Big Surprise 3 Teacher’s Guides

G i B ise

r p r u S

Teacher’s Guide Sue Mohamed

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1 Great Clarendon Street, Oxford, ox2 6dp, United Kingdom Oxford University Press is a department of the University of Oxford. It furthers the University’s objective of excellence in research, scholarship, and education by publishing worldwide. Oxford is a registered trade mark of Oxford University Press in the UK and in certain other countries ©  Oxford University Press 2013

The moral rights of the author have been asserted First published in 2013 2017  2016  2015  2014  2013 10 9 8 7 6 5 4 3 2 1 No unauthorized photocopying All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, without the prior permission in writing of Oxford University Press, or as expressly permitted by law, by licence or under terms agreed with the appropriate reprographics rights organization. Enquiries concerning reproduction outside the scope of the above should be sent to the ELT Rights Department, Oxford University Press, at the address above You must not circulate this work in any other form and you must impose this same condition on any acquirer Links to third party websites are provided by Oxford in good faith and for information only. Oxford disclaims any responsibility for the materials contained in any third party website referenced in this work isbn: 978 0 19 451634 1 Printed in Spain by Orymu S. A. This book is printed on paper from certified and well-managed sources acknowledgements Author: Sue Mohamed We would like to thank María Martínez for her contribution to the development of the teaching notes. Internal illustrations by: Steve Cox/PFD pp.1, 9 Big Surprise! Teacher’s Resource Pack acknowledgements The Publisher would like to thank the following teachers for their involvement in the research and development of this series, in particular, the course consultants: Angela Cofiño and María Rosario Blanco Ricart (original edition) and for this edition, Vega Fatjó, David Ocaña, Rosa Mimó, Mar Cano, Elisabeth Ramos, Bene Escribano, Pilar Olalla, Sonia Gisbert, Carme Aracil, Carme Campos, Rosa Mª Samper, Marta Rueda, Mar Rodríguez, Susana Barragán, Mari Luz Guerrero, Ignacia Fidalgo, David Rosa, Oriol Planella, Anna Monsó The Publishers would like to thank the following for their kind permission to reproduce photographs and other copyright material: Poster illustrations/photography by: Mark Ruffle (Grammar); Chris King (Everyday English) Granny’s chest by: Jon Liddell/Illustration Flashcard illustrations by: Judy Brown, Paul Gibbs, Alan Rowe, Rob Sharp/ Advocate, Lisa Williams Cross-curricular cards: Alamy (Bodium Castle/©  James Clarke Images); Corbis (coral reef/Stuart Westmorland), (orchestra/©  Jacques Sarrat); Edific (house); Getty Images (man and woman/Eastnine Inc.); ©  Nasa Images www.nasa.gov (astronaut eating); Oxford University Press (grouper/Corel), (Earth/Photodisc), (kitchen/Photodisc)

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Bi Grise p r u S Contents 

Page

A letter for parents 4 5 About the Big Surprise! series Components 6 Introduction 9 Tour of a unit 13 23 Integrating digital technology Key competences and accessibility 25

s Hello Granny! 1

26

In the jungle

34

2 Wizard school

54



Review 1

74

3 Activity camp

77

4 Lunch with aliens

Review 2

97 118

5 The robber’s clothes

121

6 Haunted house

142



Review 3

163



On holiday

166

Festivals

178

Ideas bank 190 Syllabus 197 Wordlist 201 Classroom language 204

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Bi Grise Su r p Dear Parents, This year your child will learn English, using Big Surprise! 3. With the help of the main characters, Josh, Emma and Felix the cat, they will learn basic English words and structures as well as lots of songs and chants. The songs are animated and will encourage children to participate. Children will also watch and listen to stories with different fun characters and act them out. All the activities have been carefully chosen to make learning memorable and fun and to motivate the children by providing them with a sense of achievement. The learning experience doesn’t stop at the school gates, however. Even if you don’t speak English, your support and encouragement are essential. Big Surprise! 3 provides many opportunities to involve you in your child’s learning process. As your child completes each unit at school, he / she will bring home the Skills Builder Book to complete or show as a personal record of what has been learnt in class. This includes specific English at home activities you can do with your child. Please encourage your child to tell you about the different activities they have done in their Class Book and Activity Book at school, e.g. they can tell you the story, sing the songs, and tell you some words and structures in English. Encourage them to show you the mini story books and cut-outs that they make in class too. There is a free Songs CD provided with the Activity Book which includes all the songs from Big Surprise! 3. Enjoy listening to the songs with your child and sing them together. Learning a language isn’t just about learning words and structures. It is also a means for learning about other subjects. During the course, the children will be learning about other areas of the curriculum in English too. Please encourage them to share with you what they have learnt about music, science and art in their English classes. Oxford Online Learning Zone is an exciting website for Big Surprise! for students and parents to enjoy together, including a parents’ page, interactive practice activities, and Fun Zone. The site, at http://oolz.oupe.es/primary, has regularly updated content. A username and password will be provided. Lastly, as part of their English studies, your child will be building up his / her own Language Portfolio. The European Language Portfolio is promoted by the Council of Europe, and one of its aims is to promote tolerance and cultural awareness through language learning. You can help by encouraging your child to look for English in the world around them, and collect objects which are English or have English on them, e.g. stamps, food labels, etc. These will form part of your child’s Big Surprise! Portfolio, and will help motivate them to see English as a real means of communication. Please do not hesitate to ask me anything about your child’s progress this year, and thank you very much in advance for contributing to your child’s learning experience. Yours sincerely

English teacher – Tercero Other language versions of this text are available at http://oolz.oupe.es/primary



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About the series Open up and discover … This new edition maintains the popular story-based approach and characters, but is fully revised and updated with exciting new content and resources. Big Surprise! is the new edition of the most popular English course in Spain. It is a six-level series for children from Primary 1 to Primary 6. Based on sound educational principles, extensive classroom research and the guidelines of the Common European Framework, Big Surprise! provides every pupil with a positive learning experience. All the activities – songs, chants, stories, cross-curricular lessons, pronunciation practice, games, project and self-assessment – have been carefully selected to ensure that all children’s learning is fun, motivating and meaningful.

What’s special about Big Surprise!?

What’s new about 2nd cycle?

• Fully-revised print and digital components for student • • • • • • • • • • • • •

Big Surprise! has a captivating concept, engaging stories and interesting topics that combine to create an enchanting English course for Primary children. Big Surprise! makes good storytelling easy. This series brings together a rich variety of stories, storytelling materials and practical know-how, to ensure that your lessons are effective and enjoyable. Each level includes six beautifully illustrated and animated stories exploring different genres: from traditional fables and fairy tales to modern-day action and adventure; from make-believe to real-life experience. All the stories have been specially chosen to appeal to the children’s imagination and diverse interests. Big Surprise! makes cross-curricular teaching in English accessible with its eye-catching materials, video support and step-by-step guide to presenting topics. Big Surprise! systematically advances children’s language skills and offers opportunities for frequent review. In 1st cycle, the emphasis is on listening and speaking but there is also a carefully paced introduction to reading and writing. There is also a new Big Surprise! Phonics Resource Pack to accelerate the acquisition of reading and writing skills in English. In 2nd cycle, the series continues to work on all language skills and in particular provides opportunities for written and spoken personalization. In 3rd cycle the series encourages the children to become more autonomous learners by developing their ability to check, improve and correct their work. Big Surprise! offers a wide range of activities and materials that acknowledge individual learning styles and allow you to cater for various levels within your class. It also makes provision for special needs teaching and supports children in internal and external exams with ready-made and editable tests and thorough evaluation of key competences at all levels. Big Surprise! offers a complete suite of learning and teaching materials. These include course-specific digital components for Interactive Whiteboards (iPack) and the web. Plus a Teacher’s Resource Pack, and a new Teacher’s Resource CD-ROM with new components, including Mixed Ability Worksheets. Big Surprise! fosters the role of parents in their child’s education with special components (Skills Builder Book) and activities for families to join in with.

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and teacher Refreshed look and updated content throughout More vocabulary, practice and grammar support New communication games New real-life photo stories Catchy new tunes with exciting sing-along videos Animated stories with added comprehension checks Updated pronunciation practice activities Supports and provides practice for external exams New cross-curricular project ideas, video clips and activities New photographic culture & review sections New End-of-Year unit with a live-action play Improved self-evaluation and review pages New tests

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Components

Components

For the student New Class Book contains:

• fully revised content and updated design • a clear syllabus summary with additional vocabulary • a Starter unit introducing Emma, Josh, Felix the cat and Granny

• 6 teaching units providing the core teaching material • 3 new review lessons after every two units • 1 new End-of-Year review unit and play • 3 festivals New Activity Book contains:

• full-colour and fully revised content with updated design • 1 practice page for each lesson • grammar highlighted to remind children of target • includes Finished! tasks for fast-finishers and mixed • • • • • • •

ability classes new project ideas to enhance digital competences and explain other subject areas 6 new end-of-unit skills-based pages new Review follow-up activities after every two units 1 follow-up page for each festival lesson Picture Dictionary with word and picture stickers to record learned vocabulary Portfolio tasks to cut out and keep 6 colour cut-out communication games

New Songs CD contains: All the chants and songs from the level with updated words and catchy new tunes. (Packaged free with the Activity Book.)

New Skills Builder Book contains:

• consolidation activities to practise what children have learnt at school • includes activities to be done with parents at home • different means of recording children’s progress (Packaged free with the Activity Book.)

New website – Oxford Online Learning Zone

• all the stories from the course • simple interactive games to practise the core • • •

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vocabulary of each unit all the songs from the course Fun Zone games for added practice Parents’ page

Components

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Components For the teacher Updated Teacher’s Guide contains:

• an introduction covering the methodology behind

the course, Letter to parents, description of the course, component overview, annotated ’tour of a unit’, how to integrate digital technologies, key competences and mixed-ability needs clear teaching notes for each unit Extra Activity suggestions and ideas answer keys for Mixed Ability Worksheets (Lesson 5) notes on developing key competences within lessons indication of how and when to integrate audio and video the tapescript and answers an Ideas bank syllabus a wordlist and useful classroom language

• • • • • • • • • • Teacher’s Guides also available in Castilian and Catalá Teacher’s Resource Pack contains:

Flashcards There are 96 flashcards to present the core vocabulary of each unit Cross-curricular cards • 6 double-sided cross-curricular cards for presenting the cross-curricular topic for each unit. All include useful teacher language Posters • 1 Everyday English photographic poster for communicative tasks and language • 3 grammar posters display key structure for each unit. Can be cut in half or kept whole Granny’s chest • an easy-to-make flat-pack box for flashcard presentations



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Components Teacher’s Resource CD-ROM contains:

• 4 books to print and photocopy, including make your own worksheets section 1) Extra Activity Worksheets • cut-out picture and word cards for each unit • a consolidation activity based on the cross-curricular lesson of each unit • frames of the stories with scripts from each unit • mini books • cut-out activities for each festival unit

2) New Mixed Ability Worksheets • worksheets to support pupils at every level: Catch-up, Support, Reinforcement, Extension 3) Evaluation and Competences Notes and Tests • an introduction to evaluation • an overview showing how the course meets Ministry requirements • grids to help teachers assess their pupils • new tests on 3 levels: Standard, Higher and Challenge • 6 Unit tests, 3 Term tests, 1 End-of-year test and a test key • Portfolio material • an end-of-course certificate 4) DVD Notes and Activity Sheets • an introduction to using DVD in the Primary classroom • notes and worksheets for further story, culture and cross-curricular practice Make your own worksheets section • a resource to create custom-made worksheets to suit the needs of your class 5) Other resources • 48 printable story cards and all the vocabulary word cards are located here • story cards (front and back) can be printed out for classroom presentation • word cards can be used throughout the lessons to reinforce, play games or take home. Ideas for games can be found at the back of this Guide in the Ideas bank • story cards from the original edition can also be used as the content is identical in the new edition. • Alternatively, story frames are located on the iPack in the form of a story book for each unit.

Audio-visual components New Audio CDs contain: • newly-recorded chants, songs, stories, pronunciation and listening activities for every unit DVD contains: • new song animations • new live-action plays • animated versions of all the stories • footage of British children using the vocabulary from the course • extra video clips for the cross-curricular lessons (See pages 23 and 24 for more details.) The iPack contains: • all resources for use on the Interactive Whiteboard or projector (See pages 23 and 24 for more details.) Oxford Premium (www.oxfordpremium.es) contains: • All your resources online for easy access. (See pages 23 and 24 for more details.) Oxford Online Learning Zone • introduces parents and students to the Big Surprise! area and Fun Zone. (See pages 23 and 24 for more details.)

8 Components

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Introduction Unwrap Big Surprise! 2nd cycle

Finally, in the last lesson of each unit, the pupils join Felix the cat in a language review, a game and a role play. Then they make their own story book. They personalize what they have learnt in the unit by doing the Portfolio section in the back of the Activity Book and they review all the language – vocabulary and structures – by completing Lesson 8 including the Picture Dictionary pages. In this way, the unit is drawn to a close along with Emma and Josh’s latest attic adventure.

Stories

Characters and concept The main characters of Big Surprise! 2nd cycle are two children, Emma and Josh, their Granny and her cat, Felix. Emma and Josh are sister and brother. They are close in age to the children in 2nd cycle and belong to a world to which the pupils can easily relate. At the beginning of every unit, Emma and Josh climb the stairs to the attic and open a box. Each box has been packed by Granny, who is a story writer. Granny has travelled the world collecting objects and ideas for her wonderful stories. She prepares each box as a surprise for Emma and Josh when they come to visit. Your students will likewise share this sense of excitement about the boxes in the attic when you take Granny’s attic box (included in the Big Surprise! TRP) to class. At the same time Emma and Josh open the box to discover the objects, you will open it for your students, who will discover what each object is when you show them the eight flashcards, which are the first vocabulary items taught in each unit. This makes the presentation of both the theme and vocabulary for the unit a very engaging experience for the pupils. The objects from the box relate to one of the stories Granny has written. In the attic there is also a bookcase with the 6 stories which each unit covers. There are also some story clues – objects hidden in the box which hint at the context and theme of the story. The class join Emma and Josh in looking for these clues and using the story objects to choose which story this all relates to. The class join them in listening to the unit story. Together they explore exciting worlds where we meet wizards and witches, a sports hero and a diamond thief, and a jungle where not all is what it seems. As well as the objects in the boxes, Granny also collects her story ideas using the internet. She then emails these interesting web pages to Josh and Emma in Lesson 7. Here the main language and themes of the unit are transferred to a different cross-curricular context. The pupils are encouraged to share in looking at these photos and information with Emma and Josh and, in so doing, they learn about the real world.

The value of stories in Primary English Language Teaching has long been acknowledged because stories are a natural part of childhood and therefore something immediately familiar to children. They bring to the story-led classroom an already developed understanding of narrative conventions, which help them to make predictions and deduce meaning and outcome. Stories also provide a context for language which is meaningful. They often incorporate repetition, which increases the children’s exposure to the language in a natural way. In addition, stories provide us with a variety of themes and topics which serve as a springboard into other linked activities. They are also a useful framework for raising awareness with regard to other cultures, inter-curricular themes and citizenship. Big Surprise! 2nd cycle has been developed with the aim of making good storytelling easy and enjoyable. Each story is told initially by watching the animated version on the DVD or iPack. The stories are all highly visual and the animations / illustrations make the new language easy for the children to understand. Children can also listen to the story in each unit, by playing the story on the CD, in which case the children benefit from the sound effects of the recording, or you can tell the story yourself with the guidance of the story card text with mimes and gestures given to help understanding. As each unit progresses, the children participate more actively in the retelling of stories. They initially perform actions to demonstrate their understanding, next they join in with core vocabulary, and then any repeated refrains in the story, and they gradually work up to whole phrases to create a performance.



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Introduction 9

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Introduction Vocabulary

Cross-curricular teaching

Presentation and recycling of new language in Big Surprise! 2nd cycle is methodically planned in order to give pupils ample exposure to new language, so that they can internalize and then use it. In addition, all the language in these levels of Big Surprise! is useful and specifically relevant for children in the second cycle of Primary in Spain.

Teachers today must find a way to capture the interest and hold the attention of each and every child in the classroom. Catering for different kinds of learners and different interests is sometimes a matter of varying the contexts in which we teach English. We should aim to draw on their different skills and interests by bringing knowledge from other subject areas into the English classroom. In addition, English takes on more meaning when the children realize that they can use it to learn about other subjects and that it is not just a separate subject on its own. Cross-curricular teaching motivates those who struggle to see the relevance of English to their own lives. For this reason, Big Surprise! 2nd cycle embraces the opportunity of transferring useful, practical English language to a range of different areas of the curriculum, including art, music and history, geography and science. The areas chosen reflect and build on the kind of subject matter that the pupils are working with in other classes.

Granny’s attic box and flashcards The box that Emma and Josh open at the beginning of each unit triggers the presentation of core vocabulary. Use this mysterious box to ask the children for suggestions about the unit theme and vocabulary and then take out the flashcards of the core vocabulary. This helps the children to feel part of the story in Big Surprise! and makes vocabulary presentation fun. Granny’s attic box aims to awaken the children’s imagination and heighten their anticipation and motivation for learning. All the core vocabulary is recorded in order to support the teacher with this initial vocabulary presentation. The presentation of the new vocabulary with the box is supported by an exciting audio presentation. It also contains a reprise of the Big Surprise! song. This is to encourage the class to join in with the adventure – they climb the spiral stairs with Emma and Josh and sing along with them.

A window on the story world The second vocabulary input comes halfway through the unit, in Lesson 5. It is designed to complement the vocabulary taught in Lessons 1 and 2 and the structures practised in Lessons 3 and 4. This new lexical set springs directly from the context of the story and frames from the story itself can be used to introduce these items. In Lesson 5, Emma and Josh peer into a window on the story world where six new words and / or expressions are presented and practised in a game. There are flashcards to accompany this presentation, and Granny’s attic box can be used for presentation should you wish. In Lesson 2, two more items of vocabulary, linked to the set just presented, are introduced via the unit chant. They are also represented by flashcards and are worked on throughout the unit.

Structures While the story provides the context for the new vocabulary, it also provides the framework for new structures. In Lessons 3 and 4 the target structures for each unit are highlighted and practised, reviewed in Lesson 8 and progress clearly from story context to personalization. There is regular recycling of known structures and of additional language throughout the course.

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Cross-curricular cards Big Surprise! has developed a unique method of crosscurricular teaching which is accessible to all teachers. The cross-curricular theme is presented step by step with the cross-curricular cards to help draw the children into the topic and allow them to make predictions and discuss the subject as a whole class. The Class Book activities which follow the presentation both consolidate understanding of the cross-curricular concept and practise core vocabulary.

Listening and speaking Helping children to communicate and to understand spoken language is paramount in Big Surprise! 2nd cycle. The children’s linguistic awareness of English is enhanced through active listening, vocabulary building and phonemic awareness activities. The children are given ample exposure to the spoken word, not only through the presentation of vocabulary with Granny’s attic box, but also through the unit songs and chants, story games and cross-curricular activities. At first the presentation and activities focus on recognition and good pronunciation of key language. Then the pupils are encouraged to use the language more freely by participating in short dialogues and games. These are designed to be easy to set up and to develop the pupils’ confidence with the language. Repetition is very important and throughout the unit in Big Surprise!, the pupils are given the opportunity to listen and practise new language in different ways. In Lesson 6 they get a more focused opportunity to work on the pronunciation of key words and phrases of the unit via pronunciation activities. These are specifically designed to work on key sounds in the story and the song which are typical problems for Spanish speaking learners of English.

Introduction

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Introduction Audio support

Posters

Three CDs for classroom use are an integral element of Big Surprise! 3. These CDs have recordings of all the songs, stories and listening activities from the course, as well as the listening tests from the Evaluation and Competences Booklet (see ‘Evaluation’, below). In addition, a DVD is provided with several recordings including, the Big Surprise! songs, a play and the stories. In each Activity Book there is a Songs CD. This includes audio recordings of all the songs and chants. Additional material is found on the Oxford Online Learning Zone where songs, stories and games are located.

Big Surprise! 3 includes four posters to present and review core grammar and expressions. There are three grammar posters for display in the classroom to remind the pupils of the structures they are learning / have shared earlier. There is also a photographic Everyday English poster with the dialogues from the Class Book which helps remind the pupils of language that they can use in class.

Reading and writing By the time children begin Big Surprise!, they will have already developed reading and writing skills in their first language. They will already understand that print and pictures are different and that pictures can support the text and carry meaning, but that print also carries meaning and has various functions (books, newspapers, comics, shopping lists, street and shop signs, letters to a friend, etc.). They will also know book rules: how a book opens, that you turn the pages, that the title and author are on the cover, etc. In their first language classes, they will be learning rules for writing such as capital letters, punctuation and sentence formation. The activities in Big Surprise! 2nd cycle are designed to reinforce this knowledge and apply it to English. The Activity Book and materials found on the Teacher’s Resource CD-ROM provide a variety of written activities which are designed to reinforce the target language and build the students’ confidence. There are guided writing activities as well as freer, personalized activities, all carefully thought out and presented. At the end of each unit the children cut out and make their own copy of the story. This cut-out story book serves as a summary of the language and story they have been working on, and reflects the fact that they are now able to say, read, and write the story language. The Spanish National Curriculum for English advocates the reading and writing of words and simple sentences that the children have already learnt aurally and orally. Big Surprise! aims to provide the children with this practice, whilst being careful not to interfere with the teaching of reading and writing in the children’s mother tongue.

Classroom language The more spoken English the pupils are exposed to, the more they will eventually be able to produce. For this reason, Big Surprise! encourages teachers to use English in the classroom as much as possible. At the end of this Teacher’s Guide, there is a list of typical classroom language that you can use as a model: useful phrases for presenting activities, presenting vocabulary with flashcards and Granny’s attic box, etc.

Evaluation and Exams Practice Evaluation in Primary should be an integral part of the teaching and learning process, and, above all, formative. Evaluation and Competences booklets are therefore provided as part of the Big Surprise! course. These are found on the Teacher’s Resource CD-ROM. These contain various tools for observing and measuring progress, including a test for each unit and a test for the end of the school year. In a European context, we use the Portfolio. To that end the course also suggests activities to evaluate each pupil's ongoing learning, strengthening the idea that we should not only evaluate by testing. Self-evaluation plays an important part, and it is seen as a key motivating factor. The Skills Builder Book as well as other activities in Big Surprise! helps with this too. Lessons 5 and 8 specifically support and familiarize students with exam-type activities common to external exams and in so doing help them prepare for these exams.

Other materials for working on reading and writing All the vocabulary presented in Big Surprise! 3 is provided on flashcards and individual word cards. There are also word cards and mini word cards located on the Teacher’s Resource CD-ROM, which can be used to support reading and writing practice of this language. Activities for working with them for individual or group work are suggested in the Ideas bank. There are also Finished? activities in the Activity Book which are optional and allow children to further develop reading and writing at their own level and pace.



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Introduction Parental involvement The Skills Builder Book also encourages support and involvement. These are crucial to a child’s success in any subject. Big Surprise! provides numerous opportunities for parents to share in their children’s learning experience. The children make cut-outs, such as story books, which they can then take home and demonstrate to their families. Songs are also a very important part of the book and children practise them with sufficient frequency to be able to sing them at home. Even if parents cannot speak English, the children can explain the songs, stories and games to them. Parents who do not speak English can give just as much support as those who can, as their pride and wonder at their child’s expertise in a foreign language is a highly motivating element in their child’s learning. A letter to parents suggesting ways to support their children can be found near the beginning of this Teacher’s Guide and further information for parents and teachers is also available on the Oxford Online Learning Zone.

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Introduction

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Tour of a unit Big Surprise! 3 at a glance Big Surprise! 3 consists of six main units, together with a Starter Unit and three review lessons dealing with aspects of culture. There is an additional End-of-year review unit (On holiday), culminating in a delightful performance of a play on video and providing inspiration for your class. The teaching notes describe how to exploit and perform all stories as well as this special End-of-year play.

Each main unit is divided into eight lessons with corresponding pages in the Class Book and Activity Book. The Skills Builder Book extends the learning experience with consolidation activities at home or at school. There are also suggestions for extra activities at the end of each main lesson. Supplementary worksheets and all tests and evaluation material are located on the Teacher’s Resource CD-ROM and Oxford Premium Website.



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Tour of a unit Lesson 1 In each Lesson 1, the main lexical set is presented and practised through flashcard activities and a pairwork game. The first page of each unit is set in the attic with Emma, Josh, Granny and her cat Felix. In each unit Granny sends Emma and Josh to discover a surprise collection of objects which are an inspiration for each of Granny’s stories seen on the attic’s bookcase. Each unit reveals new objects and a new story. There are also three new recycled words to remember from previous levels of Big Surprise!

Granny’s attic box is used to present the first set of core vocabulary and this is then practised via a game, which includes structures from previous units and levels of Big Surprise!

Activity Book

Granny’s chest

Presentation and practice of the core vocabulary Class Book

• The core vocabulary is presented with flashcards taken out of Granny’s attic

• • •

box. It is modelled on the CD and there is also a chorus of the Big Surprise! song for the children to sing. The vocabulary is then practised in the Class Book in a listen, point and repeat exercise. The second listening activity gives children the opportunity to listen and respond, this time producing the correct item of vocabulary. The children are challenged to find three items of recycled vocabulary from previous levels. Emma and Josh are pictured playing a game with the surprise objects. The dialogue between them acts as a model for the pairwork game.

Activity Book

• The Activity Book page reinforces recognition and gives written practice of the new vocabulary.

Optional

• There is a fast-finisher activity linked to lesson content at the bottom of the page.

Unit 1 flashcards

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Tour of a unit Lesson 2 In each Lesson 2, the core vocabulary presented in Lesson 1 is contextualised in a fun chant. An additional two words are added to complete the set. Granny’s attic has a corkboard where in each unit a story-themed chant is presented. The theme is drawn out further in the story book cover, which displayed on the TV screen. On the cover the main

characters and context of the story are presented, allowing the class to speculate on what the story is about. The aim of the story here is to develop listening skills and provide examples of the key vocabulary in context.

Activity Book

Skills Builder Book

Chant and story presentation Class Book

• The vocabulary from Lesson 1 is revised in the context of a chant, which also reflects the story theme. Children also •

• •

learn two new words. The children prepare to listen to the story by looking at the story clues in the attic and the books on the bookshelf. The book cover on the screen pre-teaches the names of the main characters and important words, so children can understand more the first time they listen. The clues and the cover are also to stimulate discussion on what the story could be about. Children watch and listen to the story on the DVD or on the CD, and check their predictions. You can choose to tell the story again as many times as you feel necessary, using the DVD with comprehension questions or the CD together with questions suggested in the teaching notes. The Skills Builder Book page reinforces the newly learnt vocabulary.

Activity Book

• Children work on story comprehension by reordering pictures of the story. • Written recognition and practice of language from the chant is practised further in a ‘read and answer’ exercise. Optional

• Activities for further reinforcement of the story and target language are provided in the lesson notes, as well as extension activities.



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Tour of a unit Lesson 3 Both Lessons 3 and 4 work further on the story language and context, this time in pulling out and practising two key structures. In each Lesson 3 the children work on reading comprehension: recognizing words they already know and developing their confidence at guessing the meaning of new words based on the context and illustrations. These are all important skills in becoming confident readers.

All the language in the story is presented on the page, and at the bottom is a key with each lesson’s target structure.

Reading comprehension, presentation and practice of target structure 1 Class Book

• The core vocabulary from the previous lessons is reviewed through the • •

Lesson 2 chant. The children remember the story from the previous lesson. Using the relevant story frames, the first new structure is highlighted. The children practise saying it as a class.

Activity Book

• There are two activities in the Activity Book which reinforce and practise •

the new structure further. Where there are grammar structures which children need to remember for their written practice, Grammar boxes appear. These highlight the rules and provide an example for children to follow.

Activity Book

Optional

• There is a fast-finisher activity linked to lesson content at the bottom of the page. 16

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Tour of a unit Lesson 4 In each Lesson 4, the story theme is developed and the second target structure of the unit is presented. The initial story practice focuses on reading the story aloud to work on pronunciation and intonation at phrase level.

A question focusing on grammar is presented and the target structure is highlighted in the key at the top and bottom of the Class Book and Activity Book pages.

Presentation and practice of target structure 2 Class Book

• The target structure from Lesson 3 is reviewed in a game. • The class revise the story either listening to the CD or watching the • • • •

DVD. The children join in with as much of the story as possible. They practise reading aloud in pairs, mimicking the audio CD, and then one or two pairs volunteer to retell the story to the whole class with the story frames. The children look for examples of the new target structure in the story frames. Then, using the relevant story frames, the teacher highlights the structure and works on pronunciation with the class. Using the flashcards the class practise the new structure further orally in pairs and groups. The Skills Builder Book page gives extra practice of the newly learnt grammar structures.

Activity Book

Skills Builder Book

Activity Book

• The children work on reading and writing the target structure, •

combined with recycled vocabulary. The Grammar box highlights the new structure with an example.

Optional

• The Grammar poster can be displayed to remind children of the main structures of the unit.

Grammar poster



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Tour of a unit Lesson 5 This lesson includes exam-practice activities which familiarize children with standard question types. Each Lesson 5 extends the story theme and presents the second vocabulary focus where six new items of vocabulary, relevant to the story context, are presented and practised.

Emma and Josh are also participating in this new adventure. They can be seen playing a game with the language, which the class join in with and then play in pairs. The game recycles a known structure with the six new words.

Activity Book

Presentation and practice of core vocabulary 2 Class Book

Skills Builder Book

• At the beginning of the lesson, the children revise the vocabulary from the attic box in Lessons 1 and 2 with a game.

• Using some of the story frames or flashcards, the six new words

• •

are introduced in the story context. Children then listen and repeat these words whilst looking at the picture in their Class Book to find the words. There is further listening comprehension of the new words using the picture in their books. It is a game which Emma and Josh are demonstrating. The class listen and play with them. The third listening activity gives children a chance to practise the language of the unit using a typical activity type of public exams.

Activity Book

• There are activities to consolidate the new vocabulary and revise •

the structure they have practised in the game – including public exam activity types. The Skills Builder Book page provides an extra reading and writing opportunity.

Optional

• A bank of activities for further reinforcement and extension of the

language of the unit are provided on the Teacher’s Resource CD-ROM. Mixed Ability Worksheets

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Tour of a unit Lesson 6 Lesson 6 is the song and pronunciation lesson. The storythemed song is presented on the DVD and class audio. The song itself contains elements from both sets of unit vocabulary and both target structures. It is followed by a pronunciation activity in the Class Book that works on common sounds in the song and story, as preparation for acting out the story.

Children round off the lesson by rehearsing their versions of the story in small groups before performing it to the class.

Activity Book

Presentation of the song, pronunciation, and acting out the story Class Book

• The flashcards from Lessons 1 and 5 are used to brainstorm the vocabulary that • •

the children have learnt. The class listen to the song and identify which words are mentioned. The song is then presented and taught using the Class Book and DVD. The pronunciation section works on sounds which appear in the song and the story. Children practise the individual words before learning a short tongue twister which contrasts the sounds.

Activity Book

• There are two activities to review the song, one of which works specifically on the •

target words and structures from the unit that are in the song lyrics. The class practise the story in small groups and then perform it for the class.

Optional

• The lesson notes include ideas for further reinforcement or extension of this lesson.

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Tour of a unit Lesson 7 Lesson 7 is the cross-curricular lesson in every unit. This lesson aims to transfer the main language of the unit to a real life context, and provides a link with another area of the curriculum. The theme is one that develops naturally from the unit. It might be linked to science, music or art, for example. Both the level of English and the cognitive level of the content are pitched appropriately for children in Primary 3.

In this lesson Granny sends an email with interesting attachments. The lesson starts with cross-curricular cards to introduce the topic and then moves to the Class Book. The page is highly visual with short, interesting texts and comprehension questions. All new language is supported by the illustrations and photos.

Activity Book

Extra Activity Worksheet Cross-curricular cards – front and back

Cross-curricular topic Class Book

• The topic and key concepts are presented via cross-curricular cards. Children are encouraged to use as much English as • • •

possible at this stage. Using the cards, the target vocabulary for the topic is highlighted and comprehension checked. In the Class Books there are more photos with short texts that develop the topic. Children develop their reading skills by first reading the texts quickly and matching them with the correct photos. Then they answer a focus question which highlights the concept behind the new information. Children read the texts and answer more detailed questions. The children are then asked for a personal reaction to the topic in order to personalize what they have learnt and increase their motivation.

Activity Book

• Children complete simple reading and writing tasks with the information from the lesson. Optional

• There are suggestions for further work on the cross-curricular topic in the lesson notes, including ideas for project • •

work. There is also a cross-curricular extension worksheet on the Teacher’s Resource CD-ROM. There is extra DVD footage for Units 2, 4 and 5, with a worksheet. The project idea at the foot of the Class Book gives an opportunity to develop digital competence.

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Tour of a unit Lesson 8 Each Lesson 8 consolidates the main contents of the unit. This lesson begins with a grammar review activity followed by a grammar communication game. Then there is a photo story featuring functional language which is also on the Everyday English poster. The class then make a story book.

Each Lesson 8 Activity Book page reviews all the target language. It is not a test but a chance for children to see if they have progressed and to find out what more they need to work on before the unit test. The children add to a Picture Dictionary and complete a Portfolio task that serves as a reminder and an example of all that they have learnt in the unit. This page also includes self-evaluation to encourage them to take responsibility for their own learning.

Activity Book

Class Book

• The children revise the grammar structures before •

•

going on to do a cut-out game. They then work with the photo story to learn of useful functional language. This is also displayed via a poster which can be divided into separate sections to display on the wall. The class then make a story book, the format of which is suggested in the Ideas bank. The story frames and scripts are on the Teacher’s Resource CD-ROM.

Activity Book

• Children first complete their Picture Dictionary and •

•

a vocabulary activity before going on to a grammar review. They then check their reading and writing skills by completing the Portfolio section which includes a personalized writing task based on a model. This is ideal for inclusion in the child’s Portfolio. Children end their work by thinking about how they found the unit. Everyday English poster



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Tour of a unit Unit review

Festivals

After every second unit there is a review based on the vocabulary and structures of the previous two units. These are culturally rich and can be extended by content on the DVD or iPack.

There are three festivals: Halloween, Christmas Eve and Easter, positioned towards the back of the book: Each festival has two lessons and presents new vocabulary related to the festival in conjunction with recycled structures. They can be used at the relevant points in the school year, but the input has been devised with the language of the units in mind. In other words, as Christmas is celebrated in December, the lessons for this festival use language from Units 1 and 2 because this is as far as the class is likely to have studied at this point in the school year. The festivals are presented through the eyes of children the same age as the pupils, and the lessons include songs, chants, and cut-outs – located on the Teacher’s Resource CD-ROM. There is DVD footage to accompany the Easter festival, with notes and worksheet on the Teacher’s Resource CD-ROM.

Activity Book

Extra Activity Festival Worksheets

Activity Book

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y g lo o n h c te l a it ig d g n ti a r g te In Digital media

Teacher’s Resource CD-ROM

Big Surprise! embraces digital media to engage learners and support teaching and learning. The course provides a wide variety of visual and technological options to explore and integrate into your classroom.

The Teacher’s Resource CD-ROM contains all the photocopiable supplementary worksheets and Evaluation material for Big Surprise! 3 plus customizable classroom materials for teachers to adapt to the needs of their class. On this CD-ROM, you will find: • Mixed Ability Worksheets Graded worksheets at four levels for each unit. These are: Catch-up worksheets for new joiners and general revision; Support worksheets for children who may need extra consolidation; Reinforcement worksheets for extra practice at the level of the Activity Book and Extension for children who thrive on extra challenge. • Extra Activity Worksheets Picture and word cards, mini books and cross-curricular projects ready-made and printable for each unit. • DVD Notes and Worksheets DVD activities with clear and practical teaching notes to help you exploit the video fully with your class. • Evaluation and Competences Notes and Tests A full suite of tests in three levels (Standard, Higher and Challenge) for Unit, term and End-of-year. All these tests are in PDF format for you to print out and use. It also includes all the material you need for assessing your class, such as Competences worksheets and ideas of how best to exploit these. • Make your own A resource to create custom-made worksheets to suit the needs of your class.

DVD The Big Surprise! 3 DVD includes: • Animated songs for supporting the presentation of key language. • New CLIL / cross-curricular footage with real-life people, places and factual information. • Six beautifully animated Big Surprise! stories with added comprehension questions. • Six My World sequences, performed by British children and providing easy-to-follow models of key language. • One festival sequence performed by British children. DVD notes and Activity sheets are found on the Teacher’s Resource CD-ROM to accompany key footage.



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Integrating digital technology iPack

Website – Oxford Premium

The Big Surprise! 3 iPack includes all of the presentation and practice material you need to make the most of the technology in the classroom. Use it on your Interactive Whiteboard or data projector to deliver key aspects of the language presentation and engage the attention of the whole class: • All the pages of the Class Book, Activity Book and Skills Builder Book on screen • Quick, easy navigation between the corresponding pages of the Class Book and Activity Books • All the audio, DVD video footage, flashcards and posters accessible from clickable links on the page • Five interactive games for every unit • Separate resource banks containing all the video, flashcards, posters, stories and songs for the whole book so that you can access them whenever you need them.

One of the most comprehensive and convenient teachers’ support packages available, providing online access to all Big Surprise! components and resources.

Website – Oxford Online Learning Zone Fun, interactive presentation and practice material to support children’s learning. The Oxford Online Learning Zone includes Big Surprise! material for students to study individually at home or at school. There is also a parents’ section for parents to get involved with their child’s learning.

iPack sample screen

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Integrating digital technology

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ity

il ib ss e c c a d n a s e c n te e p m o c y e K Key competences and values We have developed Big Surprise! with the key competences at the heart. As a result, many sound methodological principles underpin the course and will help children develop these learning and life skills. In the teaching notes of every lesson there are references to the competences and how to work with them. On the Teacher’s Resource CD-ROM there are detailed and comprehensive notes and charts how to exploit them fully. They can be found in the Evaluation and Key Competences section. In every Lesson 2, the teaching notes suggest how to exploit a value highlighted by the story. These values are quite general and as every class is different, they can be expanded depending on the sensitivities, needs, situations of the children in the class.

Making Big Surprise! accessible to all learners

• Big Surprise! offers a wide variety of tasks, games and

•

•

• A typical English class will never be heterogeneous in

• • •

• •

•

terms of ability or culture. Children with special needs, compensatoria pupils, those with learning difficulties, children who have missed school and pupils from other countries, who may be struggling with the language of instruction and possibly with emotional difficulties, all create different levels within one class. Managing a class with mixed ability can be difficult. However motivating a diverse group of pupils to learn English and about English culture is rewarding for all involved. In Big Surprise!, the topics have been chosen carefully to suit the age group. The methodology of Big Surprise! is fun and motivating. There are clear linguistic aims in Big Surprise! for each unit. There is a wide variety of activities suggested in the lesson notes and Ideas bank in this Teacher’s Guide for mixed ability classes. Some of these act as an extension for those pupils with no difficulties, and others offer reinforcement for those who need more support. There is also a new set of Mixed Ability Worksheets accessed via the Teacher’s Resource CD-ROM. The notes for these are in every Lesson 5 in this Teacher’s Guide and be used to support children with varying needs. There are discrete Finished? activities for those pupils who finish early. These are in the Activity Book and are based on the content of the lesson. In Big Surprise! English in the class is encouraged, making the integration of all pupils easier (particularly for those from other countries who may be struggling with the local language of instruction) as it creates a level playing field for all. Big Surprise! is a highly visual course with engaging video content, large-sized cross-curricular cards, all designed to capture children’s attention and to keep the class together during presentation stages.

•

•

resources so all children have the opportunity to find activities that motivate them. It also allows children who find language learning difficult but excel in other parts of the curriculum, such as movement drama, music and craft, a chance to take part and thrive in the lessons. Children from other parts of the world are encouraged to share knowledge with their classmates. Reviews and Festivals lessons can also give children the opportunity to learn about other children in the same class as well as learning about British culture. In Big Surprise! many activities in the units and others in the Ideas bank of the Teacher’s Guide encourage communication and co-operation, which in turn involve everyone in the group. The teaching notes include many activities to help you create a relaxed atmosphere so children with special needs can integrate more easily. Story telling in Big Surprise! is a pleasurable social experience for the children as they stay together to listen and follow each story either on the DVD or with the CD, supported by music and sound effects, and story cards. The latter available on the Teacher’s Resource CD-ROM. Finding opportunities to put children into pairs and groups to do some of the activities encourages cooperation amongst pupils: if you put a stronger pupil with a child with difficulties he / she can support this child. The child who needs more support can also feel less under pressure in this way. Similarly in group games and activities children can feel supported by the group and can participate as much as he / she is able.



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Key competences and accessibility

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S

Hello Granny!

Lesson 1 Objectives: To present the course characters. To revise and practise personal introductions. To revise and practise numbers 10–100. Main language: What’s your name? How old are you? Hello / Hi, I’m … Numbers 10–100 Revised language: Numbers 1–10 Family members. Materials: Class Book: pages 2 and 3 Activity Book: page 2 CD 1: tracks 01, 02, 05 Optional material: A small plastic ball Preparation: Make a set of word cards for numbers 10–100 (in increments of ten).

Beginning the lesson 1. Class and course introductions

• Greet the class, saying Hello, I’m (Name). Ask individual

pupils: What’s your name? and elicit I’m (Name). Ask a confident child How old are you? If children look puzzled by the question, suggest numbers to help them: How old are you, seven, eight, nine? Hold up the correct number of fingers. Finally, write these numbers in figures on the board.

Teaching tip:   The aim here is to renew or make contact and to encourage the class to speak English again after the holiday, so it’s best to do this activity as naturally and quickly as possible. They will get plenty more practice later in the lesson. Focus on numbers for their ages only at this stage.

• Ask the class to open their Class Books at pages 2 and 3

and to look at the picture. Point at Granny and ask Who’s this? What does she say? Point at Josh and Emma. What does he / she say? Can they find these things: cat / door / stairs / computer / birthday card / photo? Explain that Emma and Josh come to Granny’s house after school each day. Granny has a cat called Felix and writes children’s story books. Can they see her ideas on the corkboard?

Developing the lesson 2. Listening and speaking practice of introductions 1 Listen and answer.

• Refer the children to the small pictures of Josh and Emma

in the top right-hand corner of page 3. Establish that they are talking to children in the class. Then play CD 1 track 01 and point to a child to answer the questions. Play the CD a few more times so that more children can answer.

Listen and answer.  $ 1•01 Ask and answer.

• Use the CD to get class / individual repetition of the

questions. Nominate individual children to ask and answer across the class. Finally, encourage individuals to introduce themselves to the class: Hi / Hello, I’m (Name) and I’m (age). Prompt them with questions, if necessary, e.g. Pupil A: What’s your name? Pupil B: I’m … What’s your name? Pupil A: I’m … Pupil A: How old are you? Pupil B: I’m … How old are you? Pupil A: I’m …

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Starter Unit

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Competence in social skills and citizenship:  Activities

where the children exchange personal information and introduce themselves help them develop their social skills and learn to show respect for the classmate’s contributions.

3. Presentation of numbers 10–100 2 Listen and repeat.

• Point to 10–100 in activity 2. Use the word cards you have

•

made to get more practice before they listen. Give out one word card each to ten pupils and ask them to hold up their card when you say their number (randomly). Play CD 1 track 02 and pause after each number for class / individual repetition. Get the class to practise saying the numbers in order 10–100.

Listen and repeat.  $ 1•02 3 Find 5 numbers in the picture.

• Refer the class to the main picture. Can they find the

5 numbers in Granny’s room? Give them a couple of minutes to do this in pairs. Then elicit the answers by saying Number (10) is … Don’t worry if they don’t say the words for the objects themselves or don’t know them in English, the fun is in finding them! To check they have done the activity correctly, ask them to point and show each number in the picture to the person sitting next to them. Help any pairs who can’t agree.

Then write these words in order.

• Now tell pupils that they must write the numbers in order. Answers

Number 10 is on Grandad’s jumper. Number 30 is a date on the calendar. Number 50 is on the birthday card. Number 70 is on the door to Granny’s house. Number 100 is on the cover of the book on the shelf.

