). There are (three stops).
LC Children reinforce their listening skills focusing Key competences continuous assessment
their attention on town buildings and numbers
Check if children:
to follow the bus route.
IE 1 Understand numbers 10 to 20 and town buildings
Children use their initiative to invent and describe
by tracing a route on the map.
a bus route.
2 Make a bus route and talk about it to play a game.
116
Lead-in
Point out the bus in the poster (print or interactive). Ask them
i-poster
the number of the bus. Explain that all buses have numbers and Optional Resources
go on different routes. Maybe some of the children come to school Teacher’s Resource Book pages 11 - 12, Language.
on a bus. Ask them their bus number.
i-flashcards
IWB i-book Open the i-poster and listen to the sentences to choose
the correct answer.
F F
Wrap-up
P out
P to individual children and put them
Activity Book
More More
practice SC
Give the flashcards
practice SC
More
phonics standing around the
More
phonics
F room.
F You are the bus driver. Get five or six Unit 4, page 36, Lesson 8. See page 121 for answer key.
children toMorefollow SC
youSC
in the bus while the rest wait at the bus stops
practice P P
More
practice
More
where More
the children holding the flashcards are. Go to the different
phonics phonics F F
places saying: Here we are at the hospital! The children can get on and
i-poster
off the bus as they please. YouSCcouldSC
choose a child to be the driver
More More
when they phonics
i-flashcards fully understand the game.
phonics
i-poster
IWB i-book Watch the animated version of the story and encourage
i-flashcards
the children to join in.
i-poster
IWB i-bookPlay the End of unit interactive game to review the unit.
i-flashcards
117
1 Match the words with the buildings. Circle the extra word and complete the drawing.
Child's own
drawing
Unit 4 Lesson 2
Transcript
1 school
5 Listen and write the numbers.
Narrator: On our street there’s a school and 2 shops
there are two shops. There’s a sports centre and
there are five houses. And there’s a hospital.
1 sports centre
5 houses
1 hospital
2 Look at Activity 1. Then, read and circle the correct words.
118 30
1 Complete the number sequence. Then, match the words with the numbers.
twelve fifteen
fourteen
eleven thirteen
11 12 13 14 15
20 19 18 17 16
seventeen nineteen
eighteen
twenty sixteen
31
Unit 4 Lesson 4
no twenty
32
119
557958 _ 0029-0036RV.indd 32 18/03/2015 13:15
Unit 4 Lesson 6
1 Look at the pictures. Then, read and tick (3) the correct sentences.
1 2
Lesson 7
z u s a i h i i a
Unit 4
i u c i n e m a w
h i h o u s e s z
s h o p s z i u h
u i o a p h z i w
a i l z u i p h i
2 Look at Activity 1 and complete. Then, circle True or False. Child's own answers
Review
1 Join the dots. Then, label the buildings.
Lesson 8
10 • • 11
8 • •9 12• • 13
7 • •6 15• • 14 • •7
Unit 4
6
4 • 5• • 16 • 17 4 • •5 8 • •9
3 • • 2 11 • • 10
3 • • 18
15 • • 14
2 • • 19
1 • • 16 13 • • 12
1 • • 20 cinema
hospital
4 • •5 7 • •8
6 •
•9
3 • •2 11 • • 10
15 • • 14
1 • • 16 13 • • 12
house
36
121
557958 _ 0029-0036RV.indd 36 18/03/2015 13:15
Cultural Strand
s:
Language Objective on Creative Strand
iti
Tointroduce the prepos
and on. CLIL Objective:
under and practise in
rd s: ball, To identify and reproduce sounds from
To introduce the wo
of, teddy different rooms in the house.
doll’s house, game, ro
tive of can: Language Objectives:
To introduce the nega
I can’t (find). To learn the names of furniture: bed, cooker,
to be:
To practise the verb cupboard, fridge, shower, sofa, toilet, TV
under the table.
It’s on the sofa. They ’re To practise the interrogative Where:
gative Where:
To practise the interro Where is the toilet?
Where are the cars?
Functional Strand
Language Objectives:
To describe rooms and
furniture in the house and
in the classroom.
Tidy up!
To say how to put things away
and leave everything tidy.
Knowledge
CLIL Objec
Strand
To learn abo
tive:
ut the house
to associate and
furniture to
Language O ro oms.
Literacy Strand To learn the
b je c t
names of ro
iv es:
bathroom, b om
CLIL Objective: edroom, kitch s in a house:
ms in a house. To introduc en, living roo
To associate furniture with roo e th m
Where am I? e interrogative Where:
Language Objectives: To introduc
om, room, spoon, toy
To introduce the words: playro e th
You are in th e preposition in:
away! I don’t care,
To use functional language: Go e living room
.
!
Out you go! Let’s get her! Help me
ect ive untidy .
To introduce the adj
122
i-poster
i-flashcards
Listening: To listen to a dialogue describing a house Use the Richmond i-tools to complete
and understand the rooms and objects mentioned. To the activities with the children on the IWB.
listen to statements about a picture and decide if the
information is true or false. To listen to statements with Activities in and provide
prepositions and locate objects in a picture. To identify a digital alternative to introduce the children
the initial sounds s and c. To listen to and sing a song. to the lesson.
Reading: To recognise words related to the rooms in
the house, furniture and toys. Activities with beside the rubric offer
Writing: To trace words related to the rooms in an additional interactive activity to reinforce
the house and furniture. the activity content:
• Lesson 1: activity 1
Speaking: To talk about rooms in the house and
• Lesson 6: activity 1
the furniture in them. To say if statements are true or false. More More
P P
practice
• Lesson
practice
7: activity 1
To ask and answer questions about position. To describe
F F
a bedroom.
provides extra interactive SC SC
practice which can be
used for Fast Finishers or as a Wrap-up activity.
More More
Alternatively,
phonics it can be used as homework:
phonics
More More
P P
Assessment Criteria practice
• Lesson 1: vocabulary
practice
about the rooms in the house, furniture and toys, • Lesson 4: phonics
SC SC
i-poster
LC
1 2.2 Listen and number the pictures. Then, listen and join in.
cars
3 1
balls
dolls
4 2 bricks
LC
2 Play Guess the picture.
The dolls and the
bricks are tidy.
DC
Talking about a messy room | Toys | The (cars) are tidy.
More
practice
More
39
practice P
join in. If you have the real objects show them and ask questions,
More
practice
More
P P
Narrator: Four.
practice
for example: This is a car. What colour is it? This is a doll. Her hair is … . What a mess! Tidy up!F What
F a mess, mess, mess!
Point to the toys in the centre and say: What a mess! Play the audio, Claude: Tidy up the cars. Tidy up the cars. Tidy up, up, up!
i-poster dollsSC
Now the bricks and SC and balls and cars are tidy.
stopping as they write the numbers. Play it again and get them
More More
to join in.
i-flashcards phonics phonics
Wrap-up
Direct the children’s attention to different areas of their own classroom
and ask: Is this classroom tidy or a mess? If it’s tidy you can praise
the children and say: Well done! If it’s a mess you can say: Tidy up! Activity Book
Make a tidy up rota poster where different groups of children Unit 5, page 37, Lesson 1. See page 140 for answer key.
are responsible for tidying the class at the end of every day. Put
the children’ s names
More and the jobs they are responsible for.
More
practice practice P P
Draw little pictures for each job.
F F
The children listen to the sentences and touch the correct
SC up.
toys in the picture to tidy SC
More More
phonics phonics
125
i-poster
LC
1 2.3 Listen and number the pictures.
2 4
Where's Claude?
1 3
LC
2 Mime and make sound effects. Then, play a guessing game.
LC
Key competences continuous assessment
Children learn the names of the rooms in a house
and reflect on the noises we can hear in them. Check if children:
LC Children develop speaking skills using the words 1 Are familiar with the names of the rooms in the house
in the new lexical field to make questions and relate sounds to rooms in the house.
and answer them. 2 Ask and answer questions using the new vocabulary set.
126
1 2.3 Listen and number the pictures. Explain that Activity Book
Grumps is looking for Claude in the house. Play the audio and Unit 5, page 38, Lesson 2. See page 140 for answer key.
the children repeat the names of the rooms and point in their books.
Play it again and they write the number.
2
Mime and make sound effects. Then, play a guessing game.
Do a simple mime with sound effects, for example, frying an egg, and
ask the More
children: Where am I? Then, get the children into small groups
More
practice P P
practice
to play the guessing game.
F F
SC SC
More
Fast Finishers
More
phonics The children draw a picture of their bedroom.
phonics
Wrap-up
Return to the flashcards on the board. Ask individual children to say
i-poster
which room you would find the objects in and to put them with
the correct room. Then ask: Where is it?
i-flashcards
IWB i-book Use the Vocabulary Game Generator to review the key
vocabulary covered in the lesson.
See page 21 for interactive games description and ideas.
127
toilet
fridge
TV
chair
bed sofa
IE
2 Play a game. Then, glue the pop-outs in place.
DC
Matching furniture and rooms | Where’s the (shower)? In the (bathroom).
More
practice
More
41
practice P
2 Play a game. Then, glue the pop-outs in place. Draw a very Continuous Assessment
basic four room floor plan on the board or IWB. Give out paper to the
Check if the children can:
children and tell them to draw their own floor plan. They could colour Name the rooms in the house: bathroom, bedroom, kitchen,
each room a different colour. Let them put their furniture where they living room.
want and play the guessing game in small groups. Finally, they can stick Name the furniture: bed, cooker, cupboard, fridge, shower,
the furniture down in their house by folding and gluing the flaps. sofa, toilet, TV.
Ask and answer questions about position.
Fast Finishers
If the children have brought in old furniture catalogues they cut out
furniture and classify them as belonging to the bathroom, kitchen,
living room or bedroom. If you don’t have the catalogues get them Activity Book
to try and draw a floor plan of the classroom. Unit 5, page 39, Lesson 3. See page 141 for answer key.
129
SCC
1 2.5 Listen to the story.
1 2
What a mess!
3 4
Out!
LC
2 2.6 Listen and circle the pictures.
LL
More
practice
More
practice P
SC
DC More More
42 phonics Rooms, Furniture, Toys |
phonics Phonics: initial sounds cupboard and sofa
SCC
Key competences continuous assessment
Children identify the value of tidiness in the story
and its importance in everyday life. Check if children:
LC i-poster 1 Identify the problem of untidiness in the story
Children develop their knowledge of pronunciation
and value the benefits of making an effort to tidy up.
by learning to distinguish initial sounds c and s.
2 Differentiate and pronounce properly the initial
i-flashcards sounds s and c.
DC
Children work together on the IWB and do further
3 Use the digital resources to strengthen their
practice with phonics individually.
understanding of phonics.