5. Writing (AB page 2) 2 Write the numbers.

• Get the children to tell you the numbers they can see on

the washing line. Write the figure 30 on the board and ask children to tell you the number. Then point to the first crossword where thirty has been written as an example. Give them time to complete the activity individually.

Write the secret numbers.

• Now explain that the completed crosswords will spell out

another number in each shaded column. Tell them to find the secret numbers and write them below the crosswords. Check the answers with the class.

Answers

thirty, eighty, ninety. The secret number is ten; seventy, fifty, sixty. The secret number is six; forty, hundred, twenty. The secret number is one.

Ending the lesson 6. Goodbye

• Bring the class together again to say goodbye. As the

children leave, you might like to play the Big Surprise! song which they will learn in the next lesson (CD 1 track 05). Before the first child leaves the classroom ask him / her What’s your name? and How old are you? Once they have answered correctly, get them to ask the next child in line. One by one, the children answer and ask the questions before they leave the class. If you are running out of time, you could ask just one of the questions to each child before they leave.

EXTRA ACTIVITIES 1 Reinforcement What’s your name?

Differentiated learning:  

Use the opportunity of pair work to help anyone struggling to repeat the words again. Alternatively, remind stronger pupils of the words for the objects they find. In this way, they will be able to volunteer these words when you check the activity as a class.

4. Reading (AB page 2) 1 Draw yourself. Read and answer.

• Emma and Josh are talking to the person in the picture

frame, asking questions. Show the children what to do by drawing a picture frame on the board. Point to yourself and draw a stick figure to represent you in the frame. Ask an individual child to read Emma’s question and write I’m + your name in a speech bubble coming from the figure’s mouth. Then get another child to read Josh’s question and write the joke answer I’m 100 (if you don’t want to give your real age). Check their work individually by going round the class as they work. Ask the questions again as you do so.

• To make sure everybody gets to know each other’s

name and to revise personal introductions, ask children to introduce themselves. Hold up the plastic ball and say your name and age, e.g. My name’s … I’m … Choose a confident pupil and throw the ball to him / her. Ask What’s your name? How old are you? Elicit the answers and gesture for the child to throw the ball to another pupil. Continue until all the children have had a chance to say their name and age.

2 Extension Invisible numbers

• Tell the children that they must write the numbers

you trace in the air. Ask them to write them in their notebooks or on a piece of paper. Do the first as an example. Trace the number 60 in the air and elicit the answer. Then write sixty on the board. Apart from numbers in increments of ten and to make it a bit more challenging, include other numbers, e.g. 83, 25, etc.

Differentiated learning:   Some children will write I’m + number in words; others may write I’m + figure. Both are acceptable answers, but encourage children to work to the best of their ability.

Starter Unit 27

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Lesson 2 Objectives: To revise personal introductions. To revise / teach family members. To enhance motivation and teach the course song.

•

Pupil A: What’s your name? Pupil B: I’m … How old are you? Pupil A: I’m … Get the class and then individual pupils to say the numbers 10–100. Can anyone do it backwards?

Main language: mum, dad, granny, grandad, sister, brother, aunty, uncle, cousin Numbers 10–100

Developing the lesson

Materials: Family members flashcards Class Book: pages 2 and 3 Activity Book: page 3 CD 1: tracks 03, 04, 05, 06

4 Listen, find the photos and point.

Preparation: If you have Big Surprise! 1, use the flashcards of the family. If not, you will need to make your own. If possible, bring in photos of your family to show the children and ask the children to bring photos of their family.

2. Presentation of family members • Use the flashcards of family members to elicit that Josh •

•

and Emma are brother and sister. Revise the other words they know for members of the family. Stick the family flashcards on the board. Point at them one by one and get children to say the word. Take one card away and get them to repeat this word and all the other words. Take another card away and do the same, until no cards remain on the board. Stick each flashcard on the board again and write the word beneath it. Then get individual children to read as you point. Tell the children to open their Class Books at pages 2 and 3 and ask them to look for the photo of Emma and Josh’s family on page 3. Ask Where’s Emma? Is she Josh’s brother or sister? Get them to point so they know what to do when they listen to Josh as he introduces his family. Play CD 1 track 03. Check their answers and invite one child to the board to rearrange the family flashcards in the order of the photos.

Listen, find the photos and point.  $ 1•03

Look at the photos of my family. This photo is of me with Mum and Dad. This is my sister, Emma and my baby brother Jack. This photo is of Granny and Grandad. This photo is of Uncle Harry. And this photo is of my two cousins, Leo and Annie. They’re with Aunty Kate and Uncle Mark. Dad, Uncle Harry and Uncle Mark are brothers. • Put the children in pairs to take turns and test each other. One says the name of a family member, the other points at this person in their book.

Then listen and repeat.

• Play CD 1 track 04. Pause after each family member and get class / individual repetition.

Then listen and repeat.  $ 1•04 Differentiated learning:  

Beginning the lesson 1. Review of Lesson 1

Get the children to repeat the words aunty, uncle and cousins and tell you the names of their own uncles and cousins. Make sure they realize that cousin is used for both girl and boy cousins, but uncle is male and aunty female.

• Play the Big Surprise! song on the CD (CD 1 track 05) a couple of times as the children enter the room.

• Greet the children saying Hello, I’m (Name) and ask • •

28

individual pupils What’s your name? How old are you? Get class / individual repetition of the questions. Nominate individual children to ask and answer across the class:

Teaching tip:   To maintain high motivation, encourage

personalized discussion of words in lexical sets, e.g. the family.

Starter Unit

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3. The Big Surprise! song 5 Listen and sing.

• Refer the children to the large picture and elicit that

•

•

•

•

it’s Granny’s house. Ask them if they can see a staircase leading to the next floor. Explain this is a spiral staircase and ask how you say that in L1. Say This spiral staircase is very special! Explain that they are going to learn the Big Surprise! song. First, they close their books then they listen to the song and raise their hand each time they hear Granny’s house. Play CD 1 track 05. Teach the first verse by drawing the shape of a house on the board and writing inside it Granny’s house. Point to the house and get repetition of At Granny’s house, at Granny’s house, then using gestures, teach Let’s go and have some fun (smile and give a ‘thumbs up’ sign), Welcome everyone (beckon with one hand then open your arms out to gesture including everyone). Play the first verse on the CD, stopping for repetition after each line and encourage them to do the actions. Teach the chorus by referring to the name of the book. Ask them if the word surprise reminds them of a word in Spanish. Use gestures to teach: you (point to them) / me (point to yourself ) / everyone (gesture everyone as above). Rephrase the question: What can it be? to What’s the surprise? Shrug, look puzzled, but excited, and say I don’t know. Play the chorus on the CD, stopping for repetition after each line. Teach the second verse by pointing to the spiral staircase. Say upstairs and mime climbing up some stairs (turning around as you climb). Repeat Granny’s house and look really excited as you climb the spiral stairs again and say It’s a mystery! Finally, play the CD again, getting the class to join in with words and actions.

Competence in autonomy and personal initiative:   Singing all together gives children the courage and confidence to express themselves in English.

Listen and sing.  $ 1•05

4. Listening and writing (AB page 3) 1 Listen and write. Count the candles and write the names.

• Elicit the names of the children in the picture. Point to

•

Granny: Yes. Josh: How old are you? Granny: It’s a secret! Answers

cake with 6 candles – Leo; cake with 8 candles – Emma; cake with 7 candles – Annie; cake with 9 candles – Josh

5. Writing (AB page 3) 2 Draw your family and label.

• Show the class what to do by drawing stick people to

•

represent people in your family on the board. Ask the class who they think each person is and write the correct label by each one. Get them to draw and label their family in the space provided. Point out that the words they need are there too. Go round the class as they work and provide other words if necessary, e.g. step-dad / -mum; -brother; -sister; half-brother; -sister.

Ending the lesson 6. Goodbye

• Get them to sing the song again. • Say Goodbye. Get them to say Goodbye.

EXTRA ACTIVITIES 1 Reinforcement Write and say

• Ask pupils to open their Activity Books at page 3. Ask

them to write their family member’s names in the drawing. Do the first one as an example. Draw stick people on the board to represent your family. Write My mum’s name’s (Elisa). Then point to your mother in the drawing and read the sentence. Children write similar sentences and name their family members and say the sentences to the class.

2 Extension

• Ask the children to bring in photos of their own family.

Encourage them to show their photos to the rest of the class. Pupils point to the family members on the photo and say who they are, e.g. This is my brother / grandad / uncle, etc.

the cakes with candles on and establish that they have to listen for ages / numbers. Play CD 1 track 06 and get them to note each person’s age in the speech bubbles. Ask them to count the candles on each cake and to look at the example. Explain that they have to write the person’s name on the correct cake according to how old they are.

Listen and write.  $ 1•06

Leo: Hello, everyone! I’m Leo. I’m six. This is my sister Annie. How old are you, Annie? Annie: I’m seven. Hello Emma! How old are you? Emma: Hello Annie! I’m eight. And this is my brother Josh. How old are you, Josh? Josh: I’m nine. Granny … Starter Unit 29

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Lesson 3 Objectives: To revise and practise numbers 21–40 and learn a chant. To revise family members and numbers 10–100. Main language: numbers: 21–40 Materials: Class Book: pages 2, 3, 4 and 5 Activity Book: page 4 CD 1: tracks 05, 07, 11 Family members flashcards and word cards of the numbers from the previous lessons. If you have Big Surprise! 1, you could also use the toys flashcards. Extra Activity Worksheets 1–2 Preparation: Make word cards for numbers 21–40. Bilingual dictionary.

$

1•05

Developing the lesson 2. Review of family members and numbers 10–100

• Tell the children to open their Class Books at pages 2 and •

3 and revise the names and ages of the two characters. Use the family flashcards or pictures on the board to revise family members and word cards to revise numbers 10–100. Hold up a card or point to a picture and say, e.g. It’s Mum? Elicit Yes or No, it’s … It’s 50? Elicit Yes or No, it’s … Ask for a volunteer to take your place asking questions.

3. Chant to revise and practise numbers 21–40

• Ask two volunteers to come to the front of the class and

•

hold up ten fingers each. Stand beside the children and hold up one finger yourself to elicit / teach twenty-one. Get class / individual repetition of the word. Add other fingers in the same way to teach the other numbers 22–30. Ask another volunteer to come to the front of the class and to add other fingers in the same way to teach numbers 31–40. Ask the children to practise numbers 21–40. In pairs, they write numbers with their fingers on their partner’s back. Their partner works out what number it is, says it, and then they swap roles.

1 Listen and chant.

• Refer the class to the picture of Granny’s office on pages

•

Beginning the lesson 1. Review of Lessons 1 and 2

• Play the CD of the song from Lesson 2 (CD 1 track 05) as •

30

the children walk into class. Encourage them to join in and do the actions by doing so yourself. Greet the class, saying Hello / Hi everyone and elicit Hello + your name. Ask individuals: What’s your name? How old are you? and get them to ask and answer across the class.

•

2 and 3 and focus on the staircase. Ask if anyone can remember what we call this type of staircase in English (spiral staircase) or Spanish. Explain that the floor above is an attic. Tell them many British houses have attics. Some are bedrooms, but others are where they store things they don’t need at the moment, packed away in boxes and bags. Granny has an attic in her house, but it’s quite special: it’s where she keeps all the objects and artefacts that have inspired her stories. She invites Josh and Emma to go and explore the attic when they come to visit her, but explain that Emma and Josh don’t know what’s upstairs. Say It’s a mystery. It’s a surprise! Tell the children to turn to Class Book pages 4 and 5. Teach the word box and ask them to count how many they see. Ask the children to say the number in English if they know it, and take a range of answers – all of which could be correct. Now ask them to think about what could be in each one. Let them suggest different things, and encourage them to use any English words they know. Tell them that every time Emma and Josh go in the attic they will discover some exciting things in a different box. Can they see Granny’s books? Remind them she is a writer of children’s stories and the contents of each box has inspired one of her stories. Every time Emma and Josh go up in the attic (mime climbing the spiral stairs) they will take a look (gesture looking around) at the objects in one of the boxes and choose a book (mime opening a book) to read. Get the children to join in these three actions with you, as they will need them for the chant they are going to learn.

Starter Unit

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• Play the chant on CD 1 track 07. Ask them to listen out •

for what is in the attic today: what are the children counting? (toys) Elicit / teach the word toys. Play the CD again and get the class to join in with the chorus and numbers. Now get the class to look in their Class Books at the attic picture. Can they name any toys on the page?

Listen and chant.  $ 1•07

4. Writing numbers 1–100 (AB page 4) 1 Look and write.

• Tell the children to turn to Activity Book page 4. Point

to the first door and elicit number forty-one. Then write it on the board. Ask the class to write the words for the numbers under each door.

Answers

forty-one, forty-two, forty-three, forty-four, forty-five, forty-six, forty-seven, forty-eight, forty-nine, fifty

2 Complete the number patterns. Write.

• Demonstrate the activity. Refer the children to the first

line of numbers in their books. Say the numbers and knock on your desk twice after each number so that they understand that they need to skip-count by twos. Elicit the first answer (9) and ask them to write number 9 and then the word for number 9 on the line to the right. They complete the task individually and check with a partner at the end. Go round the class as they work, helping any pairs who find it difficult.

Listen and check.  $ 1•11

• Play CD 1 track 11 and check the answers as a class. Answers

EXTRA ACTIVITIES Mixed Ability Worksheet 1 Reinforcement 1 Write the numbers in order. Match.

• Children write the numbers in words on the answer lines, then match the words to the numerals.

Answers

ten g, twenty a, thirty i, forty c, fifty d, sixty e, seventy j, eighty h, ninety f, one hundred b

2 Write.

• Children solve the anagrams and complete the labels beside the picture.

Answers

1  grandad  2  granny  3  brother  4  sister   5  dad  6  mum  7  baby

3 Extension Family

• There will be other family members for which the

children want to know the English words. Ask them to write a list of five words that they don’t know in English and then to look them up in a dictionary. Look at the words together and make a list on the board of the words that they find useful.

Mixed Ability Worksheet 2 Reinforcement 1 Match.

• Children solve the sums and join them to the correct answer.

Answers

a  9, nine  b  48, forty-eight  c  30, thirty  d  60, sixty   e  71, seventy-one

a  twenty-three  b  twenty-five  c  twenty-seven   d  twenty-nine  e  twenty-one  f  twenty-four   g  twenty-two  h  twenty-eight  i  twenty-six

3 Write a number pattern for your friend to complete.

2 Write.

• Refer the class to the empty boxes and explain that they

have to write their own number pattern and get a friend to complete it. Check their work individually by going round the class as they work. Ask the questions again as you do so.

• Children complete the crosswords using the picture clues.

Answers

1  ball  2  bike  3  phone  4  kite  5  doll 6  dog    7  ball    8  car

Mathematical competence:   These activities using numbers and simple mathematical operations such as skip-counting, help the children to develop basic mathematical skills in English.

Ending the lesson 5. Goodbye

• Bring the class together again to say the chant. • Say Goodbye. Get them to say Goodbye + your name in response.

Starter Unit 31

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Lesson 4 Objectives: To revise and practise toys and colours. To present and practise target structure: It’s a / an + colours + toys. Main language: It’s a / an + adjective + noun; It’s + colour; That’s a pair! Revised language: bike, ball, car, phone, dog, doll, book, kite, hamster Colours; Numbers 21–29 Materials: Class Book: pages 4 and 5 Activity Book: pages 5, 62, 63, 64 CD 1: tracks 07, 08, 09, 10 Flashcards: family and toys, word cards of toys Preparation: You might also want to use the flashcards of colours from Big Surprise! 1 and 2, or make your own. Make word cards for each toy.

• Get the class and then individual pupils to say the numbers 21–40. Can anyone do it backwards?

Developing the lesson 2. Review and practice of toys and colours • Draw a toy box on the board, writing toys on the front of

•

it. If you have toy flashcards from the previous levels, use them here to revise the names of toys. If you don’t, you could make simple flashcards of the nine items in activity 2 or draw them on the board. Point and ask What is it? Get class / individual repetition. Point at all the objects and say, e.g. It’s a / an + toy to elicit Yes or No, it’s … Choose a pupil to ask the class.

3. Presentation of key structure: It’s a + adjective + noun

• Make sure the children have their Class Books closed. Hold

•

up a flashcard or draw on the board a kite and ask What is it? Elicit It’s a kite. Ask What colour is it? Elicit It’s white and then the complete sentence It’s a white kite. Get class / individual repetition of the sentence. Point to the flashcard or drawing of the kite and check comprehension, e.g. say It’s a red kite. Yes? No? getting the class or individuals to respond No, it’s a white kite.

Teaching tip:   Make sure the children understand that we put an before a word beginning with a vowel sound, and a before a word beginning with a consonant.

2 Listen and find. What number is it?

• Tell the children to open their Class Books at pages 4 and • • •

5 and point to the list of toys in their book. Get a pupil to read each one aloud. Point to the car and say, e.g. It’s green. Then elicit It’s a green car. To get further practice of the numbers point at the picture and ask What number is it? (twenty-one). Children search for the objects in the attic picture. As they find them, they shout out the number by each toy. Play CD 1 track 08 for the children to check their answers.

Listen and find.  $ 1•08

Beginning the lesson 1. Review of Lesson 3

• Play the chant a couple of times on CD 1 track 07 as the children enter the room.

$

1•07

• Greet the children saying Hello everyone. Get them to say Hello + your name in response.

32

Josh: A green car? Emma: 21 Josh: A grey dog? Emma: 24 Josh: A red book? Emma: 23 Josh: A purple phone? Emma: 28 Josh: A brown hamster? Emma: 26 Josh: A yellow kite? Emma: 22 Josh: A blue doll? Emma: 29 Josh: A pink bike? Emma: 25 Josh: An orange ball? Emma: 26

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4. Practice of numbers and key structure

the picture as an example. Make sure they realize that words can go down or across. They complete the task individually and check with a partner at the end. Check the answers as a class.

3 Listen to a number. What it is?

• Tell children that they are going to listen to numbers.

They need to find the numbers in Granny’s attic and say the name of the objects. Play CD 1 track 09, pausing after each number. Wait for children to give you the complete answer. Then continue playing the track to check the rest.

Listen to a number.  $ 1•09 Emma: Josh: Emma: Josh: Emma: Josh: Emma: Josh: Emma: Josh: Emma: Josh: Emma: Josh: Emma: Josh: Emma: Josh:

Number 24. A grey dog. Number 28. A purple phone. Number 23. A red book. Number 21. A green car. Number 22. A yellow kite. Number 26. A brown hamster. Number 29. A blue doll. Number 25. A pink bike. Number 27. An orange ball.

Teaching tip:   These activities will be more fun as competitive games. Divide the class into two teams, A and B. Ask e.g. Number 24? and the first team to say dog win a point.

5. Classroom language 4 Listen and repeat.

Answers

h p h o n e b

•

Listen and repeat.  $ 1•10 Look and find 9 pairs.

• Tell the children that they must find 9 pairs of toys in Granny’s attic. Put the children in pairs to complete the task. Go round the class as they work, helping any pairs who find it difficult.

Answers

green kite / yellow kite; pink bike / red bike; red car / green car; blue doll / yellow doll; grey dog / brown dog; purple phone / pink phone; brown hamster / white hamster; grey book / red book; blue box / yellow box

m d b a l l o

s o i b d f k

r t e d d y r

• Get children to colour the colour chart at the top of the

activity. Tell them that, using these five colours, they can colour the toys in the picture. Once they have completed the picture, they write about the objects and their colours. Do the example with the class. Point to the bike in the picture and ask What is it? (a bike) What colour is it? (grey). Elicit It’s a grey bike. They can work individually colouring and writing. You could also ask them to swap books and they then write about their partners’ toys and colours rather than their own. As a class, check the activity by asking questions and answers about what they have coloured.

8. Writing (AB pages 62–64) Picture Dictionary

• Children who finish the Activity Book activities quickly can

go on to complete these pages or finish it for homework. Remind them that it is a record of all the words they have practised in the Starter Unit. They can use their Picture Dictionary any time they want to check the spelling or meaning of a word. Children write the words under the pictures. They can use their Class Books to help them do this.

Learning to learn:   This section helps to make children aware of the vocabulary they revised in the course of the unit.

Ending the lesson 9. Goodbye

• Get the children to say the chant from Lesson 3 and to do •

the actions (CD 1 track 07). Say Goodbye. Get them to say Goodbye and your name in response.

EXTRA ACTIVITIES Mixed Ability Worksheet 3 Reinforcement 1 Colour.

1 Complete and write.

2 Write.

and point out that a car has been written next to

e l e d o g a

2 Colour. Then colour the picture and write.

6. Recognition and written practice of It’s a / an + toy (AB page 5) • Ask pupils to tell you which word is already circled (car)

t l k i t e c

7. Written practice of It’s a / an + colour + toy (AB page 5)

• Tell the children to look at the small picture of Josh and

Emma on page 4. Explain that they are now exploring the attic, picking up the objects that they come across. Ask the class to listen to the dialogue. Play CD 1 track 10. Get class / individual repetition by playing the CD and pausing after each sentence. Highlight the expression That’s a pair! by pointing at the balls in the Class Book and holding up two fingers.

a a s b c h o

• Children colour the picture according to the key. • Children colour the pictures and then write about them. Starter Unit 33

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1

In t h e ju n g le

Lesson 1

Developing the lesson

Key vocabulary 1

2. Vocabulary 1: presentation

Objectives: To present and practise key vocabulary 1: animals. Main language: a giraffe, a zebra, an eagle, a buffalo, a lizard, a crocodile, a panther, a flamingo What’s this? It’s a / an … Your turn! Revised language: a snake, a parrot, a monkey numbers 21–40 toys, colours Materials: Flashcards: toys and animals Granny’s attic box Class Book: pages 6 and 7 Activity Book: page 6 CD 1: tracks 05, 07, 12, 13, 14, 15 Preparation: Put the wild animal flashcards in Granny’s attic box.

Beginning the lesson 1. Big Surprise!

• Play CD 1 track 05 for the children to join in with the Big Surprise! song from the Starter Unit.

$

Listen and repeat.

• Elicit what the children remember about the course

•

characters and Granny’s attic. Ask questions and accept one / two word answers, e.g. What are the children’s names? (Josh, Emma) How old is Josh / Emma? (9, 8) Is it after school at Granny’s house or at Mum and Dad’s house? (Granny’s) What’s upstairs at Granny’s house? (the attic). Display Granny’s attic box and remind them her attic is full of boxes and mysterious chests. Explain that in each box there is a collection of objects to do with the stories that Granny writes. Ask mysteriously What’s in the box today? Invite the pupils to give ideas. Have the flashcards ready in the order they are mentioned and play CD 1 track 12. Pull out each flashcard from Granny’s attic box as it is mentioned and put them in order on the board. Get the pupils to repeat the words after the CD. Play the CD again and ask them to repeat. They can also pretend to open the box and take out the flashcards as you are doing. At the end, sum up by asking What’s the surprise today? (animals)

Listen and repeat.  $ 1•12

A surprise for you! A surprise for me! A surprise for everyone! What can it be? Emma: Hey Josh. Look! Josh: Wow! Let’s open the box. Emma: OK, here we go. Josh: What’s inside? Emma: Animals. A giraffe. Emma: A zebra. Emma: An eagle. Josh: A buffalo. Josh: A lizard. Emma: A crocodile. Josh: A panther. Emma: A flamingo. Emma: Wow! What a lot of animals! Teaching tip:   By teaching the indefinite article with the word, the children are more likely to produce the correct one, without grammatical explanation because an is seen as part of the eagle’s name.

1•05

• Give each child a number from 21–40. Play CD 1 track 07 and ask them to stand up when they hear their number.

$

34

1•07

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3. Vocabulary 1: recognition

5. Vocabulary 1 and revised structure: speaking practice

1 Listen, point and repeat.

• Get the children to open their Class Books at pages 6 and

•

7. Ask them to point at the objects and the characters, saying animals / Josh / Emma / Felix. Ask them to point to the binoculars as this is a clue for the story in Lesson 3. Ask the children to listen to CD 1 track 13 and point at the animals in the attic picture as they hear each name. Warn them that the words on the page are in a different order from the recording so they really need to listen. Check that they are pointing to the correct picture by asking, e.g. (A giraffe) what number is it? (1).

4 Listen and repeat.

• Refer the children to Josh and Emma at the foot of the

page. Explain that they are playing a game with Granny’s animals. Emma is mimicking the animals. Josh is trying to guess which animal it is. Play CD 1 track 15 for them to follow in their books. Play it again, pausing after each sentence for class / individual repetition.

Listen and repeat.  $ 1•15 Play.

• Demonstrate the dialogue with another pupil. Get pairs

Listen, point and repeat.  $ 1•13

an eagle  a panther  a giraffe  a flamingo  a buffalo a lizard  a zebra  a crocodile • Now ask them to close their books and repeat after the CD. This should stop their pronunciation from being influenced by the spelling. Play the CD and pause after each word for class / individual repetition. This is the stage to be most fussy about the children’s pronunciation of new words. They hear the correct model and their attention can be focused on this. In future activities they will need to use the words more fluently so that will not be the best time to interrupt and correct them.

of children to ask and answer across the class. Put them in pairs to take turns and play together. Highlight the expression Your turn! by asking who will speak next. The children who finish quickly can add What colour is it? at the end of the dialogue.

6. Reading (AB page 6) 1 Match.

• Say Open your Activity Books at page 6. Point to the different animals on the map and explain that they must match them with the animal words. Do the example with the class by asking them to look at picture 1 on the map and then find its name. Go round the class as they work and help children who find this difficult.

2 Listen. What animal is it?

• Refer the children to the pictures of animals in their book.

Ask What is number 1? and elicit: A giraffe, as an example of what they must do for the next listening activity. Play CD 1 track 14 with books open. Pause after each question and ask the children to say the answer. Then play the answer on the CD for them to check.

7. Writing (AB page 6)

Listen. What animal is it?  $ 1•14 Josh: Emma: Josh: Emma: Josh: Emma: Josh: Emma: Josh: Emma: Josh: Emma: Josh: Emma: Josh: Emma:

Answers

1  a panther   2  a flamingo   3  an eagle   4  a lizard   5  a zebra   6  a crocodile   7  a buffalo   8  a giraffe

What’s number 4? A buffalo. What’s number 3? An eagle. What’s number 2? A zebra. What’s number 7? A panther. What’s number 5? A lizard. What’s number 1? A giraffe. What’s number 6? A crocodile. What’s number 8? A flamingo.

2 Complete.

• Explain that now the children have had their surprise, it’s

time to label the items for Granny. Point to the crossword and give them time to complete the activity. Let them work individually and then check their answers in pairs. Go round as they work, helping and correcting as necessary.

Answers

1  zebra  2  buffalo  3  crocodile  4  lizard  5  flamingo 6  panther  7  eagle  8  giraffe Finished? If you have pupils who finish early, direct them to the Finished? activity at the bottom of the page and ask them to do it in their notebooks or on a piece of paper.

Ending the lesson 8. Goodbye

4. Word skills

• Say Goodbye. Explain that before they go they have to

3 Look and find the things on Felix’s list.

• Ask the class to look at page 6 and find the 3 revised items from Felix’s list hidden in the picture.

answer a question as they leave the class. Using the animal flashcards, ask each child What’s this?

Answers

1  a snake: picture on the wall   2  a parrot: key ring next to the box on the floor   3  a monkey: cover of book on the bottom shelf

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EXTRA ACTIVITIES 1 Reinforcement Write and match.

• Write numbered anagrams of the animals on the board: • •

1 crocodile, 2 zebra, 3 giraffe, 4 panther, 5 eagle, 6 buffalo, 7 flamingo, 8 lizard, e.g. 1 criocoled, etc. Ask the children to copy them in their notebooks or on a piece of paper. Then they unscramble the anagrams and write the words correctly. Check as a class. Now ask the children to match the numbered anagrams to the flashcards, e.g. hold up the flashcard for lizard. Ask What number is it? (8). Continue until you have used all the flashcards. You may want to include the revised vocabulary (snake, parrot, monkey).

2 Extension Animals in Africa

• The children can find out more about animals in Africa.

Show the class a world map. Can they find Africa on it? Explain that all the animals in this lesson live in Africa. Get them to find out more by looking up African animals in books or on the internet.

competence in autonomy and personal initiative:   Using reference books, as well as looking for and compiling information about different topics helps children develop their independent learning.

36

Unit 1

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1 $

In t h e ju n g le

1•19

DVD 3

1

2

3

4

Narrator:  Esther is at home with her brother Duncan. Esther:  Come on, Duncan. Come to the jungle with me. Duncan:  OK. • Who’s this? • Where are they?

Narrator:  Duncan is in the jungle with Esther. Duncan:  I’m scared, Esther! Esther:  It’s OK, Duncan. Don’t be scared. • Where are they?

Narrator:  They see something green. Duncan:  What’s this? Is it a snake? • Is Duncan scared? • What can he see?

Esther:  No, it’s a plant. Don’t be scared. • Is Esther scared? • Is it a snake?

5

6

7

8

Narrator:  They see something brown. Duncan:  What’s this? Is it a lion? • Is Duncan scared? • What can he see?

Esther:  No, it’s a rock. Don’t be scared. • Is Esther scared? • Is it a lion?

Narrator:  They see something green and brown. Duncan:  What’s this? Is it a tree? • Is Duncan scared? • What can he see?

Esther:  No, it’s a crocodile. Run! • Is Esther scared?

VALUE:   The children in the story decide to leave the house on their own. Ask Is it safe to go out without an adult? Encourage children to give their opinions. Explain that it is important to ask an adult to go with them.



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Lesson 2

Developing the lesson

Listening

2. Vocabulary 2: presentation

Objectives: To present and practise two new vocabulary items. To revise animal vocabulary via a chant. To develop listening skills through a chant and a story. To revise and give written practice of It’s a / an … Main language: a lion, a gorilla Don’t be scared. Run!

• Ask the children to open their Class Books at pages 6 and 7. Explain that Emma and Josh are in the attic. Can they see the corkboard with the chant on it?

1 Listen and read. Find words for pictures 9 and 10.

• Play CD 1 track 16. Pupils read the chant and listen to it to

find two words that match the two animals. The words are in green and red font.

Listen and read.  $ 1•16

Revised language: animals, It’s a / an …, Yes / No

3. Chant

Materials: Flashcards: animals Class Book: pages 6 and 7 Activity Book: page 7 Skills Builder: page 3 CD 1: tracks 16, 17, 18, 19 DVD 3 Story cards 1 Word cards: animal 1 DVD Activity Sheet 1

2 Listen, point and repeat.

Optional materials: Story card frame 1 from each story

• Play CD 1 track 16 again and get the class to join in the

• Play CD 1 track 17. Pupils hear and pronounce a gorilla and

a lion. Get the children to point at the correct picture in their Class Books as they hear them and to pronounce the words.

Listen point and repeat.  $ 1•17 9    A gorilla  10    A lion

Chant.

• Refer the children to the animal sounds at the end of each line and get them to repeat them after you.

•

lines beginning Listen to … Pause the CD after each animal name and nominate a child to make the noise. Play the chant again. Ask the children to join in. For ideas for exploiting the chants and songs, see the Ideas bank.

Story time 4. Pre-teaching key words for the story 3 Listen, point and repeat.

• Remind the class that Granny is a story writer. One of

Granny’s books and DVDs is a story about what they can see in the attic. What did Granny leave on the attic floor for them? (animals). What other clue did she leave? (binoculars). What connection could there be between the animals and the clue? Ask them which country they imagine the story might be in by asking Where is the story? Encourage them to use English in this discussion, but allow for some use of L1.

Beginning the lesson 1. Revision of vocabulary 1 – Memory

• Revise the animal vocabulary. Stick all the animal flashcards

•

38

face down on the board, in random rows. Number them 1–10. Then, stick the corresponding word cards face down on the other side of the board. Label them A–J. Divide the class in two and invite a child from team A to ask for a flashcard. Show the flashcard to the class and elicit the word. Invite another child from the same team to ask for a word card. Show the word card to the class and ask them to read it. If the flashcard and word card match, remove them and give them to the team. This team turns over two more cards. If they do not match, stick the cards back in the same location and the other team takes a turn. The winner is the team with the most cards. You will find more game ideas in the Ideas bank.

learning to learn:   Getting children to make links between pictures should help develop their powers of deduction.

• Optional: Make sure the children close their books.

•

Spread out the frame 1 story cards for each story in random order where the children can see them. Ask them to choose the story in this unit. When they have chosen the correct story, get them to open their books at page 7 and to find the book in Granny’s bookcase. Get them to look at the title of the book, which is also the story title, and ask them to repeat In the jungle. Ask them to listen to CD 1 track 18 and to point to the pictures. The first time they listen, ask them to point to the pictures. The second time, ask them to repeat the words.

Unit 1

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Listen, point and repeat.  $ 1•18

Answers

Up in the attic, let’s take a look. Choose a DVD or Granny’s book. Narrator: Story 1: In the jungle a) the jungle  b) Esther  c) Duncan • Ask the class what they think the story will be about. Encourage the children to answer in English, but also allow them to use L1, aiming to get as much discussion as possible.

1  It’s a crocodile.   2  It’s a snake.   3  It’s a lion.  4  It’s a gorilla.   5  It’s a monkey.   6  It’s a parrot.

8. Vocabulary (SB page 3) 1 Look and write the words in the correct column.

• Ask children to open their Skills Builder Book at page 3. Refer to the examples and explain why the words are in each column. Point at the pictures and tell children to complete the table, writing the words in the correct column.

5. Listening to the story for pleasure 4 Watch or listen to the story. List 3 animals in the story.

Answers

• The children have their books closed. Play the DVD or play

•

CD 1 track 19 or tell the story using the story cards. Ask them to listen out for 3 animals in the story and to write them in their notebooks while they listen or watch. The story text is given between Lessons 1 and 2 of the teaching notes. Make gestures to help with comprehension.

mammals: a monkey, a zebra, a giraffe, a panther, a buffalo, a gorilla, a lion reptiles: a snake, a crocodile, a lizard birds: a parrot, an eagle, a flamingo

2 Draw and write.

• Point to the empty frames and ask the children to draw

Story 1: In the jungle  $ 1•19 DVD 3

their favourite mammal / reptile / bird in them. Ask them to write the word for each animal below. When children finish, get them to read the English at home rubric. Encourage them to do this when they get home.

• Talk about the story by asking Which animals did you hear?

•

•

Ending the lesson

•

Do you like the story? and check if they guessed correctly about the story. Check the second part of activity 4 and ask them to list the 3 animals in the story. Leave the flashcards for the three animals mentioned on the board in the order they appear. Ask them to watch or listen again, this time encourage them to join in the repeated phrases by pausing before Don’t be scared and What’s this? Get them all to join in with Run! Tell the story as many times as necessary. Check that the children have understood it by using the questions on page 37. The questions are also on the animated story on the DVD.

9. Goodbye

• The children join in the chant one more time (CD 1 track

EXTRA ACTIVITIES 1 Reinforcement

6. Listening (AB page 7)

Mime your favourite animal.

1 Listen and order.

• Tell the children to open their Activity Books at page 7

and look at the pictures from the story. Ask them to find the first picture of the story, which is done as an example. Make sure they order frames 1–8 by writing the numbers in the boxes. Play CD 1 track 19 and get them to order the pictures. As they finish, get them to read the story again.

Answers

• Place all the animal flashcards on the board. Say This is

my favourite animal and mime the animal, e.g. a monkey. Children guess your favourite animal. Elicit A (monkey)! Answer Yes or No. Then children mime their favourite animals in pairs or to the class.

2 Extension Animal sounds

a  3  b  1  c  5  d  8  e  6  f  2  g  7  h  4

• Animal sounds are a good way of getting fun

Story 1: In the jungle  $ 1•19 Differentiated learning:   If pupils find listening comprehension difficult, pause after each frame and give them time to find and number the picture it refers to.

7. Written extension from the chant (AB page 7) 2 Write.

pronunciation practice, as children are often less selfconscious in the guise of an animal. Teach them a version of the song Old MacDonald had a farm and ask them to say the animal for each verse and the noise it makes. Old MacDonald had a zoo. E I E I O. And in that zoo he had a snake. E I E I O. With a Sss Sss here and Sss Sss there, Here a Sss, there a Sss, everywhere a Sss Sss. Old MacDonald had a zoo. E I E I O.

Extra video!

• Do the example with the class. Using your hands as a

crocodile’s gaping mouth, say Snap, snap, snap and ask What’s this? for the children to reply It’s a crocodile. The children read the rest of the words and write the correct animal. They check answers by reading the chant.

Big Surprise TB3.indb 39

16). This can be done to check the Activity Book activity. Say Goodbye.

• If you wish to spend more time on the story, use the story section on the DVD for this unit and use the story notes and Activity Sheet 1 on the Teacher’s Resource CD-ROM.

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Lesson 3

$

Reading and key structure 1

Developing the lesson

Objectives: To develop reading comprehension via guided silent reading. To present and practise target structure 1: What’s this? It’s a … Main language: What’s this?

Story time 2. Reading comprehension: joining in with the story

• Ask what the story was about and see how much children can remember. Ask for the names of the characters and write Esther and Duncan on the board.

Revised language: It’s a …, animals, toys Materials: Flashcards: animals, toys Class Book: pages 8 and 9 Activity Book: page 8 CD 1: track 16

1•16

1 Read and listen to the story. Is the real animal the snake, the lion or the crocodile?

• Tell the children that they are going to listen to the story

•

again. Read the question with the class and explain that after you have played the CD, you will ask them to answer this question. Play the story and ask children to follow in their books. Then check that they know it’s a crocodile that is the real animal and see if they can tell you what it looks like (a tree).

Story 1: In the jungle  $ 1•19 Competence in linguistic communication:   By listening to the CD as they read, children will be encouraged to keep reading, rather than stopping on any unknown words. It is important for reading fluency that children accept that they don’t understand every word and that meaning can be deduced from context.

3. Structure 1: presentation What’s this? It’s a … 2 Find 3 answers to the question: What’s this? It’s a …

• Ask children to find the 3 answers in the story. Ask them to •

Beginning the lesson 1. Revision of the chant

• Divide the class in two and ask the children if they can

• •

40

remember the animals from the previous lesson. A correct answer gets a point. If the answer is wrong, a child in the other team can answer it for a bonus point. The team with the most points at the end wins. You will find more game ideas in the Ideas bank. Divide the class in two to say the chant from Lesson 2. Play CD 1 track 16. Half the class say the words, the others make the sounds.

• •

say the numbers of the frames with the answers (frames 4, 6 and 8). Use story frames 4, 6, and 8 to highlight target structure 1 by isolating the question: What’s this? Don’t add the second question Is it a …? at this stage. Show the frames for children to repeat each question and answer (It’s a plant. It’s a rock. and It’s a crocodile). Now use the animal flashcards to ask What’s this? about all the animals the children know, making sure they answer It’s a … Invite individual children to take your place with the flashcards at the front of the class to ask the questions. You can then extend this to other objects in the classroom that the children know, and get them to ask each other across the class.

4. Structure 1: reading (AB page 8) 1 Complete. Read the story and check.

• Read the first sentence as a class. Then get the children to read the rest of the sentences individually.

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• Do the first one as a class. Get them to read the first

sentence and to complete it with the correct answer (Duncan). Give them time to do the rest of the activity individually, going round the class to help as necessary.

Answers

EXTRA ACTIVITIES 1 Reinforcement To practise What’s this? It’s a …?

• Take out one animal flashcard and show it to the class

1  Duncan  2  a plant   3  a rock   4  a crocodile   5  Esther

5. Structure 1: writing (AB page 8) 2 Follow and draw. Write the answer.

• Check that the children understand this activity by doing •

•

the example as a class. Get them to follow the line from a lion to the box, where they then draw a lion. Ask someone to read the question and the answer What’s this? It’s a lion. Children write the rest of the answers. Give them time to do the rest of the activity individually, going round the class to help as necessary. Spend time asking and answering the questions with children who find this difficult.

Answers

1  It’s a lizard.   2  It’s a giraffe.   3  It’s a zebra.   4  It’s a lion.   5  It’s a flamingo. Finished? If you have pupils who finish early, direct them to the Finished? activity at the bottom of the page and ask them to do it in their notebooks or on a piece of paper.

•

(e.g. a zebra). Ask What’s this? Is it a (gorilla)? Elicit the correct answer. No. It’s a zebra! Take another flashcard and show it to the class (e.g. a giraffe). Ask What’s this? Is it a (giraffe)? Elicit the correct answer. Yes. It’s a giraffe! Now, invite individual children to take your place at the front of the class and ask the questions. Children ask questions and give true answers until all the flashcards are used.

2 Extension Extended dialogues

• Encourage children who finish the Activity Book

activities quickly to colour their pictures. Then get them to work in pairs to test their partner, e.g. A: What’s this? B: It’s a snake / drum. A: What colour is it? B: It’s red. My turn!

Ending the lesson 6. Goodbye

• Refer the class to the Grammar box at the top of Activity

•

Book page 8 and ask What’s the question? What’s the answer? To reinforce this point you could use one of the animal flashcards to elicit the same question with a different answer. Say Goodbye.



Big Surprise TB3.indb 41

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Lesson 4

If someone guesses correctly within three tries, they win and take your place. Encourage the appropriate use of Your turn!

Reading and key structure 2 Objectives: To develop the skill of reading aloud through pronunciation practice. To present and practise target structure 2: Is it a …? Yes, it is. / No, it isn’t.

Developing the lesson

Main language: Is it a …? Yes, it is. / No, it isn’t.

2. Reading the story aloud: pronunciation practice

Revised language: animals, What’s this? It’s a / an … Materials: Flashcards: animals Class Book: pages 8 and 9 Activity Book: page 9 Skills Builder: page 4 CD 1: tracks 19, 20 DVD 3 Grammar poster

Story time

3 Listen to the story again. Then read aloud.

• Ask questions and get the class to remind you what the

•

unit story is about. Tell the class that they are going to read the story In the jungle aloud. First they need to listen to the CD again and find out what makes it fun to listen to. Use the DVD or Class Book and tell the story or just play the CD. Encourage the class to join in as much of the language as they can now remember, especially the question What’s this? Establish that the person telling the story can make it exciting by the way they sound and their facial expressions. Get the class to open their Class Books at pages 8 and 9 and follow the words of the story as you tell or play it on the CD again. This time, pause to elicit words and then play them again for repetition. Make sure they imitate the words with feeling and make gestures and pull faces where appropriate. They can also join in with the sound effects.

Story 1: In the jungle  $ 1•19 DVD 3

• Put the children in pairs to practise reading aloud to one

•

another from their Class Books. Who can do it with the most expression? Go round and help those who find reading most difficult. Invite one or two pairs to the front of the class to tell the story using the story frames. One in each pair holds the book as the other tells the story.

Competence in linguistic communication:  

By reading aloud, children work on intonation and stress. This will help them sound more interesting and develop natural English pronunciation and cadences.

3. Structure 2: presentation Is it a …? Yes, it is. / No, it isn’t. 4 Find 3 questions and answers: Is it a …?

Beginning the lesson 1. Structure 1: revision game

• Start the lesson by playing a guessing game to revise

What’s this? It’s a / an … Show the class the animal flashcards one by one and ask What’s this? Pupils reply It’s a / an … Shuffle the cards and place them face down, pick one and ask What’s this? The children take turns to guess It’s a / an … They have three tries only and if they don’t guess, you win and choose a child to take your place.

42

• Ask children to find the 3 questions and answers in the • •

story beginning Is it a …? Ask them to say the numbers of the frames with this target structure (frames 3, 5 and 7). Now use story frames 3, 5 and 7 to revise What’s this?, and add the second question Is it a …? each time. Use story frames 4, 6, and 8 and add No, it’s a plant. No, it’s a rock. and No, it’s a crocodile. Do the same again, this time saying What’s this? yourself and getting the class to say Is it a …? Answer No, it’s a … . Get the class repeating the question as a whole and then individually.

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• Use the animal flashcards to practise questions and •

Answers

answers, e.g. Is it an elephant? No, it’s a parrot. You can extend this to include other words that the children know. Invite individual children to take your place with the flashcards at the front of the class to ask the question Is it a …? Then give out the flashcards and get children to ask and answer across the class.

4. Structure 2: recognition (AB page 9)

2 Complete the question. Circle the correct answer.

• Point to the first picture and the example. Ask Is it an

eagle? and elicit the correct answer No, it isn’t. It’s a parrot. Tell children to circle the correct answer. Pupils complete the rest of the activity in the same way.

Answers

1 Read and write Yes, it is or No, it isn’t.

• Point to the picture of Duncan and ask the class to tell

•

1  What’s this? It’s an eagle.   2  What’s this? It’s a giraffe. 3  What’s this? It’s a zebra.   4  What’s this? It’s a lizard.

you who he is. The children have to write the answer according to the story. Do number 1 as an example, asking one child to read the question and the class to decide Yes, it is or No, it isn’t and show them that No has been written in. They do the rest individually and check their answers in the Class Book.

Answers

1  Is it an eagle? No, it isn’t. It’s a parrot.   2  Is it a zebra? No, it isn’t. It’s a gorilla.   3  Is it a lion? Yes, it is. • When children finish the activities on this page, get them to read the English at home rubric at the bottom of the page. Encourage them to do this when they get home.

Ending the lesson 7. Goodbye

• Refer the children to the Grammar box at the top of

1  No, it isn’t.   2  No, it isn’t.   3  Yes, it is.

5. Structure 2: writing and speaking practice (AB page 9) 2 Write the question.

• Establish that these pictures show part of an animal. The

children need to think what animal it is. Individually, they complete the question based on what they think the animal is. As a class, choose a few pupils to tell you what their completed questions are.

• •

Listen. Then write the answer.

• Now explain that they are going to listen to CD 1 track

20 and hear the correct answers. They need to listen and write Yes, it is or No, it isn’t according to whether they had guessed correctly. Children then write Yes, it is or No, it isn’t in the space provided based on whether they guessed correctly or not.

Listen. Then write the answer.  $ 1•20 1 2 3 4 5 6

It’s a panther. It’s a lion. It’s a giraffe. It’s a snake. It’s an eagle. It’s a zebra.

EXTRA ACTIVITIES 1 Reinforcement To practise What’s this? Is it a …?

• Hold up the animal flashcards so that they are facing

•

you and children can’t see them. Quickly flip over one card to give the pupils a glimpse. Encourage them to guess what it is, elicit What’s this? Is it a (zebra)? Answer Yes, it is. / No, it isn’t. Continue until you have shown them all the flashcards. Alternatively, invite individual children to take your place at the front of the class and answer the questions.

2 Extension Mime game: What animal is it?

• To provide freer practice of Is it a …? divide the class

6. Grammar (SB page 4) Look!

• Ask children to open their Skills Builder Book at page 4.

•

Activity Book page 9. Ask which is the question and which is the answer. Ask them to focus on the word order in Is it a …? Then ask the children to make different questions with other animal words while you hold up a flashcard. The class call out Yes, it is or No, it isn’t accordingly. Say Goodbye. Get the class to say the Lesson 2 chant.

into groups of three or four. Each child mimes an animal’s movement or characteristic features. They have to say, e.g. Roar! What is it? and the others guess Is it an elephant? etc. until one guesses correctly. Remind them to use Your turn!

Refer the children to the grammar boxes and ask them to read them. Ask the children which are the questions and which are the answers. If you have the Grammar poster displayed in the classroom refer pupils to it as they do their grammar activities.

1 Write answers and questions.

• Point to the example and elicit the answer. Explain to the class that they need to look at the pictures and write the answers and questions.



Big Surprise TB3.indb 43

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Lesson 5

• Play CD 1 track 21 and tell the class to listen and point to things as they are mentioned. Play the recording again and this time they point and repeat.

Key vocabulary 2 Objectives: To present and practise target vocabulary 2: natural features.

Listen, point and repeat.  $ 1•21

Main language: plants, rocks, grass, mud, river, leaves Where’s the …? In the …

3. Practice of vocabulary 2 with the structure

Revised language: animals, tree, What’s this? It’s a / an…, Is it a …? Yes, it is / No, it isn’t.

2 Listen and repeat. Play the memory game.

Materials: Flashcards: habitats Class Book: page 10 Activity Book: page 10 Skills Builder: page 5 CD 1: tracks 21, 22, 23 Word cards: habitat 1 Mixed Ability Worksheets 4–7: Catch-up, Support, Reinforcement, Extension Optional material: To make a zoo poster: a large sheet of paper as a background and A4 paper to draw on. Sweets

• Put the animal flashcards on the board and ask, e.g. What’s

•

this? (It’s a giraffe). Then refer the class to the picture in their Class Book and ask Where is it? In the river? (No) In the grass? (Yes). Get children to repeat after you In the grass. Do the same with the other animals in the Class Book picture and practise In the … for each animal. Ask the class as a whole, then individuals. Point to Emma and Josh and explain that they are playing a guessing game. Play CD 1 track 22 and the children follow in their books. First they point to the animal (zebra) then they listen again and follow the dialogue. Finally they listen and repeat the question and the answer.

Listen and repeat.  $ 1•22

• Demonstrate the dialogue with a pupil to make sure they

know how to play. Put children in pairs to play. Give them a few minutes to study the picture before they play. Then one in each pair closes the book and answers the other’s questions from memory. Go round and help as necessary.

Differentiated learning:   If some children find the memory game too difficult, get them to look at the page and answer. There is still an element of puzzle as they find the correct animal and then the right habitat.

4. Exam practice: listening 3 Listen. Answer with a colour.

• Ask the children to look at the picture of the jungle at

Beginning the lesson 1. Revision of vocabulary 1

• Revise the animal vocabulary. You will find game ideas in the Ideas bank.

Developing the lesson 2. Vocabulary 2: presentation 1 Listen, point and repeat.

•

the bottom of the page. Tell them that three parrots are hidden in the picture. Ask pupils to tell you the places in the jungle (grass, rocks, leaves) and the colour of the parrots to the right (green, blue, red). Encourage answers in English. If they pronounce them incorrectly, point again to the pictures and elicit the correct pronunciation. Read the rubric and the questions and explain that they are going to listen and tell you the colour of the parrots. Now play CD 1 track 23 and give them time to complete the activity individually. Check their answers.

Answers

1  green  2  blue  3  red

• Use the story frames to present the new vocabulary. Hold

•

44

up story frame 3 and ask What’s this? Is it a snake? and then story frame 4 to get the answer No, it’s a plant. Proceed in the same way with frames 5, 6, 7 and 8. You can also use the habitat flashcards to teach the vocabulary. Ask the class to open their Class Books at page 10 and to find plants and rocks in the picture.

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7. Reading and writing (SB page 5)

Listen. Answer with a colour.  $ 1•23

1 Woman:  Look at the green parrot in the grass. Boy:  Oh yes, there it is. 2 Woman:  Now, look at the parrot in the rocks. Boy:  Which one? The blue parrot? Woman:  Yes, the blue parrot in the rocks. Boy:  Wow! It’s beautiful! 3 Woman:  Can you see another parrot in the leaves? Boy:  Yes. It’s a red parrot. Woman:  Yes, red. Boy:  What a lot of parrots!

1 Read and tick ✓ picture A or picture B.

• Ask children to open their Skills Builder Book at page 5.

Children read the text and tick the picture described in the text. Check as a class.

Answer

picture B

2 Write a description of the other picture. Use these words.

5. Vocabulary 2: recognition (AB page 10)

• Point to picture A in activity 1 and ask the children to write

1 Write.

• For support for writing activities, display word cards on •

•

the whiteboard or around the classroom. Tell the pupils to open their Activity Book at page 10 and refer them to the first picture. Ask What’s this? Write the letters slesav on the board and explain that this is an anagram and the picture is a clue. Ask again What’s this? (leaves) and invite a pupil to write leaves on the board. Get the class to complete the activity in their books individually. They can check in pairs as they finish and ask you if they don’t agree.

Answers

•

Ending the lesson 8. Goodbye

• To end the lesson you could play the game in activity 2 in

leaves, grass, river, rocks, mud, plants As the child writes the word correctly at the board, say the letters in English. This will begin to get them used to the sounds of the alphabet which will be practised later, in Big Surprise! 4.

a description using the text as a model. Make sure pupils understand that they need to include the words in the word box in their description. Ask different pupils to read their text. Refer children to the Tip! at the bottom of the page and ask them to read it. When children finish the activities on this page, get them to read the English at home rubric at the bottom of the page. Encourage them to do this when they get home.

Teaching tip:  

•

the Class Book. This time the pupils ask you the question Where’s the …? and you answer, giving yourself a point for each one you get right and giving the class a point for each one you get wrong! Say Goodbye.

6. Exam practice: reading and writing (AB page 10) 2 Find 6 animals. Write.

• Make sure the children realize that six animals are hidden

•

in the picture. Ask which ones they can find by saying What can you see? Refer them to the sentences below and get someone to read the first example Where’s the gorilla? and another to read the answer. Now give them time to complete the activity individually in their books. As they finish, get them to check their answers in pairs and then check the answers as a class.

Answers

1  Where’s the gorilla? In the leaves.   2  Where’s the crocodile? In the river.   3  Where’s the flamingo? In the rocks.  4  Where’s the panther? In the grass.   5  Where’s the buffalo? In the mud.   6  Where’s the giraffe? In the plants. Finished? If you have pupils who finish early, direct them to the Finished? activity at the bottom of the page and ask them to do it in their notebooks or on a piece of paper.



Big Surprise TB3.indb 45

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MIXED ABILITY WORKSHEETS

Mixed Ability Worksheet 7 Extension

Mixed Ability Worksheet 4 Catch-up

1 Colour. Write.

1 Find and write.

• Children solve the anagrams and complete the labels below the pictures.

Answers

1  an eagle   2  a crocodile   3  a giraffe   4  a lion   5  a flamingo   6  a zebra   7  a buffalo   8  a panther   9  a lizard   10  a gorilla

2 Look and write. Draw yourself and write.

• Children complete the speech bubbles with the correct animal words. For number 6, they draw themselves with an animal and complete the speech bubble appropriately.

Answers

• Children use the colour key to colour the pictures, then write a sentence to describe each picture.

Answers

1  It’s a green and brown snake.   2  It’s a yellow and brown giraffe.   3  It’s a pink flamingo.   4  It’s a yellow and brown lion.   5  It’s a black and white eagle.  6  It’s a green crocodile.

2 Look and write.

• Children find the details in the larger picture and answer the questions.

Answers

1  No, it isn’t. It’s a giraffe.   2  No, it isn’t. It’s a lion.   3  No, it isn’t. It’s a snake.   4  No, it isn’t. It’s a buffalo.

1  I’ve got a crocodile.   2  I’ve got a lion.   3  I’ve got a gorilla.   4  I’ve got a lizard.   5  I’ve got a giraffe.   6  Children’s own answers.

Mixed Ability Worksheet 5 Support 1 Look and circle.

• Children look at each picture and circle the matching word below it.

Answers

1  eagle  2  crocodile  3  giraffe  4  flamingo   5  zebra  6  buffalo  7  panther  8  lizard

2 Label.

• Children write the names of the animals. Ask them to

include a or an before each animal word, and get them to check their spelling with the words in activity 1.

Answers

1  an eagle   2  a flamingo   3  a giraffe   4  a lizard   5  a panther   6  a crocodile   7  a zebra   8  a buffalo

Mixed Ability Worksheet 6 Reinforcement 1 Find and write.

• Children write sentences about the numbered animals in the picture.

Answers

1  It’s a gorilla.   2  It’s a giraffe.   3  It’s a flamingo.   4  It’s a lion.   5  It’s a zebra.   6  It’s a crocodile.

2 Join the dots. Write Yes, it is or No, it isn’t.

• Children join the dots to complete the pictures, then answer the question below.

Answers

1  Yes, it is.   2  No, it isn’t.   3  Yes, it is.   4  No, it isn’t.

46

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Lesson 6

Watch or listen.  $ 1•24 DVD 3

Listening and speaking

• Ask the class to open their Class Books at page 11. Point

Objectives: To develop listening and speaking skills via a song and acting out the story. To raise awareness of English sound-spelling relationships: /ʌ/. Main language: having fun, hungry, Mr, I want you for lunch Revised language: What’s this? It’s a / an …, Is it a …? Yes, it is / No, it isn’t, animals, habitats Materials: Flashcards: animals, habitats Class Book: pages 8, 9 and 11 Activity Book: page 11 CD 1: tracks 19, 24, 25, 26, 27 DVD 3

•

• •

at the first line and ask Where are the monkeys? then play verse 1 again for them to check. Get the class to repeat Monkeys in the river, encourage them to make whooping noises and monkey faces before adding the words having fun. Get the class to say the whole line once or twice more. Point at the crocodile and teach Mr Crocodile. Then lick your lips and rub your stomach to explain hunger. Play the CD and get the children to repeat the lines about the hungry crocodile. Point at the monkey and teach Mr Monkey. Mime running on the spot then play the CD and get the children to join in this verse. Repeat the same procedure for verses 2 and 3.

Sing.

• Ask the children to join in the song as you play the CD

again. Alternatively, watch the DVD and get the children to follow the animations and sing.

Preparation: Simple props for acting out to represent, e.g. a river, a plant, a rock, a tree trunk.

Differentiated learning:   The song provides a good opportunity to revise plural nouns. Ask children to look at the picture in their Class Book and tell you how many monkeys, parrots and zebras there are. Get class / individual repetition of the number and plural noun. Compare with the number of crocodiles: one crocodile, two crocodiles.

3. Pronunciation practice: /ʌ/ 2 Listen and repeat. Focus on the sound.

• Write jungle and monkey on the board. Point to each word •

Beginning the lesson 1. Brainstorming vocabulary

• Divide the class into groups of two or three and tell them

to write a list of as many names of animals they know in English, giving them about 2 minutes. The pair with the longest list when you say Stop! wins. Write them on the board, with the class helping, to check spelling. Make sure monkey, crocodile, parrot, and zebra are included on the board, among the other animal words.

•

Listen and repeat.  $ 1•25

Developing the lesson

Competence in linguistic communication:  Helping children to identify phonetics aspects of pronunciation will result in more effective communication.

2. Present and sing the song 1 Watch or listen. Where’s Mr Monkey, Mr Parrot and Mr Zebra?

• Tell the class that they are going to watch or listen to a

song and that they must tell you the habitats where the three animals mentioned are (in the river, in the trees, in the grass). Play CD 1 track 24 then check their answers. If they don’t agree, play the CD again.



Big Surprise TB3.indb 47

and ask What’s this? and ask which letters sound the same (u and o). Tell them they are going to practise this sound. Draw two columns on the board, headed 1 and 2. Write u in column 1 and o in column 2. Say a word from the Class Book page, e.g. lunch and ask Which column is it? ‘u’ or ‘o’? (‘u’). Do this for all the words in a random order and write them in the correct columns. Ask them if they know other words with this sound / spelling in them, e.g. hungry, mother, one, colour, fun, something. Ask which column each one goes in and write it in the correct column. The children open their Class Books at page 11. Play CD 1 track 25. The class listen and point to the words as they hear them. Then play it again for them to listen and repeat. Play it one more time with books closed.

Learning strategies:   Children need to understand that spelling-sound relationships in English are not always phonetic. They will have to remember how to say / spell the exceptions, like the words with o above.

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3 Copy the crocodile’s sentence. Listen, complete and say.

• Finally, children open their book again and look at the •

•

crocodile’s words. Explain that they have to listen to the CD and complete the sentence. Ask the children to copy the sentence in their notebooks or on a piece of paper. Then play CD 1 track 26 and go round the class as they complete the sentence. Help children who find this difficult. Let them check their answers in pairs, then correct the activity as a class by writing the answer on the board. Play the CD so they can listen and repeat. Ask Who’s in the jungle? (Mr) Crocodile, (Mr) Monkey, Who’s hungry? (Mr) Crocodile, and Who’s lunch? (Mr) Monkey!

Listen, complete and say.  $ 1•26

Come for lunch in the jungle, Mr Monkey! • For more ideas about practising pronunciation, see the Ideas bank.

4. Pronunciation practice (AB page 11) 1 Write o or u. Listen, check and repeat.

• Tell the children to open their Activity Book at page 11. Do

the first one together. Write br_ther on the board. Write o and u next to it and elicit the correct vowel that completes the word. Write it on the board (brother). Tell pupils that they need to complete the rest of the words. Ask them to work individually. Play CD 1 track 27 to check answers.

Answers

1  brother  2  mum  3  lunch  4  run  5  one  6  monkey

Listen, check and repeat.  $ 1•27 brother – ‘o’ – brother mum – ‘u’ – mum lunch – ‘u’ – lunch run – ‘u’ – run one – ‘o’ – one monkey – ‘o’ – monkey

Song  $ 1•24

Story time 6. Acting out the story with the song 4 Act out the story and sing the song.

• Put the children in groups of three to be the Narrator, • • • •

Duncan and Esther. Explain that they’re going to act out the story, but that they need to be reminded of the words. Get them to open their Class Books at pages 8 and 9 and to follow as you play the CD or DVD. Give them time to learn their words and practise in their groups. Go round the class and help them with pronunciation as necessary. Invite groups to the front of the class to act it out. Provide simple props if possible, e.g. a sheet of paper / cloth for the river. You could ask for a volunteer to be the crocodile. Get the class to sing the song at the end of the performance.

Story 1  $ 1•19 DVD 3 Song  $ 1•24

Ending the lesson 7. Goodbye

• Say Goodbye. • Play the song on the CD for them to join in as they leave.

EXTRA ACTIVITIES 1 Reinforcement Hunt the animal

• You could do this before the song. Draw the habitats

from Lesson 5 and practise plants, rocks, grass, mud, river and leaves. Stick an animal flashcard on each drawing and ask What’s this? Where is it? Turn the animal flashcards over and stick them face down in the same place. Divide the class into two teams. Ask team A a question, e.g. Where’s the monkey? and ask someone in that team. If they don’t answer correctly, offer it to team B. Turn the picture over when the correct answer is given. Give the card to the team that guessed correctly. The winning team is the one with the most cards.

Sort and write.

• Draw two columns on the board again, headed with the

words come and jungle. Point to the picture of the jungle and ask pupils to write each word in the correct column.

Answers

come: brother, one, monkey jungle: mum, lunch, run

5. Listening practice from the song (AB page 11)

2 Extension Action song

• Ask the children to stand in a circle. Choose a child to be

2 Order the sentences. Listen and check.

• Refer the class to the sentences in their book. Ask the

children to find the first and fifth lines of the song, which is done as an example. Make sure they realize that they must order sentences 1–8 by writing the numbers in the boxes. Ask them to work individually and to match the words in pencil. Play the song for them to check their answers. They have this opportunity to change them if they need to.

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•

Mr Crocodile to stand in the centre with their eyes closed. When they get to Here’s Mr Crocodile they all stand still and Mr Crocodile opens his eyes and makes a big crocodile snap with their arms at one of the children. As the words change to run run run, etc., the child who was ‘snapped at’ now runs round the outside of the circle, chased by Mr Crocodile. The rest of the children clap in encouragement. Mr Monkey enters the circle and takes Mr Crocodile’s place. Mr Crocodile joins the circle and they start again. If you wish to spend more time on acting out the story, you can use the story frames, Extra Activity worksheet 2.

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Lesson 7

Developing the lesson

Learning about animals

2. Presentation of the cross-curricular theme

Objectives: To transfer the main language of the unit to a real life context. To motivate children through a link with another area of the curriculum to develop their knowledge of the world through English. To develop reading and writing skills.

• Show the children the cross-curricular card of a fish

swimming in the sea. Ask if they know what it is. What’s this? (a fish) What colour is it? (pink / orange / yellow / blue). Where is it? (in the sea). This fish is called a coral grouper (mero payaso) and lives in coral reefs.

Teaching tip:   The objective of Lesson 7 is that the children

Main language: butterfly, frog, lizard, leaves, difficult to see, camouflage

realize that they can learn things about other subjects and talk about them in English. Try and extend the discussion as long as possible and interrupt them to remind them of words in English that they know and can use. Use the questions on the cards to ask them about the pictures.

Receptive language: nature Materials: Cross-curricular cards 1 Flashcards: animals and habitats Class Book: page 12 Activity Book: page 12 CD 1: tracks 24, 28 Extra Activity Worksheet 3

• Ask them if they think this fish is easy or difficult to see in

Preparation: For the project: computers with internet access, animal reference books. Scissors, glue.

•

•

the water. Teach them the words easy and difficult. Explain that because of its bright colours, it is very easy to see. Do they think this causes problems for the fish? Do they know other fish that might eat them? Would a shark find it easy to catch a colourful fish like this? Yes, because they are easy to see in the water. Turn the card over and ask Is it easy or difficult to see now? (difficult). Ask them to give a reason for their answer by talking about the colours of the coral and the plants in the sea. So why do they think the fish has such bright colours? Explain that this is so that it can hide in the coral and escape being eaten. This use of colours is called camouflage and many animals do it. Why is this? Encourage the children to tell you that it is for protection (to protect themselves). Ask them to name other animals that use camouflage for the same reason and to use some of the words that they have learnt in this unit. To sum up the cross-curricular card in English, tell them that this fish that you have discussed is an example of animal camouflage and carry on in English: What colour is the coral? What colour is the fish? Finally add Where does it hide? (In the coral).

3. Reading comprehension

• Ask the class to open their Class Books at page 12. Elicit

that they are back in the attic with Josh and Emma, looking at Granny’s computer. Explain that Granny sends them an email for each unit. It is full of ideas and photos. Refer the children to the email and ask them to read it. Check they understand by asking. What’s the topic today? (nature)

Beginning the lesson 1. Revision of the song

• Begin the class by playing the song from Lesson 6 (CD 1 track 24). Encourage the class to join in.

Song  $ 1•24

1 Read and listen. Then answer Granny’s question.

• Tell the class to read the page silently as you play CD 1 •

track 28. Tell them not to worry if there are any words that they don’t understand. Play CD 1 track 28 again and tell them to find the frog, the butterfly and the lizard in the photos. Ask the class what they think, but don’t confirm their answers yet. If there are discrepancies, play the CD again.

Answers

1  frog  2  lizard  3  butterfly



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Read and listen.  $ 1•28

4. Checking comprehension 2 Read again and answer.

• Ask the children to read the first question. To help them

•

understand, show them the flashcard of the fish and the coral again. Ask What colour is the coral? What colour is the fish? Where does it hide? (In the coral). Do question 1 orally. Then ask them to read the texts in silence and find the answer for each animal. Get them to complete the activity individually in their notebooks or on a piece of paper and then check with their partner. Check the answers as a class.

Answers

1  in the leaves   2  in the grass   3  in the flowers

5. About me 3 Ask and answer with a friend. What’s your favourite animal? Does it use camouflage? Teaching tip:  

It is important, both for the children’s cognitive and linguistic development, that they relate what they learn to the world around them. The more motivated they are, the more they will want to speak, so you may prefer to leave this activity until the end of the lesson, by which time they will have practised the language more in the Activity Book.

• Ask the children to tell you all the animal names in English

• •

•

that they can think of. Use the animal flashcards and animal noises to get the children to tell you the animals from this unit and from earlier levels of Big Surprise! Make sure that they understand the word favourite and say, e.g. My favourite animal is an elephant. Ask different children What’s your favourite animal? Put the flashcard of a habitat up next to the flashcard of your favourite animal. Then point to the animal and ask What colour is it? (grey) Where is it? (in the grass) Does it use camouflage? (No). Ask individuals: What’s your favourite animal? Does it use camouflage? Then get children to ask a friend. Go round the class as they do this, helping as necessary.

6. Reading and writing practice (AB page 12) 1 Colour and write.

• Ask the children to open their Activity Book at page

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12 and elicit that the pictures show the same animals as in the Class Book. Ask a question about each one: What’s this? What colour is it? Where is it? Look surprised and ask Why? and try to get them to give you the word camouflage. Alternatively, you could do this in L1. Go over the example with them first, pointing to flowers and butterfly crossed out in the word boxes above. Ask them to work individually to colour the pictures and to complete the sentences.

Answers

butterfly, flowers; lizard, grass; This is a frog. It’s in the leaves. Teaching tip:   The Activity Book texts are simplified versions of the Class Book texts. The first text acts as a model for the guided writing activities. The gaps between given words gradually increase so that by the end the children are writing a complete correct version.

2 Draw and colour an animal. Write.

• Ask the children to draw an animal which camouflages

itself. They then answer the questions to write a complete text based on the models above.

Ending the lesson 7. Goodbye

• Ask a few children to answer questions about their favourite •

animal or about the animal that they have just drawn. Say Goodbye.

EXTRA ACTIVITIES 1 Reinforcement Extra Activity Worksheet 3 Label. Read and colour. Cut out and stick.

• Children label the animals and their habitats. They then read the texts and colour the pictures. Finally, they cut out the animals and glue them on to their habitats.

Answers

Top row: spider, snake, bird Bottom row: grass, flower, leaves

2 Extension Project: What other animals use camouflage? Write a list.

• Tell the children to open their Activity Book at page 12.

•

Refer them to the Project at the bottom of the page. If they have access to the internet or reference books, they can research other animals that use camouflage, write questions and answers about their animal. Display their work in the classroom. If the children are keeping a personal portfolio, they could put this work in it once the display is taken down.

competence in autonomy and personal initiative:  

Using reference books, as well as looking for and compiling information about different topics in different supports, help children develop independent learning.

Unit 1

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Lesson 8

Developing the lesson

Unit review

2. Structure revision

Objectives: To review meaning and form of the target structures. To review the vocabulary of the unit. To review the language of the unit via the four skills of speaking, listening, reading and writing. To present and practice a new functional phrase. Main language: animals, natural features, What’s this? Is it a …? Yes, it is / No, it isn’t, It’s a …

1 Match.

• Tell the class to open their Class Books at page 13. Point to •

Answers

1  b  2  a  3  c

Materials: Flashcards: animals and habitats Extra Activity Worksheets 2 and 22 Class Book: page 13 Activity Book: pages 13, 65, 71 and 77 CD 1: tracks 16, 19, 29, 30 DVD 3 DVD Activity Sheet 2 Everyday English poster Grammar poster

3. Grammar communication game (AB page 77) 2 Play the Snap Dragon game with a friend.

• Refer the class to the game on page 77 of their Activity • •

Preparation: Make sure children have scissors and felttips or pencils to play the communication game.

•

•

•

Beginning the lesson 1. Revision of key vocabulary

• Revise animal vocabulary by making animal noises and •

asking What’s this? (It’s a …). Be sure to include monkey, which will be used later. If you taught Old Mac Donald had a zoo in Lesson 2, sing it again now. Include verses for the lion (roar), the monkey (oo oo), the parrot (squawk) and the elephant (trump trump). Otherwise, get the children to say the chant from Lesson 2 (CD 1 track 16).

Book and ask them to cut it out. Ask the children to draw four animals in the empty spaces in the middle. Tell them to turn the paper over and fold each corner point into the middle of the paper. Then they turn the cut-out over and fold all four corner points into the centre again. Ask them to colour each triangle in a different colour (there are eight triangles). Afterwards, they stick their two thumbs and forefingers in each of the four flap pockets. The finger should press in the middle creases so that all flaps meet at the point in the middle. Demonstrate how to play in front of the class, before they play in pairs: Girl: What number? Boy: Three. Girl: One, two, three. Which colour? Boy: Blue. Girl: What’s this? Boy: Is it a monkey? Girl: No, it isn’t. Boy: Is it a lion? Girl: Yes, it is. Your turn. Encourage pupils to look and use the Grammar poster for reference.

4. Practice of functional language 3 Listen and repeat. Act out.

• Tell the children to look at the pictures and heading. Ask

• •



Big Surprise TB3.indb 51

the 3 pictures at the top of the page. Read sentence 1 aloud and ask pupils to choose which picture they think it is (b). Ask pupils to do the rest and check in pairs. Go through as a class emphasizing key features such as Is it a …? It’s a … Yes, it is. No, it isn’t. Then draw attention to the same features in the Grammar poster on the wall.

Where are Alex and Lucy? Who are they with? (At home with their mum). Check their answers as a class. Play CD track 29 and listen to the story. Check pupils’ understanding by asking Who is the surprise for? (Lucy) Is the monkey a real animal? (No). Draw their attention to the functional language in red font. Ask the children if they can think of other situations they could use this language in. Play the CD again, with their books open, children listen and repeat after each sentence. Focus attention on their intonation and expression. Unit 1 51

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• Then put the children in groups of three to be Lucy, Alex

and their mum. Children act the story out in their groups or in front of the class. Draw attention to the functional language in the Everyday English poster.

Listen and repeat. Act out.  $ 1•29

5. Make your story book Teaching tip:   A different style of book is suggested for each unit. This gives variety and also develops different motor and technological skills. However, if you prefer to keep to one simple model throughout the course, note that the style suggested for Unit 1 is probably the simplest and least time-consuming. Display the books for others to see and read in a later lesson.

7. Reflecting on the unit (AB pages 13 and 71)

• Tell the children to turn back to Activity Book page 13.

This is an ideal page to form part of their portfolio as the year progresses. You can either mark their work in class or collect in the books to mark later. See the Evaluation section on the Teacher’s Resource CD-ROM for more ideas of how to use the unit material and build up a portfolio of language learning.

1 I can find and write animal and nature words.

• Refer them to the letters in the basket. Ask pupils to find

the animal and nature words inside. Then they write them in the appropriate column.

Answers

• Give out copies of the story frames to each pupil. Explain

Animals: gorilla, zebra, giraffe, eagle, lizard, flamingo Nature: mud, leaves, river, plants

• They then spread the frames out on the desk and mix

2 I can make questions and answers with to be.

that they have to cut them out.

• •

•

them up. Ask them to try and put them in the correct order first from memory and then if necessary to check with their partner. Then play the story on CD 1 track 19 and the children listen and check. Check the order with the class. Demonstrate how to make a story book. We recommend that they make a story booklet in this lesson. The instructions are in the Ideas bank. Give the children time to make their own story book, helping as necessary. Ask them to personalize the cover for the book with a title, illustrations and their own name. There is no dialogue in the frames, but if the children are confident and have time, they could write the text below the pictures. When they finish, get them to read the story to a classmate. Encourage them to take it home to finish colouring and to read to their family. The story book is ideal for inclusion in each child’s linguistic portfolio.

Teaching tip:   If you have enough time, the Unit review page of the Activity Book could be used at the end of this lesson. However, there are other ways of using this page: • It can be used as a separate lesson on its own. • It could be set for homework. • It could be used to revise just before a test.

• Explain that they have to write the words in order to make questions and answers.

Answers

1  What’s this?   2  Is it an eagle?   3  Yes, it is.   4  Where’s the lion?   5  In the grass.

3 I can listen and circle.

• Refer the class to the picture of Josh and Emma. Explain that Josh is drawing an animal and telling Emma about it. Now play CD track 30 and get pupils to circle the correct answers.

Answers

1  gorilla  2  black    3  leaves

I can listen and circle.  $ 1•30 Josh: Emma: Josh: Emma: Josh: Emma: Josh: Emma:

Look at my animal picture, Emma. Is it a monkey? No, it isn’t. It’s a gorilla. A gorilla? What colour is it? It’s black and brown. Well, where is it? It’s in the leaves, having fun. That’s a good picture, Josh.

4 I can talk about an animal.

6. Do your Picture Dictionary (AB page 65) Do your Picture Dictionary

• In L1, explain how the Unit review lesson works. Tell the

•

52

class that this is not a test. It is a chance for them to revise, to assess how well they do and to find out what they need to do more of before their unit test. Refer the class to page 65 in their Activity Book. Explain that this is their Picture Dictionary, which serves as a reminder of the words they’ve learnt and that they can use it to help check spelling. Get the children to read the words on the page and then stick the correct pictures in place. They then write the word beneath the picture.

• As they work on the activities above, invite children

individually to come to your desk and tell you the story using the story frames or their story book. Ask What’s your favourite character? What’s your favourite picture? and other specific questions about the story, e.g. What colour is the snake?, etc. This will help you assess their oral and aural skills. If you can’t hear everyone in every unit, keep a list and comments on the children you have heard, and choose others next time.

Read and write. Draw and write about your favourite animal.

• Refer the class to the Portfolio section on page 71 of the

Activity Book. Ask them to look at Emma’s scrapbook. Check they understand that they have to complete the sentences based on Emma’s picture. Elicit the answers orally. Give the children time to look at the picture again and write answers.

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• Check their answers as a class. Ask What’s in the picture?

What’s Emma’s favourite animal? Is it brown or grey? Is it in the river?

Answers

EXTRA ACTIVITIES 1 Reinforcement Talking about the photo story

It’s a giraffe.  It’s brown and yellow.  In the grass.

• This activity should be done immediately after the

• Ask a child What’s Emma’s favourite animal? (a giraffe)

then ask What’s your favourite animal? Ask several children around the class before pointing them to the page where they complete their own factfile. Tell them they can choose any animal they like as long as they know the name in English. The children complete their work on page 71.

8. Self-evaluation Stop and think about your work. Circle the emoticon.

• Refer the class back to page 13 of their Activity Books

and ask them to look at the emoticons at the end of each rubric. Elicit that the first emoticon means easy. Elicit that the second one means OK and the third one means difficult so if they found any section of the Unit review difficult, they should circle the third emoticon for that section. Give them time to circle the emoticons for each activity. Go round the class as they do this, encouraging the children to be realistic. If their work was inaccurate, they shouldn’t circle the first emoticon. The fairer you are, the more self-aware the children will become.

Competence in autonomy and personal initiative:  

Help children to become more autonomous by teaching and testing each other, without the intervention of the teacher.

practice of the functional language on Class Book page 13 if possible. Discuss the pictures with the class. Ask questions about them. Use words that the pupils know as much as possible, e.g. for picture 1: Teacher: What’s the girl’s name? Class: Lucy. Teacher: Where is she? Class: At home. Teacher: Is the surprise a real monkey? Class: No, it isn’t.

2 Extension Text display

• After correcting their written work on Activity Book

page 71, you might like the class to copy out their corrected work onto a separate piece of paper to put on display and for others to read. Redrafting work is an important writing skill. This type of work is also ideal for children to keep in their English portfolio. Encourage them to think about attractive presentation as well as accurate language.

My world

• If you wish to spend time on an aspect of British culture linked to the unit topic, use the My world section on the DVD for this unit and use the My world notes and Activity Sheet 2 on the Teacher’s Resource CD-ROM.

Ending the lesson 9. Goodbye

• Talking about their impressions of the story is a nice way

to round up the unit. Ask the class who their favourite characters were and why, also ask them which part of the story they liked / didn’t like, found scary / funny, etc. You could keep a list of these impressions as a ‘story review’ and compare them with other stories later on in the book.



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2

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Lesson 1

Developing the lesson

Key vocabulary 1

2. Vocabulary 1: presentation

Objectives: To present and practise key vocabulary 1: school objects.

Listen and repeat.

• Show the children Granny’s attic box. Remind them that

Main language: dictionary, calculator, glue stick, rubber, felt-tip, sharpener, folder, pencil case Revised language: What’s this? Is it a …? numbers 1–8 a pencil, a pen, scissors Materials: Flashcards: school objects Word cards: school objects Granny’s attic box Class Book: pages 14 and 15 Activity Book: page 14 CD 1: tracks 31, 32, 33, 34 Optional material: Bring real school objects to class and if possible a wizard’s hat. Preparation: Put the school object flashcards in Granny’s attic box.

•

Granny’s attic is full of mysterious objects related to stories that Granny has written. Ask mysteriously What’s in the box today? Let children guess different things. Have the flashcards in the correct order (see below), and play CD 1 track 31. Encourage the children to join in with the Big Surprise! song. Take out the flashcards in the order the words are mentioned and attach them to the board. Encourage the class to repeat the words after the CD. Play the CD again and get children to repeat the words. They can also mime opening the box and pulling out the flashcards along with you. At the end, sum up by asking What’s the surprise today? (school things).

Listen and repeat.  $ 1•31

A surprise for you! A surprise for me! A surprise for everyone! What can it be? Josh: Hey Emma. Look! Emma: Wow! Let’s open the box. Josh: OK, here we go. Emma: What’s inside? Josh: School objects. A dictionary. Emma: A calculator. Josh: A glue stick. Emma: A rubber. Josh: A felt-tip. Emma: A sharpener. Josh: A folder. Emma: A pencil case. Josh: Wow! What a lot of school objects!

3. Vocabulary 1: recognition 1 Listen, point and repeat.

Beginning the lesson

• Get the children to open their Class Books at pages 14

1. Big Surprise!

• Play CD 1 track 31 at the start of the class and encourage •

the children to join in with the Big Surprise! song. For different activities for this stage of the lesson, please see the Ideas bank.

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1•31

•

and 15 and talk about the picture. Ask them to point at Granny’s school things / Josh / Emma / Felix. Can they also find a wizard’s hat? Get repetition of this word as they will need it for the next lesson. Ask the children to listen to CD 1 track 32 and to point at the school things in the attic picture. Warn them that the words on the page are in a different order from the recording so they really need to listen. Play the CD again. To make sure that they are pointing correctly, ask, e.g. (A rubber) what number is it? (4).

Unit 2

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Listen, point and repeat.  $ 1•32

a calculator  a folder  a pencil case  a sharpener a felt-tip  a rubber  a glue stick  a dictionary • Now ask them to close their books and repeat after the CD. This should stop their pronunciation from being influenced by the spelling. Play the CD and pause after each word for class / individual repetition. This is the stage to be most fussy about the children’s pronunciation of new words. They hear the correct model and their attention can be focused on this. In future activities they will need to use the words more fluently so that will not be the best time to interrupt and correct them.

Listen and repeat.  $ 1•34 Play.

• Ask different children to come to the front of the class

and to mimic using a school object. The others try and guess what it is. Continue in this way until the class seem confident. Put them in pairs to take turns and play together.

Competence in autonomy and personal initiative:   This game encourages children to develop strategies and techniques through which they are able to show autonomy as learners.

2 Listen. What’s repeated?

• Refer the children to the pictures of school objects in

• •

their book. Demonstrate the next listening activity by reading four words and say one of them twice. Ask What’s repeated? and elicit the word. Play CD 1 track 33 with their books open. Pause after each question and get the children to shout out the answer. Nominate two children to come to the front of the class. One asks the question and the other gives the answer. If the second child gives the correct answer, he / she then asks a third child, and so on.

Listen. What’s repeated? 

$

1•33

Emma: A rubber, a glue stick, a pencil case, a calculator, a rubber, a folder. What’s repeated? Josh: A rubber. Josh: A glue stick, a folder, a felt-tip, a rubber, a paper clip, a folder. What’s repeated? Emma: A folder. Emma: A sharpener, a calculator, a glue stick, a pencil case, a calculator, a felt-tip. What’s repeated? Josh: A calculator. Josh: A felt-tip, a pencil case, a sharpener, a calculator, a glue stick, a pencil case. What’s repeated? Emma: A pencil case.

Teaching tip:   When they are working well, take a couple of minutes to prepare for the next activity by copying the words from the first Activity Book activity onto the board.

6. Reading and writing (AB page 14) 1 Write the number. Which one is missing? Draw.

• Ask a pupil to read the list of Granny’s things on the board.

•

Refer the class to the picture in their Activity Book on page 14 and ask What number is the felt-tip? Write 2 next to the felt-tip on the board. The children then work individually to complete the task, writing the numbers next to the pictures. Explain that one of the objects is missing and that they must draw it in the empty frame. Let them check their answers in pairs, then as a class. Write numbers in the boxes after the words on the board.

Answers

1  a dictionary   2  a felt-tip   3  a pencil case   4  a sharpener   5  a rubber   6  a folder   8  a calculator Number 7 a glue stick is missing.

2 Write.

• Explain that now the children have had their surprise,

4. Word skills 3 Look and find the things on Felix’s list.

• Ask the class to look at page 14 and find the 3 revised items from Felix’s list hidden in the picture.

Answers

1  a pencil: on top of the pencil case   2  a pen: next to the bag  3  scissors: on a piece of paper inside the bag

5. Vocabulary 1 and revised structure: speaking practice

it’s time to label the items for Granny. Let them work individually and then check their answers in pairs. Go round as they work, helping and correcting as necessary. • Use the school object flashcards on the board to check their answers. Rub out the numbers next to the words on the board and invite children out to draw lines from each word to the appropriate flashcard. Finished? If you have pupils who finish early, direct them to the Finished? activity at the bottom of the page and ask them to do it in their notebooks or on a piece of paper.

4 Listen and repeat.

• Use real classroom objects to revise the target language of •

Unit 1. Hold up objects and ask What’s this? Is it a …? Refer the children to Josh and Emma at the foot of the page. Explain that they are playing a game with their own school objects. They take turns to mimic using an object for the other to guess what it is. Play CD 1 track 34 for the children to follow in their books. Ask What’s the correct answer, a folder or a glue stick? Play the CD again, pausing after each sentence for class repetition.



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Ending the lesson

EXTRA ACTIVITIES

7. Goodbye

1 Reinforcement

• Say Goodbye. Ask the children to identify one of the school object flashcards each before they leave the room.

Label the objects

• Place the school objects in different places in the

classroom. Distribute the word cards among the children and ask them to find the school objects and label them with their word cards. Give them a time limit. Once children find the object, they read the word card to the class.

2 Extension Hunt the rubber

• Show the class a rubber and say that you are going to

hide it. Ask a child to leave the room and get the others to decide where to hide it. The child outside comes in and tries to find the rubber. The class hum softly if the child is far from the rubber, but more loudly as he / she gets nearer, until the child finds and picks up the object.

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Unit 2

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2 $

Wizard school

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DVD 3

1

2

3

4

Narrator:  Wally Wizard is at school with Harriet. Wally:  Have you got the spell book, Harriet? Harriet:  No, I haven’t. Where is it? Wicked Wizard:  Ha! I’ve got the spell book. • Who’s got the spell book?

Narrator:  Wally and Harriet run after the Wicked Wizard. Harriet:  Oh no! A river! Wally:  It’s OK. I’ve got a magic ruler. • What’s the problem?

Spell:  Magic ruler, quick, quick, quick. Magic ruler, do your trick! Harriet:  Wow! Look! • What’s Wally got?

Narrator:  At the Wicked Wizard’s castle. Harriet:  Secret message for Wally. Oh no! No message! Wally:  It’s OK. I’ve got a magic pen. • What’s the problem?

5

6

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Spell:  Magic pen, quick, quick, quick. Magic pen, do your trick! Harriet:  Wow! Look! Open door 3. • What’s Wally got?

Harriet:  Oh no! Door 3, Door 3, Door 3! Wally:  It’s OK. I’ve got a magic rubber. • What’s the problem?

Spell:  Magic rubber, quick, quick, quick. Magic rubber, do your trick! Harriet:  Wow! Look! Wally:  Quick! Open the door! • What’s Wally got?

Wicked Wizard:  Ow! Wally:  Have you got the spell book? Harriet:  Yes, I have. Thank you, Wally. Wally:  No. Thank you, magic pencil case. • Who’s got the spell book now?

VALUE:   Point out that Harriet says thank you to Wally Wizard in the last frame. Ask Why is it important to say thank you? Encourage children to give their opinions. Explain that it’s very important to say thank you because it shows people you appreciate what they do for you.



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Lesson 2

Developing the lesson

Listening

2. Vocabulary 2: presentation

Objectives: To present and practise two new vocabulary items. To revise school objects vocabulary and numbers 1–10 via a chant. To develop listening skills through a chant and a story. To present and practise useful imperatives for classroom use.

• Ask the children to open their Class Books at pages 14 and

15. Explain that Emma and Josh are in Granny’s attic. Can they see the corkboard with the chant on it? It’s also in the attic. Refer the children to the numbers in the chant. Play CD 1 track 35 and encourage the children to join in with the numbers.

1 Listen and read. Find words for pictures 9 and 10.

• Tell the class that they are going to listen to a chant. Play

CD 1 track 35. Pupils read the chant and listen to it to find two words that match the two pictures. The words are in green and red font. Help pupils work out which is which, e.g. cognates, use of picture clues, etc.

Main language: Imperatives + school objects: pick up / put down, open / close, count / do it again Revised language: What’s this? It’s a … Is it a …? Yes / No Materials: Flashcards: school objects Class Book: pages 14 and 15 Activity Book: page 15 Skills Builder: page 6 CD 1: tracks 35, 36, 37, 38 DVD 3 Story cards 2 Word cards 2 DVD Activity Sheet 3 Optional material: Story card frame 1 from each story Bring a plastic or paper bag and collect a few classroom objects before the class. Ask pupils to bring a ruler too.

Listen and read.  $ 1•35

3. Chant 2 Listen, point and repeat.

• Play CD 1 track 36. Pupils hear and pronounce a notebook

and a ruler. Get the children to point at the correct picture in their Class Books as they hear them and to pronounce the words.