130 IWB
DC
Unit 5 Lesson 5
5 6 i-poster
Help!
i-flashcards
IWB
7 8
Tidy up all
the rooms!
LL
1 Read and match.
playroom
bedroom
kitchen
Rooms, Furniture, Toys | Matching objects to rooms
More
practice
More
43
practice P
acquisition.
131
i-poster
132
Language Objectives
To introduce the words: playroom, room
To introduce functional language: Let’s get her! Help me! Continuous Assessment
Check if the children can:
Match objects with the rooms they belong in.
Materials Understand the adjectives: tidy and untidy.
– Teacher's i-book Understand Go away! I don’t care!
– CD 2
– Story cards for Unit 5
F F
Repeat the functional language from the story: Go away! I don’t care!
SC SC
i-poster
Out you go! Then, put the children into groups of six to act out
More More
the story. phonics
i-flashcards phonics
IWB i-book Watch the animated story again. Stop at different parts
More
practice
More
P P
to help the children act out the story.
practice
i-poster
F F
The children listen to the sentences and drag the pictures
i-flashcards
to the
IWB
correct
i-book
place. SC SC
More More
phonics phonics
i-poster
i-flashcards
IWB i-book
133
DC
Unit 5 Lesson 6
CAE
1 2.7 Listen and find the toys. Then, listen and join in.
i-poster
i-flashcards
IWB
MST
2 Play a memory game.
On the sofa.
Where are the cars?
on
in under
LC
3 Act out the scene.
44 A Doll’s House | Furniture, Toys | Where’s the (doll)? Where are the (bricks)? (It’s) (on) (the bed).
CAE
Key competences continuous assessment
Children learn about traditional doll’s houses.
Check if children:
MST 1 Follow and understand the video.
Children become familiar and practise the spatial
2 Understand the lyrics in the song, identifying words
concepts of in, on and under.
from the three lexical fields.
LC 3 Use the spatial concepts of in, on and under correctly.
Children associate meaning between the three lexical
4 Act out a scene.
fields in the unit.
134
F F
SC SC
Cultural Strand
More
phonics
More
phonics
More
practice
Unit 5 Lesson 6
More
practice P P
F F
Wrap-up SC SC
CLIL Objective i-poster
Volunteers come to the front and show their scene to the rest
To develop spatial awareness skills. More
of the class.phonics
i-flashcards
More
phonics
Language Objectives IWB i-book Watch the video In my house. Complete the
To introduce the preposition: under and practise the comprehension activity with the children.
i-poster
prepositions in and on.
To introduce the words: ball, doll’s house, game, roof, teddy i-flashcards
IWB i-book Touch to open the activity. Play the complete song
Optional Resources
to demonstrate the activity. Then, play the activity song. The children
Teacher’s Resource Book page 41, Writing.
listen and sing the song saying the missing words as they are
highlighted in the picture. Stop the audio if necessary.
2 Play a memory game. If you have a real shoebox and a ball, Continuous Assessment
demonstrate the prepositions, on, in and under. Get the children to do Check if the children can:
the same with their pencil. Say: Put your pencil (on) your pencil case. Use the prepositions under, in and on correctly.
Teach the plural form too with crayons or toy bricks. Let the children Understand and use the words: ball, doll’s house, game,
roof, teddy.
look at the picture of the doll’s house for a minute then ask them to
Understand the negative of can: I can’t find my teddy.
close their books and ask them questions about where the toys are.
Use the singular and plural form of the verb to be: It’s on the desk.
3 Act out the scene. Put the ball inside the shoebox and say: I can’t They’re under the table.
Use the interrogative Where: Where are the cars?
find my ball. Elicit, It’s in the box. Hand out the real toys, if you have
them, and if not use school materials like books and pencils. Get
the children into groups to act out the scene.
Activity Book
Unit 5, page 42, Lesson 6. See page 142 for answer key.
135
Unit 5 Lesson 7
bed
cooker toilet
Language review
The is the chair. True
DC
Toys, Furniture | The (bricks) are (under) the (bed).
More
practice 45More
practice P
136
i-poster
Take out the furniture flashcards: bed, cooker, cupboard, fridge, shower, i-flashcards
sofa, toilet, TV with their written words. Get individual children to Continuous Assessment
match them on the board. Play memory with the word and picture IWB i-book
i-poster Check if the children can:
flashcards: all face down and a child turns over two cards, if they are a Name the furniture and toys covered in the unit and use
More
practice
More
practice P P
pair, they keep them, if not they turn them over again.
i-flashcards
prepositions correctly within the structures covered in the unit.
F F
IWB Use the Vocabulary Game Generator to review the key
i-book
SC SC
vocabulary covered in the unit.
More
phonics See page 21 for interactive games description and ideas.
More
phonics
Activity Book
1 Complete the picture dictionary. Ask the children to guess Unit 5, page 43, Lesson 7. See page 143 for answer key.
what each photo is of. Encourage them to try and read the words
i-poster
to help them. They complete the picture dictionary with their
stickers. Then, they trace over the words.
i-flashcards
IWB i-book Touch to open the memory game. Divide the class
into two groups. The group that says the number(s) of the correct
picture(s) first scores for their group.
137
4 bathroom 1 bedroom
The games are under the bed.
My toys are
under the table.
Oral review
LC Children develop their listening skills by finding Key competences continuous assessment
the correct room and develop their speaking skills
Check if children:
by describing the picture.
IE 1 Understand the audio and say the correct room
Children develop their confidence in the language
and then describe the picture following the model
by describing their bedroom.
sentence.
2 Describe their bedroom using the language in the
unit freely.
138
Lead-in
If you have the real toys show them to the children and ask them
the names of the toys. If not, ask them from the picture in the book.
i-poster
Display the flashcards of the rooms, bathroom, bedroom, kitchen,
Final Written Evaluation
sitting room and review the names of the rooms.
i-flashcards
In the next lesson give the children the tests from the
Teacher’s Resource Book pages 109 and 110 or 111 and 112
IWB i-book Open the i-poster Divide the class in two groups. depending on each child’s ability. Give as much support as
The children listen to the sentences and take turns to touch necessary for them to understand the structure of the tests.
the correct pictures. Note: The listening is the same for both tests.
More
practice Fast Finishers
P
More
practice P Activity Book
The children draw FtheirF sitting room. Unit 5, page 44, Lesson 8. See page 143 for answer key.
More
practice Wrap-up More
practice P SC
SC P
More
phonics DisplayMore
the posterF(or Fopen the i-poster on the Teacher’s i-book).
phonics
More
answerMore
questions too. Then, transfer the questions to your own
phonics phonics F F
classroom. Finally, try and get the children to describe their own
SC SC
i-poster
houses. Show a furniture flashcard (print or interactive), for
More More
example, the
i-flashcards phonicsTV and say: Where is the TV in your house?
phonics
i-poster
IWB i-book Watch the animated version of the story and encourage
i-flashcards
the children to join in.
i-poster
IWB i-bookPlay the End of unit interactive game to review the unit.
i-flashcards
139
1 Colour the key. Then, colour the objects and complete the sentences. Child applies colours
key
dolls= pencils=
cars= books=
Unit 5 Lesson 2
1 Find the objects. Then, match the words and make sentences.
1 6 Listen and match the furniture with the room. Then, draw the furniture.
Transcript
Unit 5 Lesson 4
At first Then
car six
spoon cupboard
40
141
557958 _ 0037-0044RV.indd 40 18/03/2015 13:18
The playground is
tidy / messy.
1
Look at Sparkle's
coat / toys!
3
The room is
tidy / messy.
4
41
Unit 5 Lesson 6
142 42
Lesson 7
ed
ballb fridge
Unit 5
r
e
oke
gam cup
boardc
o
doll bricks
in under on in
fridge game ball cooker
43
Review
1 Match the toys with the correct boxes.
Lesson 8
Unit 5
cars balls
44
143
557958 _ 0037-0044RV.indd 44 18/03/2015 13:18
Creative Stra
nd
Cultural Strand CLIL Objectiv
e:
s: To make a text
Language Objective thing ile design.
rn the names fo r clo Language Ob
To lea jec tives:
To introduce th
and shapes. e words for th
eone is wearing circle, diamond e shapes:
To describe what som , square, star, tr
am wearing (a) To consolidate iangle
using the structure: I clothes vocab
(red) (trousers). coat, dress, jum ulary:
(blue) (jumper) and per, scarf, trou
wear different To use the stru se rs
To understand that we ctures There is
occasions. are to describ / There
clothes on different e patterns on
clothes:
There are three
stars on my sc
arf.
Functional Strand
Language Objectives: Dressing
up
To learn the language
to describe what someone
is wearing.
To describe a pattern.
Knowledge Strand
CLIL Objective:
To associate places around us with clot
hes.
Literacy Strand Language Objectives:
To learn to use the Present Continuous
CLIL Objective: I’m wearing my coat. Are you wearing
:
To sequence pictures in a story. To learn Yes/No answers with the Pres
a tracksuit?
ent
Language Objectives: Continuous: Yes, I am. / No, I’m not.
happy, new,
To learn the adjectives: colourful, To learn the words: pyjamas, slippers,
tracksuit
old, perfect, plastic, wet To consolidate the use of the preposit
s: A lovely new green coat. ion at:
To learn the order of adjective at home and at the park
guage: Oh dear,
To understand the functional lan
Thank you, That’s better
hood
To learn the words: pocket and
144
i-poster
i-flashcards
Listening: To understand oral messages about clothes, Use the Richmond i-tools to complete
patterns on clothes, what people are wearing and the activities with the children on the IWB.
where they are. To follow a story and differentiate
the initial sounds d and p. Activities in and provide
Reading: To recognise the order of adjectives to a digital alternative to introduce the children
describe clothing. To sequence pictures in a story. to the lesson.
To recognise the words for clothes and shapes. To read
simple sentences. Activities with beside the rubric offer
Writing: To trace and copy words related to clothes, an additional interactive activity to reinforce
shapes and sentence structures. the activity content:
• Lesson 1: activity 1
Speaking: To name clothes and shapes. To describe
• Lesson 2: activity 1
clothing and patterns. To match clothing and places. More More
P P
practice
• Lesson
practice
7: activity 1
To say what someone is wearing. To give instructions
F F
about taking off and putting on clothes.
provides extra interactive SC SC
practice which can be
used for Fast Finishers or as a Wrap-up activity.
More More
Alternatively,
phonics it can be used as homework:
phonics
More P P
Assessment Criteria
More
practice
• Lesson 1: vocabulary
practice
Key Competences
LC Linguistic Competence: SCC
Social and Civic Competences:
Children develop listening, reading, writing and speaking skills
Children become familiar with the value of helping others.
learning about the lexical field of clothes.
MST Competence in Maths, Science and Technology: CAE
Cultural Awareness and Expression:
Children develop their creativity and drawing techniques.