Listen, point and repeat.  $ 1•36 9: A notebook 10: A ruler

Chant.

• Show the children a ruler and a notebook on your desk.

•

•

Beginning the lesson 1. Revision of vocabulary 1

• Revise school objects vocabulary. Stick all the school

•

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object flashcards on the board in random order. Number them 1–10. Then, hold up one word card and invite a child to read the word. Ask the child to match the word card to the correct flashcard on the board, e.g. number 4. Continue until the children match all the word cards with the flashcards on the board.

Ask the children to put their own ruler and notebook on their desks. Play the CD again and get them to do the actions with you, counting up to ten in the middle of the chant. Play the CD again, pausing after each line for class / individual repetition. If you want the children to learn the chant by heart, get them to remember words after each listening, and dictate them to you. Write them in the appropriate place on the board (draw a blank for each word beforehand). When they can’t think of any more, play the CD again and elicit more words until the whole text is on the board. Erase words / expressions one by one and get the children to read the chant. By the time everything has been erased, the class will know the chant. Play the chant once more, encouraging the children to join in.

Story time 4. Pre-teaching key words for the story 3 Listen, point and repeat.

• Remind the class that Granny is a story writer. One of

Granny’s books and DVDs is connected to the things they see in the attic. What did Granny leave on the attic floor in this unit? (School things) What extra clue did she leave? If necessary, point to your head to elicit a wizard’s hat. How could the school objects and the wizard’s hat be

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•

•

connected? What’s most important is that the children’s curiosity is aroused and that they use their imagination. Optional: Make sure the children close their books. Spread out the frame 1 story cards for each story in random order where the children can see them. Ask them to choose the story they think is in this unit. When they have chosen the correct story, get them to open their books at page 15 and to find the book in Granny’s bookcase. Get them to look at the title of the book, which is the story title, and ask them to repeat Wizard school. Ask them to listen to CD 1 track 37 and to point to the pictures of Wally, Harriet, the wicked wizard, and the spell book. Play the CD again and encourage them to join in with the chant at the beginning. They then repeat the words and point appropriately.

6. Listening (AB page 15) 1 Listen and order. Read the story again and check.

• Tell the children to open their Activity Book at page 15

and to look at the pictures from the story. Ask them to find the first picture of the story. Make sure they realize they must order frames 1–8 by writing the numbers in the boxes. Play CD 1 track 38 and get them to use a pencil to order the pictures. As they finish, get them to read the story again and check their answers. Correct the answers as a class. Only play the story again if there are discrepancies, stopping after each frame to get class agreement.

Mathematical competence:   In this sequencing activity children use numbers to express information, which offers them the opportunity of developing their mathematical competence.

Listen, point and repeat.   $ 1•37

Up in the attic. Let’s take a look. Choose a DVD or Granny’s book. Narrator: Story 2: Wizard school a) Harriet b) the Wicked Wizard c) Wally Wizard d) the spell book • Ask the class what they think the story will be about. Encourage the children to answer in English, but also allow them to use L1, aiming to get as much discussion as possible.

Answers

a  3  b  4  c  7  d  1  e  8  f  6  g  2  h  5

Story 2: Wizard school   $ 1•38 Differentiated learning:   If your class find listening comprehension difficult, slow the process down by playing the CD once more. Before they listen for the second time, ask how many school objects are in the story (5). Then play the CD again after asking them to listen for what the five objects are.

5. Listening to the story for pleasure 4 Watch or listen to the story. List 5 school things in the story.

• Make sure the children have their books closed, then play

•

the DVD or play CD 1 track 38. Ask them to listen out for 5 school things in the story and to write them in their notebooks or on a piece of paper while they listen or watch the story. The story text is given between Lessons 1 and 2 of the teaching notes. Make gestures to help with comprehension.

7. Written extension from the chant (AB page 15) 2 Look and write.

• Refer the class to the picture. Say Look at the wizards’

•

Story 2: Wizard school   $ 1•38 DVD 3

• Talk about the story by asking, Do you like the story? What •

was it about? Check if they guessed correctly about the story: it was about school objects in a school for wizards. Check the second part of activity 4 and ask them to list the 5 school things in the story. Put all the school objects flashcards on the board and ask which ones were mentioned. Don’t confirm their opinions. Ask them to listen again to check.

Answers

book / spell book, ruler, pen, rubber, pencil case • Encourage them to all join in the spell and the repeated exclamations: Oh no!, It’s OK. Wow! Look! • Tell the story as many times as necessary. Check that the children have understood it by using the questions on page 57. The questions are also on the animated story on the DVD.

•

Answers

1  folder  2  your notebook   3  up your pen   4  calculator  5  your ruler   6  down your pencil case

8. Vocabulary (SB page 6) 1 Number the words. Are they in section 1 or 2?

• Ask children to open their Skills Builder book at page



Big Surprise TB3.indb 59

hands. Ask Which wizards pick up something? Which wizards put down something? Which school objects can the children see? Do the example with the class so that they know what to do for the rest of the activity. Ask what wizard 1 is going to do, e.g. Pick up your folder, and ask the class to complete sentence 1. Give them time to do the rest of the activity individually. Go round and help children who find writing difficult. As children finish, get them to check their answers in pairs before checking them as a class.

6. Point to the example and explain why glue stick is in the first section (the word starts with letter g, which is alphabetically between A and M). Point at the pictures and tell children to write number 1, if the item starts with a letter from A–M, or number 2 if the items starts with a letter from N–Z. Check as a class.

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Answers

A–M: glue stick, calculator, felt-tip pen, dictionary, folder N–Z: pencil case, sharpener, ruler, notebook, rubber

2 Write the words in alphabetical order.

• Tell the class to write the words from activity 1 in alphabetical order.

Answers

1  calculator  2  dictionary  3  felt-tip pen   4  folder   5  glue stick   6  notebook  7  pencil case   8  rubber 9  ruler  10  sharpener • When children finish the activities on this page, get them to read the English at home rubric at the bottom of the page. Encourage them to do this when they get home.

Ending the lesson
 9. Goodbye

• The children join in the chant (CD 1 track 35). • Say Goodbye.

EXTRA ACTIVITIES 1 Reinforcement Find the classroom object!

• Play a flashcard game from the Ideas bank. 2 Extension Pronunciation

• Find words from the chant which contain the sound /e/.

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Play CD 1 track 35 and get class / individual repetition of these words. Raise awareness of the irregular nature of English spelling, and similarities / differences between English and Spanish. The sound /e/ is not always spelt phonetically, e.g. again which rhymes with pen. You might ask the children to learn these spellings. If you wish to spend more time on the story, use the story section on the DVD for this unit and use the story notes and Activity Sheet 3 on the Teacher’s Resource CD-ROM.

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Lesson 3 • •

Reading and key structure 1 Objectives: To develop reading comprehension via guided silent reading. To present and practise target structure 1: I’ve got …

in the other team can answer it for a bonus point. The team with the most points at the end wins. You will find more game ideas in the Ideas bank. Divide the class in two again to say the chant from Lesson 2. Play CD 1 track 35. Half the class say verse 1 and then the other half say verse 2. They all count to ten.

$

Main language: I’ve got …, spell, Oh no! It’s OK. School objects + imperatives: pick up / put down, open / close, count / do it again

1•35

Developing the lesson

Revised language: What’s this? It’s a …, Is it a …? Yes / No, school objects Materials: Flashcards: school objects Class Book: pages 16 and 17 Activity Book: page 16 CD 1: tracks 35, 38

Story time 2. Reading comprehension: joining in with the story

• Ask what the story was about and see how much children can remember. Ask for the names of the characters and write Wally Wizard, Harriet and Wicked Wizard on the board.

Preparation: Make 4 large cards with the words of the spell written on them: a) do your trick b) Magic ruler c) Magic ruler d) quick, quick, quick. Classroom objects: rulers, rubbers, pencils, felt-tip pens, etc.

1 Read and listen to the story. What’s magic, Wally’s hat or Wally’s pencil case?

• Tell the children that they are going to listen to the story

•

again. Read the question with the class and explain that after you have played the story, you will ask them to answer this question. Play the story and ask children to follow in their books. Then check the answer (Wally’s pencil case).

Story 2: Wizard school  $ 1•38

3. Structure 1: presentation I’ve got … 2 Find and say 4 sentences: I’ve got …

• Ask children to find and say four sentences in the story •

•

• •

Beginning the lesson 1. Revision of the chant

beginning I’ve got … Ask them to say the numbers of the frames with this structure (frames 1, 2, 4 and 6). Now use story frames 1, 2, 4 and 6 to highlight the main unit structure by isolating the sentences. Tell the story again and ask the children to follow in their books and to read Wally’s words out loud when you pause. Pause after It’s OK. each time for the children to say I’ve got a magic … . Ask the children to put a ruler, a pen and a rubber on the table in front of them. Get them to hold each one up in turn and repeat Wally’s words after you: I’ve got a magic ruler, etc. Play the story again, encouraging the children to say Wally’s words and pick up the correct object as they do so. Ask the children to put their own school objects on the desk. Hold up your own objects and tell them, e.g. I’ve got a red book, a blue pen and a rubber. Elicit similar sentences from individuals, making sure they use and before the final item on their list. Get children to do this activity in pairs, telling their partner about their possessions. You can hear one or two examples in front of the class.

• Divide the class in two and ask the children if they can

remember the class objects from the previous lesson. A correct answer gets a point. If the answer is wrong, a child

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4. Structure 1: reading and writing (AB page 16) 1 Write Yes or No. Read the story and check.

• Do the first one as a class. Ask one child to read the first

sentence and another to say Yes or No. Give them time to do the rest of the activity individually, going round the class to help as necessary. Then check their answers as a class.

EXTRA ACTIVITIES 1 Reinforcement To practise I’ve got …

• Get some classroom objects together and place

them on your desk. Ask for a volunteer to come to the front of the class. Say Close your eyes and put one classroom object in his / her hands, (e.g. a sharpener). Get the pupils to guess the object and elicit I’ve got a (sharpener). Answer Yes! or No! Continue until you have used all the objects.

Competence in autonomy and personal initiative:  Encourage independent learning by getting children to re-read the story in the Class Book to check and change their answers, if necessary.

2 Extension

Answers

Reading and writing spells

1  No  2  No  3  Yes  4  Yes  5  No

• Put the spell cards you prepared in random order,

2 Follow and write.

• Refer the children to the picture of Wally fishing and get

•

children to identify the parts of the picture. Do number 1 as an example with the class. Get them to trace Wally’s two fishing lines with their finger and find a magic pen and a magic sharpener. Now read the sentence and stop for children to tell you what the missing word is. Get them to write the word in. Get the children to do the rest of the activity individually. Let them compare their answers with a partner as they finish. Deal with any discrepancies all together.

Answers

I’ve got a magic pen. I’ve got a magic sharpener. I’ve got a magic rubber. I’ve got a magic pencil case. I’ve got a magic ruler. I’ve got a magic book. Finished? If you have pupils who finish early, direct them to the Finished? activity at the bottom of the page and ask them to do it in their notebooks or on a piece of paper.

• • •

labelled (a–d), on the board: a) do your trick b) Magic ruler (1) c) Magic ruler d) quick, quick, quick Elicit that b) is line 1 in the spell and get the children to put the rest in order, i.e. 1b, 2d, 3c, 4a. Ask a child to rearrange the cards on the board and get another to read the spell out loud. Underline ruler and get the children to make up new spells by changing this object each time they say the spell. Ask them to draw a school object and write a new spell, using the model on the board and the object they’ve drawn.

Ending the lesson 5. Goodbye

• Refer the class to the Grammar box at the top of Activity

•

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Book page 16 and ask children to substitute words in black to say two things they’ve got. Ask which word we use in English before adding the second school thing (and). Say Goodbye.

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Lesson 4 Reading and key structure 2

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Objectives: To develop the skill of reading aloud through pronunciation practice. To present and practise target structure 2: Have you got …? + short answers.

•

saying, e.g. I’ve got a pen. The child on your left says, e.g. I’ve got a pen and a pencil. The next child repeats and adds, e.g. I’ve got a pen, a pencil and a rubber. Proceed in the same way until someone forgets what to say and they are then out of the game. The last one in is the winner. Put the class into groups of four or five to play in the same way.

Main language: Have you got …? + school objects Yes, I have / No, I haven’t.

Developing the lesson

Revised language: What’s this? Is it a …? I’ve got + toys / school objects, Yes / No.

Story time 2. Reading the story aloud: pronunciation practice

Materials: Flashcards: school objects and toys Class Book: pages 16 and 17 Activity Book: page 17 Skills Builder: page 7 CD 1: tracks 38, 39 Grammar poster DVD 3

3 Listen to the story again. Then read aloud.

• Ask questions and get the class to remind you what the

•

unit story is about. Tell the class that they are going to read the story Wizard school aloud. First, they need to listen to the CD again and think about gestures and how they’ll say things to make the story interesting. Use the DVD or Class Book and tell the story or just play the CD. Encourage the class to join in as much of the language as they can now memorize, especially the words: I’ve got a magic … Play the story on CD 1 track 38 and get the class to open their Class Books at pages 16 and 17 and follow the words. This time, pause to elicit the dialogue and then play the lines again for repetition. Make sure they imitate the words with feeling and make gestures and pull faces where appropriate.

Story 2: Wizard school  $ 1•38 DVD 3

• Put the children in pairs to practise reading aloud to one

•

another from their Class Books. Who can do it with the most expression? Go round and help those who find reading most difficult. Invite one or two pairs to the front of the class to tell the story using the Class Books. One in each pair holds the book as the other tells the story. Encourage the class to join in the spells.

3. Structure 2: presentation 4 Find 2 questions and answers: Have you got …? Yes … No …

• Ask children to find and say two questions and answers

•

Beginning the lesson 1. Structure 1: revision game

• Start the lesson by playing a chain game to revise I’ve

got … Ask the children to put their school objects on their desks. Demonstrate the memory game by bringing three or four children to the front of the class. They stand in a ring with you. They have to remember what the person before says and add one more thing. Start the game by

•



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in the story beginning Have you got …? Yes … No … Ask them to say the numbers of the frames with this target structure (frames 1 and 8). Now use story frame 1 to revise Wally’s question Have you got the spell book? and Harriet’s answer No, I haven’t. Use story frame 8 to revise the question again and Harriet’s answer Yes, I have. Ask individuals if they have a spell book / a pencil / a pen / a rubber, etc. and elicit Yes, I have / No, I haven’t. Get them to ask you and then to ask each other across the class.

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Teaching tip:   Encourage children to say the truth by getting them to show you the school object that they say they have. The more they use English for real communication, the more useful it will seem and the more motivated they will remain.

4. Structure 2: recognition (AB page 17) 1 Read and answer. Listen and check.

• Elicit the names of each character in the pictures at the •

top of the page. Demonstrate what they have to do in the Activity Book activity by looking at the questions first. Explain that Wally is asking Harriet and the wizard about the objects in front of them. Do the example with the class. Nominate three children to read the first question and answers. Ask if this conversation is from the beginning or the end of the story (the end). How do they know? They do the rest individually and check their answers with a partner. Deal with any discrepancies all together.

Answers

Competence in social skills and citizenship:  Speaking activities of this sort, where children use dialogue as a basic tool for interpersonal communication, encourage participation.

6. Grammar (SB page 7) Look!

• Ask children to open their Skills Builder Book at page 7.

Refer the children to the grammar boxes and ask them to read them.

1 Draw 5 school things and write.

• Point to the picture of the pencil case and ask the children to draw 5 school things in it. Then, ask them to complete the sentences with the school things they have got in their pencil case.

2 Complete the questions. Then circle the answers for you.

• Point to the first picture and elicit the complete question

1  No, I haven’t. Yes, I have.   2  No, I haven’t. Yes, I have. 3  Yes, I have. No, I haven’t.   4  No, I haven’t. Yes, I have. 5  Yes, I have. No, I haven’t.   6  Yes, I have. No, I haven’t.

Listen and check.  $ 1•39

1 Wally:  Have you got a folder? Harriet:  No, I haven’t. Wizard:  Yes, I have. 2 Wally:  Have you got a pencil? Harriet:  No, I haven’t. Wizard:  Yes, I have. 3 Wally:  Have you got a pen? Harriet:  Yes, I have. Wizard:  No, I haven’t. 4 Wally:  Have you got a pencil case? Harriet:  No, I haven’t. Wizard:  Yes, I have. 5 Wally:  Have you got a ruler? Harriet:  Yes, I have. Wizard:  No, I haven’t. 6 Wally:  Have you got a spell book? Harriet:  Yes, I have. Wizard:  No, I haven’t.

5. Structure 2: writing and speaking practice (AB page 17)

•

Have you got a calculator? Tell children to look at their drawing in activity 1 and circle the appropriate answer, Yes, I have. / No, I haven’t. Pupils complete the rest of the activity in the same way. When children finish the activities on this page, get them to read the English at home rubric at the bottom of the page. Encourage them to do this when they get home.

Ending the lesson 7. Goodbye

• Refer the class to the Grammar box at the top of page

•

17. Ask which is the question and which is the answer. Ask one or two children to make other questions for a classmate to answer Yes, I have or No, I haven’t. Say Goodbye and get them to leave the classroom, chanting the spell as they go.

EXTRA ACTIVITIES 1 Reinforcement To practise: Have you got a …?

• Hold up the school object flashcards so that they are

2 Write. Put a tick ✓ or a cross ✗. Ask a friend.

• Use the flashcards of toys and What’s this? to revise

• •

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them. Practise the new question with the toy words, e.g. Have you got a bike, Juan? Refer the class to the chart in activity 2 and explain that it’s for a class survey. Ask individual children to read out the questions and complete the missing words orally. Get them to write the complete questions. Ask them to put a tick or cross in the me column. Remind them to tell the truth. Get the children to ask the questions to a friend and put a tick or a cross for their answers.

•

facing you and children can’t see them. Quickly flip over one card to give the pupils a glimpse. Encourage them to ask you what you have, elicit Have you got a (ruler)? Answer Yes, I have. / No, I haven’t. Continue until you have shown them all the flashcards. Alternatively, invite individual children to take your place at the front of the class and answer the questions.

2 Extension Writing practice of questions and short answers

• After the survey in the Activity Book, ask children to

re-read the questions and write short answers based on the ticks and crosses in the me column. Not only will this give practice in writing the words, but also in transferring information from one format to another.

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Lesson 5

3. Practice of vocabulary 2 with the structure

Key vocabulary 2

2 Listen and repeat. Play the memory game.

Objectives: To present and practise target vocabulary 2: places in school.

• Put the school object flashcards on the board and ask the

Main language: classroom, toilet, library, dining room, playground, garden Revised language: What’s this? It’s a / an …, Is it a …? Yes, it is / No, it isn’t, Where’s the …? In the …, It’s a + colour + noun Materials: Flashcards: places in a school and school objects Class Book: page 18 Activity Book: page 18 Skills Builder: page 8 CD 1: tracks 40, 41, 42 Word cards: places in a school Mixed Ability Worksheets 8–11: Catch-up, Support, Reinforcement, Extension

•

children to find school objects in the rooms in the picture. Ask, e.g. Where’s the blue book? to get the answer In the library. If children give one-word answers, rephrase them and get repetition of In the library. Explain that Emma and Josh are playing a guessing game. The children follow in their books as you play CD 1 track 41. Pause after each question to give the class time to find the object and shout out the answer. Play the answer on CD for them to check against.

Listen and repeat.  $ 1•41

• Play the CD again and get repetition of the questions and •

answers. Demonstrate the dialogue in their book with one of the pupils to make sure that they know how to play. Put the children in pairs to play. Give them a few minutes to study the picture before they play. Then one in each pair closes the book and answers the other’s question from memory. They take turns to ask and answer. Go round and help as necessary.

4. Exam practice: listening 3 Listen. Answer with a number.

• Ask the children to look at the picture at the bottom of the page and identify the characters in it.

• Read the rubric and the questions and explain that they

are going to listen and tell you the numbers. Now play CD 1 track 42 and give them time to complete the activity individually. Check their answers.

Answers

1  class 5   2  eight  3  six

Listen. Answer with a number.  $ 1•42

Beginning the lesson 1. Revision of vocabulary 1

• Revise school objects vocabulary. You will find game ideas in the Ideas bank.

Developing the lesson 2. Vocabulary 2: presentation 1 Listen, point and repeat.

• Use story frame 1 to explain the word school. Use the

flashcards of rooms in the school to teach the complete set of words. Stick all the cards up on the board. Revise: What’s this? Is it a …? Refer to your own classroom to check, e.g. Is it a library / toilet / playground / classroom?, etc. and elicit Yes, it is / No, it isn’t. Play CD 1 track 40 and tell the class to listen and point to each part of the picture. Play the CD again. The children point and repeat again.

Teacher: Harriet: Teacher: Harriet: Teacher: Harriet: Teacher: Harriet: Teacher: Harriet: Teacher: Harriet: Teacher: Harriet:

5. Vocabulary 2: recognition (AB page 18) 1 Read and tick ✓ or cross ✗.

• Demonstrate what they have to do as a class. Which

Listen, point and repeat.  $ 1•40



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Hello, what’s your name? Harriet. And this is Wally. What class are you in? We’re in class 5. Class 5? I’m your new teacher. Oh good. Have you got your school things for class? Yes, we have. Look, Wally’s got eight new pencils. Eight! That’s a lot. And I’ve got a new pencil case. How many felt-tips have you got? Six – all different colours. Six felt-tips! Which one is your favourite? The yellow one is my favourite.

rooms can they see? Read the first sentence and ask Is number 1 the garden? Point to the cross in the box next to the sentence. Let them complete the task individually and compare their answers in pairs.

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Answers

2  ✓  3  ✓  4  ✗  5  ✓  6  ✗

6. Exam practice: reading and writing (AB page 18) 2 Write and colour. Write.

• For support for writing activities, display word cards on

Mixed Ability Worksheet 8 Catch-up 1 Follow and write.

• Children follow the lines from each of the pictures to the words and copy the label.

Answers

the whiteboard or around the classroom. • Make sure the children realize that they have to write the colour of the object in each question and that they can choose the colours. Ask a pupil to read out the first question and answer. Then ask What colour is the pen? (blue), Where is it? (in the classroom). Now give the children time to complete the activity individually, by first completing the question, then colouring and finally answering the questions. • Check their answers individually if possible, as they will vary according to the colour they have chosen. Finished? If you have pupils who finish early, direct them to the Finished? activity at the bottom of the page and ask them to do it in their notebooks or on a piece of paper.

1  a rubber   2  a felt-tip   3  a calculator   4  a sharpener   5  a dictionary   6  a pencil case   7  a glue stick   8  a notebook   9  a ruler   10  a folder

7. Reading and writing (SB page 8)

2 Find and write.

1 Read and tick the correct picture.

• Ask children to open their Skills Builder Book at page 8.

Children read the form and tick the correct picture. Check as a class.

Answer

picture 3

2 Read and complete.

• Refer children to Jamie’s form in activity 1. Ask children to complete the text with this information. Check as a class.

Answers

Jamie  nine  London  a white cat  lizard

2 Look and write.

• Children look at the silhouetted objects and answer the

questions. Tell them to look at the pictures in activity 1 if they have trouble recognizing any of the objects..

Answers

1  It’s a ruler.   2  It’s a sharpener.   3  It’s a felt-tip.   4  It’s a notebook.   5  It’s a rubber.   6  It’s a dictionary.

Mixed Ability Worksheet 9 Support 1 Match.

• Children draw lines to match the words to the pictures. • Children find the numbered objects in the picture and

write the words on the lines next to each number. Ask them to include a before each object, and get them to check their spelling with the words in activity 1.

Answers

1  a dictionary   2  a calculator   3  a folder   4  a pencil case   5  a glue stick   6  a sharpener   7  a felt-tip   8  a rubber

Mixed Ability Worksheet 10 Reinforcement 1 Read and tick.

• Children read the two sentences and tick the one that matches the picture.

Answers

• Pupils complete the form with true information

1  I’ve got a ruler.   2  I’ve got a folder.   3  I’ve got a calculator.   4  I’ve got a felt-tip.   5  I’ve got a notebook.   6  I’ve got a pencil case.

• When children finish the activities on this page, get them

2 Draw your pencil case. Answer the questions.

3 Complete the form for you. about themselves.

to read the English at home rubric at the bottom of the page. Encourage them to do this when they get home.

Ending the lesson 8. Goodbye

• Put all the places in school flashcards in a pile and

•

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MIXED ABILITY WORKSHEETS

classroom object ones in another. Ask the children to line up in front of the door, ready to go. Explain that before they go, they have to answer a question about where things are. Hold up the first classroom object flashcard, e.g. rubber, and ask Where’s the rubber? The first child in the line holds up the first places in school flashcard from the pile and says, e.g. In the library. Everyone has to do this before they leave the room. Say Goodbye.

• Children decorate the pencil case to match their own, then answer the questions about its contents.

Mixed Ability Worksheet 11 Extension 1 Count and write.

• Children count the objects and complete the sentences. Answers

I’ve got five pencils. I’ve got three pencil cases. I’ve got six felt-tips. I’ve got two calculators. I’ve got seven rulers. I’ve got eight pens. I’ve got five glue sticks. I’ve got four notebooks.

2 Read and complete.

• Children read and complete the speech bubbles according to the pictures.

Answers

1  No, I haven’t. I’ve got a ruler.   2  Yes, I have.   3  Have you got a folder? No, I haven’t. I’ve got a notebook.   4  Have you got a sharpener? Yes, I have.  

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Lesson 6

Developing the lesson

Listening and speaking

2. Present and sing the song

Objectives: To develop listening and speaking skills via a song and acting out the story. To raise awareness of English sound-spelling relationships: /æ/ and /ɑː/. Main language: hat, castle, cat, garden, tree, broomstick, I’m a …, I’ve got a … with a …, Come and whizz around with me! Revised language: What’s this? It’s a …, Is it a …? Yes / No, animals, toys, school objects, places in school Materials: Flashcards: places in school Wizard’s hat Class Book: pages 16, 17 and 19 Activity Book: page 19 CD 1: tracks 43, 44, 45, 46 DVD 3

1 Watch or listen. Name 6 things the wizard has got.

• Tell the children that they are going to watch or listen to

a song and that they must listen out and write down the six things the wizard has got (wizard hat, castle, cat, garden, tree, broomstick). Play the song and check their answers as a class. If they don’t agree, play the song again.

Watch or listen  $ 1•43 DVD 3

• Ask the class to open their Class Books at page 19. Teach

•

Optional material: Large sheets of paper.

• •

Preparation: Draw or collect together pictures for wizard’s hat, castle, cat, garden, tree, broomstick.

the first half of the song. Point at the wizard, ask What’s your name? and elicit I’m a wizard. Rephrase this as I’m a wiz, wiz, wiz, wiz wizard. Play the CD again and get the children to repeat this line. Point at the wizard’s hat in the picture and ask What have you got, Mr Wizard? to elicit A hat. Rephrase this to: With a wiz, wiz, wizard hat. Play the CD again and get the children to repeat this line. Play the first two lines of the song and get the children to sing. Repeat the same procedure for lines 3 and 4. Play the CD again and get children to sing the first four lines together. Teach the second half of the song in the same way. Finally, get the children to sing all eight lines.

Sing.

• Ask the children to join in the song as you play the CD

again. Alternatively, watch the DVD and get the children to follow the animations and sing.

Learning strategies:   Encourage children to accept that they can’t understand every word in English, but they can often understand from the context. If they ask what whizz around means, act it out and elicit that it means to go quickly.

3. Pronunciation practice: /æ/ and /ɑː/ 2 Listen and repeat. Focus on the sounds.

• Write cat and garden on the board. Ask What’s this? and

Beginning the lesson 1. Brainstorming vocabulary

• Write the headings animals, places and possessions on the

board. Explain that possessions are things you own, such as school objects and toys. Ask the children to say as many words as possible for each category. Draw or put the pictures you prepared earlier on the board, asking What’s this? Is it a …? Say that these are Wally’s possessions. Make sure the pictures are in a different order from their occurrence in the song. The children should know all the words except broomstick which you can teach them now. Leave the pictures on the board.

• •

•

Learning strategies:   Help develop the children’s categorization skills by getting them to say which heading the words in the pictures belong to, e.g. animals: cat; places: castle / garden (tree); possessions: hat / broomstick.



Big Surprise TB3.indb 67

underline the a in each word. Tell them they are going to hear how this letter is pronounced in different words they know. The children open their Class Books at page 19. Play CD 1 track 44 and the class listens and repeats the words under the two pictures. Isolate the two sounds /æ/ and /ɑː/ and get the class to repeat these too. Draw two columns on the board, headed 1 and 2. Draw a cat under column 1 and a garden under column 2. Say a word from the Class Book page, e.g. Harriet. Ask which column it belongs to. Do this for all the words in random order and write them in the correct columns. Ask them if they know other words with these sounds in them. Ask which column each one goes in and write it in the correct column, e.g. have / haven’t (1); giraffe (2); parrot (1) thank you (1); classroom (2), bathroom (2), grass (2).

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Listen and repeat.  $ 1•44 3 Copy Wally’s sentence. Listen, complete and say.

• Children open their books again and look at Wally’s words. •

•

Explain that they have to listen to the CD and complete the sentence. Ask the children to copy the sentence in their notebooks or on a piece of paper. Then play CD 1 track 45 and go round the class as they complete the sentence. Help children who find this difficult. Let them check their answers in pairs, then correct the activity as a class by writing the answer on the board. Play CD 1 track 45 again so they can listen and repeat as many times as necessary. Ask Where’s the cat? In the (garden / castle garden) What colour is it? (black).

Story time 6. Acting out the story with the song 4 Act out the story and sing the song.

• Put the children in groups of three to be Wally, Harriet and

•

Listen, complete and say.  $ 1•45 Wally:

My black cat is in the castle garden.

Teaching tip:  

Be aware that although some English accents pronounce the a in castle as /æ/, the longer /ɑː/ is used throughout this course. Both pronunciations are correct.

4. Pronunciation practice (AB page 19) 1 Sort and write. Listen, check and repeat.

• Tell the children to open their Activity Book at page 19.

Point to the pictures of the hat and the garden and isolate the sounds /æ/ in hat /ɑː/ in garden. Explain that they have to write each word in the correct column, according to the sound. Ask them to work individually. Play CD 1 track 46 to check answers.

Listen, check and repeat.  $ 1•46 Answers

hat: parrot, granny, cat garden: car, castle, giraffe

5. Written practice from the song (AB page 19) 2 Write. Listen and check.

• Do the example with the class. Show them that wizard

is crossed out in the word box because it is the answer to number 1. Ask them to work individually and to write words in the gaps in pencil. Play CD 1 track 43 for them to check against. They can rub wrong answers out and change them if they need to.

Answers

•

The Wicked Wizard. Explain that they are now going to act out the story, but that first they need to be reminded of the words to say. Play CD 1 track 38 and ask them to follow the story in their Class Book. Give them time to learn their words and practise in their groups. Go round the class, helping them with pronunciation as necessary. Invite groups to the front of the class to act it out. Make an area for the stage and provide simple props, if possible, e.g. wizard, wizard’s hat, castle, cat, garden, tree, broomstick. You say the narrator’s words and prompt if necessary. Get the whole class to join in the spells and sing the song at the end (CD 1 track 43).

Competence in autonomy and personal initiative:   Acting out the song and singing all together give children the courage and confidence to express themselves in English.

Story 2  $ 1•38 DVD 3 Song  $ 1•43

Ending the lesson 7. Goodbye

• Say Goodbye. Play the song on CD 1 track 43 for them to join in as they leave the room.

EXTRA ACTIVITIES 1 Reinforcement

• Get more practice of /æ/ and /ɑː/. Say the following

sentence a few times The cat with the magic hat sleeps on the grass in the garden. and ask children to listen and count how many times they hear the /æ/ and /ɑː/ sounds (/æ/ hat, cat, magic; /ɑː/ grass, garden).

2 Extension Classroom display

• Get children to think of other sentences that contain

these two sounds. Then, get the children to write their sentence on a piece of paper and include a drawing illustrating it if possible. Prepare a classroom display.

1  wizard  2  hat  3  castle  4  cat  5  garden   6  tree   7  broomstick

Song  $ 1•43 Differentiated learning:   If your class are still having trouble remembering the song, play the CD first and get them to complete the gaps by listening. They could also check their answers in their Class Book. The weakest children may need to refer to the Class Book from the start.

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Lesson 7 •

Learning about castles Objectives: To transfer the main language of the unit to a real-life context. To motivate children through a link with another area of the curriculum to develop their knowledge of the world through English. To develop reading and writing skills. Main language: bridge, tower, hill, high rock, thick walls, deep moat, in the mountains, defences Revised language: What’s this? Is it a …? Yes / No, Where is it? In the …, What colour is it? It’s + colours

• •

Say It’s a bridge, a tower, a high / thick wall, a small window, a moat. Get class / individual repetition of the words. Ask the class if they think the castle is modern or old: Is it modern or old? (old). Then ask if they know why castles were built like this. Point out that it’s difficult to get into the castle – tell them to look at the door and the bridge, then the moat around the castle and the tall towers and high walls. Can they think why all these things are necessary? Tell them these are the castle’s defences. Point to the parts of the picture again and repeat the words, get the children to count the features: How many bridges? (One) How many towers (Four), How many small windows? (Ten), How many moats? (One). Encourage the children to talk about the topic in L1, aiming to get as much discussion as possible. Ask them if they know any castles. Have they visited one, and what defences did it have? To sum up the cross-curricular card in English, tell them this is an example of castle defences and ask What defences has this castle got? (It’s got a …,) etc.

Receptive language: castle, history

•

Materials: Cross-curricular cards 2 Class Book: page 20 Activity Book: page 20 CD 1: tracks 43, 47 Extra Activity Worksheet 6

3. Reading comprehension Listen, read and match. What defences has each castle got?

Optional material: DVD 3 DVD Activity Sheet 4 For the project: computers with internet access and / or reference books about famous castles.

• Ask the class to open their Class Books at page 20. Explain

that they are back in the attic with Josh and Emma, looking at Granny’s computer. Refer the children to the email from Granny to Josh and Emma and ask them to read it. Check they understand the question by asking Is Wally Wizard’s school in a castle? (Yes). Is Harry Potter’s school in a castle? (Yes). Tell the children that you will ask them which picture shows the castle for Harry Potter’s school after they read the texts.

1 Read and listen. Then answer Granny’s question.

• Now tell them they are going to read the page silently as

you play the CD. Tell them not to worry if there are any words that they don’t understand. They need to listen and then answer Granny’s question. They can listen more than once if necessary.

Teaching tip:   In order to develop reading skills, children need to begin deducing the meaning of unknown language from context. It is therefore not necessary for them to understand every word and, as long as they can complete the task, they are usually satisfied. By providing short texts which mirror each other structurally, Big Surprise! helps children predict content and gain in confidence from text to text.

Beginning the lesson 1. Revision of the song

• Begin the class by playing the song from Lesson 6 (CD 1 track 43). Encourage the class to join in.

• Play CD 1 track 47 and in pairs get them to check

Song  $ 1•43

which is the castle for Harry Potter’s school. Check their answer as a class, but don’t agree or disagree. If there are discrepancies, play the CD again. The possibilities they have discussed will have narrowed their choices and they should soon be able to agree on the correct answer. As you hear these, repeat the name of the castle each time.

Developing the lesson 2. Presentation of the cross-curricular theme

• Show the children the castle cross-curricular card and try

to elicit It’s a castle. Point to the following features on the flashcard and ask What’s this? Accept answers in L1, but also encourage them to use any English words they know.

Answer

picture 3



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Read and listen.  $ 1•47

4. Checking comprehension 2 Read again and answer.

• Refer the children to the questions. Ask them to read the

texts silently and find the answers. As they finish, get them to check in pairs. Correct the answers as a class

Teaching tip:   If the children find the names of the castles hard to pronounce, accept Castle 1 / 2 / 3 and repeat the names yourself.

Answers

1 a hill, thick walls, lots of towers 2 on a high rock, thick walls, lots of towers, small windows 3 a bridge, a moat, four very high towers • Say the name of each castle and ask Where is it? How old is it? to highlight the location and age of each castle. Prompt them by asking Where are you? (In Spain) How old are you? (I’m 8 (years old)).

5. About me 3 Answer and answer with a friend. What’s your favourite castle? What defences has it got? Competence in linguistic communication:   It’s important for cognitive and language development that children relate what they learn to their own world. The more motivated the children are, the more they will want to speak.

• Brainstorm all the castles the children know. If possible • • •

bring in pictures to prompt them. Remind them that favourite means your number 1 choice. Point at yourself and say, e.g. My favourite castle is … Ask individuals: What’s your favourite castle? List the defences your favourite castle has got by saying It’s got … Point to the features on the cross-curricular card to help support the meaning. Ask individuals: What’s your favourite castle? What defences has it got? Then get children to ask a friend. Go round the class as they do this, helping as necessary.

6. Reading and writing practice (AB page 20) 1 Label the castle.

• Ask the children to open their Activity Book at page 20

•

and elicit that the picture shows a different castle from the one in their Class Book. Ask What’s its name? (Bandini) and What defences has it got? Refer children to the words in the box and say they need to use these to label the castle. Let them do the written activity individually before comparing with a partner.

2 Read and complete. Then write.

• Point to the pictures and the word boxes. Demonstrate

what pupils have to do by eliciting the first answer orally. Ask How old is Bamburgh Castle? (2,000). Children complete the task in their books. Go round the class as they work, helping and correcting their work as necessary.

Answers

Bamburgh Castle: 2,000, England, walls, towers Moulin Castle: 500 years old, in France, thick walls and high towers

Ending the lesson 7. Goodbye

• Ask a few children questions about the castles in the Class Book.

• Say Goodbye.

EXTRA ACTIVITIES 1 Reinforcement Extra Activity Worksheet 6 Read, choose and tick. Draw your castle.

• Children read the text and choose from the different

options, ticking the boxes. They then draw a castle with the features they have chosen. Children could also build their castles with bricks or clay.

2 Extension Project: Find out and write about another castle.

• Tell the children to open their Activity Book at page 20.

• •

Refer them to the Project at the bottom of the page and explain that they are going to find out and write about another castle. Which castles are there in Spain and England? Who lives there? Do they have gardens? Are they open to the public? Do you pay to visit? When can you visit? If possible, give them time to look up information on the internet. This website gives information on castles: www.historylearningsite.co.uk/defending_a_castle.htm When the children have found information about a castle, they write about it and include photos if possible. When the pupils have finished, invite them to the front to talk about it. Alternatively, you can display their work on the classroom wall for pupils to see and read.

Extra video!

• If you wish to spend more time on this cross-curricular

topic, use the cross-curricular section on the DVD for this unit and use the cross-curricular notes and Activity Sheet 4 on the Teacher’s Resource CD-ROM.

Answers

a thick wall, a moat, a high tower, a bridge

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Lesson 8

Song  $ 1•43

Unit review

Developing the lesson

Objectives: To review meaning and form of the target structures. To review the vocabulary of the unit. To review the language of the unit via the four skills of speaking, listening, reading and writing. To present and practice a new functional phrase.

2. Structure revision 1 Match.

• Tell the class to open their Class Books at page 21. Point

Main language: Have you got a sharpener, please? Yes, here you are; school objects and places in school Materials: Flashcards: school objects and places in school Class Book: pages 19 and 21 Activity Book: pages 21, 66, 72 and 79 CD 1: tracks 38, 43, 48, 49 Extra Activity Worksheets 6 and 24 DVD Activity Sheet 5 Pictures for wizard’s hat, castle, cat, garden, tree, broomstick prepared in earlier lesson Everyday English poster Grammar poster

•

Answers

1  b  2  a  3  c

3. Grammar communication game (AB page 79) 2 Play the School things game with a friend.

Preparation: Make sure children have scissors to play the Grammar game.

• Refer the class to the game on page 79 of their Activity •

• •

•

Beginning the lesson

•

1. Revision of key vocabulary

• Play the song on CD 1 track 43. Get the children to sing •

•

along, adding actions if they wish. Get pupils to open their Class Books at page 19 and refer to the picture at the top of the page to revise where things are. Ask Where’s the cat? In the garden. Where’s the tree? In the garden. Where’s the wizard with the broomstick? In the garden / sky. Revise school by indicating the building you are in and asking What’s this? Is it a castle? Indicate your classroom and ask What’s this? Is it a dining room / playground / toilet / library? Revise school objects and have got by holding up your pen and saying I’ve got a pen. What have you got, José Luis? What else have you got?

Book and ask them to cut out the 10 school objects cards. Ask the children to shuffle the cards together with their partner’s 10 cards, so there is a pack of 20 cards per pair. Sitting opposite their partner children deal out 3 cards each, holding the three cards inwards. The remaining 14 cards are put in a pile face down on the table. If either pupil has a matching pair of cards, they put it to one side. The aim is to collect the most pairs. Refer children to the speech bubbles at the top of the page. Pupil A tries to get a pair by asking Pupil B for a card (e.g. Have you got a …?). If pupil B has the relevant card they reply Yes, I have. and gives the card to pupil A. If pupil B hasn’t got the relevant card they reply No, I haven’t. In this case pupil A can take a card from the top of the pile on the table. The pupils then swap turns. When all the pairs have been found, Pupil A and B count their pairs. The winner has the most. Encourage pupils to look and use the Grammar poster for reference.

4. Practice of functional language 3 Listen and repeat. Act out.

• Tell the children to look at the pictures and heading. Ask

•



Big Surprise TB3.indb 71

to the 3 pictures and ask the pupils if they can recognize the two characters from the previous unit. Read sentence 1 aloud and ask pupils to choose which picture they think it is (b). When you have the correct answer, use gestures similar to the one in the picture to emphasize the meaning, e.g. nod your head when you say Yes, I have and shake your head when you say No, I haven’t. Ask pupils to do the rest and check in pairs. Go through as a class emphasizing key features such as I’ve got … Have you got …? + short answers. Then draw attention to the same features in the Grammar poster on the wall.

Where are Alex and Lucy? Check their answers as a class. (At school). Play CD 1 track 48 and listen to the story. Check pupils’ understanding by asking them the following comprehension question: What has Lucy got in her pencil case? (a pencil, a sharpener and a rubber). Draw their attention to the functional language in red font. Ask the children if they can think of other situations they could use this language in.

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• Play the CD again, with their books open, children listen •

and repeat after each sentence. Focus attention on their intonation and expression. Then put the children into pairs to be Lucy and Alex. Children act the story out in their pairs or in front of the class. Draw attention to the functional language in the Everyday English poster.

Listen and repeat. Act out.  $ 1•48 Teaching tip:  

Make a difference between testing memory and comprehension. Just because someone doesn’t remember, it doesn’t mean they didn’t understand, so treat it as a good opportunity to play the CD again for them to check. Playing the CD for different reasons will help develop their listening skills.

5. Make your story book

• Give out copies of the story frames to each pupil. Explain •

• •

•

that they have to cut them out. They may find it easier to cut the whole page out first. They then spread the frames out on the desk and mix them up. Ask them to try and put them in the correct order first from memory and then if necessary to check with their partner. Then play the story on CD 1 track 38 and the children listen and check. Check the order with the class. Demonstrate how to make a story book. We recommend that they make a TV book in this lesson. The instructions are in the Ideas bank. Give the children time to make their own story book, helping as necessary. Ask them to personalize the cover for the book with a title, illustrations and their own name. There is no dialogue in the frames, but if the children are confident and have time, they could write the text below the pictures. When they finish, get them to read the story to a classmate. Encourage them to take it home to finish colouring and to read to their family. The story book is ideal for inclusion in each child’s linguistic portfolio.

Teaching tip:  

If you have enough time, the Unit review page of the Activity Book could be used at the end of this lesson. However, there are other ways of using this Unit review page: • It can be used as a separate lesson on its own. • It could be set for homework. • It could be used to revise just before a test.

6. Do your Picture Dictionary (AB page 66) Do your Picture Dictionary

• Refer the class to page 66 in their Activity Book. Explain that this is their Picture Dictionary, which serves as a reminder of the words they’ve learnt and that they can use it to help them check spelling. Get the children to read the words on the page and then stick the correct pictures in place. They then write the word beneath the picture.

72

Differentiated learning:   Children who find writing difficult could copy the word first and then stick the picture in place. Other children look and remember the spelling. They stick the picture over the word and then write it below from memory.

7. Reflecting on the unit (AB pages 21 and 72)

• Tell the children to turn back to Activity Book page 21.

This is an ideal page to form part of their portfolio as the year progresses. You can either mark their work in class or collect in the books to mark later. See the Evaluation Booklet for more ideas of how to use the unit material and build up a portfolio of language learning.

1 I can find and write school words.

• Refer them to the letters in the wordsearch. Ask pupils to find the school words in it. Then they write them in the appropriate column.

Answers

School objects: ruler, pencil, pen, rubber, folder Places at school: library, garden, toilet

2 I can make sentences using have.

• Explain that they have to write the words in order to make the sentences.

Answers

1  I’ve got a ruler.   2  I’ve got a notebook.   3  Have you got a calculator?   4  Yes, I have.   5  No, I haven’t.

3 I can listen and circle.

• Refer the class to the picture of Josh and Emma. • Explain that Emma is telling Josh what’s in her bag. Now play CD 1 track 49 and get pupils to circle the correct objects.

Answers

rubber, ruler, folder, pen

I can listen and circle.  $ 1•49 Josh: Emma: Josh: Emma: Josh: Emma: Josh: Emma: Josh: Emma: Josh: Emma: Josh: Emma: Josh: Emma:

Hello, Emma. Hi, Josh. What’s in your bag? Have you got a rubber? Yes, I have. Have you got a glue stick? No, I haven’t. Have you got a notebook? No, I haven’t. Have you got a ruler? Yes, I have. Have you got a folder? Yes, I have. Have you got a pencil case? No, I haven’t. Have you got a pen? Yes, I have.

4 I can talk about my school bag.

• As they work on the activities above, invite children

individually to come to your desk and tell you about their school bag. Ask What’s in your school bag? This will help you assess their oral and aural skills. If you can’t hear

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everyone in every unit, keep a list and comments on the children you have heard, and choose others next time. learning to learn:   This section helps to make children

aware of the different types of activities they have done in the course of the unit, and the fact that they have focused on different skills.

Read and colour. Draw and write about your school bag.

• Refer the class to Josh’s work on page 72. Check that

•

they understand that they need to colour school objects based on what he’s written. Give the children time to read and colour. Ask a child What’s in Josh’s school bag? (a dictionary / a pencil case / a pen, a rubber and a ruler) What colour is it? Then ask What’s in your school bag? What colour is it? Ask several children around the class before pointing them to the part of the page where they draw and write about their own school bag. Tell them they can choose any school objects as long as they know the name in English. Children complete their work on page 72.

8. Self-evaluation Stop and think about your work. Circle the emoticon.

• Refer the class to the emoticons at the end of each rubric. Elicit that the first emoticon means easy. Elicit that the second one means OK and the third one means difficult so if they found any section of Unit review difficult, they should circle the third emoticon for that section. Give them time to circle the emoticons for each activity. Go round the class as they do this, encouraging the children to be realistic. If their work was inaccurate, they shouldn’t circle the first emoticon. The fairer you are, the more selfaware the children will become.

EXTRA ACTIVITIES 1 Reinforcement Talking about the photo story

• This activity should be done immediately after the

practice of the functional language on Class Book page 21 if possible. Discuss the pictures with the class. Ask questions about them. Use words that the pupils know as much as possible, e.g. for picture 1: Teacher: What’s the boy’s name? Class: Alex. Teacher: Where is he? Class: At school.

2 Extension Text display

• After correcting their written work on Activity Book

page 72, you might like the class to copy out their corrected work onto a separate piece of paper to put on display and for others to read. Redrafting work is an important writing skill. This type of work is also ideal for children to keep in their English portfolio. Encourage them to think about attractive presentation as well as accurate language.

My world

• If you wish to spend time on an aspect of British culture linked to the unit topic, use the My world section on the DVD for this unit and use the My world notes and Activity Sheet 4 on the Teacher’s Resource CD-ROM.

Ending the lesson 9. Goodbye

• Talking about their impressions of the story is a nice way

to round up the unit. Ask the class who their favourite characters were and why, also ask them which part of the story they liked / didn’t like, found scary / funny, etc. You could keep a list of these impressions as a ‘story review’ and compare them with other stories later on in the book.



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Review 1

At school with Ellen

Objectives: To review the language of the previous two units Revised language: a crocodile, a zebra, a panther, a giraffe, an eagle, a buffalo, a flamingo, a lizard, a lion, a gorilla, a hamster plants, rocks, grass, mud, river, leaves a sharpener, a dictionary, a rubber, a calculator, a felt-tip, a pencil case, a glue stick, a folder, a notebook, a ruler classroom, toilet, library, playground, garden, dining room Colours What’s this? It’s a / an …, Is it a …? Yes, it is. / No, it isn’t. It’s a / an adjective + noun I’ve got, Have you got …? Yes, I have. / No, I haven’t.

Beginning the lesson Teaching tip:   This lesson could be used to revise before the end of term test. It could also be set for homework.

1. Revision of vocabulary

• Divide the class into four teams. Write the following

•

Passive language: home time, break time, dinner time Materials: Flashcards: animals, school objects Class Book: pages 22, 23 Activity Book: page 22 Skills Builder: page 9 CD 1: track 50 Word cards: animals, school objects

•

categories on the board: animals, natural features, school objects and rooms and ask the teams to copy the headings on a piece of paper. Tell children to write down as many words as they can remember from the previous units and place them in each category. Give them about 2 minutes. Ask the groups to exchange their lists. The teams read the words out and place them in the correct category on the board. Write each word under the correct heading. Award one point for each correct one. The team with more points wins the game. Play Line up. See notes in the Ideas bank.

Developing the lesson 2. Vocabulary practice 1 Find. Which picture is it in?

• Ask the children to open their Class Books at pages 22 and

23. Refer the class to the photo of Ellen at the top of page 22. Tell the class that Ellen is a British girl of their age. Ask students to read Ellen’s speech bubble, next to the picture. Make sure they understand that she has completed a project. Ask What’s her project about? Refer the children to the six pictures and demonstrate what they have to do. Ask someone to read the first item (a lion). Now point to the pictures and elicit the answer (picture 1). Get them to complete the activity individually and then check with a partner. Correct the activity as a class. Finished? Ellen’s friends, Lisa and Ben can be seen in the pictures. They also feature in Review units 2 and 3. Ben and Lisa are both holding the skipping rope in picture 4. If you have pupils who finish early, ask them to find Ben and Lisa in the other pictures (Ben is in pictures 1 and 5, Lisa is in picture 5). Answers

a lion, leaves and a river in picture 1; a hamster in picture 2; a pencil case, a felt-tip and a classroom in picture 3; a playground in picture 4

3. Reading comprehension 2 Read and listen. Answer.

• Point to activity 2 and read the questions with the

children. Ask pupils to look at the pictures again and think about what is similar and different at their school compared to Ellen’s. Encourage them to use English in this discussion, but allow for some use of L1, aiming to get as much discussion as possible. Encourage children

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•

to talk about the different rooms they see in the pictures (classroom, playground). You could use this opportunity to revise vocabulary for other rooms. Tell the class to read the page silently as you play CD 1 track 50. Tell them not to worry if there are any words that they don’t understand. As they listen, you could point to objects in the classroom or mime actions to help pupils understand unknown words, e.g. make gestures to teach hungry. Competence in linguistic communication:  

By listening to the CD as they read, children will be encouraged to keep reading, rather than stopping on any unknown words. It is important for reading fluency that children accept that they don’t understand every word and that meaning can be deduced from context.

• After you have played the track, ask the children to tell you which pictures show something similar and which ones show something different.

Read and listen.  $ 1•50

Ellen Hi, I’m Ellen. This is my project about school. 1 This is my classroom. My teacher is called Miss Green. Today’s class is about jungle animals. Look at my poster! 2 We’ve got a hamster in our classroom. He’s called Freddie. 3 This is my desk. My pencil case is in my school bag. I’ve got a pen, a ruler and a rubber. I’ve got lots of felt-tips too. 4 It’s eleven o’clock. It’s break time. I’m in the playground with my friends. 5 It’s one o’clock. It’s lunch time. Yum! I’m hungry. 6 Now it’s four o’clock. It’s home time, hurray! CULTURAL NOTE:   In the UK, many children have lunch at school. Some children have a hot lunch in the school’s dining room (canteen). Other children bring their meal from home in a lunch box (packed lunch). Packed lunches usually consist of a sandwich, fruit, a yoghurt and water.

3 Read again and answer.

• Tell the class they are going to read the text again

•

and answer the questions. Get the children to work individually to complete the task in their notebooks. Go round the class as they work and help children who find this difficult. Let them check their answers in pairs, then correct the activity as a class. Use this opportunity to go through some unknown language in the text. Point to the first picture and ask the children to tell you the name of Ellen’s teacher (Miss Green). Explain that ‘My teacher is called …’ means ‘My teacher’s name is …’

Answers

1  Miss Green   2  A picture of animals in the jungle. 3  He’s called Freddie.   4  The pencil case is in her school bag.   5  She’s in the playground with her friends. Teaching tip:   You could take this opportunity to revise

the structures Have you got …? Yes, I have. / No, I haven’t. Using the vocabulary in this activity, ask individuals to give you true answers about themselves, e.g. Have you got a teacher? Have you got a pencil case? etc.

4. Presentation and practice of new vocabulary 4 Read again and match.

• Write home time on the board and ask the children Which picture shows Ellen’s home time? (6). Ask them to find out Ellen’s home time and match it to the correct clock (c). Pupils then complete the activity. Let them work individually and then ask them to compare the answers with their partner. Check as a class.

Answers

1  c  2  a  3  b Lollipop man In the UK, school-crossing patrol officers ensure that local children can cross the road safely before and after school. They are also known as lollipop man or lollipop lady because they carry a circular stop sign, which looks like a large lollipop. cultural note:  

5 Ask and answer with a friend.

• Ask Are Ellen’s school times similar to school times in your school? Encourage children to talk about their school times, aiming to get as much discussion as possible. Point to activity 5 and get them to ask and answer the questions with a partner. Then discuss as a class.

cultural note:   The school year In the UK, the school year starts in September and finishes in July. There are holidays at Christmas, Easter and summer. There are also three half-term holidays, this is a holiday of approximately two weeks after each term. Children start school at nine and go home at three o’clock. When they can’t go outside, children stay in the classroom with their friends and play board games, read or draw.

5. Revised vocabulary: reading practice (AB page 22) 1 Read. Complete the clocks and match.

• Say Open your Activity Books at page 22. Point to the first

activity and tell the class that they are going to revise school times. Read the first sentence. Draw a clock on the board. Elicit what time is lunch time (1 o’clock) and draw the hands on the clock. Then point to the pictures on the right. Ask Which picture illustrates lunch time? (2). Children match the sentences to the clocks and the pictures. Get the children to work individually and complete the task. When they have finished, let them check their answers in pairs and then check the answers together.

Answers

1  c  2  a  3  b

6. Revised structure: writing practice (AB page 22) 2 Write Yes, it is or No, it isn’t. Write questions.

• For support for writing activities, display word cards on the whiteboard or around the classroom.

• Establish that these photos show part of an animal or

a school object and that they need to think what it is. Individually, children complete the answers and questions Review 1 75

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based on what they think the photos represent. Get the children to do the rest of the activity individually. Let them compare their answers with a partner as they finish. Deal with any discrepancies all together.

2 Read the 3 spells. Find 4 words with a vowel + double consonant.

• Refer the class to the 3 magic spells. Get the children to

Answers

1  Yes, it is.   2  No, it isn’t.   3  No, it isn’t.   4  Yes, it is. 5  Yes, it is.   6  No , it isn’t.   7  Is it a notebook?   8  Pupils’ own answer Finished? If you have pupils who finish early, ask them to complete the answers to items 2, 3 and 6 and write a sentence that says what the picture represents, e.g. 2 It’s a black and white zebra.

7. Writing practice (AB page 22) 3 Write about your school.

• Tell the children that they are going to do their own

•

project about their school. Point at activity 3 and tell them that they must complete the project with the correct information. The pupils work individually completing their project. Move around the room to check their work. Praise it. Point to the empty frame to the right. Explain that pupils should draw a picture of themselves in the playground. Remind them of the picture in the Class Book of Ellen and her friends skipping (picture 4). Ask What do you do at break time? Encourage them to draw a picture of themselves playing their favourite game.

Artistic and cultural competence:   This activity helps

children develop their artistic sense as they draw themselves using their own artistic creativity.

• Now ask different pupils to read their project to the class

and to show their pictures. Children use their answers to activity 3 as prompts to produce complete sentences, e.g. My school’s name is … Lunch time is at … and home time is at … I’ve got / I haven’t got a library, etc.

cultural note:   Games children play British children have a 20-minute break each day. During this break, they go out in the playground. Children play on an adventure playground or form teams to play games such as football or basketball. Other popular games are skipping, hopscotch, hide and seek and tag.

•

find 4 words with a vowel and double consonant and write them in the box below. You could explain to the class that when a word has a vowel followed by a double consonant, the vowel has a short sound. Point at the other box at the bottom of the page. Children think of other words with vowel and double consonant and complete the box (e.g. rabbit, coffee, dinner, bubble, summer), etc.

Answers

gorilla, rubber, buffalo, parrot, giraffe • Encourage children to do the English at home activity with their family when they get home.

Ending the lesson 9. Goodbye

• Explain that before they go they have to answer a

•

question to encourage use of the revised structure Yes, it is or No, it isn’t. Ask the children, e.g. Is it lunch time? Is it break time? Is it home time? Children reply with Yes, it is or No, it isn’t. Make sure you leave the question where they need to reply Yes, it is. for last. Say Goodbye.

EXTRA ACTIVITIES 1 Reinforcement Is it …?

• Get the flashcards of animals and school objects and

mix them together. Pick one up and say either a true or a false sentence about it, e.g. pick the felt-tip flashcard and ask Is it a school bag? Children answer No, it isn’t. Then pick the buffalo flashcard and ask Is it a buffalo? Children answer Yes, it is. Continue until you have asked a question about all the flashcards.

2 Extension School meals around the world

• This work can be done in L1. It may not be possible to

8. Spelling (SB page 9) Teaching tip:   You can do these activities from the Skills

Builder book as reinforcement activities in class or you can explain what to do and ask the children to do them at home.

• •

1 Say the words. Write 2 words in each column.

• Ask children to open their Skills Builder book at page 9.

Refer the children to the words from units 1 and 2. Read the words and ask the children to repeat after you. Point at the vowels in red font and explain that they have to write 2 words in each column, according to the sound.

•

fit this into English class time, but it could be done in the children’s own time. The children can find out more about what children eat at school in other countries. If possible, give them time to look up information in books or on the internet. When the children have found information on school meals, they can draw one of them and write labels with the name of the country. Display this on the classroom wall. Pupils are now ready to complete the End-of-Term tests available on the Teacher’s Resource CD-ROM.

Answers

a) cat, bag; e) zebra, pencil; i) lizard, felt tip; o) rocks, got; u) jungle, rubber 76

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3

Activity camp

Lesson 1

Developing the lesson

Key vocabulary 1

2. Vocabulary 1: presentation Listen and repeat.

Objectives: To present and practise key vocabulary 1: sports. To revise imperatives.

• Show the children Granny’s attic box. Remind them that

Main language: ski, play football, sail, surf, dive, do karate, ride a bike, play volleyball

•

Revised language: swim, run, dance Materials: Flashcards: sports Granny’s attic box Class Book: pages 24 and 25 Activity Book: page 23 CD 1: tracks 51, 52, 53, 54

Granny’s attic is full of strange boxes and trunks and that in each box there is a collection of different objects related to stories that Granny has written. Ask mysteriously What’s in the box today? Allow the pupils to suggest things. Prepare the flashcards in the order they appear in the dialogue and play CD 1 track 51. Take out the flashcards in the order the words are mentioned and attach them to the board. Encourage the class to repeat the words after the CD. Play the CD again and get children to repeat the words. They can also mime opening the box and pulling out the flashcards along with you. At the end, sum up by asking What’s the surprise today? (sports trophies).

Listen and repeat.  $ 1•51

Preparation: Put the sports flashcards in Granny’s attic box.

A surprise for you! A surprise for me! A surprise for everyone! What can it be? Emma: Hey Josh. Look! Josh: Wow! Let’s open the box. Emma: OK, here we go. Josh: What’s inside? Emma: Sports trophies. Ski Josh: Play football Emma: Sail Josh: Surf Emma: Dive Josh: Do karate Emma: Ride a bike Josh: Play volleyball Emma: Wow! What a lot of sports!

Beginning the lesson

3. Vocabulary 1: recognition

1. Big Surprise!

1 Listen, point and repeat.

• Play CD 1 track 51 at the start of the class and encourage •

• Get the children to open their Class Books at pages 24

the children to join in with the Big Surprise! song. For different activities for this stage of the lesson, please see the Ideas bank.

$

1•51

•



Big Surprise TB3.indb 77

and 25 and talk about the picture. Ask them to point at Granny’s sports trophies / Josh / Emma / Felix. Can they also find some pictures? Get repetition of this phrase as they will need it for the next lesson. Ask the children to listen to the CD and to point at the sports trophies in the attic picture as they hear each word. Warn them that the words on the page are in a different order from the recording so they really need to listen. Play CD 1 track 52. To make sure that they are pointing correctly ask, e.g. (Play football) What number is it? (2).

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Listen, point and repeat.  $ 1•52

sail  dive  ride a bike  play volleyball  surf  ski play football   do karate • Now ask them to close their books and repeat after the CD. This should stop their pronunciation from being influenced by the spelling. Play the CD and pause after each word for class / individual repetition.

2 Listen. What activity is it?

• Ask the class to stand up and copy your actions for sports. Mime an action for each sport and say each sport word at the same time. This will help them understand what they must do for the listening activity. Play CD 1 track 53 and ask the children to listen with their books closed. Pause after each instruction and sound effect and ask the children to do the actions.

Listen. What activity is it?  $ 1•53

play football  ride a bike  ski  surf  sail  do karate   play volleyball  dive

4. Word skills 3 Look and find the things on Felix’s list.

• Ask the class to look at page 24 and find the 3 revised items from Felix’s list hidden in the picture.

Answers

1  swim: swimming goggles and badge next to the trunk  2  run: medal between the golf ball and tennis ball  3  dance: picture of a ballet dancer inside the trunk

5. Vocabulary 1: speaking practice 4 Listen and repeat.

• Refer the children to Josh and Emma. Josh is mimicking •

the sports trophies by posing mid-action. Emma is trying to guess which sport he’s doing. Check they understand the game by playing CD 1 track 54 and asking the children to follow in their books. Play the CD again, pausing after each sentence for the class to repeat.

Listen and repeat.  $ 1•54 Play.

• The children play the game in pairs. Teaching tip:   You could extend this practice by playing the traditional English game Simon says. The person giving instructions says Simon says in front of each instruction such as Simon says ski! and the children must all start to mime skiing. However, if you give the instruction without saying Simon says, such as Dance!, the children should stop what they are doing and stay still. Any children who follow the instruction are out.

6. Reading and writing (AB page 23) 1 Match.

• Say Open your Activity Books at page 23. Point to the

different sports. Do the example with the class. Read the first word (ski) and ask them to trace along the line matching it with the correct picture. Get children to work individually to complete the task. Go round the class as they work and help children who find this difficult. Let them check their answers in pairs, then correct the activity as a class by writing the words and numbers on the board.

Answers

(from left to right): ski   dive   play football   ride a bike   play volleyball  surf  sail  do karate

2 Write.

• Explain that now the children have had their surprise, it’s

time to label the items and put them away for Granny. Let them work individually and then check their answers in pairs. Go round as they work, helping and correcting as necessary.

Answers

play volleyball  dive  ride a bike  surf  sail   play football  do karate  ski Finished? If you have pupils who finish early, direct them to the Finished? activity at the bottom of the page and ask them to do it in their notebooks or on a piece of paper.

Ending the lesson 7. Goodbye

• Say Goodbye. Explain that before they go they have to

answer a question. Using the sports flashcards, ask each child, e.g. Play football? No. Play volleyball? Yes.

EXTRA ACTIVITIES 1 Reinforcement Write and match

• Write numbered anagrams of the sports on the board: • •

1 ski, 2 dive, 3 ride a bike, 4 play volleyball, 5 surf, 6 sail, 7 play football, 8 do karate, e.g. 1 iks, etc. Ask the children to copy them in their notebooks or on a piece of paper. Then they unscramble the anagrams and write the words correctly. Check as a class. Now ask the children to match the numbered anagrams to the flashcards, e.g. hold up the flashcard for surf. Ask What number is it? (5). Continue until you have used all the flashcards. You may want to include the revised vocabulary (swim, run, dance).

2 Extension Sport / Exercises in English

Competence in autonomy and personal initiative:  

Playing games encourages children to develop strategies and techniques through which they are able to show their autonomy as learners.

78

• Do exercises regularly in English by introducing a small

range of other imperatives: Stand up, Sit down, Put your arms up / down, Put your (left / right) leg up / down, Touch your toes.

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3 $

Activity camp

1•58

DVD 3

1

2

3

4

Narrator:  Charlie arrives at the activity camp. Sam:  Hello. I’m Sam! Charlie:  Hi. I’m Charlie. Suzy / girls:  Hi, Charlie. • Who’s this? • Where are they?

Narrator:  The children go to the music centre. Sam:  Can you play the drums, Suzy? Suzy:  Yes, I can. Listen! • Where are they now? • What can Suzy do?

Suzy:  Can you play the trumpet, Charlie? Charlie:  No, I can’t. But I love sport! Come and watch. • What can Charlie do?

Narrator:  The children go to the sports centre. Charlie:  Look at me! I can play football! Suzy / girls:  Charlie! Charlie! Charlie the Champ! • Who’s the champ?

5

6

7

8

Charlie:  Look at me! I can ski! Suzy / girls:  Charlie! Charlie! Charlie the Champ! • What can Charlie do?

Charlie:  Look at me! I can skate! Suzy / girls:  Charlie! Charlie! Charlie the Champ! Sam:  Watch out, Charlie! • What can Charlie do?

Suzy:  Oh no! Charlie, can you swim? Charlie:  No, I can’t! Help! Sam:  It’s OK. I can swim. • What can’t he do?

Narrator:  And Sam saves Charlie. Suzy:  Oh, Sam. You’re the real champ! • Who’s the real champ?

VALUE:   Point at the ‘Danger!’ sign in frame 6. Ask, Is it a good idea for Charlie to skate there? Are warning signs important? Encourage children to give their opinions. Explain that it’s very important to obey the signs because they can prevent accidents.



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Lesson 2 Listening Objectives: To present and practise two new vocabulary items. To revise sports vocabulary via a chant. To develop listening skills through a chant and a story. To revise and give written practice of imperatives. Main language: play tennis, skate Imperatives, sports + with my friend / me Look at me! Charlie, Charlie, Charlie the Champ! You’re the real champ! Revised language: Hello / Hi. I’m + name, sports, Yes / No Materials: Flashcards: sports Class Book: pages 24 and 25 Activity Book: page 24 Skills Builder: page 10 CD 1: tracks 55, 56, 57, 58 Story cards 3 Word cards: sports DVD 3 DVD Activity Sheet 6 Optional materials: Story card frame 1 from each story

• If the flashcard and word card match, remove them from

the board and give them to the team. This team turns over two more cards. If they do not match, stick the cards back face down in the same location and the other team takes a turn. The winner is the team with the most cards at the end of the game.

Developing the lesson 2. Vocabulary 2: presentation

• Ask the children to open their Class Books at pages 24 and 25. Explain that Emma and Josh are in Granny’s attic. Can they see the corkboard with the chant on it? It’s also in the attic.

1 Listen and read. Find words for pictures 9 and 10.

• Tell the class that they are going to listen to a chant. Play

CD 1 track 55. Pupils read the chant and listen to it to find two words that match the two sport pictures. The words are in green and red font. Help pupils work out which is which, e.g. cognates, use of picture clues, etc.

Listen and read.  $ 1•55

3. Chant 2 Listen, point and repeat.

• Play CD 1 track 56. Pupils hear and pronounce play tennis

and skate. Get the children to point at the correct picture in their Class Books as they hear them and to pronounce the words.

Listen point and repeat.  $ 1•56 9: Play tennis 10: Skate

Chant.

• Refer the children to the sports at the beginning of each line and get them to repeat them after you. Then play the CD again, encouraging the children to join in with the sports. Play the CD once more, straight through, encouraging them to join in the complete chant.

Beginning the lesson 1. Revision of vocabulary 1

Story time

Memory

4. Pre-teaching key words for the story

• Revise the sports vocabulary. Stick all the sports flashcards

•

80

Competence in autonomy and personal initiative:   Singing all together gives children the courage and confidence to express themselves in English.

face down on the board, in random, but neat rows. Number them 1–10. Then, stick the corresponding word cards face down on the other side of the board. Label them A–J. Divide the class in two and invite a child from team A to ask for a flashcard, e.g. 3, please. Show the flashcard to the class and elicit the word. Then, invite another child from the same team to ask for a word card, e.g. B, please. Show word card B to the class and ask them to read it.

3 Listen, point and repeat.

• Remind the class that Granny is a story writer. One of

Granny’s books and DVDs is connected to the things they see in the attic. What did Granny leave on the attic floor in this unit? (some trophies). What extra clue did she leave? (some pictures). How could the trophies and clue be connected? Ask them which country they imagine the story might be in. Point to the pictures and ask Where is the story? Encourage them to use English in this discussion, but allow for some use of L1. What’s most

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•

•

important is that the children’s curiosity is aroused and that they use their imagination. Optional: Make sure the children close their books. Then spread out the frame 1 story cards for each story in random order where the children can see them. Ask them to choose the story they think is in this unit. When they have chosen the correct story, get them to open their books at page 25 and to find the book in Granny’s bookcase. Get them to look at the title of the book, which is the story title, and get them to repeat: Activity camp. Ask them to listen to CD 1 track 57 and to point to the activity camp, Charlie, Sam and Suzy as they hear the words. Play the CD again and encourage them to join in the chant at the beginning. They then repeat the words and point appropriately.

Listen, point and repeat.  $ 1•57

Up in the attic, let’s take a look. Choose a DVD or Granny’s book. Narrator: Story 3: Activity camp a) activity camp b) Sam c) Charlie d) Suzy • Ask the class what they think the story will be about. Encourage the children to answer in English, but also allow them to use L1, aiming to get as much discussion as possible.

5. Listening to the story for pleasure 4 Watch or listen to the story. List 4 sports in the story.

pencil to order the pictures. As they finish, get them to read the story again and check their answers. Correct the answers as a class. Only play the CD again if there are discrepancies, stopping after each frame to get class agreement. Answers

a  5  b  3  c  8  d  4  e  1  f  7  g  2  h  6

Story 3: Activity camp  $ 1•58 Differentiated learning:  

If the class or certain pupils have trouble with listening, pause after each frame to give them time to number each one correctly. Correct each answer as you do the activity.

7. Written extension from the chant (AB page 24) 2 Write and match.

• Do the example with the class. Get a child to read the

name on the first boy’s T-shirt (Lance). Explain that each child’s name rhymes with a sport, and that they must write the name and the sport it rhymes with, then match it to the correct picture. Do one or two more examples orally. Then let them do the written activity individually before comparing with a partner.

Answers

Dance – Lance, b   Play football – Paul, a  Ride a bike – Mike, c   Skate – Kate, e   Play tennis – Dennis, d   Swim – Kim, f Differentiated learning:   If some children find this difficult, get them to look at the chant they learnt in the Class Book. This should help them find the answers. Other children will be able to do the activity by working out the rhymes. They can then check their answers in the chant in the Class Book.

• Make sure the children have their books closed, then play

•

the DVD or play CD 1 track 58. Ask them to listen out for 4 sports in the story and to write them in their notebooks or on a piece of paper while they listen or watch the story. The story text is given between Lessons 1 and 2 of the teaching notes. Make gestures to help with comprehension.

Story 3: Activity camp  $ 1•58 DVD 3

• Ask if they liked the story and elicit if their prediction was •

• •

correct: it was about an activity camp and sports. Check the second part of activity 4 and ask them to list the 4 sports in the story. Put all the sports flashcards on the board and ask which ones were mentioned. Don’t confirm their opinions. Ask them to listen again to check. Encourage them to join in with Charlie! Charlie! Charlie the Champ! and the repeated exclamation Look at me! Tell the story as many times as necessary. Check that the children have understood it by using the questions on page 79. The questions are also on the animated story on the DVD.

8. Vocabulary (SB page 10) 1 Write the words in the correct part of the diagram.

• Ask children to open their Skills Builder book at page

10. Point to the diagram and to the pictures of ski and do karate. Elicit where in the diagram they need to write these sports and why. Children complete the rest of the activity in the same way. Check as a class.

Answers

winter sports: ski, ice skating; winter and summer sports: karate, volleyball, ride a bike, football, diving; summer sports: tennis, sailing, surfing

2 Draw and write.

• Point to the empty frames and ask the children to draw

6. Listening (AB page 24) 1 Listen and order. Read the story again and check.

• Tell the children to open their Activity Book at page 24

and look at the pictures from the story. Ask them to find the first picture of the story. Make sure they realize they must order frames 1–8 by writing the numbers in the boxes. Play CD 1 track 58 and get them to use a

•



Big Surprise TB3.indb 81

their favourite winter and summer sports in them. Ask them to write the word for each sport below. When children finish the activities on this page, get them to read the English at home rubric at the bottom of the page. Encourage them to do this when they get home.

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Ending the lesson 9. Goodbye

• The children join in the chant (CD 1 track 55) one more time.

• Say Goodbye.

EXTRA ACTIVITIES 1 Reinforcement Mime your favourite sport

• Explain to the class that they are going to play a game •

•

to revise sports vocabulary. Say This is my favourite sport and mime doing the activity, e.g. sailing. Children ask questions to find out what your favourite sport is. Then children mime their favourite sports in pairs or to the class. You can make the game more challenging by telling children to include other sports that they haven’t learnt so far.

2 Extension Pronunciation and rhymes

• List the names of people in the chant in jumbled order

on the board: Kate, Mike, Lance, Dennis, Kim, Paul, me. Write words they know with the same variety of vowel sounds round the names in jumbled order, e.g. garden, kite, three, wizard, pen, snake. Get the class to read the names and the pronoun me. Underline the main vowel sound each time. Now ask them to read one of the other words. Which name has the same vowel sound? Proceed in this way with the other words and complete the activity orally. Get them to copy the names from the board and write the corresponding word next to it in their notebooks.

Answers

Lance – garden   Mike – kite  Kate – snake   me – three  Dennis – pen  Kim – wizard

Extra video!

• If you wish to spend more time on the story, use the

story section on the DVD for this unit and use the story notes and Activity Sheet 6 on the Teacher’s Resource CD-ROM.

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Lesson 3

$

Reading and key structure 1

Developing the lesson

Objectives: To develop reading comprehension via guided silent reading. To present and practise target structure 1: I can / can’t … Main language: can / can’t + sport, Look at me! Charlie, Charlie, Charlie the Champ! You’re the real champ!

1•55

Story time 2. Reading comprehension: joining in with the story

• Ask what the story was about. Ask for the names of the

characters and write Charlie, Sam and Suzy on the board.

Revised language: Hello / Hi! I’m + name. Look, Yes / No

1 Read and listen to the story. Who is the real champ, Charlie or Sam?

Materials: Flashcards: sports Class Book: pages 26 and 27 Activity Book: page 25 CD 1: tracks 55, 58

• Tell the children that they are going to listen to the story

•

again. Read the question with the class and explain that after you have played CD 1 track 58, you will ask them to answer this question. Play the story and ask the children to follow in their books. Then check the answer (Sam).

Story 3: Activity camp  $ 1•58

3. Structure 1: presentation I can / can’t … 2 Find and say 4 sentences: I can …

• Ask the children to find and say four sentences in the story •

• •

beginning I can + sport. Ask them to say the numbers of the frames with this structure (frames 4, 5, 6 and 7). Now use story frames 4, 5 and 6 to teach target structure 1 by isolating the sentences beginning I can … . Get the children to repeat each sentence. After each one, ask the class, e.g. Who can play football in this class? Encourage them to say Me! Ask individuals What can you do, José? to elicit full sentences, e.g. I can play football. Use story frame 7 to contrast can and can’t. Ask What does Charlie say? What does Sam say? Who can swim, Charlie or Sam? Get the children to repeat Sam’s words. Hold up the sports flashcards and ask individuals to make true sentences, e.g. I can / can’t play tennis. Then ask individual children to hold up the flashcards at the front of the class to prompt sentences from children that they nominate.

Beginning the lesson

4. Structure 1: reading and writing (AB page 25)

1. Revision of the chant

1 Read and circle. Read the story and check.

• Divide the class in two and ask the children if they can

• Do the first one as a class. Get them to read the first

• •

1  Charlie  2  can  3  can’t  4  can  5  Sam

remember the sports from the previous lesson. A correct answer gets a point. If the answer is wrong, a child in the other team can answer it for a bonus point. The team with the most points at the end wins. You will find more game ideas in the Ideas bank. Divide the class in two to say the chant from Lesson 2. Play CD 1 track 55. Half the class say lines 1, 3, 5 and 7. The others say lines 2, 4, 6 and 8.

sentence and to circle the correct answer (Charlie). Give them time to do the rest of the activity individually, going round the class to help as necessary.

Answers

2 Write.

• Ask the children to look at the pictures of Anna. The first



Big Surprise TB3.indb 83

set of pictures show the things she can do and the second set shows the things she can’t do. Ask one of the children Unit 3 83

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to read the example sentence and then tell the class to find the correct picture. They have to write three more sentences about what Anna can do. They then use the other pictures to write four sentences about what she can’t do. Ask them to work on their own to do this. Then hear some of their answers as a class.

EXTRA ACTIVITIES 1 Reinforcement Write.

• Put all the sports flashcards on the board and ask the

children to write about what sports they can or can’t do using I can / I can’t, e.g. I can swim. Then they read the sentences to the class.

Answers

I can run.  I can swim.  I can ride a bike.  I can play tennis.  I can’t dance.  I can’t ski.  I can’t skate.  I can’t play football. Finished? If you have pupils who finish early, direct them to the Finished? activity at the bottom of the page and ask them to do it in their notebooks or on a piece of paper.

Ending the lesson 5. Goodbye

• Ask the children to look at the Grammar box at the top

of Activity Book page 25 and ask in L1 What’s the sentence when you can skate? (I can skate.) What’s the sentence when you can’t skate? (I can’t skate.)

Draw about yourself.

• The children draw what they can and can’t do in their notebooks or a piece of paper.

2 Extension Minimal pairs pronunciation practice of can and can’t.

• It is easy for the pronunciation of can / can’t to lead •

•

• •

to confusion so it’s worth spending time on the distinction. Ask the children to repeat the can and can’t sentences from the story. In British English, we generally use the weak form of can /kæn/ in positive sentences and we always use the long /ɑː/ sound in the negative /kɑːnt/. To check that they can hear the difference, write two sentences, using the same verb under the numbers 1 and 2 on the board: 1 I can swim. 2 I can’t swim. Say the sentences at random and get the class to say 1 or 2. Then put them in pairs to do the same activity. They can also use other verbs.

competence in linguistic communication:   Helping children to identify phonetics aspects of pronunciation will result in more effective communication.

84

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• Turn over the first card as a prompt, e.g. swim. Point at the

Lesson 4

✓ and make the first sentence yourself: I can swim. Point at the ✗ and get children to say I can’t swim.

Reading and key structure 2

• The children in team A and team B take turns to turn

Objectives: To develop the skill of reading aloud through pronunciation practice. To present and practise target structure 2: Can you …? + short answers. To revise I can / can’t + sport. Main language: Can you …? + Yes, I can. No, I can’t.

over a card. You point at ✓ or ✗ and the children say a sentence. A correct answer gets a point. If the answer is wrong, a child in the other team can answer it for a bonus point. The team with the most points at the end wins.

Developing the lesson Story time

Revised language: Sports, I can / can’t, Yes / No

2. Reading the story aloud: pronunciation practice

Materials: Flashcards: sports Class Book: pages 26 and 27 Activity Book: page 26 Skills Builder: page 11 CD 1: tracks 58, 59 DVD 3 Grammar poster

3 Listen to the story again. Then read aloud.

• Ask questions and get the class to remind you what the

•

unit story is about. Tell the class that they are going to read the story Activity camp aloud. First, they need to listen to the CD again and think about gestures and how they’ll say things to make the story interesting. Use the DVD or Class Book and tell the story or just play the CD. Encourage the class to join in as much of the language as they can now memorize, especially I can / I can’t. Play the story on CD 1 track 58 and get the class to open their Class Books at pages 26 and 27 and follow the words. This time pause to elicit the dialogue and then play the lines again for repetition. Make sure they imitate the words with feeling and make gestures and pull faces where appropriate.

Story 3: Activity camp  $ 1•58 DVD 3

• Put the children in pairs to practise reading aloud to one

another from their Class Books. Who can do it with the most expression? Go round and help those who find reading most difficult. Invite one or two pairs to the front of the class to tell the story using the Class Books. One in each pair holds the book as the other tells the story. Encourage the class to join in the girls’ chants.

Differentiated learning:  

Children not only enjoy this activity, but it also allows weaker children a role, as they turn the pages and point at important parts of each picture. Be prepared for slight changes / omissions in the story as each child tells the story to the best of their ability.

3. Structure 2: presentation 4 Find 3 questions and answers: Can you …? Yes … No …

Beginning the lesson

• Ask children to find and say three questions and answers

1. Structure 1: revision game

• Play a team game to revise I can / I can’t. Divide the class

into teams A and B and write A and B as the headings for two columns on the board. To the side, draw a large ✓ and a large ✗ on the board. Shuffle the sports flashcards and put them face down in a pile on your desk.

•



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in the story beginning Can you + sport? Yes … No … Ask them to say the numbers of the frames with this target structure (frames 2, 3 and 7). Now use story frame 2 to elicit Sam’s question: Can you play the drums, Suzy? and Suzy’s answer Yes, I can. Use story frame 3 to elicit Suzy’s question: Can you play the trumpet, Charlie? and Charlie’s answer No, I can’t. Finally, use story frame 7 to elicit Suzy’s question Charlie, can you swim? and Charlie’s answer No, I can’t. Unit 3 85

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• Ask individuals if they can play the trumpet or drum, •

football or tennis and elicit the answers Yes, I can / No, I can’t. Then get them to ask you and each other.

4. Structure 2: writing and listening practice (AB page 26) 1 Write. Listen and check.

• Demonstrate what children have to do in the Activity

Book activity by looking at the first example in their book. Ask someone to read the first question (Can you ski?). Look at the picture to decide the answer (Yes, I can.). Do question 2 orally. Get them to complete the activity individually and then check with the person sitting next to them. Then correct the activity all together with the CD.

Differentiated learning:   Encourage fast finishers to take turns to practise saying each dialogue in pairs.

Write. Listen and check.  $ 1•59 1 Reporter:  Can you ski? Suzy:  Yes, I can. 2 Reporter:  Can you play tennis? Anna:  Yes, I can. 3 Reporter:  Can you play football? Sam:  No, I can’t. 4 Reporter:  Can you ride a bike? Charlie:  Yes, I can. 5 Reporter:  Can you skate? Suzy:  No, I can’t.

2 Write. Put a tick ✓ or a cross ✗. Ask a friend.

• Ask the children to look at the chart and establish that it’s

• • •

for a sports survey. Ask individual children to read out the first question on the left and to give a true answer. (Yes, I can. No, I can’t.) Get them to tick or cross in the me column. Ask someone to complete the second question. Then children complete the rest of the questions and put a ✓ or ✗ in the me column. Get the children to ask the questions to a friend and put a tick or a cross for their answers. Finally, ask individuals to give true answers about themselves with Yes, I can or No, I can’t. If you have the Grammar poster displayed in the classroom refer pupils to it as they do their grammar activities.

5. Grammar (SB page 11) Look!

• Ask children to open their Skills Builder book at page 11.

Refer the children to the grammar boxes and ask them to read them.

1 Write.

• Refer children to the pictures and elicit the complete

answer to the first text (I can dive, but I can’t ski.) Explain to the class that they need to look at the pictures and complete the texts. Check as a class.

2 Complete the questions. Circle answers for you. Then write.

• Ask the children to complete the questions and then circle true answers for them.

• The children then write a sentence about what they can •

and can’t do. When children finish the activities on this page, get them to read the English at home rubric at the bottom of the page. Encourage them to do this when they get home.

Ending the lesson 6. Goodbye

• Ask the children to look at the Grammar box at the top of the page, in their Activity Book, drawing attention to the patterns highlighted in blue.

learning to learn:   Many children learn visually. Encourage them to begin to see the relationship between word and colour in the Grammar boxes.

• Say Goodbye. • Get the class to say the chant from Lesson 2 (CD 1 track 55) as they leave.

EXTRA ACTIVITIES 1 Reinforcement Can you …?

• Divide the class into teams A and B and give five sport

flashcards to each team. In their teams they put the flashcards in a pile face down in front of them. The children in team A and team B take turns to turn over a flashcard and look at it. The other team guesses, e.g. Can you play football? If it’s the football card, the pupil says: Yes, I can. Your turn, and gives the card to the one who has guessed correctly. If not, he or she says No, I can’t and keeps the card. When they have used all the flashcards, they count up how many they have each and the winner is the team with the most. Alternatively, this doesn’t have to be a competitive game. If they don’t guess correctly, they continue guessing until they get it right and then put the card back at the bottom of the pile.

2 Extension Mime game: Can you do it?

• Ask the class to think of all the sports and activities they know in English and make a list on the board. In pairs, they take turns to ask and answer like this: Pupil A: Can you play volleyball? Pupil B: Yes, I can. Look! (He or she mimes playing volleyball.) If the mime is correct: Pupil A: OK. Your turn! If the mime is incorrect: Pupil A: No. Look! (He or she mimes playing volleyball.)

Answers

1  I can dive, but I can’t ski.  2  I can sail, but I can’t surf.   3  I can skate, but I can’t play volleyball. 86

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Lesson 5

Listen, point and repeat.  $ 1•60

Key vocabulary 2

3. Practice of vocabulary 2 with the structure

Objectives: To present and practise target vocabulary 2: musical instruments. To present and practise the personal pronouns: she / he + can. To revise sports vocabulary.

2 Listen and repeat. Play the memory game.

• Point at the musical instrument flashcards on the board

•

Main language: violin, trumpet, piano, recorder, drums, guitar She / He can play + instrument, Is it + name? (guessing) Revised language: Granny’s attic, Which? What’s this? It’s a / an …, Is it …? Yes / No, Your turn! Materials: Flashcards: sports, musical instruments Class Book: page 28 Activity Book: page 27 Skills Builder: page 12 CD 1: tracks 60, 61, 62 Word cards: musical instruments Mixed Ability Worksheets 12–15: Catch-up, Support, Reinforcement, Extension

and ask What’s this? Then refer the class to their Class Book and ask, Can you find it in the picture? Repeat this procedure for the other instruments on the flashcards. Explain that Emma and Josh are playing a guessing game. The children follow in their books as you play CD 1 track 61, pointing at the instrument referred to each time.

Listen and repeat.  $ 1•61

• Play the CD again and get children to repeat the dialogue. • •

Highlight the use of she / he by asking, e.g. Is Charlie he or she? Is Anna he or she?, etc. Demonstrate the dialogue in their book again to make sure they know how to play. Put children in pairs Give them a few minutes to study the picture before they play. Then one in each pair closes the book and answers the other’s question from memory. When one person guesses correctly, they swap roles.

4. Exam practice: listening 3 Listen. Answer with a, b or c.

• Ask the children to look at pictures a, b and c in the two

•

rows at the bottom of the page. The first set of pictures show boys playing different instruments and the second set shows girls doing different sports. Ask them to identify the instruments and the sports. Explain that they are going to listen and choose one picture in each row. Read the rubric and encourage them to guess, e.g. Which boy is Tony? Which girl is Jill? Now play CD 1 track 62 and give them time to complete the activity individually. Check their answers.

Answers

1  b  2  c

Listen. $ 1•62

Beginning the lesson 1. Revision of vocabulary 1

• Revise the sports vocabulary. You will find game ideas in the Ideas bank.

Developing the lesson 2. Vocabulary 2: presentation 1 Listen, point and repeat.

• Use the flashcards of musical instruments to teach the

•

new words. Stick the cards on the board. Play CD 1 track 60 and get children to point at the appropriate flashcard and repeat each word. Ask the children to open their Class Books at page 28, to identify the children and to find a trumpet and drums in the picture. What other instruments can they see? Play the CD again and get the class to point and repeat.