Children learn about geometrical shapes and follow sequences
They show sensitivity to other children’s artistic creations.
of events. Learn about places and appropriate clothes to wear.
They learn about school uniforms in the UK.
DC Digital Competence: LL
Children work together on the unit content using the IWB.
Learning to Learn:
Children organise their ideas making a picture dictionary.
They further practise the unit content individually.
IE
Sense of Initiative and Entrepreneurship:
Children design a school uniform.
145
LC
1 2.10 Listen and match the characters with the clothes. Then, listen and join in.
skirt
coat
trousers
shoes
jumper
LC
2 Give instructions to your classmate. Then, play a mime game.
DC
Giving instructions | Clothes | Put on your (coat).
More
practice
More
47
practice P
More More
Unit 6 Lesson 1
F
SC SC
F
phonics phonics
Wrap-up
CLIL Objective Put the flashcards and the word cards on the board and review
To participate in oral communication games in the vocabulary. Look at the poster and get the children to describe
the classroom. i-poster
it using the structure: I can see a (purple)(dress). One child describes
Language Objectives and another points.
i-flashcards
To introduce clothes vocabulary: coat, jumper, scarf, shoes, IWB i-book Use the Vocabulary Game Generator to review the key
skirt, trainers, trousers vocabulary covered in the lesson. See page 21 for interactive
To introduce the structures: It’s / They’re lovely. More
practice
More
P P
games description and ideas.
practice
Put on (the trousers).
F F
The children take turns to drag the clothes to the
Materials correct place. SC SC
– Teacher's i-book – Flashcards for Unit 6: coat, dress, More
phonics
More
phonics
– CD 2 jumper, scarf, shoes, trainers, trousers Transcripts
– Poster for Unit 6
More More
P P 2.9 Poster, Unit 6.
practice practice
Oh!i-poster
Look at the clothes! They’re lovely!
Lead-in F F
Oh! Look at the skirt! It’s lovely!
2.9 ChooseSCa boy SC and a girl from the class and pre teach Oh!i-flashcards
Look at the coat! It’s lovely!
Oh! Look at the trousers! They’re lovely!
phonics the clothes they are wearing: Dan is wearing trousers. Jessica is
More More
phonics
Oh! Look at the shoes! They’re lovely!
wearing a skirt. Display the poster (or open the i-poster on the IWB i-book
Oh! Look at the jumper! It’s lovely!
Teacher’s i-book). Describe Holly’s clothes and the children repeat: Oh! Look at the scarf! It’s lovely!
Holly is wearing (a dress). Play the audio and point to the clothes as Oh! Look at the clothes! They’re lovely!
i-poster
they are mentioned, either on the poster or in the classroom. Play
the audio again and the children repeat the words.
i-flashcards
2.10 Listen and match the characters with the clothes.
Then, listen and join in.
IWB i-bookOpen the i-poster. Follow the instructions for the poster Puff: Oh, look at the pink skirt! It’s lovely!
exploitation above. Then, play the audio and point to the clothes All: Oh Puff, it’s lovely! Put on the skirt, Puff! Put on the skirt!
as they are mentioned. Play the audio again and ask the children
Holly: Oh, look at the red coat! It’s lovely!
More to dragMorethe words PtheyPhear to the correct place. Stop the audio
practice practice All: Oh Holly, it’s lovely! Put on the coat, Holly! Put on the coat!
after each sentence if necessary.
F F
Sparkle: Look at the green shoes! They’re lovely!
SC SC All: Oh Sparkle, they are lovely! Put on the shoes, Sparkle! Put on the shoes!
1 2.10 Listen and match the characters with the clothes.
More
phonics Then, listen
More
phonics and join in. Show and name the flashcards (print or Beauty: Look at the blue scarf! It’s lovely!
interactive) using the verb to be: It’s a jumper. They’re shoes. Ask All: Oh Beauty, it’s lovely! Put on the scarf, Beauty! Put on the scarf!
the colours of the clothes on the right side of the page and let the
Claude: Look at the purple jumper! It’s lovely!
children read the words. Listen to the audio. The children point to
i-poster All: Oh Claude, it’s lovely! Put on the jumper, Claude! Put on the jumper!
the character that has to put on the clothes. Finally, the children
trace over the words.
i-flashcards
Grumps: Look at the yellow trousers! They’re lovely!
All: Oh Grumps, they are lovely! Put on the trousers, Grumps!
IWB i-book Touch to open the activity. The children listen and colour Put on the trousers!
the clothes. Then, use the Richmond i-tools to trace the words.
Activity Book
Unit 6, page 45, Lesson 1. See page 162 for answer key.
147
SCC
1 2.11 Listen and answer the questions. Then, sing the song.
Where am I?
DC
48 More
practice
More
Matching P
clothes and places
practice | Are you wearing (a coat)? I’m at (the park).
557947 _ 0047-0054RV.indd 48
F 02/04/2015 11:30
SCC Children become familiar with places where Key competences continuous assessment
they usually spend their free time and the clothes SC
Check if children:
they usually wear there.
LC Moretheir speakingMore 1 Are familiar with the names of places where they spend
Children develop
phonics skills using
phonics their free time and associate places to clothes.
the model sentences to ask and answer questions.
2 Ask and answer questions using the model sentences
DC and the vocabulary in the lesson.
Children work together on the IWB and do further
3 Use the digital components to practise the language
practice individually.
from the lesson.
148
i-poster
F F Oh,i-flashcards
look at me! Can you see?
Lead-in I’m wearing my pyjamas.
With the flashcards SC or interactive) and the children’s clothes
SC (print
Oh, look at me! Can you see?
IWB i-book
phonics revise the
More More clothes vocabulary. Start with yourself, say: I am wearing I’m wearing my slippers.
phonics
trousers and point to the trousers. Then say: Are you wearing Oh, look at me and answer me!
Where am I?
trousers? Encourage them to say Yes, I am or No, I’m not.
Explain that when they are at school they need to wear certain Oh, look at me! Can you see?
i-poster
clothes (uniform/tracksuit) but when they are at home they wear I’m wearing my coat.
other clothes like pyjamas.
i-flashcards Oh, look at me! Can you see?
I’m wearing my scarf.
IWB i-book Open the lead-in activity. Explain that you wear different Oh, look at me and answer me!
Where am I?
More clothes,More
according Pto the
P place you are in. Say you would never wear
practice practice
your pyjamas to school. Ask the children to help you classify Oh, look at me! Can you see?
F F
the clothes, according to the place they would normally wear them. I’m wearing my tracksuit.
SC SC Oh, look at me! Can you see?
I’m wearing my trainers.
More
phonics 1 2.11 Listen and answer the questions. Then, sing the
More
phonics
Oh, look at me and answer me!
song. Look at the pictures and teach the word tracksuit. Then, focus Where am I?
on the girl in the pyjamas and slippers and get the children to repeat
these words. Play the audio and the children point out the clothes
i-poster
mentioned. Play it again and get the children to point to the place
names and help them to read them.
i-flashcards
Continuous Assessment
Check if the children can:
IWB i-book Touch to open the activity. Play the complete song to Identify the places in the song and understand that we wear
demonstrate the activity. Then, play the activity song. The children different clothes when we go to different places.
listen and sing the song saying the missing words as they are Use the present continuous for questions and short answers.
highlighted in the picture (clothes).
149
MST
1 2.12 Listen and answer the questions.
1. Dress
2. Jumper
3. Coat
4. Trousers
circle triangl
e
square diamond star
CAE
2 Make a textile design for your scarf.
LC
3 Give instructions to your classmate.
F F
Fast Finishers
SC SC
CLIL Objective The children copy the shapes and label them in their books.
To make a textile design. More
phonics
More
phonics
Wrap-up
Language Objectives Play Shape Bingo. The children draw a 3 x 3 grid and fill each box
To introduce the words for the shapes: circle, diamond, in with a shape. Turn over a shape flashcard, call out the name
square, star, triangle i-poster
and draw it on the board. The children cross off one of them on
To consolidate the clothes vocabulary: coat, dress, jumper,
scarf, trousers their grid. The first child to cross off all the shapes is the winner.
i-flashcards
To practise the structures: There is, There are IWB i-bookUse the Vocabulary Game Generator to review the key
vocabulary covered in the lesson. See page 21 for interactive
Materials games description and ideas.
– Teacher's i-book – Flashcards for Unit 6:
– CD 2 circle, diamond, square,
– Poster for Unit 6 star, triangle
– Pop-outs for Unit 6 Transcript
More
practice
More
practice P P
2.12 Listen and answer the questions.
F F
Lead-in Claude: Let’s play guess the clothes!
Display the posterSC(orSC
open the i-poster on the Teacher's i-book) Holly: All right. It’s my turn first.
More and the children
More name the clothes they learned in the previous There’s a green triangle and there are orange squares. What is it?
phonics phonics
lesson. Draw attention to the colours and the patterns on Holly and Claude: Now guess this.
There’s a blue square and there are green circles. What is it?
Claude’s clothes. Say: There are circles on the coat. Draw a circle on Grumps: My turn now.
the board or IWB and show them the flashcard and the word card. There’s a red circle and there are brown triangles and yellow squares.
i-poster
Get the children to say the word and draw a circle in the air. Repeat What is it?
with the other shapes.
i-flashcards
Sparkle: My turn.
There’s an orange star and there are blue diamonds and pink circles.
IWB i-book Open the lead-in activity. Play Simon says! to consolidate What are they?
the names of the patterns.
1 2.12 Listen and answer the questions. Look at the Optional Resources
clothes and elicit the words. Ask the names of the shapes and Teacher’s Resource Book page 42, Writing.
the colours. The children point to the flashcard shapes (print or
interactive) or the shapes in the poster (print or interactive). Play
the audio. The children point to the shapes as they are mentioned.
Continuous Assessment
Play it again. This time individual children say the name of the item
Check if the children can:
of clothing referred to. Finally they trace over the names of the
Recognise and name the shapes: circle, diamond, square,
shapes. star, triangle.
Describe a pattern using the structure: There are (three)
2 Make a textile design for your scarf. The children separate (yellow) (stars).
the textile shapes from the pop-outs and place them wherever they
want on the scarf being careful not to place them on the lines that
separate the colour blocks.
151
SCC
1 2.13 Listen to the story.
1 2
Here is a new coat
for you.
3 4
I'm wet!
MST
LC
2 2.14 Listen and circle the pictures.
More
practice
More
practice P
SC
DC More More
50 phonics phonics He’s wearing (a green coat).
Clothes, Colours; | Phonics: initial sounds doll and Puff
SCC
Key competences continuous assessment
Children identify the value of helping others to solve
problems. Check if children:
LC i-poster 1 Recognise and value the way different characters
Children develop their knowledge of pronunciation help Grumps.
by learning to distinguish initial sounds d and p. 2 Differentiate and pronounce properly the initial
DC
i-flashcards sounds d and p.