Narrator: 1. Which boy is Tony? Girl: Look at that boy. He can play the piano really well. Adult: Is it Tony? Girl: No, Tony can’t play the piano. But he can play the drums. Adult: Can he play the trumpet? Girl: No, he can’t. Adult: Oh, yes. I can see him. He’s playing the drums. Narrator: 2. Which girl is Jill? Boy: Can you see Jill? Adult: No, I can’t. Oh wait a minute. Can she surf? Boy: No, she can’t. She can’t sail either. She can swim and she can dive. Adult: Oh yes, I can see her now.

5. Vocabulary 2: recognition (AB page 27) 1 Find, circle and write for you.

• For support for writing activities, display word cards on



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the whiteboard or around the classroom.

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• Tell the children to open their Activity Book at page

•

27. Ask What’s this? (a guitar). Point out that guitar has been circled in the wordsearch and written next to the appropriate picture. Get the children to complete the first part of the activity in their books individually. Refer the class to the second part of the activity. The children read the sentences and circle either can or can’t so that it’s true for them. Then they read the sentences to the class.

answers

8. Goodbye

• Put the musical instrument and sports flashcards together •

in a pile. Ask different children to choose one and to mime the word for the class to guess which it is. Say Goodbye.

MIXED ABILITY WORKSHEETS

1  guitar  2  drums  3  trumpet  4  piano   5  recorder  6  violin

Mixed Ability Worksheet 12 Catch-up

6. Exam practice: reading and writing (AB page 27)

• Children complete the label for each picture with one

2 Read and write True or False. Write sentences.

1  ride a bike   2  surf  3  skate  4  play football   5  play volleyball   6  play tennis   7  do karate   8  sail  9  dive  10  ski

• The children to look at the boxes next to the musical

instruments and read the sentences about Sam and Suzy. Children write True or False. They then write sentences about Charlie and Anna in the same way.

Answers

He can play the guitar. True. He can play the violin. False. She can’t play the trumpet. False. She can’t play the piano. True. He can play the recorder. He can’t play the drums. She can’t play the guitar. She can play the trumpet.

Finished? If you have pupils who finish early, direct them to the Finished? activity at the bottom of the page and ask them to do it in their notebooks or on a piece of paper.

7. Reading and writing (SB page 12) 1 Read and complete.

• Ask children to open their Skills Builder Book at page 12.

Refer them to the advert and the pictures. Ask children to read and complete the text. Check as a class.

Answers

swim, can play tennis recorder, can play the trumpet

2 Read again and circle.

• Point to the advert in activity 1 and elicit the first answer.

Ask Can you swim? (Yes) Children circle can and complete the activity in the same way.

Answers

1  can  2  can  3  can’t  4  can’t  5  can’t  6  can

3 Draw and write an advert for your activity camp.

• Point to the advert in activity 3 and tell children this is an

•

88

Ending the lesson

advert for their activity camp. Tell children to draw four activities in the empty frames. Point to the example and ask a pupil which activity they need to draw first (playing football). Then they complete the advert using the advert in activity 1 as a model. Refer children to the Tip! and ask them to read it. When children finish the activities on this page, get them to read the English at home rubric at the bottom of the page. Encourage them to do this when they get home.

1 Write.

of the words from the box.

Answers

2 Look and write. Draw yourself and write.

• Children complete the speech bubbles with the correct activities. For number 6, they draw themselves with sports equipment and complete the speech bubble appropriately.

Answers

1  Let’s play football.   2  Let’s surf.   3  Let’s skate.   4  Let’s do karate.   5  Let’s ski.   6  Children’s own answers

Mixed Ability Worksheet 13 Support 1 Read and tick.

• Children look at the words and tick the picture that matches below.

2 Write. Draw your own word picture.

• Children write the activity shown by each word picture. They then draw their own picture for ‘play football’.

Answers

1  surf  2  ride a bike   3  play volleyball   4  ski   5  sail  6  Children’s own drawings.

Mixed Ability Worksheet 14 Reinforcement 1 Look and write I can or I can’t.

• Children use the information in the table to complete the sentences in the speech bubbles.

Answers

Anna – I can swim. I can’t ski. I can’t surf. I can sail. I can ride a bike. David – I can swim. I can ski. I can surf. I can’t sail. I can ride a bike.

2 Match and write Yes, I can or No, I can’t.

• Children match each question to a picture and write the answer in the speech bubble.

Answers

1  Yes, I can.   2  No, I can’t.   3  Yes, I can.   4  Yes, I can   5  No, I can’t   6  Yes, I can.

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Mixed Ability Worksheet 15 Extension 1 Find and write.

• Children find the people in the large picture and write sentences about them.

Answers

1  She can play volleyball.   2  He can’t play tennis.   3  She can’t skate.   4  He can do karate.   5  She can’t ride a bike.   6  He can play football.

2 Write the words in order. Answer for you. Write Yes, I can. or No, I can’t.

• Children write the words in order to make questions. They then answer the questions about themselves.

Answers

1  Can you do karate?   2  Can you play the recorder?   3  Can you ride a bike?   4  Can you play the violin?   5  Can you play volleyball?   6  Can you play the guitar?



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Lesson 6

Developing the lesson

Listening and speaking

2. Present and sing the song

Objectives: To revise she / he can play + sport / musical instrument. To develop listening and speaking skills via a song and acting out the story. To raise awareness of English sound-spelling relationships: /s/ + consonant.

1 Watch or listen. List 3 sports and 3 musical instruments.

• Tell the children that they are going to watch or listen to

a song and that they must listen out and write down the three sports and three musical instruments mentioned (skate, run, swim, violin, piano, big bass drum). Play the song and check their answers as a class. If they don’t agree, play the song again.

Main language: big bass drum, sing Revised language: can / can’t + verb + sport / music instrument

Watch or listen.  $ 1•63 DVD 3

• Ask the class to open their Class Books at page 29. Refer

Materials: Flashcards: sports, musical instruments Class Book: pages 26, 27 and 29 Activity Book: page 28 CD 1: tracks 63, 64, 65, 66 DVD 3 Preparation: Simple props for acting out to represent, e.g. a drum, a trumpet, a football.

•

•

the children to the first two lines of each verse. Point at the first line and ask Can he skate? When they say Yes, ask for a complete sentence (He can skate). Get children to repeat the whole sentence. Use the same procedure for sing (He can sing) and run (He can run), but then shake your head when you point to the action swim (He can’t swim). Play the CD again and get them to join in. Now teach the second part of the verse. Point at Charlie and the violin and ask Can he play the violin? When they say Yes, sound emphatic and rephrase this as Yes, of course, he can. Get children to repeat the question and answer. Ask what sound the violin makes. Accept any plausible sound, but tell them Charlie’s violin goes squeak, squeak, squeak. Get class / individual repetition of the words, adding goes the violin at the end for repetition too. Ask them to listen carefully to the answer on the CD to check that they have said it correctly. Repeat the procedure for verses 2 and 3, until the children have practised the whole song.

Sing.

• Ask the children to join in the song as you play the CD

again. Alternatively, watch the DVD and get the children to follow the animations and sing.

Beginning the lesson

3. Pronunciation practice: /s/ + consonant

1. Brainstorming vocabulary

• Refer the children to the words in their book. Ask

• Ask the class to tell you the names of all the sports

2 Listen and repeat. Focus on the sound.

individual children to read and mime each one. Play CD 1 track 64 and get children to repeat all the words. Make sure they don’t pronounce an intrusive /e/ sound before the /s/. Get children to tell you other words they know with this sound / spelling in them, e.g. snake, spell, scooter, skateboard.

activities and musical instruments they know in English. Write them on the board in two columns. Make sure the sports activities and instruments in the song are included, jumbled among the other words.

Listen and repeat.  $ 1•64 3 Copy Charlie’s sentence. Listen, complete and say.

• Children open their books again and look at Charlie’s •

90

words. Explain that they have to listen to the CD and complete the sentence. Ask the children to copy the sentence in their notebooks or on a piece of paper. Then play CD 1 track 65 and go round the class as they complete the sentence. Help children who find this difficult. Let them check their

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• •

answers in pairs, then correct the activity as a class by writing the answer on the board. Play CD 1 track 65 again so they can listen and repeat as many times as necessary. Ask Can Sam sing? (Yes) Can Sam swim? (Yes) Can Sam skate? (Yes). For more ideas about practising pronunciation, see the Ideas bank.

Listen, complete and say.  $ 1•65 Sam can sing, swim and skate.

• You could get the whole class to sing the song at the end (CD 1 track 63).

Competence in autonomy and personal initiative:  

Acting out the story like this, and singing, helps to build confidence.

Story 3  $ 1•58 DVD 3 $ Song  $ 1•63

Ending the lesson

4. Listening practice (AB page 28)

7. Goodbye

1 Unjumble the words and label. Listen, check and repeat.

• Say Goodbye. • Play the song (CD 1 track 63) for them to join in as they

• Tell the children to open their Activity Book at page

28. Do the example orally. Tell them that they need to unjumble the words and label the pictures. Point out that all the words begin with ‘s’. Ask them to work individually and to write the words in pencil. When they finish, they can check their answers with a partner and ask you if they disagree. Play CD 1 track 66 for them to check their answers. Play the track again and get children to repeat all the words.

Listen and check.  $ 1•66

leave the room.

EXTRA ACTIVITIES 1 Reinforcement Tongue twister

• Do this tongue twister before acting out the story: •

Answers

1  Sam  2  swim  3  ski  4  surf  5  sports   6  skate  7  sing

Seven skis and six skates. Check that they understand what it means. Get them to repeat it. Give them a few minutes to memorize it. You could also draw pictures on the board to help them remember it. Then get them to practise saying it in pairs quickly six times.

2 Extension

5. Reading practice from the song (AB page 28)

Invent extra verses for the song

• Do this after learning the song. • Get children to think of sounds for the other

2 Match. Listen and check.

• Refer the class to the sentences in their book. Explain

that they need to match them by drawing a line. Do the example with the class. Show them that the example, He can skate and he can sing are matched because this is the first line of the song. Ask them to work individually and to match the words in pencil. Play the CD for them to check their answers. They have this opportunity to change them if they need to.

•

instruments they know and make up new verses. Then they sing all the verses, adding actions for each line.

Song  $ 1•63

Story time 6. Acting out the story with the song 4 Act out the story and sing the song.

• Put the children in groups of four to be Sam, Charlie, Suzy

and Anna. Explain that they are going to act out the story, but that first they need to be reminded of the words to say. Play the story and tell them to follow in their Class Books on pages 26 and 27. Give them time to learn their words and practise in their groups. Go round the class and help them with pronunciation as necessary. Invite groups to the front of the class to act out. Provide simple props if possible to help them act out the story, e.g. drums, a football.



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Lesson 7

Developing the lesson

Learning about music

2. Presentation of the cross-curricular theme

Objectives: To transfer the main language of the unit to a real life context. To motivate children through a link with another area of the curriculum and to develop their knowledge of the world through English. To develop reading and writing skills. Main language: strings, wind, brass, percussion, flute, oboe, double bass, xylophone, tuba, can (ability) Revised language: trumpet, violin, bass drum, What’s this? It’s a …, Is it a …? Yes / No, Where is it? In the … section

• Show the children the orchestra cross-curricular card and

try to elicit It’s an orchestra. Get class / individual repetition of the sentence. Ask What instruments can you see? and encourage children to point out the instruments that they know in English (violins / drums / piano / trumpets).

Teaching tip:  

By asking questions they know in English you will elicit as much known language as possible. Supply the words yourself where gaps in vocabulary occur in their answers, e.g. trombones, etc. and get them to repeat new words after you.

• Ask the class to count the different types of instruments,

Materials: Cross-curricular cards 3 Class Book: page 30 Activity Book: page 29 CD 1: tracks 63, 67 Extra Activity Worksheet 9 Optional material: For the project: computers with internet access.

•

e.g. How many violins can you see?, etc. Then ask them to look at the photo carefully and find out if they know how the different people know where to sit. Do they sit and play anywhere they like in an orchestra? Or do they always sit with the same instruments? Find out if any children know how different instruments are positioned in an orchestra. Highlight the groups of instruments on the photo then turn over the cross-curricular card to the other side to show the diagram of how the orchestra is divided into sections (a bit like families) according to type of instruments: percussion, wind, strings and brass. Say these words in English too. Encourage the children to answer with any English they know, but also allow them to talk about the topic in L1, aiming to get as much discussion as possible. Ask them if they or anyone they know plays in an orchestra. Do they know where they sit and in what section? To sum up the cross-curricular card in English, point at instruments they know in the photo and ask, e.g. What’s the name of this percussion / string instrument? (a trumpet / drum / piano / violin).

3. Reading comprehension

• Ask the class to open their Class Books at page 30. Elicit

that they are back in the attic with Josh and Emma, looking at Granny’s computer. Refer the children to the email from Granny to Josh and Emma and ask them to read it. Check they understand by asking Who sends the email? What’s the information about?

Beginning the lesson 1. Revision of the song

• Begin the class by playing the song from Lesson 6 (CD 1

track 63). Encourage the class to join in and do actions if they wish.

Song  $ 1•63

1 Read and listen. Then answer Granny’s question.

• Tell the class to read the page silently as you play CD 1

•

track 67. Tell them not to worry if there are any words that they don’t understand. At the end you will ask them to answer Granny’s question (Can you find the four sections of the orchestra?). It’s not difficult and they can listen more than once if necessary. Play the CD. Get them to check the four sections of the orchestra, using the background colours and the new words to help them.

Answers

1  wind  2  brass  3  percussion  4  strings

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Read and listen.  $ 1•67

2 Invent your own music group. Draw and write.

• Explain that although an orchestra is usually a large group

4. Checking comprehension 2 Read again and answer.

• Refer the children to the first question. Remind them what section means in this context by showing the flashcard of the orchestra again. Ask What’s the name of each section in the orchestra? Do question 1 orally. Get them to complete the activity individually in their notebooks or on a piece of paper and then check with their partner. Check the answers as a class.

•

Answers

1  wind section  2  brass section  3  strings section   4  percussion section Competence in linguistic communication:  Getting

children to check their answers with a partner in English before telling the class gives them useful speaking practice and also makes them feel more confident about voicing their opinions.

Ending the lesson 7. Goodbye

• Hold up the cross-curricular card and ask questions for

EXTRA ACTIVITIES 1 Reinforcement

3 Ask and answer with a friend. What’s your favourite instrument? What section is it in?

• Brainstorm all the instruments the children know. Use

• •

children to identify the sections and instruments.

• Say Goodbye.

5. About me

•

of people playing instruments, they are going to form their own smaller version! Demonstrate what they need to do by drawing a group of you and two friends on the board. Draw simple instruments beside each figure and elicit She / He / You can play the … and the instrument. Ask the children to imagine that they are in a music group with two friends. They draw a picture on the stage on the Activity Book page of the three friends playing instruments in the music group. Then they write about the picture by writing the names of their friends and the instruments they can play.

flashcards and noises to elicit words from this and earlier lessons. Point at yourself and say, e.g. My favourite instrument is a … Make the appropriate sound and mime playing it if possible. Ask individuals: What’s your favourite instrument? and encourage them to make the instrument sounds and action too. If they say the name of an instrument in L1, tell them what it is in English and get them to repeat the word after you. Ask the class whether they can play their favourite instruments too, e.g. Can you play the …? Point to the cross-curricular card and say My favourite instrument is a … It’s in the … section. Ask individuals: What’s your favourite instrument? What section is it in? Then get children to ask a friend. Go round the class as they do this, helping as necessary.

Extra Activity Worksheet 9 Read and match. Make an instrument.

• Children read the text and match the descriptions to

the pictures below. They can then choose one of the musical instruments to make.

Answers

Top to bottom: 3, 1, 2

2 Extension Project: Find out and write about a famous music group.

• This is an activity in which children work on a project

•

6. Writing practice (AB page 29) 1 Match. Write.

• Ask the children to open their Activity Books at page 29

and explain that the pictures show pairs of instruments and their sections in the orchestra. The children draw lines from the instruments on the left to their section of the orchestra on the right. They write the names of the four sections of the orchestra.

•

and it can be done in L1. It may not be possible to fit this into class time, but it could be done in another class or in the children’s own time. Tell the children to open their Activity Book at page 29. Refer them to the Project at the bottom of the page and ask them about their favourite music groups. Explain that they are going to find out and write about a famous music group. If possible, give them time to look up information on the internet. When the children have found information on a music group, they write about it and include photos if possible. When the pupils have finished, invite them to the front to talk about their music group. Alternatively, you can display their work on the classroom wall for pupils to see and read.

Answers

flute, oboe: wind section; trumpet, tuba: brass section; xylophone, bass drum: percussion section; violin, double bass: strings section



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Lesson 8 Unit review Objectives: To review meaning and form of the target structures. To review the vocabulary of the unit. To review the language of the unit via the four skills of speaking, listening, reading and writing. To present and practice a new functional phrase. Main language: musical instruments, Can you …? Yes, I can / No, I can’t. Can you help me, please? Yes, of course. Materials: Flashcards: instruments and sports Class Book: page 31 Activity Book: pages 30, 67, 73 and 81 CD 1: tracks 58, 63, 68, 69 DVD Activity Sheet 7 Extra Activity Worksheets 8 and 24 Everyday English poster Grammar poster Preparation: Make sure children have scissors to play the Grammar communication game.

•

1 aloud and ask pupils to choose which picture they think it is (b). When you have the correct answer, use gestures similar to the one in the picture to emphasize the meaning, e.g. point to someone when you say He and shake your head for can’t, etc. Ask pupils to do the rest and check in pairs. Go through as a class emphasizing key features such as can / can’t + sport and Can you …? + short answers. Then draw attention to the same features in the grammar poster on the wall.

Answers

1  b  2  a  3  c  4  d

3. Grammar communication game (AB page 81) 2 Play the Activities game with a friend.

• Refer the class to the game on page 81 of their • • •

• •

Activity Book. Ask the children to work in pairs and decide who is Pupil A and who is Pupil B. Children then cut out the relevant half of their paper, leaving the other half for another time. Make sure they understand that they mustn’t show each other their paper, but rest it on a book and hold up off the table so they can’t see each other’s. Refer children to the speech bubbles at the top of the page. Children ask each other questions and tick or cross the box in the bottom right corner. First, Pupil A asks a question (Can Ben ride a bike?) and Pupil B answers (No, he can’t.) Then, Pupil A places a cross in the box for Ben and ride a bike. Now it’s Pupil B’s turn to ask a question (Can Meg sail?) and Pupil A’s turn to answer (Yes, she can.) Pupil B places a tick in the box for Meg and sail. When both pupils have asked the 8 questions, they then compare their pieces of paper to check they have exactly the same results. Encourage pupils to look and use the Grammar poster for reference.

4. Practice of functional language

Beginning the lesson

3 Listen and repeat. Act out.

• Tell the children to look at the photos and heading. Ask

1. Revision of key vocabulary

• Revise instrument vocabulary by making music sounds

•

and asking What’s this? (It’s a + instrument). Use Tra la la for singing. Be sure to include drum / guitar which will be used in acting out the photo story. Sing the song from Lesson 6 (CD 1 track 63) again.

Song  $ 1•63

•

Developing the lesson

•

2. Structure revision 1 Match.

• Tell the class to open their Class Books at page 31. Point

to the 4 pictures and ask the pupils if they can recognize the two characters from the previous units. Read sentence

94

•

•

Where are Alex and Lucy? Who are they with? Check their answers as a class (at school with their teacher). Play CD 1 track 68 and listen to the story. Check pupils’ understanding by asking them the following comprehension questions: Can Lucy play the guitar? (Yes). Can Alex sing? (No). Can Alex dance? (No). Can Alex play the drums? (Yes). Draw their attention to the functional language in red font. Ask the children if they can think of other situations they could use this language in. Play the CD again, with their books open, children listen and repeat after each sentence. Focus attention on their intonation and expression. Then put the children in groups of three to be Lucy, Alex and the teacher. Children act the story out in their groups or in front of the class. Draw attention to the functional language in the Everyday English poster.

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Listen and repeat. Act out.  $ 1•68

1 I can find and write activity and instrument words.

5. Make your story book

• Give out copies of the story frames to each pupil. Explain •

• •

•

that they have to cut them out. They then spread the frames out on the desk and mix them up. Ask them to try and put them in the correct order first from memory and then if necessary to check with their partner. Then play the story on CD 1 track 58 and the children listen and check. Check the order with the class. Demonstrate how to make a story book. We recommend that they make a zig-zag book in this lesson. The instructions are in the Ideas bank. Give the children time to make their own story book, helping as necessary. Ask them to personalize the cover for the book with a title, illustrations and their own name. There is no dialogue in the frames but if the children are confident and have time, they could write the text below the pictures. When they finish, get them to read the story to a classmate. Encourage them to take it home to finish colouring and to read to their family. The story book is ideal for inclusion in each child’s linguistic portfolio.

Teaching tip:  

If you have enough time, the Unit review page of the Activity Book could be used at the end of this lesson. However, there are other ways of using this page: • It can be used as a separate lesson on its own. • It could be set for homework. • It could be used to revise just before a test.

6. Do your Picture Dictionary (AB page 30)

• Refer children to the letters in the bass drum. Ask pupils to find the activity and instrument words inside. Then they write them in the appropriate column.

Answers

Sports: play tennis, skate, surf, dive, ride a bike, ski Musical instruments: recorder, violin, piano

2 I can make sentences using can.

• Explain that they have to write the words in order to make the sentences.

Answers

1  She can skate.  2  I can’t ski.  3  Can he surf?   4  Yes, he can.  5  No, he can’t.

3 I can listen and tick ✓ or cross ✗.

• Refer the class to the pictures of Josh and Emma. Explain that Josh is talking about the activities he can do. Now play CD 1 track 69 and get pupils to tick or cross the boxes.

Answers

✓ skate, ski, play the drums; ✗ play the piano

I can listen and tick or cross.  $ 1•69

Emma: Can you skate, Josh? Josh: Yes, I can. And I can ski too. Emma: Wow! You can skate and ski! Can you play the piano? Josh: No, I can’t. But I can play the drums. Emma: Fantastic!

4 I can talk about my hobbies.

• As they work on the activities above, invite children

Do your Picture Dictionary

• Refer the class to page 67 in their Activity Book. Explain that this is their Picture Dictionary, which serves as a reminder of the words they’ve learnt and that they can use it to help them check spelling. Get the children to read the words on the page and then stick the correct pictures in place. They then write the word beneath the picture.

individually to come to your desk and tell you about their hobbies. Ask What’s your favourite hobby? This will help you assess their oral and aural skills. If you can’t hear everyone in every unit, keep a list and comments on the children you have heard, and choose others next time.

Differentiated learning:   Children who find writing difficult could copy the word first and then stick the picture in place. Other children look and remember the spelling. They stick the picture over the word and then write it below from memory.

7. Reflecting on the unit (AB pages 30 and 73)

• Tell the children to turn back to Activity Book page 30.

This is an ideal page to form part of their portfolio as the year progresses. You can either mark their work in class or collect in the books to mark later. See the Evaluation Booklet for more ideas of how to use the unit material and build up a portfolio of language learning.



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Read and write. Write and draw about your hobbies.

• Refer the class to the Portfolio section in the back of the

•

Activity Book. Ask them to look at Emma’s scrapbook on page 73. Check they understand that they have to complete the gaps in the text about what Emma can and can’t do, following the ticks and crosses in the picture. Elicit the answers orally. Give the children time to look at the picture again and write answers. Finally, ask individual children questions to check comprehension: What’s in the picture? What can Emma do? What can’t she do? Ask a child What can / can’t Emma do? Then ask What can you do? Ask several children around the class before pointing to the part of the page where they complete their own scrapbook. Tell them they can choose any hobbies they like as long as they know the name in English. Children complete their work on page 73.

8. Self-evaluation Stop and think about your work. Circle the emoticon.

• Refer the class to the emoticons at the end of each rubric. Elicit that the first emoticon means easy. Elicit that the second one means OK and the third one means difficult so if they found any section of Unit review difficult, they should circle the third emoticon for that section. Give them time to circle the emoticons for each activity. Go round the class as they do this, encouraging the children to be realistic. If their work was inaccurate, they shouldn’t circle the first emoticon. The fairer you are, the more selfaware the children will become.

Ending the lesson 9. Goodbye

• Talking about their impressions of the story is a nice way

to round up the unit. Ask the class who their favourite characters were and why, also ask them which part of the story they liked / didn’t like, found scary / funny, etc. You could keep a list of these impressions as a ‘story review’ and compare them with other stories later on in the book.

96

EXTRA ACTIVITIES 1 Reinforcement Talking about the photo story

• This activity should be done immediately after the

practice of the functional language on Class Book page 31 if possible. Discuss the pictures with the class. Ask questions about them. Use words that the pupils know as much as possible, e.g. for picture 1: Teacher: What’s the girl’s name? Class: Lucy. Teacher: Where is she? Class: At school. Teacher: Can she play the guitar? Class: Yes, she can.

2 Extension Text display.

• After correcting their written work on Activity Book

page 73, you might like the class to copy out their corrected work onto a separate piece of paper to put on display and for others to read. Redrafting work is an important writing skill. Encourage them to think about attractive presentation as well as accurate language.

My world

• If you wish to spend time on an aspect of British

culture linked to the unit topic, use the My world section on the DVD for this unit and use the My world notes and DVD Activity Sheet 7 on the Teacher’s Resource CD-ROM.

Competence in social skills and citizenship:  Learning about British culture allows children to be respectful and to show interest in other foreign language speakers.

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4

Lunch with aliens

Lesson 1

Developing the lesson

Key vocabulary 1

2. Vocabulary 1: presentation Listen and repeat.

Objectives: To present and practise key vocabulary 1: lunchbox food. To revise Have you got …? + short answers.

• Display Granny’s attic box. Remind them that the things

Main language: pears, biscuits, olives, lemonade, eggs, crisps, sandwiches, yoghurt

•

Revised language: Have you got …? + short answers bananas, ice cream, cheese Materials: Flashcards: food Granny’s attic box Class Book: page 32 Activity Book: page 31 CD 2: tracks 01, 02, 03, 04 Word cards: food

in Granny’s attic are related to the story that Granny has written. Ask mysteriously What’s in the box today? Allow the pupils to suggest things. Prepare the flashcards in the order they appear in the dialogue and play CD 2 track 01. Encourage the children to join in with the Big Surprise! song. Take out the flashcards in the order the words are mentioned and attach them to the board. Encourage the class to repeat the words after the CD. Play the CD again and get children to repeat the words. At the end, sum up by asking What’s the surprise today? (food).

Listen and repeat.  $ 2•01

A surprise for you! A surprise for me! A surprise for everyone! What can it be? Josh: Hey Emma. Look! Emma: Wow! Let’s open the box. Josh: OK, here we go. Emma: What’s inside? Josh: Mmmm! Food. Pears. Emma: Biscuits. Josh: Olives. Emma: Lemonade. Josh: Eggs. Emma: Crisps. Emma: Sandwiches. Josh: Yoghurt. Josh: Wow! What a lot of food!

Optional material: Large sheets of paper Preparation: Put the food flashcards in Granny’s attic box.

3. Vocabulary 1: recognition 1 Listen, point and repeat.

• Get the children to open their Class Books at pages 32

Beginning the lesson 1. Big Surprise!

•

• Play CD 2 track 01 at the start of the class and encourage the children to join in with the Big Surprise! song.

• For different activities for this stage of the lesson, please see the Ideas bank.

$

and 33 and talk about the picture. Point to the food / Josh / Emma / Felix. Can they also find a telescope? Get repetition of this word as they will need it in the next lesson. Ask the children to listen to CD 2 track 02 and point at the food in the attic picture as they hear each word. Warn them that the words on the page are in a different order from the recording so they really need to listen. Play CD 2 track 02. To make sure that they are pointing correctly, ask (pears) what number is it? (1).

2•01



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Listen, point and repeat.  $ 2•02

• Now ask the children to close their books and repeat after

• Demonstrate the game. A pupil brings his / her picture

the CD. This should stop their pronunciation from being influenced by the spelling. Play the CD and pause after each word for the children to repeat. Play the CD again for further repetition with their books open.

Listen, point and repeat.  $ 2•02

eggs  sandwiches  lemonade  yoghurt  crisps   biscuits  olives  pears

•

2 Listen. What’s missing?

• Refer the children to the pictures of food in their book. • •

Read seven of the eight words for food. Ask What’s missing? (e.g. olives). Play CD 2 track 03 with their books open. Pause after each question and get the children to call out the answer. Then play the CD again for them to check. Nominate two children to come to the front of the class. One asks the question and the other answers. If the second child answers correctly, he or she then asks a third child and so on.

Listen. What’s missing? 

$

2•03

1 Emma:  Eggs, crisps, sandwiches, biscuits, lemonade, olives, yoghurt. What’s missing? Josh:  pears 2 Josh:  Sandwiches, olives, crisps, yoghurt, eggs, pears, lemonade. What’s missing? Josh:  biscuits 3 Emma:  Yoghurt, eggs, biscuits, olives, pears, crisps, sandwiches. What’s missing? Josh:  lemonade

Lunch time in British schools Ask pupils to remind you what they know about lunch time at school. Some British children have a hot lunch (school dinners) and others take lunchboxes to school. Would they like British school dinners? How does this food compare to what they eat for lunch? Remind them that it’s good to try new things. Cultural note:  

6. Reading and writing (AB page 31) 1 Write the number. Which one is missing? Draw.

• Get the children to tell you the food they can see in the

•

4. Word skills 3 Look and find the things on Felix’s list.

• Ask the class to look at page 32 and find the 3 revised items from Felix’s list hidden in the picture.

Answers

4 Listen and repeat.

• Use food flashcards to revise the lunchbox food items •

with have got. Explain that Josh and Emma are playing a guessing game. They have drawn three food items in a lunchbox and have to guess what the other one has drawn. Play CD 2 track 04 for the children to follow in their books. Then play the CD again, pausing after each sentence for children to repeat.

Listen and repeat.  $ 2•04 Play.

picture and elicit the word lunchbox. Do the example with the class. Get them to read the word sandwiches and then find the picture of sandwiches. What number is written next to sandwiches? (1). The children then work individually to complete the task, writing the numbers next to the pictures. Explain that one of the objects is missing and that they must draw it in the empty frame. Go round the class as they work and help children who find this difficult.

Answer

missing food: pears

2 Write. What’s the secret word?

• Point to the crossword and ask pupils complete it. Explain

1  bananas: book cover on the middle shelf  2  ice cream: picture of Emma eating ice cream next to the cool box  3  cheese: cover of book inside the cool box

5. Vocabulary 1: speaking practice

to the front of the class. Stand back to back with him / her. Borrow another child’s picture. Ask questions about your partner’s picture, e.g. Have you got biscuits? If he / she says Yes, I have, ask another question. If he / she says No, I haven’t, say Your turn! and your partner now asks you questions. Continue until someone guesses all three items in the other’s lunchbox. This person wins the game. Put children in pairs to take turns and play together. Go round the class and listen in. If individual children find this difficult, prompt them by suggesting questions, e.g. Ask ‘Have you got biscuits?’

•

that the completed crossword will spell out a secret word in the shaded column, where the example and two more letters have been written. Let them work individually and then check their answers in pairs. Go round as they work, helping and correcting as necessary. Use the food flashcards on the board to check their answers. Write the words in jumbled order and get children to draw lines from each word to the appropriate flashcard.

Answers

1  olives  2  sandwiches  3  crisps  4  yoghurt   5  biscuits  6  lemonade  7  pears  8  eggs The secret word is lunchboxes.

Finished? If you have pupils who finish early, direct them to the Finished? activity at the bottom of the page and ask them to do it in their notebooks or on a piece of paper.

• Get the children to draw a lunchbox with three food items

in it. They can choose what they like from the items on the Class Book page.

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Ending the lesson

EXTRA ACTIVITIES

7. Goodbye

1 Reinforcement

• Say Goodbye. Explain that the children have to answer

questions as they leave the class. Using the lunchbox food flashcards, ask each child What’s this? for them to name the food.

Find the food

• Place the food flashcards in different places in the

classroom. Distribute the word cards among the children and ask them to find the food items and label them with their word cards. Give them a time limit. Once children find the food, they read the word card to the class.

2 Extension Make a healthy food poster

• After talking about the importance of good food

for healthy living, provide a large sheet of paper divided into four sections headed fruit and vegetables, carbohydrates, protein and sweet food respectively. The children draw and stick their pictures in the correct section and label them in English.

artistic and cultural competence:   In this activity children use the concepts learnt in the unit to do a poster presentation about good food for healthy living.

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4 $

Lunch with aliens

2•08

DVD 3

1

2

3

4

Narrator:  It’s lunchtime. Mike is in the park with Linda. Suddenly, aliens arrive! Linda:  Wow! Aliens! Two aliens:  Hello friends! • Who arrives at the park?

Linda:  Hi! Come and have lunch. Alien 1:  Do you like earth food? Alien 2:  I don’t know. Let’s try it. • Do the aliens like earth food?

Alien 1:  What’s this? Is it a phone? Mike:  No, it’s a banana. Try it • Is it a phone?

Narrator:  The alien takes a bite. Alien 1:  Yuck! I don’t like bananas. • Does he like bananas?

5

6

7

8

Alien 1:  What’s this? Is it a ball? Linda:  No, it’s an egg. Try it. • Is it a ball?

Narrator:  The alien takes a bite. Alien 1:  Yuck! I don’t like eggs. • Does he like eggs?

Alien 1:  What’s this? Is it a hat? Mike:  No, it’s a lunchbox! • Is it a hat?

Narrator:  The alien takes a bite. Alien 1:  Yum! I like lunchboxes. • Does he like lunchboxes?

VALUE:   Point out that Linda kindly invites the aliens to have lunch with her and Mike, even though they have just met. Ask, Is it important to be kind and welcoming? Encourage children to give their opinions. Explain that it’s important to treat others the way you want them to treat you.

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Lesson 2

Developing the lesson

Listening

2. Vocabulary 2: presentation

Objectives: To present and practise two new vocabulary items. To revise lunchbox food vocabulary via a chant. To develop listening skills through a chant and a story. To revise and give oral practice of What’s your favourite …?

• Ask the children to open their Class Books at pages 32 and 33. Explain that Emma and Josh are in Granny’s attic. Can they see the corkboard with the chant on it? It’s also in the attic.

1 Listen and read. Find words for pictures 9 and 10.

• Tell the class that they are going to listen to a chant. Play

CD 2 track 05. Pupils read the chant and listen to it to find two words that match the two food pictures. The words are in green and red font. Help pupils work out which is which, e.g. cognates, use of picture clues, etc.

Main language: What’s your favourite food for lunch? + lunchbox food vocabulary What’s this? Is it a …? Yes / No, it’s a … Try it! Yuck! / Yum! Revised language: Hello / Hi. What’s this? Is it a …? I don’t know, It’s a …, Yes / No

Listen and read.  $ 2•05

3. Chant

Materials: Flashcards: food Class Book: page 34 Activity Book: page 32 Skills Builder: page 13 CD 1: tracks 05, 06, 07, 08 Story cards 4 Word cards 4 DVD Activity Sheet 8 A plastic or paper bag.

9: Chocolate 10: Peaches

Optional materials: Story card frame 1 from each story

Chant.

2 Listen, point and repeat.

• Play CD 2 track 06. Pupils hear and pronounce chocolate and peaches. Get the children to point at the correct picture in their Class Books as they hear them and to pronounce the words.

Listen point and repeat.  $ 2•06

• Refer the children to the food and sounds in lines 3 and • •

•

Beginning the lesson 1. Revision of vocabulary 1

• Revise food vocabulary. Stick all the food flashcards on the •

board in random order. Number them 1–10. Then, hold up one word card and invite a child to read the word. Ask the child to match the word card to the correct flashcard on the board, e.g. number 4. Continue until the children match all the word cards with the flashcards on the board.

4. Play the CD again and encourage the children to join in with lines 3 and 4. Play the CD again, pausing after each line for children to repeat. If you want the children to learn the chant by heart, get them to remember words after each listening, and to dictate them to you. Draw a line for each word and then write the words in the appropriate place on the board. Play the CD again to help them until the whole text is on the board. Erase words / expressions one by one and get the children to read the chant. By the time everything has been erased, the class will know the chant. Play the chant once more, encouraging the children to join in.

Story time 4. Pre-teaching key words for the story 3 Listen, point and repeat.

• Remind the class that Granny is a story writer. One of

•

Granny’s books and DVDs is connected to the things they see in the attic. What did Granny leave in the cool box on the floor of the attic in this unit? (food) What extra clue did she leave? (a telescope). How could the food and the telescope be connected? Optional: Make sure the children close their books. Spread out the frame 1 story cards for each story in random order where the children can see them. Ask them to choose the story in this unit. Unit 4 101

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• When they have chosen the correct story, get them to

open their books at page 33 and to find the book in Granny’s bookcase. Get them to look at the title of the unit, which is the story title, and get them to repeat: Lunch with aliens. Ask them to listen to CD 2 track 07 and to point in turn at the picture of an alien, Mike and Linda. Play the CD again and encourage them to join in the chant at the beginning. They then repeat the narrator’s words and point appropriately.

Listen, point and repeat.  $ 2•07

Up in the attic, let’s take a look. Choose a DVD or Granny’s book. Narrator: Story 4: Lunch with aliens a) an alien b) Mike c) Linda • Ask the class what they think the story will be about. Encourage the children to answer in English, but also allow them to use L1, aiming to get as much discussion as possible.

5. Listening to the story for pleasure

Answers

a  3  b  5  c  1  d  8  e  7  f  2  g  6  h  4

Story 4: Lunch with aliens  $ 2•08

7. Written extension from the chant (AB page 32) 2 Look and draw  or  for you. Draw some more food. Write.

• Refer the class to the picture of the food on the table,

•

•

4 Watch or listen to the story. List 2 food words in the story.

• Make sure the children have their books closed, then play

•

the DVD or play CD 2 track 08 or tell the story using the story cards. Ask them to listen out for 2 food words in the story and to write them in their notebooks or on a piece of paper while they listen or watch the story. The story text is given between Lessons 1 and 2 of the teaching notes. Draw a clock on the board, showing the time for lunchtime at your school. Teach the word. Make gestures to help with comprehension.

8. Vocabulary (SB page 13) 1 Write the letters in the correct order and label the food.

• Ask children to open their Skills Builder book at page

13. Refer to the first picture. Ask What’s this? Write the letters sednaschiw on the board and explain that this is an anagram and the picture is a clue. Ask again What’s this? (sandwiches). Children complete the activity.

Story 4: Lunch with aliens  $ 2•08 DVD 3

• Talk about the story by asking Did you like the story? What •

• •

was it about? and elicit if their prediction was correct: it was about food for aliens. Check the second part of activity 4 and ask them to list the 2 food words in the story. Put all the food flashcards on the board and ask which ones were mentioned. Don’t confirm their opinions. Ask them to listen again to check. Encourage them to join in the alien’s questions What’s this? Is it a …? and Mike’s answers No, it’s a … and the repeated exclamations: Yuck! / Yum! Tell the story as many times as necessary. Check that the children have understood it by using questions on page 99. The questions are also on the animated story on the DVD.

Answers

1  sandwiches  2  eggs  3  olives  4  biscuits   5  lemonade  6  chocolate  7  pears  8  crisps   9  yoghurt

2 Draw and label.

• Point to the empty frames and ask the children to draw •

their favourite sandwich / ice cream / fruit in them. Ask them to label the items below. When children finish the activities on this page, get them to read the English at home rubric at the bottom of the page. Encourage them to do this when they get home.

6. Listening (AB page 32)

Ending the lesson

1 Listen and order.

9. Goodbye

• Tell the children to open their Activity Books at page 32

and look at the pictures from the story. Ask them to find the first picture of the story. Make sure they realize they must order frames 1–8 by writing the numbers in the boxes. Play CD 2 track 08 and get them to use a pencil to order the pictures. As they finish, get them to read the story again and check their answers. Correct the answers as a class.

102

point to one food item (e.g. cheese). Pull faces to elicit I like and draw  on the board. Then point to another food item (e.g. olives), pull faces to elicit I don’t like and draw  on the board. Point at the picture in the Activity Book and explain to the class that they need to draw  or  next to the food items, according to what they like. Tell pupils they must draw some more food items and include a symbol for each one of them. Give children time to complete the task individually. Refer to the drawings on the board and write I like cheese and I don’t like olives under the correct icon. Tell the children to look at their picture and complete the boxes at the bottom of the page. They complete the task individually and check with a partner at the end. Check the answers as a class.

• Get them to join in the chant once more (CD 2 track 05). • Say Goodbye, everyone. Get them to say Goodbye and your name.

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EXTRA ACTIVITIES 1 Reinforcement Find the food!

• Play a flashcard game from the Ideas bank. 2 Extension Invent a new verse for the chant

• Demonstrate what you want them to do by making up

•

•

a new verse yourself. Say it to the class and ask them to repeat: What’s your favourite food For lunch, lunch, lunch? Crisps! Crisps! Munch, munch, munch! Put the class in pairs to make up new verses, using other words for lunchbox food from Lesson 1. Listen to some of their examples and get the whole class to say the new verse. If you wish to spend more time on the story, use the story section on the DVD for this unit and use the story notes and Activity Sheet 8 on the Teacher’s Resource CD-ROM.

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Lesson 3

Developing the lesson

Reading and key structure 1

Story time

Objectives: To develop reading comprehension via guided silent reading. To present and practise target structure 1: I like / don’t like … Main language: I like / don’t like + food, What’s this? Is it a …? Yes / No, it’s a …, Try it! Yuck! / Yum! Materials: Flashcards: food Class Book: pages 34 and 35 Activity Book: page 33 CD 2: tracks 05, 08

2. Reading comprehension: joining in with the story

• Ask what the story was about. Ask for the names of the

characters and write Mike, Linda and aliens on the board.

1 Read and listen to the story. The alien likes earth food. True or False?

• Tell the children that they are going to listen to the story

•

again. Read the question with the class and explain that after you have played the CD, you will ask them to answer this question. Play the story and ask children to follow in their books. Then check the answer (False).

Story 4: Lunch with aliens  $ 2•08

3. Structure 1: presentation I like / don’t like … 2 Choose a, b or c: a He likes bananas. b He likes lunchboxes. c He likes eggs.

• Ask children to choose the correct answer. Ask them •

•

Beginning the lesson 1. Revision of the chant

• Divide the class in two and ask the children if they can

• •

remember the food words from the previous lesson. A correct answer gets a point. If the answer is wrong, a child in the other team can answer it for a bonus point. The team with the most points at the end wins. You will find more game ideas in the Ideas bank. Still with the class divided in two ask them say the chant from Lesson 2. Play CD 2 track 05. Half the class say lines 1 and 2. The others say lines 3 and 4.

to say the numbers of the frames that give the answer (frames 4, 6 and 8). Now use story frames 4, 6 and 8, to highlight target structure 1 by isolating the sentences beginning Yuck! I don’t like … / Yum! I like … . Get children to repeat each sentence. After each one, ask Who likes (biscuits) in this class? Put your hand up and say Me! Encourage them to do the same. Then choose individuals and ask What do you like, María? to elicit full sentences I like (yoghurt). Use the lunchbox food flashcards to get the children to say I like or I don’t like + food. Hold up a flashcard and ask individuals to make true sentences. Invite individual children to take your place with the flashcards at the front of the class to prompt sentences from children that they nominate.

4. Structure 1: reading and writing (AB page 33) 1 Write Yes or No. Read the story and check.

• Do the first one as a class. Ask one child to read the first

sentence and another to say Yes or No. Give them time to do the rest of the activity individually, going round the class to help as necessary. Then check their answers as a class.

Competence in autonomy and personal initiative:  Encourage independent learning by getting them to reread the story in the Class Book to check and change their answers, if necessary.

Answers

1  Yes  2  Yes  3  No  4  No  5  Yes

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2 Write.

• Refer the children to the words and pictures in their book.

Point to the first picture and elicit He likes lemonade. Then write it on the board. Ask the class to look at the pictures and write complete sentences under each one. They complete the task individually and check with a partner at the end. Check the answers as a class.

Answers

2  She likes yoghurt.  3  He likes chocolate.  4  She likes pears.  5  He likes crisps.  6  It likes bananas. Finished? If you have pupils who finish early, direct them to the Finished? activity at the bottom of the page and ask them to do it in their notebooks or on a piece of paper.

Ending the lesson 5. Goodbye

• Refer the class to the Grammar box at the top of Activity

•

Book page 33 and ask questions in L1: What’s the sentence when you like cheese? What’s the sentence when you don’t like cheese? What’s the sentence when you like eggs? What’s the sentence when you don’t like eggs? Say Goodbye!

EXTRA ACTIVITIES 1 Reinforcement Look and write.

• Draw a table on the board. Draw a plate and some

•

cutlery on the table top. Now choose some food flashcards to make a meal and stick them on the drawing (e.g. crisps, ice cream, eggs and tomatoes). Children look at the meal on the board and write sentences about the food they like and don’t like (e.g. I like crisps. I don’t like ice cream. etc.)

Write about yourself and draw. Match.

• The children write sentences about food they like and don’t like. They draw pictures and draw lines to match them with the sentences.

2 Extension I like chocolate and ice cream.

• Play a Chain game to revise the structure I like and the

• • •

conjunction and. Demonstrate the game by bringing three or four pupils out to the front. Stand in a circle. Each person has to remember what the person before said and add something else to the list. Start the game by saying, e.g. I like tomatoes. The child to your left says, e.g. I like tomatoes and bananas. The following child repeats this and adds something else. Anyone who forgets an item is out. The last person left in is the winner. Divide the class into groups of four or five children to play the game. They can then play the Chain game again, practising the structure I don’t like.

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Lesson 4

• Turn over the first card, e.g. chocolate. Point at the smiley

face and make the first sentence yourself: I like chocolate. Get the children to tell you what the sentence would be if you pointed at the sad face: I don’t like chocolate. Turn over another card, point at either the smiley face or the sad face and ask a pupil in team A to say the sentence. If the pupil gets the sentence right, his team gets a point on the board under the letter A. If not, someone in team B puts up his / her hand and makes the sentence for a bonus point. Then ask someone else in team B to say a sentence and proceed in the same way. The team with the most points at the end wins.

Reading and key structure 2 Objectives: To develop the skill of reading aloud through pronunciation practice. To present and practise target structure 2: Do you like …? + short answers. To revise I like / don’t like + food. Main language: Do you like + food? + short answers Revised language: I like / don’t like, Yes / No / I don’t know Materials: Flashcards: lunchbox food Class Book: pages 34 and 35 Activity Book: page 34 Skills Builder: page 14 CD 2: tracks 08, 09 DVD 3 Grammar poster

Developing the lesson Story time 2. Reading the story aloud: pronunciation practice 3 Listen to the story again. Then read aloud.

• Ask questions and get the class to remind you what the

•

unit story is about. Tell the class that they are going to read the story Lunch with aliens aloud. First they need to listen to the CD again and think about gestures and how they’ll say things to make the story interesting. Use the story DVD or Class Book and tell the story or just play the CD. Encourage the class to join in as much of the language as they can now memorize, especially the words: I like / I don’t like … Play the story on CD 2 track 08 and get the class to open their Class Books at pages 34 and 35 and follow the words. This time, pause to elicit the dialogue and then play the lines again for repetition. Make sure they imitate the words with feeling and make gestures and pull faces where appropriate.

Story 4: Lunch with aliens  $ 2•08 DVD 3

• Put the children in pairs to practise reading aloud to one

another from their Class Books. Who can do it with the most expression? Go round and help those who find reading most difficult. Invite one or two pairs to the front of the class to tell the story using the Class Books. One in each pair turns the pages as the other tells the story. Encourage the class to join in with Yuck! and Yum!

Competence in linguistic communication:   By reading aloud, children work on intonation and stress. This will help them sound more interesting and develop natural English pronunciation and cadences.

Beginning the lesson

3. Structure 2: presentation

1. Structure 1: revision game

4 Find a question: Do you like …? Is the answer …? a Yes, I do b No, I don’t c I don’t know.

• Start the lesson by playing a team game to revise like /

don’t like + food. Divide the class into two teams, A and B, and write the letters A and B as two headings on the board. To one side of the board, draw a large smiley face and a large sad face. Shuffle the food flashcards and put them face down in a pile on your desk.

106

• Ask children to find and answer a question in the story

beginning Do you like …? Ask them to say the number of the frame with this target structure (frame 2) and what the answer is (b No, I don’t.)

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• Now use story frame 2 to elicit Alien 1’s question: Do

•

you like earth food? and Alien 2’s answer I don’t know. Get children to repeat the question. Get someone to ask you the same question and answer Yes, I do. Lick your lips and add Mmm chocolate / ice cream / paella, etc. Ask individuals about particular food to get repetition of Yes, I do. If anyone says No, rephrase this to No, I don’t. Change the question to Do you like alien food? to elicit I don’t know or No, I don’t. Get them to ask you and then to ask each other about earth or alien food across the class.

4. Structure 2: writing and speaking practice (AB page 34)

Answers

He likes biscuits.  She likes yoghurt.  She likes crisps.   He likes pears.

• When children finish the activities on this page, get them to read the English at home rubric at the bottom of the page. Encourage them to do this when they get home.

Ending the lesson 6. Goodbye

• Refer children to the Grammar box at the top of page 34

1 Write. Listen and check.

• Look at the first question and picture and answer it as

a class. Make sure they understand why the answer is Yes, I do. Read the second question, pausing to elicit the missing words in the gap. Do the other three examples orally too. Get the class to complete the second answer. They do the rest individually and check their answers with a partner. Deal with any discrepancies all together.

Listen and check.  $ 2•09 Answers

2  No, I don’t.  3  Yes, I do.  4  No, I don’t.  5  Yes, I do.

•

in the Activity Book, drawing attention to the patterns highlighted in blue. Encourage them to ask each other questions with Do you like …? about things they can say in English, e.g. Do you like dogs? Say Goodbye and get the children to leave the classroom, saying the chant as they go.

EXTRA ACTIVITIES 1 Reinforcement To practise What’s this? Is it a …?

• Hold up the food flashcards so that they are facing

2 Write. Put a tick ✓ or a cross ✗.

• Explain to the class that the chart is for a food survey. Ask

•

individual children to read out the first question on the left and give a true answer (Yes, I do / No, I don’t). Get them to tick or cross in the me column next to the first question which has been completed as an example. Remind them to tell the truth. (Make sure that they realize that they should tick or cross to record their friends’ answers in the rest of the activity.) Ask someone to make a similar second question, using the picture prompts on the page if necessary. Get them to complete the questions and to tick or cross in the me column, as appropriate.

Ask a friend and tick ✓ or cross ✗.

• Get the children to ask the questions to a friend and put a • •

•

you and children can’t see them. Quickly flip over one card to give the pupils a glimpse. Encourage them to guess what it is. Elicit It’s (yoghurt)! Then get children to ask you if you like this particular food. Elicit Do you like (yoghurt)? Answer Yes, I do / No, don’t. Now, invite individual children to take your place at the front of the class. Children ask questions and give true answers until all the flashcards are used.

2 Extension Writing practice of questions and short answers

• After the survey, ask children to re-read the questions

and write short answers based on the ticks and crosses in the me column. Not only will this give practice in writing the words, but also in transferring information from one format to another: a useful skill, transferable across the curriculum.

tick or a cross for their answers. Finally, ask individuals about themselves. They give true answers. If you have the Grammar poster displayed in the classroom refer pupils to it as they do their grammar activities.

5. Grammar (SB page 14) Look!

• Ask children to open their Skills Builder Book at page 14.

Refer the children to the grammar boxes and ask them to read them.

1 Write. Then draw yourself and write.

• Tell the class that they need to look at the pictures and

write what the children like. Point to the empty frames and explain that they need to draw themselves and write what they like. Unit 4 107

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Lesson 5

Developing the lesson

Key vocabulary 2

2. Vocabulary 2: presentation

Objectives: To present and practise target vocabulary 2: school dinner food. To revise target structure 2: Do you like …? + short answers.

1 Listen, point and repeat.

• Elicit the question Alien 1 asks Alien 2 when Linda invites

Main language: tomato soup, burgers, sausages, rice, chips, vegetables Revised language: Do you like …? + short answers, It’s a / an + noun. Materials: Flashcards: lunchbox food and school dinner food Class Book: page 36 Activity Book: page 35 Skills Builder: page 15 CD 2: tracks 05, 10, 11, 12 Word cards: school dinner food Mixed Ability Worksheets16–19: Catch-up, Support, Reinforcement, Extension Optional material: A4 paper. A large bowl, knife, chopping board, plastic forks, water to wash the salad and English salad cream.

•

them for lunch: Do you like earth food? and then the answer I don’t know. Elicit the other possible answers: Yes, I do / No, I don’t. Use the flashcards of school dinner food to teach the complete set of words. Stick all the cards up on the board. Play CD 2 track 10 and point at the appropriate flashcard. Get children to repeat each word. Ask the class to open their Class Books at page 36, to identify the children and to find the food from the flashcards. Play CD 2 track 10 and get the class to listen, point and repeat.

Listen, point and repeat.  $ 2•10

3. Practice of vocabulary 2 with the structure 2 Listen and repeat. Look at the picture and play.

• Point at each school dinner flashcard in turn on the board •

Preparation: For a healthy salad: ask the children to bring in a small salad item.

and ask What’s this? Then refer the class to their Class Book and ask Can you find it in the picture? Ask about other food on the board and then in the Class Book picture. Explain that Emma and Josh are looking at the picture of the children in the school’s canteen and playing a game. One of them thinks about a child in the picture and describes the food on their tray. The other looks and identifies which one it is. Ask the class to follow in their books as you play CD 2 track 11, pointing at the food referred to each time. Then play the CD again and get children to repeat the dialogue.

Listen and repeat.  $ 2•11

• Demonstrate the game. Ask a child to choose a child in

the picture, without telling you which, and to look at their tray of food. Say He likes (chips)? If they say Yes ask about something else on Pete or Jane’s tray, as they both have chips. When you know who it is, say I know … (Pete)! My turn. Get your partner to ask you about another child and proceed in the same way. Put children in pairs to play. Go round and help as necessary.

4. Exam practice: listening

Beginning the lesson 1. Revision of vocabulary 1

3 Listen and choose. Say the correct sentence.

• Ask the children to look at the pairs of pictures at the

• Revise the food vocabulary. You will find game ideas in the Ideas bank.

•

bottom of the page. Read the rubric and the sentences below each set of pictures. Explain that they are going to listen to a short dialogue and choose the correct picture. Play CD 2 track 12 and give them time to complete the activity individually. Check their answers.

Answers

1  b  2  b  3  a

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Listen and choose.  $ 2•12

1 Do you like ice cream, Tom? No, I don’t. But I like yoghurt. How strange … a boy who likes yoghurt but not ice cream! I know. 2 Is that soup, Kim? Yes, it’s vegetable soup. Is that your favourite? No, my favourite soup is tomato soup. 3 Have you got a sandwich for lunch, Anna? Yes, I have. It’s an egg sandwich. Do you like eggs? Yes, I do but I prefer cheese sandwiches. Oh no, eggs are my favourite! Good. Enjoy your lunch.

5. Vocabulary 2: recognition (AB page 35) 1 Complete the menu.

• For support for writing activities, display word cards on •

the whiteboard or around the classroom. Refer the class to the menu in their Activity Books on page 35. Ask a volunteer to tell you what food it contains, based on the pictures. Point out that the first one has been done as the example. Ask a child to choose a word from the word box to complete the second one (burgers), and then give them time to complete the activity individually. As they finish, get them to check their answers in pairs. Then check the answers all together.

Answers

tomato soup  burgers  sausages  chips   vegetables  rice

• When children finish the activities on this page, get them to read the English at home rubric at the bottom of the page. Encourage them to do this when they get home.

Ending the lesson 8. Goodbye

• Say Goodbye. • Play the chant on CD 2 track 05 for the children to say as they leave.

MIXED ABILITY WORKSHEETS Mixed Ability Worksheet 16 Catch-up 1 Find and number.

• Children find each of the foods in the main artwork and number the small pictures below.

Answers

a  8  b  7  c  5  d  1  e  3  f  9  g  2  h  4  i  6  j  8

2 Look and write. Draw yourself and write.

• Children complete the speech bubbles with the correct food words. For number 6, they draw themselves with some food and complete the speech bubble appropriately.

Answers

1  I’ve got sandwiches and crisps.   2  I’ve got pears and peaches.  3  I’ve got biscuits and chocolate.   4  I’ve got olives and lemonade.   5  I’ve got eggs and yoghurt.  6  Children’s own answers.

6. Exam practice: reading and writing (AB page 35)

Mixed Ability Worksheet 17 Support

2 Look, read and write one word.

• Children look at each picture and circle the matching

• Do the example with the class. Read the question Where

are the children? and the answer In the dining room. Tell the children to focus on the picture and complete the rest of the activity in the same way. Finished? If you have pupils who finish early, direct them to the Finished? activity at the bottom of the page and ask them to do it in their notebooks or on a piece of paper. Answers

1  room  2  sandwiches  3  peaches  4  cat  5  black

7. Reading and writing (SB page 15) 1 Read the dialogue. Choose the correct menu, A or B.

• Ask children to open their Skills Builder book at page 15.

Children read the text and tick the menu described in the text. Check as a class.

Answer

Menu B

1 Look and circle. word below it.

Answers

1  lemonade  2  olives  3  sandwiches  4  eggs   5  crisps  6  pears  7  yoghurt  8  biscuits

2 Label.

• Children write the names of the foods. Get them to check their spelling with the words in activity 1.

Answers

1  pears  2  sandwiches  3  olives  4  crisps   5  lemonade  6  biscuits  7  eggs  8  yoghurt

Mixed Ability Worksheet 18 Reinforcement 1 Read and tick or cross.

• Children read the sentences and tick them if they match the picture, or cross them if not.

Answers

1  ✓  2  ✗  3  ✗  4  ✓  5  ✗  6  ✓  7  ✓  8  ✗

2 Complete the dialogue for the other menu.

• Point to the dialogue and ask the children to complete it

using the menu in activity 1 as a model. Refer children to the Tip! to the right of the page and ask them to read it. Unit 4 109

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2 Look and write. Answer for you.

• Children complete the questions by finding the

numbered foods in the picture. They then answer the questions about themselves.

Answers

1  Do you like lemonade?   2  Do you like eggs?   3  Do you like chocolate?   4  Do you like olives?   5  Do you like bananas?   6  Do you like cheese?

Mixed Ability Worksheet 19 Extension 1 Look and join.

• Children choose and trace the words to make

grammatically correct sentences according to the pictures.

Answers

1  She likes yoghurt.   2  I like chocolate   3  She likes sandwiches.   4  He likes pears.   5  I like peaches.   6  He likes biscuits.

2 Follow and write the questions. Answer for you.

• Children draw a line through the maze, writing a

question for each food they come to. They then answer the questions about themselves.

Answers

1  Do you like pears?   2  Do you like cheese?   3  Do you like bananas?   4  Do you like yoghurt?   5  Do you like lemonade?   6  Do you like ice cream?

110

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Lesson 6

Developing the lesson

Listening and speaking

2. Present and sing the song

Objectives: To revise I like / don’t like …, Do you like …? + food. To develop listening and speaking skills via a song and acting out the story. To raise awareness of English sound-spelling relationships: /ɪ/ and /aɪ/. Main language: Do you like it too? It’s nice. / It isn’t nice. Revised language: like / don’t like + food

1 Watch or listen. List 6 food words.

• Tell the class that they are going to watch or listen to a

song and that they must listen out and write down the six items of food (on the board) that are mentioned in the song (sausages, cheese, chicken, sandwiches, rice, ice cream). Play CD 2 track 13. Then check their answers as a class. If they don’t agree, play the CD again.

Watch or listen.  $ 2•13 DVD 3

• Ask the class to open their Class Books at page 37. Refer

Materials: Flashcards: lunchbox food and school dinners Class Book: pages 34, 35 and 37 Activity Book: page 36 CD 2: tracks 13, 14, 15, 16 DVD 3 Preparation: Simple props for acting out to represent, e.g. a banana / an egg / a lunchbox.

•

•

•

Beginning the lesson 1. Brainstorming vocabulary

• Ask the class to tell you the names of all the food they

know in English. Write them on the board as a class. Alternatively, you can turn this into a competition by putting the children into pairs to write a list. The pair with the longest list when you say Stop! wins. Write the words on the board and leave them there. Make sure the food in the song is included, jumbled among the other words.

•

the children to the first half of each verse like this: Point at Alien 1 and ask Is he happy or sad? (happy) Has he got earth food or space / alien food? (space food) What does he say? (I like space food.) Point at yourself and say the first two lines of the song. Get children to repeat the words. Play the first two lines of the song on CD 2 track 13 and get them to join in. Follow the same procedure for line 3 and point at the class as you add Do you like it too? Get children to repeat the words. Play lines 3 and 4 on the CD and get them to join in. Go back to the beginning and play the complete chorus for them to join in. Point at individuals and say I like space food. Do you like it too? If they are unsure what to answer, get someone to ask you. Shrug and say I don’t know. Ask other individual pupils the question. Now teach the first verse. Point at the sausages on the board and ask What’s this? (sausages). Point at the second alien in the Class Book. Say He’s sad. What does he say? (I don’t like sausages.) Get children to repeat the sentence. Proceed in the same way to elicit lines 2 and 3 and add No more please. grimacing and wagging your finger in disapproval. Get class / individual repetition of each line. Play this verse on the CD and get them to join in. Go back to the beginning of the song on the CD and play the chorus and verse 1 for them to join in. Do the same with the second verse.

Sing.

• Ask the children to join in the song as you play the CD

again. Alternatively, watch the DVD and get the children to follow the actions and sing.

3. Pronunciation practice: /ɪ/ and /aɪ/ 2 Listen and repeat. Focus on the sounds.

• Write chicken and ice cream on the board. Underline the i

in both words. Tell them that they are going to listen and see how this letter is pronounced in different words they know. The children open their Class Books at page 37. Play CD 2 track 14 and the class listens and repeats the words under the two pictures. Isolate the two sounds /ɪ/ and /aɪ/ and get them to repeat these individual sounds too. Draw two columns on the board, headed 1 and 2. Draw a chicken under column 1 and an ice cream under column 2. Say a word from the Class Book page, e.g. sandwich. Ask which column it belongs to. Do this for all the words in random order and write them in the correct columns. Unit 4 111

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Listen and repeat.  $ 2•14

• Ask them if they know other words with these sounds in

them. Ask which column each one goes in and write it in the correct column, e.g. like (2), is (1), it (1), lunchtime (2), arrives (2), this (1), bike (2), kite (2), with (1), bite (2), picks (1) nice (2).

3 Copy Mike’s sentence. Listen, complete and say.

• Children open their books again and look at Mike’s words. •

• •

Explain that they have to listen to the CD and complete the sentence. Ask the children to copy the sentence in their notebooks or on a piece of paper. Then play CD 2 track 15 and go round the class as they complete the sentence. Help children who find this difficult. Let them check their answers in pairs, then correct the activity as a class by writing the answer on the board. Play the CD so they can listen and repeat as many times as necessary. For more ideas about practising pronunciation, see the Ideas bank.

• Play the CD for them to check their answers. They have this opportunity to change them if they need to.

Answers

cheese  please  do  too  rice  nice

Song  $ 2•13

Story time 6. Acting out the story with the song 4 Act out the story and sing the song.

• Put the children in groups of four to be Alien 1, Alien 2,

•

Listen, complete and say.  $ 2•15 This rice is nice. I like it.

4. Pronunciation practice (AB page 36) 1 Sort and write. Listen, check and repeat.

• Tell the children to open their Activity Books at page 36.

Point to the pictures of the ice cream and the sandwich and isolate the sounds /aɪ / in ice cream and /ɪ / in sandwich. Explain that they have to write each word in the correct column, according to the sound. Ask them to work individually. Play CD 2 track 16 to check answers. Play the track again and get children to repeat the words.

Answers

ice cream: ride a bike, lion sandwich: biscuit, swim, crisps, giraffe

Listen and check.  $ 2•16 2 Match the rhyming words.

• Explain that the children need to match the words by

drawing a line. Demonstrate with the example. Get children to read nice and rice and isolate the sound /aɪ / in each word. Make sure they understand that the words rhyme because they contain the same sound. Give them time to do the rest of the activity individually, going round the class to help as necessary. Then check their answers as a class.

Answers

nice/rice, do/too, cheese/please

5. Writing practice from the song (AB page 36) 3 Complete. Listen and check.

• Ask children to work individually and to write words in

•

Linda and Mike. Explain that they’re going to act out the story, but that first they need to be reminded of the words to say. Get them to open their Class Book at pages 34 and 35 and follow as you play the CD. Give them time to learn their words and practise in their groups. Go round the class, helping them with pronunciation as necessary. Invite groups to the front of the class to act it out. Provide simple props if possible, e.g. a banana / an egg / a lunchbox. You say the narrator’s words and prompt if necessary. Get the whole class to sing the song at the end (CD 2 track 13).

Story 4  $ 2•08 DVD 3 Song $ 2•13

Ending the lesson 7. Goodbye

• Say Goodbye. Play the song on CD 2 track 13 for them to join in as they leave the room.

EXTRA ACTIVITIES 1 Reinforcement

• Get more practice of /ɪ/ and /aɪ/. Say the following

sentence a few times I have a chicken sandwich and an ice cream at lunchtime. and ask children to listen and count how many times they hear the /ɪ/ and /aɪ/ sounds (/ɪ / chicken, sandwich; /aɪ/ I, ice cream, lunchtime)

competence in linguistic communication:   Helping children to identify phonetics aspects of pronunciation will result in more effective communication.

2 Extension Invent extra verses for the song

• Do this after learning the song. Write verse 1 on the

board and underline sausages, cheese and chicken. In pairs, get them to think of other food words for verse 1. Ask them to write their new verse and then ask for volunteers to sing their verse to the class. The others listen out for the new words.

the gaps in pencil. Play CD 2 track 13 for them to check against. They can rub wrong answers out and change them if they need to.

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Lesson 7

Developing the lesson

Learning about space

2. Presentation of the cross-curricular theme

Objectives: To transfer the main language of the unit to a real life context. To motivate children through a link with another area of the curriculum and to develop their knowledge of the world through English. To develop reading and writing skills. Main language: in space, on earth, astronaut, gravity, eat food on a plate / in bags and boxes, sleep in a bed / sleeping bag

• Books closed, show the children the earth cross-curricular

•

Revised language: can, like, run, ride a bike, read a book, food, activity Receptive language: Science, float, do, difficult, important, sleeping mask, fruit, nuts, sweets Materials: Cross-curricular cards 4 Flashcards from Unit 3: (run, ride a bike) Class Book: page 38 Activity Book: page 37 CD 2: tracks 13 and 17 Extra Activity Worksheet 12 Optional material: DVD 3 DVD Activity Sheet 10 Scissors, glue. For the project: computers with internet access and / or reference books about space / astronauts.

•

•

card and try to elicit the earth. Point to the planet and then point to the area around it, and ask What’s this? Encourage the class to suggest things in L1. Explain that today they are going to talk about life in space. Ask Where are you / we? and get them to repeat On earth. Ask Where’s the earth? and get them to repeat In space. Use the other side of the cross-curricular card and ask Who’s this? (an astronaut). Ask Where is he? (in space). Point and ask What can you see out of the window? (the earth). Point to the sweets that he is eating and explain that he’s got chocolates. What is strange about these chocolates? (The chocolates are floating into his mouth.) Write the word float on the board. Ask the children Can the astronaut float? (Yes) Why? (He’s in space.) Can you float in the classroom? Why not? (I’m on earth.) Ask the class if they know why people and objects float in space. Write the word gravity on the board and ask the class if they know what it is in L1. Explain that on earth we have gravity which pulls things down to the earth. If we throw something in the air, it falls. Demonstrate this with an object in the classroom. What would happen if you did the same thing in space? It would float because there is no gravity in space. Ask them if they know anything else about space. Point out that the astronaut is wearing normal clothes and breathing normally in space. Why? Because he’s on a spaceship. To sum up, tell them that this photo shows how life in space is affected by having no gravity. Recap in English by asking Where’s the astronaut? (in space) How is life in space different from life on earth? (no gravity).

3. Reading comprehension

• Ask the class to open their Class Books at page 38. Elicit

that they are back in the attic with Josh and Emma, looking at Granny’s computer. Refer the children to the email from Granny to Josh and Emma and ask them to read it. Check they understand by asking Who sends the email? What’s the information about?

1 Read and listen. Then answer Granny’s question.

• Tell the children to read the page silently as you play the

Beginning the lesson 1. Revision of the song

• Begin the class by playing the song from Lesson 6 (CD 2

track 13). Encourage the class to join in and do actions if they wish.

•

CD. Tell them not to worry if there are any words that they don’t understand as they only have to find an exercise bike, some fruit, nuts and sweets and a sleeping mask. Play CD 2 track 17 and get them to check in pairs. Check their answers as a class, but don’t agree or disagree. If there are discrepancies, play the CD again. As you go over their answers, elicit the heading of the text each time and get class / individual repetition of Sleep, Fun and Food.

Answers

exercise bike, picture 2  fruit, nuts, sweets, picture 3   sleeping mask, picture 1

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Read and listen.  $ 2•17

Ending the lesson

4. Checking comprehension

7. Goodbye

2 Read again and answer.

• Ask a few children to answer questions about their

• Refer the children to the first question. Do question 1

orally. Get them to complete the activity individually in their notebooks or on a piece of paper and then check with their partner. Check the answers as a class.

Answers

1  in sleeping bags on the wall  2  they run and ride exercise bikes  3  fruit, nuts and sweets

5. About me 3 Ask and answer with a friend.

•

preferences and abilities. Do you like eating nuts or chicken? What can you do in space / on earth? Ask whether each thing is possible on earth, in space or both. Say Goodbye.

EXTRA ACTIVITIES Extra Activity Worksheet 12 Cut. Read and stick.

• Children cut out the rocket and the smaller pictures

on the right. They read the text and stick each smaller picture in the appropriate section of the rocket. Have them fold the rocket down the central line, so that it stands up like a card. Children can decorate the front and back of the rocket.

What do you prefer, life in space or life on earth?

• Tell the class your own preferences and mime if necessary, •

e.g. I prefer life on earth. I can eat lots of different food. I like my bed and I like swimming. Ask pupils the same question about their preferences. They give true answers. Then get the children to ask the questions to a friend. Go round the class as they work, helping any pairs who find it difficult.

6. Reading and writing practice (AB page 37) 1 Read and write S, E or SE. Write.

• Ask the children to open their Activity Book at page 37 • • •

and elicit that the pictures show things used in space, on earth or both. Point to the example and show them that S and E have been added to the box because you can ride a bike in space and on earth. Ask them to complete the activity by writing S, E or SE appropriately. They then write the words for the activities in the two circles at the top of the page. If it is something that you can do both in space and on earth, they put it in the overlapping section in the middle.

Answers

ride a bike – SE  eat food in bags and boxes – SE   sleep in a bed – E  sleep on the wall – S  eat food on a plate – E  read a book – SE

2 Write.

• Point to the astronaut’s face next to the spaceship; she’s

•

talking about what she can do in space. Then point to the girl when she’s on earth and she’s talking about how she can do things differently. Give them time to write about the girl.

Answers

In space I can eat food in bags and boxes and I can sleep on the wall. On earth I can eat food on a plate and sleep in a bed.

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1 Reinforcement

• Ask individuals to remind you what they know

about life in space. Ask, e.g. What do astronauts eat in space? How do they sleep? What sports do they do in the spaceships?

2 Extension Project: Can astronauts watch TV in space? Find out what else astronauts can do in space.

• A project is a motivating way for children to explore •

•

more on the cross-curricular topic and broaden their knowledge of English independently of the class. Tell the children to open their Activity Books at page 37. Refer them to the Project at the bottom of the page. Explain that they are going to find out and write about what else astronauts can do in space. If possible, give them time to look up information on the internet or in reference books. When the children have found information about life in space, they write about it and include photos if possible. When the pupils have finished, invite them to the front to talk about their projects. Alternatively, you can display their work on the classroom wall for pupils to see and read.

competence in autonomy and personal initiative:  

Using reference books, as well as looking for and compiling information about different topics in different supports, help children develop their independent learning.

Extra video!

• If you wish to spend more time on this cross-curricular topic, use the cross-curricular section on the DVD for this unit and use the cross-curricular notes and Activity Sheet 10 on the Teacher’s Resource CD-ROM.

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Lesson 8

Developing the lesson

Unit review

2. Structure revision

Objectives: To review meaning and form of the target structures. To review the vocabulary of the unit. To review the language of the unit via the four skills of speaking, listening, reading and writing. To present and practice a new functional phrase.

1 Match.

• Tell the class to open their Class Books at page 39. Point

to the 4 pictures and ask the pupils if they can recognize the two characters from the previous units. Read sentence 1 aloud and ask pupils to choose which picture they think it is (d). When you have the correct answer, use gestures similar to the one in the picture to emphasize the meaning. Ask pupils to do the rest and check in pairs. Go through as a class emphasizing key features such as like / likes + food and Do you like …? + short answers. Then draw attention to the same features in the Everyday English poster on the wall.

Main language: Food, Do you like …? What does (tea) mean?

•

Materials: Flashcards: food Class Book: page 39 Activity Book: pages 39, 68, 74 and 83 CD 2: tracks 08, 13, 18, 19 Extra Activity Worksheets 12 and 25 DVD Activity Sheet 9 Everyday English poster Grammar poster

1  d  2  c  3  b  4  a

Preparation: Make sure children have scissors to play the Grammar communication game.

Answers

3. Grammar communication game (AB page 83) 2 Play the Food game with a friend.

• Refer the class to the game on page 83 of their Activity • •

Beginning the lesson 1. Revision of key vocabulary

• Revise food vocabulary from the previous lesson by

playing the unit song on CD 2 track 13. Stick the six food flashcards in jumbled order on the board, getting children to tell you the words as you do so: burgers, sausages, chips, vegetables, rice, crisps and tomato soup. Ask the children to listen for which two of these foods are in the song (sausages and rice). Play the CD again. Check their answers as a class. If they can’t agree, play the song again until they agree.

Song  $ 2•13

•

•

Book and ask them to cut out the two plates and the food cards. Elicit that the plate with the happy mouth on the rim is for food they like. The plate with the sad mouth is for food they don’t like. The children make plates of food. Demonstrate what they have to do. Ask a volunteer to bring his plates and food cards to your desk. Sit opposite each other, sideways on to the class. Stand a book between you so that you can’t see each other’s plates. Borrow plates and cards from another pupil and put them separately in front of you. Tell your partner to choose foods he / she likes or doesn’t like and to put them on the appropriate plate in front of him / her. Ask your partner about an item of food, e.g. Do you like olives? According to his / her answer, put it on the appropriate plate in front of you. After asking about all the food, take down the book between you and ask Is it the same? When he / she agrees it is, take the cards off the plates and say Your turn! Put the children into pairs, A and B. Explain that Pupil A organizes his / her plates first and Pupil B asks the questions. Tell children to swap roles when they have finished. Encourage pupils to look and use the Grammar poster for reference.

4. Practice of functional language 3 Listen and repeat. Act out.

• Tell the children to look at the pictures and heading. Ask

Where is Alex? Who is he with? Check their answers as a class. (At the café with his aunt). Play CD 2 track 18 and listen to the story. Check pupils’ understanding by asking them the following comprehension questions: Is it a chocolate ice cream? (Yes). Is it an egg sandwich? (No, it’s a cheese sandwich). Unit 4 115

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• Draw their attention to the functional language in red • •

font. Ask the children if they can think of other situations they could use this language in. Play the CD again, with their books open, children listen and repeat after each sentence. Focus attention on their intonation and expression. Then put the children in pairs to be Alex and his aunt. Children act the story out in their pairs or in front of the class. Draw attention to the functional language in the Everyday English poster.

Listen and repeat. Act out.  $ 2•18

5. Make your story book

• Give out copies of the story frames to each pupil. Explain •

• •

•

that they have to cut them out. They may find it easier to cut the whole page out first. They then spread the frames out on the desk and mix them up. Ask them to try and put them in the correct order first from memory and then if necessary to check with their partner. Then play the story on CD 2 track 08 and the children listen and check. Check the order with the class. Demonstrate how to make a story book. We recommend that they make a book in a box in this lesson. The instructions are in the Ideas bank. Give the children time to make their own story book, helping as necessary. Ask them to personalize the cover for the book with a title, illustrations and their own name. There is no dialogue in the frames, but if the children are confident and have time, they could write the text below the pictures. When they finish, get them to read the story to a classmate. Encourage them to take it home to finish colouring and to read to their family. The story book is ideal for inclusion in each child’s linguistic portfolio.

Teaching tip:   If you have enough time, the Unit review page of the Activity Book could be used at the end of this lesson. However, there are other ways of using this Unit review page: • It can be used as a separate lesson on its own. • It could be set for homework. • It could be used to revise just before a test.

6. Do your Picture Dictionary (AB page 38) Do your Picture Dictionary

• Refer the class to page 68. Explain that this is their Picture

Dictionary, which serves as a reminder of the words they’ve learnt and that they can use it to help them check spelling. Get the children to read the words on the page and then stick the correct pictures in place. They then write the word beneath the picture.

Differentiated learning:  

Children who find writing difficult could copy the word first and then stick the picture in place. Other children look and remember the spelling. They stick the picture over the word and then write it below from memory.

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7. Reflecting on the unit (AB pages 38 and 74)

• Tell the children to turn back to Activity Book page 38.

This is an ideal page to form part of their portfolio as the year progresses. You can either mark their work in class or collect in the books to mark later. See the Evaluation section on the Teacher’s Resource CD-ROM for more ideas of how to use the unit material and build up a portfolio of language learning.

1 I can find and write food words.

• Refer them to the letters in the wordsearch. Ask pupils

to find the food words in it. Then they write them in the appropriate column.

Answers

Lunchbox food: pears, lemonade, crisps, olives Hot food: rice, burgers, chips

2 I can make sentences using the verb like.

• Explain that they have to write the words in order to make the sentences.

Answers

1  He likes chocolate.  2  She likes pears.  3  Do you like burgers?  4  Yes, I do.  5  No, I don’t.

3 I can listen and tick ✓ or cross ✗.

• Refer the class to the pictures of Josh and Emma. Explain that Emma is talking about the food she likes. Now play CD 2 track 19 and get pupils to tick or cross the boxes.

Answers

✓ eggs, chips, pears, ice cream; ✗ vegetables, bananas

I can listen and tick or cross.  $ 2•19

Mum: Come on, Emma and Josh. Eggs for lunch. Josh: OK, Mum. Do you like eggs, Emma? Emma: Yes, I like eggs … and chips. Mum: Yes, she really likes chips! Josh: Me too. What about vegetables? Do you like vegetables? Emma: No, I don’t. And I don’t like bananas. Josh: You don’t like bananas but you like pears. Emma: Yes, I like pears. But my favourite food is ice cream! Mum: That’s good because we’ve got pears and ice cream for dessert.

4 I can talk about my favourite food.

• As they work on the activities above, invite children

individually to come to your desk and tell you about their hobbies. Ask What’s your favourite food? This will help you assess their oral and aural skills. If you can’t hear everyone in every unit, keep a list and comments on the children you have heard, and choose others next time.

Read and put a tick ✓ or a cross ✗. Draw and write about your favourite lunch.

• Refer the class to the Portfolio section on page 74 of the

Activity Book. Ask them to look at Josh’s scrapbook and the picture. Get them to tell you the answers orally. Give the children time to read the sentences again and write answers. Finally ask individual children questions to check comprehension: What’s in the picture? What does Josh like? What doesn’t Josh like?

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• Ask several children around the class what food they like /

•

don’t like before referring them to page 74. Tell them they can choose any food they like as long as they know the name in English. Make sure the children realize that they have to draw and write about what they like and don’t like, using ticks and crosses with their pictures. The children complete their work on page 74. Go round the class helping as they work. If individuals ask for specific extra food vocabulary, say it and write it down for them but be aware that they may not remember this word for very long.

8. Self-evaluation Stop and think about your work. Circle the emoticon.

• Refer the class to the emoticons at the end of each rubric. Elicit that the first emoticon means easy. Elicit that the second one means OK and the third one means difficult so if they found any section of Unit review difficult, they should circle the third emoticon for that section. Give them time to circle the emoticons for each activity. Go round the class as they do this, encouraging the children to be realistic. If their work was inaccurate, they shouldn’t circle the first emoticon. The fairer you are, the more selfaware the children will become.

Ending the lesson 9. Goodbye

• Talking about their impressions of the story is a nice way

to round up the unit. Ask the class who their favourite characters were and why, also ask them which part of the story they liked / didn’t like, found scary / funny, etc. You could keep a list of these impressions as a ‘story review’ and compare them with other stories later on in the book.

EXTRA ACTIVITIES 1 Reinforcement Talking about the photo story

• This activity should be done immediately after the

practice of the functional language on Class Book page 39 if possible. Discuss the pictures with the class. Ask questions about them. Use words that the pupils know as much as possible, e.g. for picture 1: Teacher: What’s Aunty’s name? Class: Pat. Teacher: Where are Aunty Pat and Alex? Class: At the café. Teacher: Does Alex like ice cream? Class: Yes.

2 Extension Text display

• After correcting their written work on Activity Book

page 74, you might like the class to copy out their corrected work onto a separate piece of paper to put on display and for others to read. Redrafting work is an important writing skill. This type of work is also ideal for children to keep in their English portfolio. Encourage them to think about attractive presentation as well as accurate language.

My world

• If you wish to spend time on an aspect of British

culture linked to the unit topic, use the My world section on the DVD for this unit and use the My world notes and DVD Activity Sheet 9 on the Teacher’s Resource CD-ROM.

competence in social skills and citizenship:   Learning about British culture allows children to be respectful, and to show interest and communication with other foreign language speakers.

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Review 2

Lisa’s hobbies

Objectives: To review the language of the previous two units Revised language: ski, dive, ride a bike, play volleyball, surf, sail, play football, do karate, dance, play tennis, skate, swim, run sandwiches, olives, pears, biscuits, yoghurt, lemonade, eggs, crisps, chocolate, peaches, burgers, sausages, chips, vegetables, rice, tomato soup I can / can’t + sport, Can you …? Yes, I can. No, I can’t. I like / don’t like … Do you like …? Yes, I do. No, I don’t.

Beginning the lesson timing:   This lesson could be used to revise before the end of term test. It could also be set for homework.

1. Revision of vocabulary

• Revise sports and food vocabulary. Stick all the sports and

•

Passive language: football club, concert tickets, collection, picnic Materials: Flashcards: sports, food Word card: sports, food Class Book: pages 40, 41 Activity Book: page 39 Skills Builder: page 16 CD 2: track 20 A strip of paper or card Photos or postcards of London to illustrate the cultural note

• •

food flashcards on the board in random order. Number them 1–20. Then, hold up one word card and invite a child to read the word. Ask the child to match the word card to the correct flashcard on the board, e.g. number 4. Continue until the children match all the word cards with the flashcards on the board. For different activities for this stage of the lesson, please see the Ideas bank. In L1, encourage them to talk about hobbies, aiming to get as much discussion as possible. What hobbies do they have? What’s their favourite hobby? How often do they do it? What equipment, if any, do they need? Do they play musical instruments? Which one?

Developing the lesson 2. Vocabulary practice 1 Find. Which picture is it in?

• Ask the children to open their Class Books at pages 40

•

and 41. Point to the photo at the top of page 40 and ask if they recognize the girl from the previous review unit (Lisa is Ellen’s friend). Ask students to read Lisa’s speech bubble and make sure they understand that she has completed a project. Ask What’s her project about? What hobbies has she got? Encourage them to look at the pictures and to use as much English as possible to describe her hobbies. Refer the children to the five pictures and demonstrate what they have to do. Ask someone to read the first item (a bike). Now point to the pictures and elicit the answer (picture 4). Get them to complete the activity individually and then check with a partner. Correct the activity as a class.

Answers

a bike and skates in picture 4; a guitar and a recorder in picture 2, sandwiches and lemonade in picture 5; a postcard in picture 3; a chair and a guitar in picture 1; a guitar in pictures 1 and 2.

3. Reading comprehension 2 Read and listen. Answer.

• Point to activity 2 and read the questions with the

children. Tell the class to read the page silently as you play CD 2 track 20. Tell them not to worry if there are any words that they don’t understand.

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Competence in linguistic communication:  

By listening to the CD as they read, children will be encouraged to keep reading, rather than stopping on any unknown words. It is important for reading fluency that children accept that they don’t understand every word and that meaning can be deduced from context.

4. Presentation and practice of new vocabulary 4 Read again and match.

• Refer children to the pictures in activity 4. Explain to them

that they need to match the items with the pictures. Do the first one orally. Ask Which picture shows a football club? (d). Ask children to complete the activity in the same way. Let them work individually and then ask them to compare the answers with a partner. Check as a class.

• After you have played the track, ask pupils to compare the answers with a partner. Check as a class. (football, having fun with her friends). Ask the children to tell you which pictures show Lisa’s favourite sport and hobby (1, 5).

learning to learn:  

Getting children to make links between pictures on the page should help develop their powers of deduction. This is a transferable skill that should help them in other school subjects too. Teaching tip:   By gradually getting children to find details in the text they should develop useful reading skills. By giving them time to compare answers before you check them, they should gain confidence and help each other by referring back to the text, as necessary.

Read and listen.  $ 2•20

Lisa: Hi, I’m Lisa. This is my project about hobbies. 1 I’ve got lots of hobbies. I like sport, especially football. My favourite football club is Liverpool. 2 I like music. I can play the recorder and the guitar. I’ve got tickets to a Flamenco concert, hurray! 3 Another hobby is collecting postcards. This is my London collection. Can you see the clock on Big Ben and the red telephone box? 4 My friend Ben can ride a bike really well. I can’t ride a bike but I can skate. 5 But my favourite hobby is having fun with my friends. This is a picnic with my friends in the park. We’ve got sandwiches, sausages and lemonade. Mmm, delicious! cultural note:   Places in London London is the capital of England. It is a big and modern city. People from all over the world live there. London has got a lot of places to visit. The river Thames flows through London, there are many bridges across the Thames. Tower Bridge is a very famous suspension bridge. Ships go under this bridge, but if the ship is very big, then the bridge opens up. You can go inside the bridge and visit the exhibitions. The London Eye is a giant wheel and it is near the river Thames too. You can go inside one of the capsules and enjoy spectacular views of London!

3 Read again and answer True or False.

• Tell the class that they are going to read the text again

and decide if the sentences are true or false. Children read the sentences and work individually to complete the task in their notebooks or on a piece of paper. Go round the class as they work and help children who find this difficult. Let them check their answers in pairs, then correct the activity as a class by writing the answers on the board.

Answers

1  True  2  True  3  True  4  False  5  True

Answers

1  d  2  b  3  c  4  a Soccer Football, or soccer, is the most popular sport in the UK. Young boys and girls play in school or local teams. Other national sports are cricket and rugby, but many people prefer football. The football season is between August and May. Supporters regularly go to their team’s matches or watch them play on TV. British teams often have a scarf in the same colours as their team’s football strip and fans sometimes wear these scarves to the matches. cultural note:  

5 Ask and answer with a friend.

• Ask Are Lisa’s hobbies similar to your hobbies? Encourage

children to talk about their hobbies, aiming to get as much discussion as possible. Point to activity 5 and ask them to ask and answer the questions with a partner. Then discuss as a class.

5. Revised vocabulary: reading and writing practice (AB page 39) 1 Circle the odd one out. Then name each group.

• Say Open your Activity Books at page 39. Point to the first

activity and read the words in number 1. Ask Which word doesn’t belong? (London) and tell children to circle it. Elicit the name of the group (football clubs) and ask pupils to write this on the right-hand side. Make sure they understand that London is the odd one out because it is not a football club. Get the children to work individually and complete the task. When they have finished, let them check their answers in pairs and then check the answers together.

Answers

1  London football clubs  2  football, concerts   3  bananas, collections  4  chips, picnic food Finished? If you have pupils who finish early, ask them to add another word to each group, e.g. Leeds United, opera, DVDs, olives.

2 Write and draw.

• Explain to the class that they need to complete the

•

sentences about their favourite sport, hobby and food. Then, point to the empty frames to the right and get the children to draw pictures to illustrate their answers. The pupils work individually completing the activity. Move around the room to check their work. Praise it. Ask different pupils to read their sentences to the class and to show their pictures.