Children work together on the IWB and do further 3 Use the digital resources to strengthen their
practice with phonics individually. understanding of phonics.
152 IWB
DC
Unit 6 Lesson 5
5 6 i-poster
i-flashcards
IWB
7 8
Now my coat is
perfect!
MST
1 Number the picture sequence.
1 2
3 4 5
Clothes, Colours; He’s wearing (a green coat). | Sequencing pictures
More
practice
More
51
practice P
153
i-poster
Wrap-up Grumps: Thank you Holly! That’s better! A lovely, new, colourful,
More
practice
More
practice P P plastic coat with a hood and pockets. Now my coat is perfect!
Write all the adjectives used to describe the new coat on the board
F F
in order: lovely, new, colourful, plastic and draw a coat. Stop the audio
SC SC 2.14 Listen and circle the pictures.
i-poster
each time the coat is mentioned with its adjectives and get the children
to repeat while
i-flashcards
More More
phonics you point to the written words on the board.
phonics Listen and say the sounds with me.
More More
P P Then, circle the pictures in red or green.
practice practice
IWB i-book Watch the animated story. p p p purple d d d doll
F F p p p Puff d d d dad
The children listen to the initial sounds. They listen to the
i-poster p p p pyjamas d d d diamond
words and choose the correct
i-flashcards SC SCinitial sound for each word. p p p pocket
More More
phonics IWB i-book
phonics
i-flashcards
Continuous Assessment
IWB i-book
Check if the children can:
Recognise the initial sounds p and d.
Name the adjectives in the story.
154
Language Objectives
To introduce the order of adjectives.
To introduce the adjectives: happy, perfect Continuous Assessment
Check if the children can:
Understand the adjectives introduced and say them in the
Materials correct order.
– Teacher's i-book
– CD 2
– Story cards for Unit 6
Activity Book
Lead-in Unit 6, page 49, Lesson 5. See page 164 for answer key.
Show the story cards (print or interactive) again to see how much
of the story the children remember. Write the adjectives in order
on the board or IWB: lovely, new, colourful, plastic. Say: Point to
something (lovely) in the classroom.
F F
Fast Finishers
SC SC
The children copy the adjectives from the board into their books
More More
phonics and draw an object beside each one, for example, a plastic cup.
phonics
More More
P P
Wrap-up practice practice
F F
The children get into small groups and act out the story. Encourage
SC SC
i-poster
them to use the adjectives in order and the expressions: It’s lovely.
More More
Thank you. Perfect.
i-flashcards phonics phonics
IWB i-book Watch the animated story again. Stop at different parts
More
practice
More
P P
to help the children act out the story.
practice
i-poster
F F
Point to the different pictures and ask children about the
i-flashcards
differences
IWB
in Grump’sSC
i-book
newSCcoat. They listen and match
the sentences
More Morewith the correct picture.
phonics phonics
i-poster
i-flashcards
IWB i-book
155
DC
Unit 6 Lesson 6
LC
1 Read and match the sentences.
i-poster
I'm wearing I'm wearing I'm wearing
a yellow shirt a green jumper an orange
i-flashcards
and blue and blue tracksuit and
trousers. trousers. yellow trainers.
IWB
MST
2 Look and tick (3) the chart.
Take off ✓ ✓
Put on ✓ ✓ ✓ ✓ ✓
LC
3 Play a miming game.
Culture
52 Uniforms | Clothes, Colours | Put on (your shoes). Take off (your pyjamas).
LC
Key competences continuous assessment
Children develop their written comprehension skills by
reading and matching the sentences to the correct child. Check if children:
MST 1 Follow and understand the video.
Children become familiar with how tables are
2 Read and match the sentences with the correct child.
organised and how to fill them in.
3 Fill in the table with the correct information.
LC Children develop their communication strategies 4 Use the verbs and vocabulary in the table to give
using the words and pictures in the chart in the instructions.
correct order to make sentences.
156
Language Objectives
To consolidate the clothes vocabulary: jumper, shirt, slippers,
tracksuit, trainers, trousers Continuous Assessment
To introduce the word: sock Check if the children can:
To introduce: Take off Understand and reproduce the imperatives Put on and Take off.
To practise: Put on Describe what others are wearing using the structure:
He is wearing a (yellow) (jumper).
Materials
More
practice – Teacher's
More
practice P P
i-book – Optional realia: catalogues of
– Flashcards forFUnitF 6 children’s clothes.
SC SC Activity Book
More
phonics Lead-in More
phonics
Unit 6, page 50, Lesson 6. See page 164 for answer key.
Focus attention on the children’s shoes. Some will have shoes
and others trainers. If it is a school with a uniform and they are all
wearing the same that day, show them a picture of a child in a
i-poster
tracksuit/uniform. Tell the children to take off their shoes and ask
them about the colour of their socks.
i-flashcards
IWB i-book Open the lead-in activity. The children take turns to drag
the clothes to dress the doll. Then, they describe to the class what
she is wearing.
1 Read and match the sentences. Help the children to read the
speech bubbles.
2 Look and tick, (3) the chart. Remind the children of the verbs Put
on and Take off. Explain that we don’t come to school in our pyjamas so
we have to take them off when we get up. Get them to tick the correct
boxes and check around the class saying: (Trousers), take off or put on?
In a non-uniform
More
practice
school ask one
P child
P
More to describe what another
practice
child is wearing and the rest ofFtheFclass have to guess which child
they are describing. In a uniform school hand out catalogues and
i-poster SC SC
they take it in turns to describe one of the children and the others
More More
guess which
i-flashcards phonics
one. phonics
IWB i-book Watch the video Dressing up. Complete the reading
activity with the children.
i-poster
i-flashcards
IWB i-book
157
Unit 6 Lesson 7
dress pyjamas scarf
I'm wearing
green trainers.
✗
I'm wearing
a blue skirt.
✓ Language review
LL
3 Complete your phonics chart.
DC
Clothes, Colours | I’m wearing (a scarf).
More
practice 53More
practice P
Language Objective
To review the vocabulary and structures of the unit.
Continuous Assessment
Check if the children can:
More
practice Materials
More
practice P P
Recognise the written words for clothes.
– Teacher's i-book
F F – A photocopy for each child of Describe what they are wearing using structures from the unit.
– Flashcards for Unit 6 Teacher’s Resource Book page 68 Recognise the sounds and letters p and d.
SC SC
– Stickers for Unit 6 Phonics chart.
More More
phonics phonics
Lead-in
Show the flashcards (print or interactive) to review the clothes Activity Book
More
i-poster
practicevocabulary.
More
practice P P Unit 6, page 51, Lesson 7. See page 165 for answer key.
See page 17 for more
i-flashcards
F flashcard
F games.
IWB i-book Open theSC SC activity. The children take turns to read
lead-in
More
phonics the sentences and choose the correct picture. Use the Richmond
More
phonics
IWB i-book Touch to open the activity, Guess it! Divide the class
into four groups. The group that says the correct name(s) of the
picture(s) first scores a point. Use the Richmond i-tools to note
the score of each round. Ask the children to take turns to come
to the IWB and write the word of the revealed picture every time
you play. Then, show the word to validate.
2 Tick (3) or cross (7) the sentences. Read the sentences aloud
as a class and then, get some individual children to read them aloud.
The children mark a tick or a cross in their books.
Fast Finishers
The children copy the words from Activity 1 into their books.
Wrap-up
Play a true or false game around the class. The children make
sentences about what they are wearing and the others say true
More
practice
More
P P
or false: I’m wearing pink shoes and a green jumper.
practice
F F
hildren choose the correct word to complete
C
the sentences. SC SC
More More
phonics phonics
159
i-poster
708738 _ 0144-0165.indd 159 14/04/16 17:33
Review
MST
1 2.15 Listen and colour the school uniforms.
Unit 6 Lesson 8
IE
2 Invent your own school uniform.
CAE
This is my uniform.
I'm wearing
a green tracksuit
Oral review
54 Presentation: My ideal school uniform | I’m wearing (a red uniform) with (blue circles).
Materials Claude: This is my school uniform. I’m wearing red trousers with green
More More
P P triangles and blue stars. I’m wearing a blue jumper with an orange
practice – Teacher's i-book
practice – Optional realia: catalogues of
square and a yellow diamond.
– CD 2 F F children’s clothes.
SC SC
More
phonics Lead-in More
phonics Optional Resources
Draw a shape on the board. Ask the children what it is. Draw all Teacher’s Resource Book pages 15 - 16, Language.
the shapes covered in the unit. Then, ask individual children to come
and tick the shape you say. Finally, write the names of the shapes
i-poster
randomly around the board and ask individual children to come
and match the written word with the correct shape.
i-flashcards
IWB i-book Use the i-flashcards to review the key vocabulary for the
Final Written Evaluation
unit. Open the i-poster and ask children to listen to the sentences In the next lesson give the children the tests from the
Teacher’s Resource Book pages 117 and 118 or 119
and choose the correct clothes.
and 120 depending on each child’s ability. Give as much
support as necessary for them to understand the structure
1 2.15 Listen and colour the school uniforms. Ask what of the tests.
Holly and Claude are wearing. Ask about the shapes on the clothes.
Note: The listening is the same for both tests.
Play the audio and ask the children what colours they hear. When
they answer tell them to have those colours ready to colour the
shapes. Play it again and pause to let them colour the shapes.
Final Assessment
2 Invent your own school uniform. The children design a school Check if the children can:
uniform. Tell them to be creative and explain that they can wear Recognise and name the clothes and shapes vocabulary
anything they like. When they have completed their drawings they from the unit.
describe them to the rest of the class. Encourage praise from the Write the names of different items and (with help) write
simple sentences.
class: Lovely! Perfect! Well done! Encourage them to say: Thank you
Understand the unit language from a listening activity.
when praised. Make a display of the pictures. Use and understand the basic structures covered in the unit.
More
practice Fast Finishers
P
More
practice P
The children try toFwrite F a sentence about their uniform design.
If this isMore
too difficult they can draw and label their school clothes.
More
practice practice P P SC SC Activity Book
More
phonics Wrap-up More
phonics
F F Unit 6, page 52, Lesson 8. See page 165 for answer key.
If you haveMore the children’
SC SCs clothes catalogues the children can cut out
practice P P
More
practice
More
figures or
More
individual items of clothing and stick them on card. Help
phonics phonics F F
them to write words or sentences about their pictures. If you don’t
SC SC
i-poster
have access to catalogues watch the animated version of the story
More More
and then they
i-flashcards phonics can design a supercoat for themselves.
phonics
i-poster
IWB i-book Watch the animated version of the story and encourage
i-flashcards
the children to join in.
i-poster
IWB i-book Play the End of unit interactive game to review the unit.
i-flashcards
161
1 Read and number the pictures. Then, colour the clothes. Child applies correct colours
1 2
My trousers are blue. My dress is pink and red.
My hat is red. My trainers are purple.
2 1
45
Unit 6 Lesson 2
I'm wearing
my uniform.
Where are you?
I'm at home.
I'm at the
sports centre.
162 46
1 Colour the key. Then, colour the pictures and complete the sentences. Child applies colours
key
4 circles.
5 triangles.
3 stars.
6 circles.
3
6 diamonds.
9 squares.
47
Unit 6 Lesson 4
hite coat.
Look at Grumps' old w Thank you, Sparkle
!
Pockets!
A hood!
A new coat!
A colourful coat!
49
Unit 6 Lesson 6
164 50
Transcript
Lesson 7
3
1 7
Unit 6
Listen, look and write the number.
Narrator. I can see a triangle, a circle, a square and
4 two stars. Write number one.
I can see a triangle, a square, two diamonds and
2 a star. Write number two.
2 Find six words and tick (3) the pictures. I can see three stars, a circle and a triangle.
Write number three.
I can see two squares, a star and two diamonds.
Write number four.
j u m p e r d d
o i s x g s e r
e o k c e c p e
v n i o o a y s
f e r a c r r s
h a t t i f s t
51
Review
1 Tick (3) the people with uniforms. Then, match them with the places.
Lesson 8
Unit 6
s c h o ol
52
165
557958 _ 0045-0052RV.indd 52 18/03/2015 13:20
Functional Strand
Sun
Language Objectives:
To learn the words for weather,
seasons and objects in nature.
To learn functional language
to describe the weather and
seasonal changes in a tree.
To learn functional language
and rain
to ask about the weather:
What’s the weather like?
Knowledge Strand
CLIL Objective:
To notice and identify seasonal change
s.
Literacy Strand Language Objectives:
To introduce the seasons: autumn, spri
ng,
CLIL Objective: summer, winter
To sequence events in a story. To introduce words in nature: apple, flow
er, leaf
Language Objectives: To introduce the words: birthday, gard
en
To recognise initial sounds r and w. To consolidate the structure: There is /
There are
To introduce the words: boots, fire, flame,
raincoat, snow, tunnel
To introduce the adjectives: cold, dark, hot, long
To introduce the adverbs: inside, outside
166
i-poster
i-flashcards
Listening: To understand the names of the seasons, Use the Richmond i-tools to complete
the weather and nature words. To understand the order the activities with the children on the IWB.
of adjectives. To understand the opposites: hot/cold,
inside/outside. To listen to a chant about the weather. Activities in and provide
To follow an adventure story. To differentiate the initial a digital alternative to introduce the children
sounds r and w. to the lesson.
Reading: To recognise the words for the weather, the
seasons and nature. To read simple sentences. Activities with beside the rubric offer
Writing: To trace and copy weather, seasons and nature an additional interactive activity to reinforce
words. the activity content:
• Lesson 1: activity 1
Speaking: To ask and answer questions about the
• Lesson 2: activity 1
weather, the seasons and nature. To describe which More More
P P
practice
• Lesson
practice
7: activity 1
clothes are suitable for which weather. To ask permission
F F
to go and play. To describe a picture.
provides extra interactive SC SC
practice which can be
used for Fast Finishers or as a Wrap-up activity.
More More
Alternatively,
phonics it can be used as homework:
phonics
More More
P P
Assessment Criteria
practice
• Lesson 1: vocabulary
practice
• Lesson 2: knowledge
F F
• Children can understand oral and written messages
• Lesson 4: phonics
SC SC
about the weather, the seasons and nature. i-poster
• Lesson 5: literacy
More
• Children can answer the question What’s the weather phonics
i-flashcards
More
• Lesson
phonics
7: review
like? using vocabulary from the unit.
IWB i-book
• Children can describe a nature picture, ask permission Audiovisual material:
using the structures and vocabulary learned in the unit. • Lessons 4, 5 and 8: Animated story
i-poster
• They can recognise and differentiate the initial sounds • Lesson 6: The four seasons
r and w. i-flashcards
SCC
Key Competences Social and Civic Competence:
Children share ideas to solve problems and cooperate together.
167
MST
1 2.17 Listen and number the pictures. Then, listen and join in.
What's the 2
weather like? raining
3
windy
1
snowing
4
LC
2 Mime and guess the weather.
sunny
It's snowing.
DC
Describing the weather | What’s the weather like? It’s (raining).
More
practice
More
55
practice P
SC SC Narrator: Two.
Holly: What’s the weather like today? What’s the weather like?
More
phonics Lead-in More
phonics
Grumps: It’s raining, Holly. It’s raining. It’s raining today.
2.16 Display the poster (or open the i-poster on
the Teacher’s i-book). Say: Look at the weather in Wonderworld! Narrator: Three.
Point out of the window and say: What’s the weather like today? It’s Holly: What’s the weather like today? What’s the weather like?
Grumps: It’s windy, Holly. It’s windy. It’s windy today.
i-poster
(sunny). Then, point to the corresponding square on the poster and
the children repeat after you. Play the audio.
i-flashcards Narrator: Four.
Holly: What’s the weather like today? What’s the weather like?
IWB i-book Open the i-poster and ask the children what they can see. Grumps: It’s sunny, Holly. It’s sunny. It’s sunny today.
Elicit the toys and clothes vocabulary to review previous units:
practiceThere ispractice
More P isP wearing a coat. Touch the play icon beside
a ball. Claude
More
Fast Finishers
The children draw a picture of them doing an activity in their
favourite weather, for example, swimming on a sunny day or flying
a kite on a windy day.
Wrap-up
Make a weather chart for a month for the classroom. Every day
one child draws the corresponding symbol for the weather that day.
Ask the children about the weather and draw the symbol yourself.
You could also make and laminate symbols and stick them on
More
practice
More
P P
the chart each day.
practice
F F
The children match the sentences with the pictures.
SC SC
More
phonics
More
phonics
169
MST
1 2.18 Listen and match. Then, sing the song.
winter
autumn
summer
spring
CAE
2 Talk about your birthday. Then, sing your verse.
My birthday is
in the spring.
DC
56 More
practice
More
P
Identifying the seasons
practice | My birthday is (in the autumn).
557947 _ 0055-0062RV.indd 56
F 18/03/2015 13:00
MST Children reinforce their knowledge of the four Key competences continuous assessment
seasons reflecting on and comparing the natural SC Check if children:
changes in trees.
CAE More More 1 Recognise that the colour of the leaves change in
Children learnphonics
a traditional tune.phonics the different seasons.
2 Reproduce a traditional tune to sing about the season
DC of their birthday.
Children work together on the IWB and do further
3 Use the digital components to practise the language
practice individually.
from the lesson.
170
i-poster
i-poster
1 2.18 Listen and match. Then, sing the song. Read out There’s a tree in my garden, in my garden, in my garden.
the season words and the children point to the correct picture There’s a tree in my garden. In my garden, there’s a tree.
and word. Play the audio for the activities.
i-flashcards
Fast Finishers
The children draw a tree as it is in their birthday season and Activity Book
add it to the birthday chart. Unit 7, page 54, Lesson 2. See page 184 for answer key.
Wrap-up
Look at the trees outside the classroom window. If there are no trees
visible take them to the playground and observe if there are leaves/
flowers on the trees. Talk about the current season and weather.
More
tice
More
P P
The prac
children make pictures of four trees to illustrate the seasons.
practice
F F
The children look at the pictures and drag the words
SC SC
to complete the sentences.
More More
phonics phonics
IWB
708738 _ 0166-0187.indd i-book
171 14/04/16 17:35
LC Unit 7 Lesson 3
MST
1 Play True or False.
There's a rainbow.
True!
CAE
2 Make a collage. Then, find your friend’s picture.
Describing a nature picture | Nature words, Weather | Are there (green) (apples)? 57
LC
Key competences continuous assessment
Children develop their reading and speaking skills
and reinforce their knowledge of the grammar rules. Check if children:
MST 1 Read and understand the model sentences. Use the
Children develop their numeracy capacities. grammar correctly to make true/false sentences.
2 Say numbers to play a game.
CAE Children use their creativity to make a collage and 3 Make their own collage and show respect and interest
develop their sensitivity and respect towards other towards other children’s work.
children’s creations.
172
Language Objectives
To introduce the word: rainbow
To practise the nature words: apple, flower, leaf Continuous Assessment
To practise the structures: There is / There are in affirmative, Check if the children can:
negative and interrogative. Recognise and name the nature words.
To consolidate numbers and adjective noun word order: Describe a nature picture using the structures of the unit.
There are three purple flowers. Ask and answer questions about nature pictures.
Materials
– Teacher's i-book – Optional realia: materials for a
– Flashcards for Unit 7: collage: old magazines, plasticine, Activity Book
More
practice
More
apple, P P
practiceflower, leaf cotton wool. Unit 7, page 55, Lesson 3. See page 185 for answer key.
F F
SC SC
Lead-in
More
phonics DisplayMore
the flashcards with the pictures and words and ask the
phonics
children to match them. Draw a rain cloud on one side of the board
and a sun on the other with a rainbow in the middle. Ask them if
they know the colours of the rainbow. Ask them to look out the
i-poster
window and ask about the weather. Fill in the weather chart if you
have made it.
i-flashcards
IWB i-book Open the i-flashcards. Show the first flashcard and ask
the children to say what they can see, then show the written word.
Repeat with the rest of the flashcards. When you show them
the flashcards of rain and sun, explain what a rainbow is. Use the
Richmond i-tools to draw one on the IWB. Ask them if they know
the colours of the rainbow.
Open the lead-in activity: The seasons. Touch a picture to zoom
in and ask questions: What’s the weather like? Are there pink flowers
in the picture? What colour are the leaves?
1 Play True or False. Ask children what they can see in the picture.
Individual children make sentences: There are (three) (pink) (flowers).
Play as a class and then put them in small groups to play.
Fast Finishers
The children draw a rainbow.
Wrap-up
Look at the display of the children’s collages. Ask what the weather
is like in each picture. Ask about the items from nature: Where can
you see apples?
173
SCC
1 2.19 Listen to the story.
1 2
I can't open
the door!
3 4
Come on,
Puff!
LC MST
2 2.20 Listen and circle the pictures.
More
practice
More
practice P
SC
DC More More
58 phonics Weather,
phonicscold, hot; Is it raining? | Phonics: initial sounds rain and wind
SCC
Key competences continuous assessment
Children learn to solve problems, give different
suggestions and cooperate. Check if children:
LC i-poster 1 Identify in the story different ideas to solve the problem.
Children develop their knowledge of pronunciation
2 Differentiate, identify and pronounce properly the initial
by learning to distinguish initial sounds r and w.
sounds r and w.
i-flashcards 3 Use the digital resources to strengthen their
DC
Children work together on the IWB and do further
understanding of phonics.
practice with phonics individually.
174 IWB
DC
Unit 7 Lesson 5
5 6 i-poster
IWB
Is it raining?
7 8
MST
1 Read and match.
It's cold.
It's hot.
175
i-poster
books.
i-flashcards phonics phonics
Narrator: Puff can melt the snow! Now the snow is water.
Puff: Wow! Look at my flame.
IWB i-book Watch the animated story. All: Snow! Snow! Let’s play in the snow!
i-poster
Snow! Snow! Let’s play in the snow!
2 2.20 Listen and circle the pictures. Review the words. Narrator: Finally, the friends come out of the tunnel.
i-flashcards
Listen and circle the pictures that start with r in red and those that Holly: What?
start withIWBw in green.
i-book Puff: Are you ready to play in the snow?
All: Snow! Snow! Let’s play in the snow!
Snow! Snow! Let’s play in the snow!
Fast Finishers
The children draw pictures of themselves wearing boots, raincoat, 2.20 Listen and circle the pictures.
scarf and hat to play in the snow. Listen and say the sounds with me.
Then, circle the pictures in red or green.
Wrap-up r r r raining w w w windy
Play the story again. The children join in with the characters when r r r raincoat w w w Wonderworld
More
tice
More
P P r r r red w w w white
theyprac
say: Snow! Snow!
practice
Let’s play in the snow!
F F
The children listen to the initial sounds. They listen to the
SC SCinitial sound for each word.
words and choose the correct
Optional Resources
More More
phonics phonics Teacher’s Resource Book page 75, Phonics.
Activity Book
Unit 7, page 56, Lesson 4. See page 185 for answer key. Continuous Assessment
i-poster
Check if the children can:
i-flashcards
Recognise the initial sounds r and w.
IWB i-book
176
Activity Book
Lead-in Unit 7, page 57, Lesson 5. See page 186 for answer key.
Show story card 4 (print or interactive). Tell them that Puff is cold.
Then show story card 5. Point to the fire and tell them it is hot.
Write the two words hot and cold on the board. Draw a sun under
hot and a snowflake under cold. Ask children to add drawings saying
the words as they do. Tell them to point to something hot and
something cold in the classroom.
Wrap-up More
practice
More
practice P P
Put the children into groups to act out the story. Write some of the
F F
expressions on the board to help them: Let’s dig a tunnel. I’m scared.
i-poster
putSCthem on. Encourage them
If they have coats and scarves,SC
More More
to make gestures
i-flashcards phonics to show that they are hot or cold.
phonics
IWB i-book Watch the animated story again. Stop at different parts
More
practice
More
P P
to help the children act out the story.
practice
i-poster
F F
The children listen and drag the pictures to order the story.
i-flashcards
IWB i-book
SC SC
More More
phonics phonics
i-poster
i-flashcards
IWB i-book
177
DC
Unit 7 Lesson 6
CAE
1 2.21 Listen and tick (3) the correct picture.
i-poster
a x
x
!
It’s pouring
&
It’s rain
ing!
i-flashcards
a &
IWB
✓
IE
2 Colour the clothes and act out the scene. Child applies colours
DC
Key competences continuous assessment
Children reinforce the vocabulary with the video.
Check if children:
CAE 1 Use the video to learn new vocabulary about
Children use a traditional British song to reinforce
the weather and clothes.
their learning of weather conditions and clothes.
2 Participate with the song.
IE 3 Work independently to colour and complete
Children develop their initiative by colouring
the sentence.
and completing the model sentence.
178
Optional Resources
Lead-in Teacher’s Resource Book page 65, Speaking.
Show the flashcards of the weather. Say and mime: It’s windy.
i-poster
I’m wearing my scarf. Can I go out to play? Ask another child to do
the same with It’s sunny, It’s raining and It’s snowing.
i-flashcards
Continuous Assessment
IWB i-book Use the Vocabulary Game Generator to review the key Check if the children can:
vocabulary from previous lessons. Say what clothes should be worn, according to the weather
See page 21 for interactive games description and ideas. using the structures from the unit: It’s raining, You are at the
park. What are you wearing?
Open the lead-in activity. Ask individual children to colour the Ask for permission go out to play.
picture and then ask a different child to complete the sentence
orally: I’m wearing my … . For further practice ask the children to use
the Richmond i-tools to complete the sentence on the IWB.
1 2.21 Listen and tick (3) the correct picture. The Activity Book
children describe what they can see in the pictures. Play the audio. Unit 7, page 58, Lesson 6. See page 186 for answer key.
practiceThey listen
More P P Explain that pouring means raining heavily.
practiceto the song.
More
2 Colour the clothes SC SCand act out the scene. The children look
More
phonics at the picture
More
phonics
and describe it. Read the speech bubble. Ask individual
children toMoretell you what clothes the boy is wearing. Then play
practice
More
P P
practice
the audio again. Stop it when the boy says the colours. Ask children
F F
which item is not mentioned (the scarf) and tell them they can
i-poster
colour it any colour they wantSCto. SC Finally, ask them which colour
More More
they coloured
i-flashcards phonics the scarf. phonics
IWB i-book Watch the video The four seasons. Complete the
comprehension activity with the children.
i-poster
i-flashcards
179
Unit 7 Lesson 7
apple flower leaf
1 2 3
It's snowing. 2
It's raining. 1 Language review
DC
Weather, Seasons, Nature words | It's (raining).
More
practice 61More
practice P
Language Objective
To review the vocabulary and structures of the unit.
Continuous Assessment
Check if the children can:
Materials Recognise the words from the unit and read simple sentences
– Teacher’s i-book – A photocopy for each child with the structures from the unit.
– Flashcards for Unit 7 of Teacher’s Resource Book page
– Stickers for Unit 7 68 Phonics chart.
i-poster
1 Complete the picture dictionary. Ask the children to try
to identify each picture. They complete the picture dictionary
with their stickers. Then, they trace over the words and read them.
i-flashcards
IWB i-book Touch to open the activity. What’s this? Divide the
class in two groups. The group that says the name of the picture
first scores for their group.
Fast Finishers
The children copy the sentences into their books.
Wrap-up
Play a game Guess the weather. Say: I can see a rainbow. The children
should say: It’s raining and it’s sunny. Invite the children to make up
More
practice
More
P P
some of their own.practice
F F
The children drag the words to the correct picture.
SC SC
More More
phonics phonics
i-poster 181
i-flashcards
IWB i-book
708738 _ 0166-0187.indd 181 14/04/16 17:35
Review
MST
1 2.22 Listen and number the pictures.
Unit 7 Lesson 8
1 2
3
4 5
LL
2 Use the key and classify the words.
key
weather seasons nature
hot flowers winter
tree spring rainbow
snowing sunny autumn
LC
3 Make weather symbols. Then, talk about the weather.
62 Presentation: The weather today | Today, it’s (cold). I’m wearing my (scarf).
Unit 7 Lesson 8
More
phonics phonics F F
i-poster SC SC
Oral Review i-flashcards
More
phonics
More
phonics
i-poster
IWB i-book Watch the animated version of the story
CLIL Objective i-flashcards
and encourage the children to join in.
To reflect weather and seasonal changes. i-poster
Materials
– Teacher’ s i-book – Flashcards for Unit 7
Transcript
More
practice
More
P P
– CDpractice
2 – Pop-outs for Unit 7 2.22 Listen and number the pictures.
F F
Narrator: One. (sound of leaves)
SC SC
Lead-in Narrator: Two. (sound of rain)
More Narrator: Three. (sound of apples)
phonics Write three
phonics headings on the board: Seasons, Weather, Nature.
More
1 2.22 Listen and number the pictures. Explain that they Final Written Evaluation
are going to hear some sounds connected to the pictures. Tell them In the next lesson give the children the tests from the
to close their eyes and listen. Play the audio and ask them what they Teacher’s Resource Book pages 121 and 122 or 123 and 124
heard. Then, play it again and they number the pictures in the order depending on each child’s ability. Give as much support as
the sounds are played. Check by asking: What is number 2? What necessary for them to understand the structure of the tests.
number is It’s windy? Note: The listening is the same for both tests.
2 Use the key and classify the words. Remind the children
of the categories they made at the beginning of the lesson. Explain
the colour code. The children then colour the words, according Final Assessment
to their category. Finally, they trace the words. Check if the children can:
Name the seasons, describe the weather and use the
3 Make weather symbols. Then, talk about the weather. nature words introduced in the unit. Put these words
The children complete the weather symbols and press them out into categories.
of the pop-outs. Show them how to play a game by putting the Understand the order of adjectives.
Use the Present Continuous in the affirmative, negative
cards face down on your desk. The children come to the desk and
and question forms.
take a symbol and say what they are wearing: Today it’s snowing. I’m Use There is / There are in the affirmative, negative and
wearing my boots, my hat, my coat and my scarf. The other children question forms.
have to guess which symbol the child has picked. Then, they get into Ask permission using Can.
groups to play the game.
Fast Finishers
The children copy the words from Activity 2 into their books.
Activity Book
Wrap-up Unit 7, page 60, Lesson 8. See page 187 for answer key.
Display the poster (or open the i-poster on the Teacher’s i-book).
Look at the details around the side. Ask when they can play outside.
What toys can they play with in what weather. Ask: What’s the
weather like today? What season is it? What are you wearing?
Look at the display of their collages and ask about them: How many
apples are there?
183
1 2
snow
raining windy ing sunny
3 4
2 Answer the question and draw a weather picture. Child's own answer and drawing
It's .
53
Unit 7 Lesson 2
1 Read and decorate the trees for the seasons. Child's own drawings
green leav
es
apples
brown leaves snow
rs
flowe
spring summer
autumn winter
184 54
Transcript
Unit 7 Lesson 4
Puff is / isn't
in the tunnel.
3
r ight
r aining aincoat
w indy w ater
56
185
557958 _ 0053-0060RV.indd 56 18/03/2015 13:21
red circles
1 Classify the pictures.
key
red =It's hot.
blue =It's cold.
blue circles
2 Complete the sentences.
Unit 7 Lesson 6
1 Complete the speech bubble. Then, colour the picture and complete the text. Child
applies
Yes, you can. No, you can't. colours
2 Draw a rain cloud in the correct pictures. Then, circle the correct words.
1
It is / isn't raining.
2
It is / isn't raining.
3
It is / isn't raining.
186 58
Lesson 7
key
w i n d y m c a
green seasons i s u m m e r u
Unit 7
red weather n h c o l d r t
green: summer, t a l s c y o u
autumn, spring,
winter e b s u n n y m
red: windy, cold,
sunny r s p r i n g n
2 Match the words and make sentences. Then, number the sentences.
1 2
59
Review
1 Count the items in the picture.
Lesson 8
Unit 7
Cultural Strand
s:
Language Objective tive: Which
Creative Strand
ga
Tointroduce the interro CLIL Objective:
tive: favourite
To introduce the adjec To reproduce anim
rb of degree: really al movements.
To introduce the adve Language Object
rds: ears, tail ives :
To consolidate the wo To introduce the
imperative: Move
To consolidate th like (a cat)!
e animal vocabula
dog, fish, frog, rabb ry: bird,
it, snake
Functional Strand
Language Objective:
To describe pets and express Our
preferences.
pets
Knowledge Strand
CLIL Objective:
Literacy Strand To become familiar with the use of cha
rts.
Language Objectives:
CLIL Objective: To introduce animal words: bird, cat, dog
ry.
To sequence events in a sto mouse, rabbit, snake, pet, wild animal
, fish, frog,
Language Objectives: To introduce the verb have got in inte
nds f and m. rrogative
To recognise the initial sou gs and affirmative: What have you got? I’ve
sh, butterfly, caterpillar, win got a (cat).
To introduce the words: bu To introduce functional language: Wow
sition: in, under ! Oh well,
To consolidate the prepo tter?
e: I can’t find. What’s the ma Look what I’ve got.
To consolidate the languag
e: sad
To introduce the adjectiv .
al language: Please, don’t cry
To introduce the function
188
i-poster
i-flashcards
Listening: To understand the names of animals Use the Richmond i-tools to complete
and simple descriptions of their physical features. the activities with the children on the IWB.
To understand the sequence of events in a story.
To differentiate the initial sounds f and m. Activities in and provide
Reading: To recognise words related to animals. To read a digital alternative to introduce the children
simple descriptions of animals and sentences expressing to the lesson.
preferences.
Activities with beside the rubric offer
Writing: To write words relating to animals. To write
an additional interactive activity to reinforce
simple descriptive sentences about animals and their
the activity content:
physical features.
• Lesson 1: activity 1
Speaking: To say the names of the animals in the unit. • Lesson 3: activity 1
To ask and answer questions about pets using the More
practice
More
• Lesson
practice P P
7: activity 1
structures learned in the unit. To give simple descriptions F F
of animals and to express preferences. provides extra interactive practice which can be
SC SC
used for Fast Finishers or as a Wrap-up activity.
More More
Alternatively,
phonics it can be used as homework:
phonics
More More
P P
Assessment Criteria practice
• Lesson 1: vocabulary
practice
MST
1 2.24 Listen and circle the animals. Then, listen and join in.
cat
dog
mouse
key frog
=pet =wild animal
LC
2 Talk about your pets.
Fast Finishers
The children draw one of the pets from the lesson, or their own pet. Activity Book
Unit 8, page 61, Lesson 1. See page 206 for answer key.
191
LC
1 Read and match the instructions with the pictures.
dog
3
fish
rabbit 4
bird
5
snake
6
frog
CAE
2 Play a miming game.
LC
Key competences continuous assessment
Children learn more animals and develop their
reading skills matching instructions with movements. Check if children:
CAE 1 Know the names of the animals in the activity and
Children develop their self-expression through
read the instructions in order to complete the activity.
movement and mime.
2 Use their body to mime different animals and play
a game.
192
Language Objectives
To introduce the imperative: Move like (a cat)!
To consolidate the animal vocabulary: bird, dog, fish, frog, Continuous Assessment
rabbit, snake Check if the children can:
Understand and reproduce the instruction Move like (a bird).
Materials
– Teacher’s i-book – Poster for Unit 8
– Flashcards for Unit 8
Activity Book
Unit 8, page 62, Lesson 2. See page 206 for answer key.
Lead-in
Remind children of the animal vocabulary by looking at the
poster (print or interactive) and asking the names of the animals.
Ask about the noise each animal makes and how it moves. Say:
Move like a bird!
SC SC
More
Fast Finishers
More
phonics phonics
Draw a snake.
Wrap-up
Display the flashcards and word cards all mixed up on the board.
i-poster
One child imitates an animal, the class guess it and a volunteer
matches the picture to the written word.
i-flashcards
IWB i-book Use the Vocabulary Game Generator to review the names
of the animals.
See page 21 for interactive games description and ideas.
193
MST
1 2.25 Listen and complete the chart. Match the pictures, then sing the song.
4 ✓ ✓
4 ✓ ✓
2 ✓
LC
2 Play Guess my pet.
DC
Describing pets | Animals, Body parts, Size | A (cat) with (small) (ears).
More
practice
More
65
practice P
F F
The children look at the pictures and choose the correct
CLIL Objective words to complete theSC SC
sentences.
To become familiar with the use of charts. More More
phonics phonics
Wrap-up
Show pictures from a pet magazine of different cats and dogs Activity Book
and the children describe them using the structures learned: Unit 8, page 63, Lesson 3. See page 207 for answer key.
It is a (cat) with a (long tail). If you don’t have the magazines,
try drawing animals on the board.
195
1 2
4
3
Is she under
the flower?
LC MST
2 2.27 Listen and circle the pictures.
More
practice
More
practice P
SC
DC DC
66 More More
Animals,
phonics phonicsNature words, I’ve got (a cat). I haven’t got (a butterfly).
Phonics: initial sounds fish and me
Unit 8 Lesson 5
5 6 i-poster
Where are I haven't got
you, Molly? a pet, now.
i-flashcards
IWB
7 8
Isn't she
beautiful?
MST
1 Number the picture sequence.
2 3 1
DC
Animals, Nature words, I’ve got (a cat). I haven’t got (a butterfly).
More
practice
More
67
practice P
Sequencing events in the story
197
i-poster
Continuous Assessment
i-poster Optional Resources
Check if the children can: Teacher’s Resource Book page 76, Phonics.
i-flashcards
Follow the story and understand the prepositions.
Recognise the initial sounds f and m.
IWB i-book
Activity Book
Unit 8, page 64, Lesson 4. See page 207 for answer key.
198
Language Objectives
To introduce the words: butterfly, wings
To introduce the adjective: sad Continuous Assessment
To introduce the negative of the verb have got: I haven’t Check if the children can:
got a pet. Follow the story and understand the sequence of events
To consolidate the adjective: beautiful throughout the story.
To introduce the functional language: Please, don’t cry.
Materials
– Teacher's i-book Activity Book
– CD 2 Unit 8, page 65, Lesson 5. See page 208 for answer key.
– Story cards for Unit 8
Lead-in
Listen to the whole story again. Divide the class into eight groups
and give each one a story card. The children stand up when they
hear their part.
SC SC
More
Fast Finishers
More
phonics The children draw the sequence of events from caterpillar to butterfly.
phonics
More More
P P
Wrap-up practice practice
F F
The children draw a butterfly and then explain the colours and
i-poster
patterns of the wings: I’ve got aSCblue
SC
butterfly with red spots. Make a
More More
display of their
i-flashcards phonics pictures. phonics
IWB i-book Watch the animated story again. Stop at different parts
More
practice
More
P P
to help the children act out the story.
practice
i-poster
F F
The children listen to little fragments of the story
i-flashcards
i-poster
i-flashcards
IWB i-book
199
DC
Unit 8 Lesson 6
LC
1 2.28 Listen and circle the winner.
i-poster
i-flashcards
IWB
LC
2 2.29 Listen and circle the correct words.
CAE
3 Choose your favourite pet and act out the scene.
68 Pet Day at school | Animals, Body , Colours | I like the (cat) with (the black tail).
LC Children develop their listening skills trying Key competences continuous assessment
to understand specific words of the audio to
Check if children:
complete a task.
LC 1 Understand the video.
Children develop their listening and reading skills
2 Complete the listening text correctly.
relating the spoken with the written word.
3 Read and circle the correct word.
CAE 4 Act out a scene with confidence.
Children develop their creativity and self-expression
while acting out a scene.
200
Optional Resources
Lead-in Teacher’s Resource Book page 66, Speaking.
Teach the word favourite by showing pairs of dogs and cats from pet
i-poster
magazines or from the flashcards (print or interactive) and asking
which is their favourite, either as a class or individually.
i-flashcards
Continuous Assessment
IWB i-book Open the lead-in activity: Simon says! Before playing with Check if the children can:
the children teach the word favourite by asking them to choose their Understand the question: Which is your favourite?
favourite animal out of the ones presented in the game. Then, play Describe animal body parts following the structures presented
Simon says! to consolidate the names of the animals. in the unit.
More
practice
3 Choose
More
practice
your favourite
P P pet and act out the scene. The children
get into groups and using the conversation from Activity 2 (you
F F
could write it on the board to help them) they talk about the pets
in the picture. SC SC
More More
phonics phonics
Wrap-up More
practice
More
practice P P
Display the pet magazine pictures. Make sure there are quite a few
F F
breeds or species of each pet. The children take it in turns to say
i-poster
which pet they really like usingSCtheSCstructure: I really like the (cat)
More More
with the white
i-flashcards phonics (feet). phonics
i-flashcards
IWB i-book
201
Unit 8 Lesson 7
big ears small ears long tail
Language review
LL
3 Complete your phonics chart.
DC
Animals, Body parts | Have you got (a bird)?
More
practice 69More
practice P
children the words and bring them to the front of the class. Then, i-poster
hand out the pictures around the class. The children with the Continuous Assessment
i-flashcards
pictures do not let the children with the words see their flashcard. Check if the children can:
i-poster
The children with the words then have to find which children have Recognise
IWB and reproduce the animal words, animal body part
i-book
More More
P P
practice practice
the picture that corresponds to it by asking: Have you got a butterfly?
i-flashcards words and adjectives covered in the unit.
F F Ask and answer questions using the target structures: Have
IWB i-bookUse the Vocabulary Game Generator to review the names you got a white mouse? Yes, I have.
SC SC
of pets and wild animals. Note that you have a Guess it! game in
More
phonics Activity 1 in this lesson.
More
phonics
1 Complete the picture dictionary. Ask the children to try Activity Book
i-poster
to identify each picture. They complete the picture dictionary Unit 8, page 67, Lesson 7. See page 209 for answer key.
with their stickers. Then, they trace over the words and read them.
i-flashcards
IWB i-book Touch to open the activity. Play Guess it! Divide
the class in four groups. The group that says the correct name(s)
of the picture(s) first scores a point. Use the Richmond i-tools
to note the score of each round. Ask the children to take turns
to come to the IWB and write the word of the revealed picture
every time you play. Then, show the word to validate.
2 Play a card game. Each child makes a set of playing cards using
the pop-outs. They get into groups of four and use just one set
of cards. They give out the cards so each child has three cards which
they do not show to anyone. The object of the game is to make a set
or family of the same animal. They do this by asking the person
to their right for a card Have you got the white mouse? If the person
has it they hand it to them. The next person then has a go.
203
1. 2 legs - bird
LC
2 Choose a pet in the picture and describe it. Child’s own answer
IE
3 Make a pet gallery.
LC
Key competences continuous assessment
Children develop their listening skills by recognising
animals from a description. Check if children:
LC Children develop their speaking skills making 1 Understand a listening description and name
an accurate use of grammar and pronunciation the animal.
to describe an animal. 2 Describe an animal using grammar and vocabulary
IE from the unit.
Children develop their initiative drawing an animal and
3 Draw a pet and describe it.
making sentences using the language in the unit freely.
204
Lead-in
Display the poster (or open the i-poster on the Teacher’s i-book).
i-poster
Get the children to describe the animals using has got and the body Optional Resources
parts: ears, feet and tail, for example, The rabbit has got big ears.
i-flashcards
Teacher’s Resource Book pages 19 - 21, Language.
IWB i-book Open the i-poster and ask children to listen to
the sentences and choose the correct animal.
1 2.30 Listen and say the animals. Look at the picture and
Final Written Evaluation
ask the children to name and describe each animal in the picture as
In the next lesson give the children the tests from the
they did with the poster. Then, play the audio and pause to let them
Teacher’s Resource Book pages 125 and 126 or 127 and 128
say which animal is referred to. depending on each child’s ability. Give as much support as
necessary for them to understand the structure of the tests.
2 Choose a pet in the picture and describe it. The children take
turns to describe an animal for the others to guess. They can also use Note: The listening is the same for both tests.
the structure has got.
More
practice 3 Make More
P P The children draw pictures of their real pet
a pet gallery.
practice
Final Assessment
or a fantasy pet. Make
F Fa gallery of all the pictures. The children then Check if the children can:
More describe their
More pet to
P P
the rest of the class. Use the animal words, animal body part words, and
practice practice SC SC
adjectives learned in the unit.
F F
More
phonics Fast Finishers
More
phonics
Understand and reproduce the structures: I’ve got a (bird).
More More
The children SC Pdescription
PtheSC (Her) (tail) is (long).
practwrite P Pof their pet drawing.
practice More
practice More
ice practice
More More F F F F
phonics
Wrap-up phonics
i-poster
Look at the children’ SC gallery.
SC s pet SC SC
Ask questions: Which pets have got
More More
phonics four legs? Which is your favourite?
More More phonics phonics
i-flashcards phonics
More
practice
More
P P
i-poster
IWB i-book
practice
IWB i-book
205
1 Use the key to classify the animals. Then, complete the sentences.
key
Red circle = isn't a pet Blue circle = is a pet
Unit 8 Lesson 2
er
ogmous abbitbird
catd fish
1 2
dog rabbit
3 4
bird mouse
206 62
2
I've got a pet ...
1
... with two legs. 5
2
... with long legs.
3
3
... with big, black ears.
1
4
... with four small feet.
5 4
... with a long tail.
63
Unit 8 Lesson 4
f ish
f lower b utterfly
b ird f rog
64
207
557958 _ 0061-0068RV.indd 64 18/03/2015 13:23
1 9 Listen, tick (3) and colour Sparkle’s butterfly. Then, complete the sentence.
Child applies
colours Transcript
Unit 8 Lesson 6
1 Colour the pets. Use different colours: brown, black, and orange. Child applies colours
2 Look at Activity 1, choose a pet and complete the sentence. Child's own answer
cat dog
Lesson 7
1 2 3
f i s h c
Unit 8
n a
4 6 5
f r a b b i t
r k i
7
m o u s e r
g d o g
8
Review
1 Tick (3) the pictures of people with pets.
Lesson 8
1 2
Unit 8
3 4
3 3
5 6
3
68
209
557958 _ 0061-0068RV.indd 68 18/03/2015 13:23
CAE
1 2.31 Listen and then place the stickers.
1 bat
2 cat
3 ghost
is a
4 witch
5 pumpkin
6
spider
LL
2 2.32 Sing the song.
72
CAE LL
Children discover a typical festival which Children use stickers to organize the information
is celebrated in many countries. in the song and to reinforce vocabulary acquisition.
210
1 F and
2.31 Listen F then place the stickers. Tell them that Initial Evaluation
it is Halloween in Wonderworld
SC SC and the characters are dressing up. The children can recognise and name the Halloween vocabulary.
More Get them
More to try and guess which character is which before they listen
phonics phonics
to the song. Ask individuals if they know who is who. Play the audio
again, pausing to let them stick the correct character in the box.
i-poster
2 2.32 Sing the song. Listen to the song and point to the Activity Book
characters in the book. Explain what is Trick or treat. Play the song
Festivals, page 77. See page 222 for answer key.
again and all the children join in.
i-flashcards
IWB i-book Touch to open the activity. Play the complete song to
demonstrate the activity. Then, play the activity song. The children
listen and sing the song saying the missing words as they see them
on the screen. Stop the audio if necessary.
Fast Finishers
The children try and copy the words and pictures from Activity 1.
Wrap-up
Ask all the children what their favourite fancy dress is and what fancy
dress they would like to wear on Halloween. The children then draw
a Halloween picture using the pictures in the book to help them.
Make a Halloween display for the classroom.
211
MST
1 Count the objects in the picture and complete the chart.
6 5 3 2 6 4
LC
2 Look at Activity 1 and talk about the picture.
More
practice 73 More
practice P
212
i-poster
Materials
– Teacher's i-book
– CD 2
Lead-in
Remind the children of the Halloween vocabulary they have learned.
Look at the Halloween pictures they did and count the number
of witches or bats they can see. If you have made a display, do the
same with your decorations.
Fast Finishers
The children draw pictures of themselves in fancy dress.
Wrap-up
Sing the Halloween song again and make up actions, for example,
More
tice
More
P P
doorpracknocking movements
practice
or screaming.
F F
The children read and touch the correct objects
in the picture. SC SC
More More
phonics phonics
Continuous Assessment
Check if the children can:
Recognise and repeat the Halloween vocabulary.
i-poster
i-flashcards
IWB i-book
213
CAE
1 2.33 Listen and then place the stickers.
74
CAE
Children learn vocabulary related to a traditional festival.
214
2 2.34 Sing the song. Listen to the song and point to the
i-poster
objects as they are mentioned. Play the song again and all the Activity Book
children join in.
i-flashcards Festivals, page 78. See page 222 for answer key.
IWB i-book Touch to open the activity. Play the complete song
to demonstrate the activity. Then, play the activity song.
The children listen and sing the song saying the missing words
as they see them on the screen. Stop the audio if necessary.
Fast Finishers
The children try and copy the words: Happy Christmas!
Wrap-up
Ask the children who gives out presents in their country and, if it is
Santa, where does he leave the presents. Draw a Santa face on the
blackboard and ask individual children to come up and draw his
glasses, hat, and hair.
215
LC
1 Play Guess the Christmas tree.
1 2 3
More
practice 75 More
practice P
216
i-poster
Materials
– Teacher's i-book – Optional realia: old Christmas
cards or decorations.
Lead-in
If you have decorations or old Christmas cards show the children
the objects: candle, chocolate money, cracker, star and stocking.
They may be familiar with some already but cracker usually needs
the most explaining. Two people pull on either end to break it then
a little toy and paper hat pop-out. Crackers are usually opened
at Christmas dinner.
Fast Finishers
The children try and write the names of the Christmas words
and draw little pictures in their books.
Wrap-up
If you have old Christmas cards show them again. If not prepare
an A4 sheet of card and show the children how to make a Christmas
card. Tell them to draw a tree like the ones in the book and decorate
More
tice
More
P P
it anypracway they want.
practice
F F
The children drag the correct objects to make
a Christmas tree. SC SC
More More
phonics phonics
Continuous Assessment
Check if the children can:
Recognise and name the vocabulary introduced in the lesson.
i-poster
i-flashcards
IWB i-book
217
CAE
1 2.35 Listen and then place the stickers.
1 2
4
3
LC
2 2.36 Sing the song. Then, add more verses.
jumps up high!
stamps his feet!
claps his hands!
clicks his fingers!
76
CAE LC
Children hear a typical tune and are introduced Children develop their reading and speaking skills
to the character the Easter Bunny. while adding new verses to the song.
218
IWB i-book Touch to open the activity. Play the complete song
to demonstrate the activity. Then, play the activity song. Activity Book
The children listen and sing the song saying the missing words as Festivals, page 79. See page 223 for answer key.
they are highlighted in the picture. Stop the audio if necessary.
Wrap-up
All the children draw and colour an Easter egg.
219
LL
1 Find and circle six Easter eggs.
LC
2 Make sentences and play True or False.
table.
in cupboard.
The is the
on box. TV.
under chair.
The pink egg is
under the table.
True!
More
practice 77 More
practice P
220
i-poster
Materials
– Teacher's i-book
Lead-in
Remind the children that the Easter bunny hides eggs. If you have
real eggs you could organise an Easter egg hunt in the classroom
or in the playground.
1 Find and circle six Easter eggs. The children look for and circle
the eggs in the picture.
2 Make sentences and play True or False. Using the picture clues
in the book, the children make up sentences about the picture in
Activity 1. The rest of the class say if they are true or false. This could
also be done in small groups. If you have made True/False cards they
can be used here, if not the children just say True or False.
Fast Finishers
The children draw a picture with hidden Easter eggs and write
sentences about it.
Wrap-up
If you have real eggs play this game. Send a child out of the room.
Hide an Easter egg somewhere on or around your desk. When the
childMore
comes backMore
into the classroom he has to ask questions to find
practice practice P P
the egg: Is it under the book?
F F
The children look at the picture and choose the correct
preposition to complete SCtheSCsentences.
More More
phonics phonics
Continuous Assessment
Check if the children can:
Understand and reproduce the structure: The (blue) egg is (in)
the (cupboard).
i-poster
i-flashcards
IWB i-book
Activity Book
Festivals, page 80. See page 223 for answer key.
221
Happy Halloween!
1 Find the letters in the spider’s web to complete the words.
c o
p t i c
d u
r p i
t
a h
spide r
ca t
bat gh o s t
pumpk i n w i tc h
2 Match the identical pumpkins.
1 2 3
5 6
4
77
Festivals
Happy Christmas!
1 Join the dots. Tick (3) the word list.
Santa present 3
cracker
stocking 3 sack
Happy Easter!
1 Follow the path and number the Easter eggs.
4
7
79
Review
plate cinema
4
1
car head
mum
5
teddy dog 2
8 brother
rabbit
sunny jumper
7
6
raining coat
80
223
557958 _ 0077-0080RV.indd 80 18/03/2015 13:24
Posters
Activity Generator
• An interactive tool to edit
or create your own personalised
worksheets from the Teacher’s
Resource Book