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draw the items (e.g. five potatoes). Then, get children to label the pictures with the plural nouns.

Artistic and cultural competence:   This activity helps

children develop their artistic sense as they draw themselves using their own artistic creativity.

Answers

peaches, biscuits, potatoes, footballs

6. Revised structure: speaking practice (AB page 39)

• Encourage children to do the English at home activity with

3 Ask your friends. Write three sentences.

Ending the lesson

• Use the sports flashcards to revise Can you …? Yes, I can.

•

•

No, I can’t. Hold up one flashcard, e.g. ride a bike, point to a child and elicit the question Can you ride a bike? Answer Yes, I can. Now hold another sport flashcard, e.g. sail. This time answer No, I can’t. I can (skate). Now use the food flashcards to revise Do you like …? I like / don’t like … and short answers. Hold up one flashcard, e.g. yoghurt, point to a child and elicit the question Do you like yoghurt? Answer Yes, I do. Now hold another food flashcard, e.g. olives. This time answer No, I don’t. I like (yoghurt). Divide the class into groups. Refer pupils to the chart in activity 3 and explain that it’s for a class survey. Point to the speech bubbles at the top and explain that they need to ask questions in their groups and write down the names of the children. Do the first one together. Point to a child and ask Can you ski? Elicit the short answer Yes, I can. / No, I can’t. Ask him / her all the questions and get the class to write his / her name when the answer is affirmative. Children complete the activity in their groups and give true answers. Explain that they also need to complete the sentences on the right with a name. Children decide what to write in the last sentence. Go round the class as they work and help children who find this difficult.

their family when they get home.

8. Goodbye

• Explain that before they go they have to answer a

•

question to encourage use of the revised structures. Ask one or two more pupils to answer the questions in front of the whole class, e.g. What’s your favourite musical instrument? Do you like flamenco? Can you swim? Say Goodbye.

EXTRA ACTIVITIES 1 Reinforcement Tell the class

• Begin by telling the class about your hobbies. Say I’ve •

2 Extension Make a football scarf

• Refer the class to the Liverpool scarf in picture 1 and

Competence in linguistic communication:   This activity

encourages children to use language as a spoken tool, allowing them to express their experiences and opinions. This also contributes to the development of self-confidence.

7. Spelling (SB page 16) Teaching tip:   You can do these activities from the Skills Builder book as reinforcement activities in class or you can explain what to do and ask the children to do them at home.

1 Say the words. Then write the words in the correct box.

•

ask if they have, or have seen, a scarf like this, which is often waved at football matches. Explain that they are going to make their own version with the name of their favourite team. Give out a simple strip of paper or card which can be as big as you want it to be. The children colour it with the relevant colours and write the name of the team.

differentiated learning:   Encourage weaker pupils to stick to making a scarf for Spain as this will be easier to spell. Other pupils may choose other teams and you can help them learn the letters to spell these names too. They are more likely to remember new letters if they belong to their favourite team, but don’t expect other pupils to remember them too.

• Go round the class as they work. Ask them: What’s the

• Ask children to open their Skills Builder book at page

16. Refer the children to the words from Units 3 and 4. Read the words and ask the children to repeat after you. Point at the Look! box and ask them to read it. Refer to the example answer and get children to write the plural nouns in the correct box.

got lots of hobbies. I can (ride a bike) and … Ask individuals Have you got lots of hobbies? What can you do? Put the class into pairs to take turns to ask and answer the questions.

• •

name of your team? and say Spell it, please! Get pupils to repeat letters that they don’t already know after you. Display their scarves by hanging them around the classroom. Pupils are now ready to complete the End-of-Term tests available on the Teacher’s Resource CD-ROM

Answers

(+s) bikes, drums; (+es) sandwiches, tomatoes

2 Draw and write.

• Refer the class to the words in the box and the 4 empty

frames. Children read the number below each frame and

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5

The robber’s clothes

Lesson 1

Developing the lesson

Key vocabulary 1

2. Vocabulary 1: presentation

Objectives: To present and practise key vocabulary 1: clothes. To revise / extend Have you got + clothes + on …? + short answers.

Listen and repeat.

• Display Granny’s attic box. Ask mysteriously What’s in the box today? Allow the pupils to suggest things.

• Prepare the flashcards in the order they appear in

Main language: a cardigan, jeans, a woolly hat, tights, shoes, trousers, a jumper, a skirt Revised language: shorts, a T-shirt, socks Materials: Flashcards: clothes Granny’s attic box Class Book: pages 42 and 43 Activity Book: page 40 CD 2: tracks 21, 22, 23, 24 Optional material: Large sheets of paper. Preparation: Put the clothes flashcards in Granny’s attic box.

•

the dialogue and play CD 2 track 21. Encourage the children to join in with the Big Surprise! song. Take out the flashcards in the order the words are mentioned and attach them to the board. Encourage the class to repeat the words after the CD. Play the CD again and get children to repeat the words. At the end, sum up by asking What’s the surprise today? (clothes).

Listen and repeat.  $ 2•21

A surprise for you! A surprise for me! A surprise for everyone! What can it be? Emma: Hey Josh. Look! Josh: Wow! Let’s open the box. Emma: OK, here we go. Josh: What’s inside? Emma: Clothes. A cardigan. Josh: Jeans. Emma: A woolly hat. Josh: Tights. Emma: Shoes. Josh: Trousers. Emma: A jumper. Josh: A skirt. Emma: Wow! What a lot of clothes!

3. Vocabulary 1: recognition 1 Listen, point and repeat.

• Get the children to open their Class Books at pages 42

Beginning the lesson 1. Big Surprise!

• Play CD 2 track 21 at the start of the class and encourage •

the children to join in with the Big Surprise! song. For different activities for this stage of the lesson, please see the Ideas bank.

$

2•21

•

and 43 and talk about the picture. Ask them to point to Granny’s clothes / Josh / Emma / Felix. Can they also find a police hat and a key? Get repetition of these words as they will need them in the next lesson. Ask the children to listen and point at the clothes in the attic picture as they hear each word. Warn them that the words on the page are in a different order from the recording so they really need to listen. Play CD 2 track 22. To make sure that they are pointing correctly, ask (jeans) what number is it? (2).

Listen, point and repeat.  $ 2•22

jeans  a jumper  a skirt  a woolly hat  a cardigan   trousers  shoes  tights

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• Now ask the children to close their books and repeat after

the CD. This should stop their pronunciation from being influenced by the spelling. Play the CD and pause after each word for the children to repeat. This is the time to concentrate on the pronunciation of the new vocabulary while the children are hearing good models and can focus on them. Later they will be using the language more fluently and it is not a good idea to interrupt them to correct their pronunciation at that point.

2 Listen. What’s next?

• Refer the children to the pictures of clothes in their book.

•

Read three or four of the words in the order they appear on the page. Ask What’s next? and elicit the word. Play CD 2 track 23 with their books open. Pause after each question and get the children to call out the answer. Then play the CD again for them to check. Nominate two children to come to the front of the class. One asks the question for the other to answer. If the second child answers correctly, he / she asks a third child and so on.

Listen. What’s next? 

$

2•23

1 Josh:   A cardigan, jeans, a woolly hat, tights, shoes. What’s next? Emma:  Trousers. 2 Emma:  Tights, shoes, trousers. What’s next? Josh:   A jumper. 3 Josh:   Shoes, trousers, a jumper. What’s next? Emma:  A skirt.

4. Word skills 3 Look and find the things on Felix’s list.

• Ask the class to look at page 42 and find the 3 revised items from Felix’s list hidden in the picture.

Answers

shorts, a T-shirt and socks: Josh is wearing all these items in a photo behind the laundry basket.

5. Vocabulary 1: speaking practice 4 Listen and repeat.

• Describe what you are wearing to the class, item by item,

•

like this: I’ve got (red trousers) on. / I’m wearing (red trousers). Point to the item of clothing as you name it. Ask individual children the questions True? False? Follow the same procedure for the other items of clothing and elicit both True and False answers. Refer the children to Josh and Emma at the foot of the page. They have got dressed up in secret and they are playing a guessing game. They are standing back to back so they can’t see each other’s clothes. Play the CD for the children to follow in their books.

clap your hands they stand back to back with the person standing nearest them. In their pairs they ask and answer questions to guess the clothes. When the children have guessed correctly, they walk round the room again, looking at each other’s clothes until you clap your hands again and they stand back to back with a new partner. Proceed in this way once or twice more. Competence in autonomy and personal initiative:   This game encourages children to develop strategies and techniques through which they are able to show autonomy as learners.

6. Reading (AB page 40) 1 Match.

• Get children to tell you the clothes they can see on the washing line. Do the example with the class. Get them to read the first word and then find the correct picture, following the matching line that joins them.

Answers

1  jeans  2  a hat  3  a skirt  4  a jumper  5  a cardigan   6  tights  7  a coat  8  shoes

7. Writing (AB page 40) 2 Write.

• Explain that now the children have had their surprise,

•

it’s time to label the items for Granny. Let them work individually and then check their answers in pairs. Go round as they work, helping and correcting as necessary. Use the clothes flashcards on the board to check their answers. Write the words in jumbled order on the board and get children to draw lines from each word to the appropriate flashcard as each answer is agreed.

answers

1  jeans, a cardigan   2  a skirt, tights   3  a coat, shoes   4  jeans, a jumper Finished? If you have pupils who finish early, direct them to the Finished? activity at the bottom of the page and ask them to do it in their notebooks or on a piece of paper.

Ending the lesson 8. Goodbye

• Say Goodbye. Explain that before they go, they have to

answer a question. Using the clothes flashcards ask each child, e.g. What’s this? (It’s a shirt).

Listen and repeat.  $ 2•24 Play.

• Demonstrate the game. Ask a volunteer partner to stand back to back with you at the front of the class. Begin by asking questions to guess what he / she’s got on. Then change roles. Ask the children to stand and walk round the class looking at other children’s clothes. When you

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EXTRA ACTIVITIES 1 Reinforcement Write and match.

• Write numbered anagrams of the clothes on the board: • •

1 shoes, 2 jeans, 3 woolly hat, 4 skirt, 5 jumper, 6 cardigan, 7 trousers, 8 tights, e.g. 1 hoses, etc. Ask the children to copy them in their notebooks or on a piece of paper. Then they unscramble the anagrams and write the words correctly. Check as a class. Now, ask the children to match the numbered anagrams to the flashcards, e.g. hold up the flashcard for skirt. Ask What number is it? (8). Continue until you have used all the flashcards. You may want to include the revised vocabulary (shorts, a T-shirt, socks).

2 Extension Make a clothes shop window

• Do this after doing the first Activity Book activity. • Ask the children to draw and label three items of •

clothing for a shop window. Provide a large sheet of paper to represent the window and divide it into sections labelled: shoes and socks, skirts and dresses, shirts and jumpers, trousers. The children stick their pictures in the correct section. For more extensive practice, put children in groups of four to do this, producing one poster between them. Display the posters on the classroom wall.

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5 $

The robber’s clothes

2•28

DVD 3

1

2

3

4

Narrator:  It’s night time at the museum. Policeman:  Look! It’s Shane, the diamond robber! Policewoman:  Quick! Let’s catch him. • What’s this? • What can the officers see?

Narrator:  Shane is in the museum. Shane:  Aha! I’ve got the blue diamond! • Who’s this? • What’s he got?

Policewoman:  Oh no! Where’s the diamond? Policeman:  Look, it’s Shane! He’s wearing a black hat. • What’s missing? • What’s the robber wearing?

Policewoman:  Is he wearing gloves? Policeman:  Yes. Look! He’s wearing black gloves. • What’s the robber wearing?

5

6

7

8

Policeman:  Look! It’s Shane’s footprint. Policewoman:  He’s wearing big shoes! • What’s the robber wearing?

Policeman:  Shh! Listen! What’s that noise? • Can you see Shane?

Policeman:  It’s Shane … Policewoman:  … with a mobile phone! • What’s Shane got?

Policewoman:  He’s wearing handcuffs now! Policeman:  And I’ve got the blue diamond. Shane:  Oh no! • Who’s got the diamond?

VALUE:  

Point at Shane and the diamond in the second frame. Ask Is it a good idea to take something that is not yours? Encourage children to give their opinions. Explain that it’s wrong to take things that don’t belong to you. 124

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Lesson 2

• If the flashcard and word card match, remove them from

the board and give them to the team. This team turns over two more cards. If they do not match, stick the cards back face down in the same location and the other team takes a turn. The winner is the team with the most cards at the end of the game.

Listening Objectives: To present and practise two new vocabulary items. To revise clothes vocabulary via a chant. To develop listening skills through a chant and a story. To revise and give oral practice of adjective + colour + singular / plural noun. Main language: gloves, a coat (a / an +) adjective + colour + singular noun / plural noun hat, It’s + noun, I’ve got …, adjective + colour + clothing, And I’ve got the blue diamond. Revised language: It’s …, colours, Let’s …, Look! Materials: Flashcards: clothes Story cards 5 Word cards: clothes Class Book: pages 42 and 43 Activity Book: page 41 Skills Builder: page 17 CD 2: tracks 25, 26, 27, 28 DVD Activity Sheet 11 A paper or plastic bag. Optional material: Story card frame 1 from each story Bring to class some children’s and adults’ clothes from the target vocabulary set.

Developing the lesson 2. Vocabulary 2: presentation

• Ask the children to open their Class Books at pages 42 and 43. Explain that Emma and Josh are in Granny’s attic. Can they see the corkboard with the chant on it? It’s also in the attic.

1 Listen and read. Find words for pictures 9 and 10.

• Tell the class that they are going to listen to a chant. Play

CD 2 track 25. Pupils read the chant and listen to it to find two words that match the two clothes pictures. The words are in green and red font. Help pupils work out which is which, e.g. cognates, use of picture clues, etc.

Listen and read.  $ 2•25

3. Chant 2 Listen, point and repeat.

• Play CD 2 track 26. Pupils hear and pronounce coat and

gloves. Get the children to point at the correct picture in their Class Books as they hear them and to pronounce the words.

Listen point and repeat.  $ 2•26 9: Coat 10: Gloves

Chant.

• Play the CD 2 track 25 again, stopping at the end of line

• •

Beginning the lesson 1. Revision of vocabulary 1 – Memory • Revise the clothes vocabulary. Stick all the clothes

•

flashcards face down on the board, in random, but neat rows. Number them 1–10. Then, stick the corresponding word cards face down on the other side of the board. Label them A–J. Divide the class in two and invite a child from team A to ask for a flashcard, e.g. 3, please. Show the flashcard to the class and elicit the word. Then, invite another child from the same team to ask for a word card, e.g. B, please. Show word card B to the class and ask them to read it.

1, and get class / individual repetition. Ask them to point at the correct piece of clothing in the picture in their book. Point and ask What’s this? (a hat). What colour is it? (red). Finally elicit the whole phrase So it’s a … (big red hat). Proceed in the same way, playing the CD line by line to get repetition and to check comprehension. Play the chant once more, encouraging the children to join in. For other ideas for exploiting the chants and songs, see the Ideas bank.

Competence in autonomy and personal initiative:   Singing all together gives children the courage and confidence to express themselves in English.

Story time 4. Pre-teaching key words for the story 3 Listen, point and repeat.

• Remind the class that Granny is a story writer. One of

Granny’s books and DVDs is connected to the things they see in the attic. What did Granny leave on the attic floor in this unit? (clothes) What extra clues did she leave? (a police Unit 5 125

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•

•

hat and a key). How could the clothes, the police hat and the key be connected? Optional: Make sure the children close their books. Spread out the frame 1 story cards for each story in random order where the children can see them. Ask the children to choose the story they think is in this unit. When they have chosen the correct story, get them to open their books at page 43 and to find the book in Granny’s bookcase. Get them to look at the title of the unit, which is the story title, and get them to repeat: The robber’s clothes. Ask them to listen to CD 2 track 27 and to point in turn at the picture of a policeman, a policewoman, the robber, and a diamond. Play the CD again and encourage them to join in the chant at the beginning. They then repeat the narrator’s words and point appropriately.

Listen, point and repeat.  $ 2•27

Up in the attic. Let’s take a look. Choose a DVD or Granny’s book. Narrator: Story 5: The robber’s clothes a) a policeman b) a policewoman c) Shane the robber d) the blue diamond • Ask the class what they think the story will be about. Encourage the children to answer in English, but also allow them to use L1, aiming to get as much discussion as possible.

5. Listening to the story for pleasure

6. Listening (AB page 41) 1 Listen and order. Read the story again and check.

• Tell the children to open their Activity Books at page 41

and look at the pictures from the story. Ask them to find the first picture of the story, which is done as an example. Make sure they realize they must order frames 1–8 by writing the numbers in the boxes. Play CD 2 track 28 and get them to use a pencil to order the pictures. As they finish, get them to read the story again and check their answers. Correct the answers as a class. Only play the CD again if there are discrepancies, stopping after each frame to get class agreement.

Answers

a  4  b  1  c  7  d  5  e  8  f  2  g  6  h  3

Story 5: The robber’s clothes  $ 2•28

7. Written extension from the chant (AB page 41) 2 Count, write and colour.

• Do an example with the class so that they know what to

•

4 Watch or listen to the story. List 3 clothes words in the story.

• Make sure the children have their books closed, then play

•

the DVD or play CD 2 track 28 or tell the story using the story cards. Ask them to listen out for 3 clothes words in the story and to write them in their notebooks or on a piece of paper while they listen or watch the story. The story text is given between Lessons 1 and 2 of the teaching notes. Draw a moon and stars on the board and teach night time. Make gestures to help with comprehension.

Answers

1  skirts  2  jumper  3  gloves  4  socks   5  coat  6  hats

8. Vocabulary (SB page 17) 1 Match.

• Ask children to open their Skills Builder Book at page 17.

Refer to the pictures and point at the different words for parts of the body. Do the example with the class and elicit why skirt is matched to body and legs (a skirt covers these parts of the body). Children complete the activity in the same way. Check as a class.

Story 5: The robber’s clothes  $ 2•28 DVD 3

• Ask if they liked the story and elicit if their prediction was

•

• •

126

correct: it was about a robber and his clothes. Check the second part of activity 4 and ask them to list the 3 clothes words in the story. Put all the clothes flashcards on the board and ask which ones were mentioned. Don’t confirm their opinions. Ask them to listen again to check. Use the story cards and tell / play the story again for them to choose (hat, gloves and shoes). Encourage them to join in each example of I’ve got … and the characters’ exclamations Look! / Quick! / Aha! / Oh no! / Shh! by pausing just before them. Tell the story as many times as necessary. Check that the children have understood it by using the questions on page 121. The questions are also on the animated story on the DVD.

do for the rest of the activity. Explain what a lost property office is. Explain that the police officer has lost a selection of clothes. Get someone to read the first example. Ask How many? (three) What size? (long) What colour? (red) What clothes? (skirts). Can they find three long red skirts and colour them red? Explain that the phrases say how many of each object there are, and what colour they are. They have to count the objects in the trays, write the correct item of clothing to complete the phrase, and then colour the pictures. Give them time to complete the task individually. Go round and check their work as they draw.

Answers

a skirt (body and legs); a jumper (body and arms); a coat (body, arms and legs); gloves (fingers); trousers (legs); a woolly hat (head); a cardigan (body and arms); jeans (legs); shoes (feet); tights (legs and feet).

2 Draw and label your favourite clothes.

• Point to the empty frames and ask the children to draw •

their favourite clothes in them. Ask them to write the word for each item below. When children finish the activities on this page, get them to read the English at home rubric at the bottom of the page. Encourage them to do this when they get home.

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Ending the lesson

EXTRA ACTIVITIES

9. Goodbye

1 Reinforcement

• Get them to join in the chant once more (CD 2 track 25). • Say Goodbye, everyone. Get them to say Goodbye and your name.

Find the clothes!

• Place the clothes flashcards into the bag. Nominate a

child and say Find the (trousers)! The child looks for the trousers’ flashcard into the bag and pulls it out. Proceed in the same way until all the clothes have been reviewed

2 Extension Act out a scene at the lost property office

• Do this after the second Activity Book activity. Put the

•

assortment of clothes you brought in on your desk to represent the lost property office. Ask a confident child to be the police officer. Play the part of a member of the public and help the child to make up a dialogue together similar to this: Member of the public:  Hello. Can you help me please? Police officer:  Yes, of course. Member of the public:  Have you got my jumper? Police officer:  What colour is it? Member of the public:  Blue. Police officer:  Is it big or small? Member of the public:  Small. Police officer:  Here you are. / No, (sorry) I haven’t got it. Member of the public:  Thank you. / OK, thank you. Goodbye. Police officer:  Goodbye. Get a child to take your place and act the scene again. Then change the police officer and get the member of the public to ask about a different article of clothing. Proceed in the same way changing either the police officer or the member of the public each time.

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Lesson 3 Reading and key structure 1 Objectives: To develop reading comprehension via guided silent reading. To present and practise target structure 1: She’s / He’s wearing … Main language: She’s / He’s wearing + adjective + clothes. It’s + noun, I’ve got …, adjective + colour + clothes, And I’ve got the blue diamond. Revised language: It’s …, colours, Let’s …, Look! Materials: Flashcards: clothes Story cards 5 Class Book: pages 44 and 45 Activity Book: page 42 CD 2: tracks 25, 28 Photos of people from magazines wearing the clothes taught in Lessons 1 and 2.

• You will find more game ideas in the Ideas bank. • Divide the class in two to say the chant from Lesson 2.

Play CD 2 track 25. Half the class say verse 1. The other half say verse 2.

$

2•25

Developing the lesson Story time 2. Reading comprehension: joining in with the story

• Ask what the story was about. Ask for the names of the

characters and write Shane, Policeman and Policewoman on the board.

1 Read and listen to the story. Who’s got the blue diamond at the end?

• Tell the children that they are going to listen to the story

•

again. Read the question with the class and explain that after you have played the CD, you will ask them to answer this question. Play the story and ask children to follow in their books. Then check the answer (the policeman).

Story 5: The robber’s clothes  $ 2•28 Competence in linguistic communication:   By listening to the CD as they read, children will be encouraged to keep reading, rather than stopping on any unknown words. It is important for reading fluency that children accept that they don’t understand every word and that meaning can be deduced from context.

3. Structure 1: presentation She’s / He’s wearing … 2 Find and say 4 sentences: He’s wearing …

• Ask children to find and say four sentences in the story •

•

Beginning the lesson 1. Revision of the chant

• Divide the class in two and ask the children if they can

•

with He’s wearing + clothes. Ask them to say the numbers of the frames with this structure (frames 3, 4, 5 and 8). Now use story frames 3, 4, 5 and 8 to highlight target structure 1 by isolating the sentences beginning He’s wearing … Get children to repeat each sentence. Teach the structure by referring to the police officers. After each one, ask Who is wearing (a hat)? Put your hand up and say Me / Not me! Encourage the children to do the same. Ask if they are talking about a man or a woman. Explain that we’d say She’s wearing if the robber was a woman. Get them to describe the woman police officer’s clothes, beginning She’s wearing … Then choose individuals and ask What is Juan / Ana wearing? Elicit full sentences, e.g. He’s / She’s wearing …

remember the clothes words from the previous lesson. A correct answer gets a point. If the answer is wrong, a child in the other team can answer it for a bonus point. The team with the most points at the end wins.

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4. Structure 1: reading and writing (AB page 42) 1 Complete. Read the story and check.

• Do the first one as a class. Get them to read the first

sentence and to complete it with the correct answer (Shane). Give them time to do the rest of the activity individually, going round the class to help as necessary.

EXTRA ACTIVITIES 1 Reinforcement Look and write.

• Show the children two of the photos from magazines,

if possible one showing a male and another one showing a female. Children write sentences to show the differences between them, (e.g. He’s wearing a T-shirt. She’s wearing a jumper, etc.). Show another pair of photos and continue until you’ve shown them all.

Answers

1  Shane  2  blue  3  black  4  mobile phone   5  the police officer

2 Complete 1 and 2. Then write four sentences and ask your friend.

• Refer the children to the pictures. Ask one pupil to read

the first sentence and tell you which picture it is (picture A). Then get another pupil to read and complete the second sentence. Explain that they have to write four more sentences describing the pictures. Give them time to do this individually, going round the class to help as necessary. Spend time with children who need help, asking about the clothes depicted. • Now tell children that they need to read their sentences to a friend and ask him / her which picture they think it is. Go round as they work. Then check some of their answers as a class. Finished? If you have pupils who finish early, direct them to the Finished? activity at the bottom of the page and ask them to do it in their notebooks or on a piece of paper.

Ending the lesson

2 Extension Family portraits

• Draw a simple family tree for your family on the board.

•

•

Point to yourself and say This is me. Then point to each member of the family in turn and say This is (my sister), etc. Draw clothes for each person and describe them as you do so, e.g. This is my sister. She’s wearing a red jumper and blue trousers. Put the pupils into pairs to draw and describe their own families. If they prefer, they can draw friends or classmates instead. Once they have finished, they can write sentences about their pictures on another sheet of paper. If you have spare time, take the sheets in and put them on the board. Read a description out loud for the children to identify the correct picture. Ask different children to read the descriptions and to match them with the pictures. Keep this work to practise the target language in future lessons.

5. Goodbye

• Refer the class to the Grammar box at the top of Activity Book page 42, drawing attention to the patterns highlighted in blue.

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Lesson 4

children in groups of four or five to play the same game, describing only children in their own group. Nominate the child to start saying sentences. The first one who guesses correctly takes their place.

Reading and key structure 2 Objectives: To develop the skill of reading aloud through pronunciation practice. To present and practise target structure 2: Is she / he wearing …? To revise He’s wearing + clothes. Main language: Is he wearing + clothes? Revised language: hat, It’s + noun, I’ve got + noun, Yes / No; family vocabulary Materials: Flashcards: clothes Class Book: pages 44 and 45 Activity Book: page 43 Skills Builder: page 18 CD 2: tracks 28, 29 DVD 3 Grammar poster Optional material: A4 and A3 paper

Developing the lesson Story time 2. Reading the story aloud: pronunciation practice 3 Listen to the story again. Then read aloud.

• Ask questions and get the class to remind you what the

•

unit story is about. Tell the class that they are going to read the story The robber’s clothes aloud. First they need to listen to the CD again and think about gestures and how they’ll say things to make the story interesting. Use the DVD or Class Book and tell the story or just play the CD. Encourage the class to join in as much of the language as they can now memorize, especially the sentences beginning: He’s wearing … Play the story on CD 2 track 28 and get the class to open their Class Books at pages 44 and 45 and follow the words. This time pause for children to say the dialogue and then play the lines again for repetition. Make sure they imitate the words with feeling and make gestures and pull faces where appropriate.

Story 5: The robber’s clothes  $ 2•28

• Put the children in pairs to practise reading aloud to one

another from their Class Books. Who can do it with the most expression? Go round and help those who find reading most difficult. Invite one or two pairs to the front of the class to tell the story using the Class Books. One in each pair holds the book as the other tells the story. Encourage the class to join in with Oh no! Look! Shh!

3. Structure 2: presentation 4 Find a question: Is he wearing …? Is the answer Yes or No?

• Ask children to find a question beginning Is he wearing …?

•

Beginning the lesson

4. Structure 2: recognition (AB page 43)

1. Structure 1: revision game

1 Listen and write the number.

• Start the lesson by playing a guessing game. Describe

children in the class. Say He’s / She’s wearing + clothes and the class guess who it is. Invite individual children to take your place and say sentences at the front of the class. Put

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Yes, … No, … Ask them to say the number of the frame with this target structure (frame 4). Ask Is the answer ‘Yes’ or ‘No’? (Yes). Now use story frame 4 to elicit the police officer’s question: Is he wearing gloves? and the answer Yes. Look! Get children to repeat the question. Point at a child in the class and ask the same question to elicit No. Look! Change the question to Is he wearing shoes? and elicit Yes / No. Get them to ask you and then to ask each other about people in the class, e.g. Is Miguel wearing a shirt?

• Refer the class to the picture of the robbers and explain

that it’s an identity parade. Ask Why have the robbers got numbers? Elicit that it makes it easier to identify each one.

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• Demonstrate the task by describing a robber for the class to identify. Play CD 2 track 29. Pause after each dialogue for them to write the number. Check answers as a class.

Listen and write the number.  $ 2•29 1 PCW:  It’s a woman. PCM:  Is she wearing a jumper? PCW:  No. PCM:  Is she wearing shoes? PCW:  Yes. PCM:  Is she wearing socks? PCW:  Yes, she’s wearing white socks. 2 PCM:  It’s a man. PCW:  OK. Is he wearing a shirt? PCM:  Yes. PCW:  Is he wearing a hat? PCM:  Yes. PCW:  Is he wearing shoes? PCM:  No. 3 PCW:  It’s a woman. PCM:  Is she wearing a hat? PCW:  Yes. PCM:  Is she wearing a skirt? PCW:  Yes. PCM:  Is she wearing a jumper? PCW:  Yes. 4 PCM:  It’s a woman. PCW:  Is she wearing a hat? PCM:  Yes. PCW:  Is she wearing a cardigan? PCM:  Yes. 5 PCW:  It’s a man. PCM:  Is he wearing a T-shirt? PCW:  Yes. PCM:  Is he wearing a hat? PCW:  No. 6 PCM:  OK. It’s a man. PCW:  Is he wearing trousers? PCM:  Yes. PCW:  Is he wearing shoes? PCM:  Yes. PCW:  Is he wearing a hat? PCM:  Yes. Answers

(From left to right): 6, 3, 4, 2, 5, 1

5. Structure 2: writing and speaking practice (AB page 43)

Answers

1  Is he wearing a hat?  2  Is he wearing shorts? No, he isn’t.  3  Is she wearing shoes? Yes, she is.

6. Grammar (SB page 18) Look!

• Ask children to open their Skills Builder book at page 18.

Refer the children to the grammar boxes and ask them to read them. Ask pupils which are the questions and which are the answers.

1 Read and colour. Draw yourself and write.

• Point to the picture of the man. Ask the children to read

the text and colour his clothes accordingly. Then, children draw themselves on the mirror and write a short text, using the one above as a model.

2 Write.

• Point to the picture of the children on the swings. Refer

children to the first question and elicit the complete answer. Children read and answer the rest of the questions.

Answers

1  Yes, she is.  2  No, she isn’t.  3  Yes, he is.   4  No, he isn’t.   5  Pupils write their own question and answer. • When children finish the activities on this page, get them to read the English at home rubric at the bottom of the page. Encourage them to do this when they get home.

Ending the lesson 7. Goodbye

• Refer children to the Grammar box at the top of Activity •

Book page 43, drawing attention to the patterns highlighted in blue. Say Goodbye and get children to leave the classroom, saying the chant as they go.

EXTRA ACTIVITIES 1 Reinforcement To practise Is she / he wearing …?

• Hold up the clothes flashcards so the children can’t see

2 Write questions and answers.

• Refer the class to the symbols and establish that it’s a •

•

code. Explain that they are going to use this code to write questions and answers. Do an example with the class. Point at the symbols of the first word and ask a pupil to spell it (Is). Tell children to complete the question (Is he wearing a hat?) Point at the picture of the man and ask Is the answer correct? (Yes). Ask the class to complete the activity. Let them check their answers in pairs, then correct the activity as a class by writing the questions and answers on the board.

•

them. Give the pupils a quick glimpse. Encourage them to guess what it is, elicit It’s (a T-shirt)! Then point to a child in the class and ask Is (Marta) wearing (a T-shirt)? Elicit the correct answer (Yes, she is / No, she isn’t.) Children can take your place at the front of the class.

2 Extension Draw a character for an identity parade and play.

• Do this after the first Activity Book activity. • Put children in groups of four. Give each child half a sheet of A4 paper. They each draw and colour a hat, trousers and a shirt on a criminal for an identity parade. Give each group a sheet of A3 paper to stick the four characters on and number them 1–4. They then play the identity parade game, taking it in turns to choose a character and answer the other’s questions until they guess correctly.

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Lesson 5 Key vocabulary 2 Objectives: To present and practise target vocabulary 2: summer clothes. To revise target structure 1: He’s / She’s wearing … Main language: sunglasses, trunks, a sarong, a swimming costume, a wetsuit, sandals She’s / He’s wearing …

and repeat the new words. To revise colours, ask What colours can you see in the picture?

Listen, point and repeat.  $ 2•30

3. Practice of vocabulary 2 with the structure 2 Listen and repeat. Look at the picture and play.

• Point at a summer clothes flashcard on the board and ask

Revised language: nouns, Granny’s attic, colours Materials: Flashcards: clothes and summer clothes Class Book: page 46 Activity Book: page 44 Skills Builder: page 19 Word cards: summer clothes CD 2: tracks 30, 31, 32 Mixed Ability Worksheets 20–23: Catch-up, Support, Reinforcement, Extension

•

What’s this? Then refer the class to their Class Book and ask Can you find it in the picture? Ask about other clothes on the board and then in the Class Book picture. Ask what colour each item is. Explain that Emma and Josh are looking at the picture of the robbers on the beach and playing a game. One of them is describing a robber. The other looks and identifies which one it is. As you play CD 2 track 31, ask the class to follow in their books, pointing at people and the clothes referred to each time before finally identifying the robber.

Listen and repeat.  $ 2•31

• Play the CD again and get children to repeat the dialogue. • Demonstrate the dialogue. With books open, ask a child to decide which robber you are describing. Choose a robber. Say He’s wearing (green sandals). When they decide this could be Sid or Shane, say He’s wearing blue trunks so that they can decide and say It’s Sid. Then say Yes. Your turn! Put children in pairs to play. Go round and help as necessary.

Optional material: A4 and A3 paper Preparation: Make word cards on small slips of paper: sunglasses, trunks, a sarong, a swimming costume, a wetsuit, sandals

Competence in social skills and citizenship:  Speaking activities, where children use dialogue as a basic tool for interpersonal communication, encourage participation.

4. Exam practice: listening 3 Listen. Answer with a, b or c.

• Ask the children to look at the pictures at the bottom of •

Beginning the lesson 1. Revision of vocabulary 1

• Revise clothes vocabulary. You will find game ideas in the Ideas bank.

Developing the lesson 2. Vocabulary 2: presentation 1 Listen, point and repeat.

• Use the flashcards of summer clothes to teach the words.

Stick all the flashcards on the board. Ask the class to open their Class Books at page 46 and to try and find Shane, the robber. Play CD 2 track 30 and get the class to listen, point

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the page. The first set shows boys and the second set shows girls all wearing different clothes. Explain that they are going to listen and choose one picture in each set. Read the rubric and encourage them to guess, e.g. Which boy is Ben? Which girl is Ann? Now play CD 2 track 32 and give them time to complete the activity individually. Check their answers.

Answers

1  c  2  b

Listen. $ 2•32

1 Which boy is Ben? Woman:  Where’s Ben? Boy:  Is that him, wearing green shorts? Woman:  No, he’s wearing brown shorts. Boy:  Oh, yes … and a yellow top. I can see him now. 2 Which girl is Ann? Girl:  Is Ann on the beach? Man:  Yes, she’s wearing a blue swimming costume. Can you see her? Girl:  Is she wearing a purple sarong? Man:  Yes, she is. A purple sarong and sunglasses. Girl:   Oh yes. I like that sarong.

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5. Vocabulary 2: recognition (AB page 44) 1 Put the letters in order and write the words.

• For support for writing activities, display word cards on •

•

the whiteboard or around the classroom. Tell the pupils to open their Activity Book at page 44 and refer them to the first picture. Ask What’s this? Write the letters adsasln on the board and explain that this is an anagram and the picture is a clue. Ask again What’s this? (sandals) and invite a child to write sandals on the board. Get the class to label the pictures in their books individually. They can check in pairs as they finish and ask you if they don’t agree. Check the answers as a class.

Answers

sandals, sunglasses, trunks, sarong, wetsuit, swimming costume

2 Colour and write.

• Ask the children to colour the picture of Bella and

complete the text. They then colour the picture of Adam and complete the second text in the same way.

Answers

Pupil’s own answers

• When children finish the activities on this page, get them to read the English at home rubric at the bottom of the page. Encourage them to do this when they get home.

Ending the lesson 8. Goodbye

• Say Goodbye. As the children leave, ask each child What are you wearing? Elicit colour + noun, e.g. a red jumper.

Colour red or blue. Play bingo!

• Now ask children to colour each item of clothing red or blue or they leave them white.

• Refer the class to the bingo grid and check that they

know what to do. Play as a class. Say a colour and an item of clothing, e.g. blue sunglasses. Use the word cards you prepared before the lesson, pulling them out at random from a hat or a bag. The children cover the pictures when you say an exact matching item that they have in their bingo grid. The winner is the first to cover a complete line and call out Bingo!

6. Exam practice: reading and writing (AB page 44) 2 Write Yes or No. Then write sentences.

• Ask the class to look at the pictures of the robbers. Do an

example with the class. Point at the first picture and ask Is she wearing a sarong and sandals? Elicit the correct answer (Yes). Do the same with the second sentence. • Now refer the children to number 3, point at the Yes after the gap and elicit a correct sentence, e.g. She’s wearing a hat. Write it on the board. Explain that sentence number 4 should be about him (Shane). Make sure they realize that sentences 5–8 refer to the second picture. • Now tell the children to focus on the pictures and complete the rest of the activity. Give the children time to write their sentences. As they finish get them to check each other’s work. Check their sentences as a class. Finished? If you have pupils who finish early, direct them to the Finished? activity at the bottom of the page and ask them to do it in their notebooks or on a piece of paper.

7. Reading and writing (SB page 19) 1 Read and match. Write numbers 1–4.

• Ask children to open their Skills Builder book at page 19.

Children look at the different pictures and match texts to each frame.

Answers

4, 3, 1, 2, 1, 2

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MIXED ABILITY WORKSHEETS

Mixed Ability Worksheet 23 Extension

Mixed Ability Worksheet 20 Catch-up

1 Read and write the name. Write about the other person.

1 Find and write.

• Children solve the anagrams and complete the labels below the pictures.

Answers

1  tights  2  a hat   3  jeans  4  a coat   5  a cardigan   6  a jumper   7  gloves  8  shoes  9  trousers  10  a skirt

2 Look and write.

• Children complete the speech bubbles with the correct

clothes words. For number 4, they draw themselves and complete the speech bubble appropriately.

Answers

1  2  3  4 

I’m wearing a hat, a jumper and jeans.   I’m wearing a coat, trousers, shoes and gloves.   I’m wearing a cardigan and a skirt.   Children’s own answers.

• Children read each paragraph 1–3 and write the name of the person it describes. They then write about what the other person is wearing.

Answers

1  Sophie  2  Harry  3  Jessica   4  Jack / He is wearing a coat, trousers, shoes, a (woolly) hat and gloves.  

2 Find and write.

• Children read the sentences. They find the person in the picture and answer the question.

Answers

1  No, he isn’t. He’s wearing trunks.   2  Yes, she is.   3  Yes, he is.   4  No, she isn’t, she’s wearing a sarong.  

Mixed Ability Worksheet 21 Support 1 Match.

• Children draw lines to match the words to the pictures. 2 Find and write.

• Children find the numbered clothes in the picture and

write the words on the lines next to each number. Ask them to include a where appropriate, and get them to check their spelling with the words in activity 1.

Answers

1  a woolly hat   2  a skirt   3  a cardigan   4  shoes   5  a jumper   6  tights  7  jeans  8  trousers

Mixed Ability Worksheet 22 Reinforcement 1 Read and colour. Write and colour.

• Children colour the boy’s clothes according to

paragraph 1. They then complete paragraph 2 and colour the girl’s clothes to match.

2 Find and write Yes, she is. No, she isn’t.

• Children follow the lines from each girl to the questions and write the answer.

Answers

1  Yes, she is.   2  No, she isn’t.   3  No, she isn’t.   4  Yes, she is.   5  Yes, she is.   6  No, she isn’t.  

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Lesson 6

• Tell the children that they are going to watch or listen

to a song and that they must listen out and match the verses to a person in the picture. Explain that each verse describes what each person is wearing (1b, 2a, 3c). Play the song and check their answers as a class. If they don’t agree, play the song again.

Listening and speaking Objectives: To revise clothes To teach I’m wearing … To develop listening and speaking skills via a song and acting out the story. To raise awareness of English sound-spelling relationships: /ʃ/ and /s/.

Watch or listen.  $ 2•33 DVD 3

• Refer the children to the first two lines of each verse. Point

Main language: Marching, All day long, Sing our marching song, Off to town I go Revised language: I’m wearing + adjective + clothes Materials: Flashcards: clothes and beach clothes Class Book: pages 44, 45 and 47 Activity Book: page 45 CD 2: tracks 28, 33, 34, 35, 36 DVD 3 Preparation: Simple props for acting out to represent, e.g. hat / gloves / handcuffs.

•

at your feet and march on the spot. Play the first two lines on the CD getting children to repeat. Play the first two lines again, encouraging the children to join in. For lines 3 and 4: march on the spot and teach line 3, then sing line 4 and ask the children to repeat. Play lines 3 and 4 on the CD again, getting class / individual repetition. Play the whole chorus on the CD, encouraging the children to join in. Repeat the procedure for verses 2 and 3, until the children have practised the whole song.

Sing.

• Ask the children to join in the song as you play the CD

again. Alternatively, watch the DVD and get the children to follow the animations and sing.

3. Pronunciation practice: /ʃ/ and /s/ 2 Listen and repeat. Focus on the sounds.

• Write shirt and socks on the board. Ask What’s this? and

underline the first sh in shirt and the s in socks. Tell them that they are going to listen and see how these letters are pronounced in different words they know. The children open their Class Book at page 47. Play CD 2 track 34 and the class listen and repeat the words under the two pictures. Isolate the two sounds /ʃ/ and /s/ and get them to repeat these too.

Listen and repeat.  $ 2•34

• Draw two columns on the board, headed 1 and 2. Draw

Beginning the lesson 1. Brainstorming vocabulary

•

• Make a class list of clothes on the board. Alternatively, you

can turn this into a competition by putting the children into pairs to write a list. The pair with the longest list when you say Stop! wins. Write the words on the board. Make sure the clothes in the song are included, jumbled among the other words.

Developing the lesson 2. Present and sing the song

3 Copy the policewoman’s sentence. Listen, complete and say.

• Children open their book again and look at the •

1 Watch or listen. Match a verse to each person in the picture.

• Ask the class to open their Class Books at page 47. Refer the children to the pictures. Ask Which clothes items can you see? (shoes, socks, shorts, a T-shirt, trousers, a jumper, a shirt, a skirt).

a sock under column 1 and a shirt under column 2. Say a word from the Class Book page, e.g. shorts. Ask which column it belongs to. Do this for all the words in random order and write them in the correct columns. Ask them if they know other words with these sounds in them. Ask which column each one goes in and write it in the correct column, e.g. sister (1), school (1), short (2), snake (1), sharpener (2), Sam (1), she (2), sport (1), ski (1), sandwiches (1), sausages (1).

•

policewoman’s words. Explain that they have to listen to the CD and complete the sentence. Ask the children to copy the sentence in their notebooks or on a piece of paper. Then play CD 2 track 35 and go round the class as they complete the sentence. Help children who find this difficult. Let them check their answers in pairs, then correct the activity as a class by writing the answer on the board. Play CD 2 track 35 so they can listen and repeat as many times as necessary. Unit 5 135

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• For more ideas about practising pronunciation, see the Ideas bank.

• Give them time to learn their words and practise in

Listen, complete and say.  $ 2•35

Shane’s wearing a shirt, shorts, shoes, socks and sunglasses.

4. Pronunciation practice (AB page 45) 1 Write s or sh. Listen, check and repeat. Sort and write.

• Tell the children to open their Activity Books at page 45.

Point to the pictures of the skirt and the T-shirt and isolate the sounds /s/ in skirt and /ʃ/ in T-shirt. Explain that they have to write each word in the correct column, according to the sound. Ask them to work individually. Play CD 2 track 36 to check answers.

Answers

skirt: socks, sandals, sarong T-shirt: shoes, shirt, shorts

Listen, check and repeat.  $ 2•36 shoes – ‘sh’ – shoes socks – ‘s’ – socks sandals – ‘s’ – sandals shirt – ‘sh’ – shirt shorts – ‘sh’ – shorts sarong – ‘s’ – sarong

Competence in linguistic communication:  Helping children to identify phonetics aspects of pronunciation will result in more effective communication.

5. Written practice from the song (AB page 45)

•

their groups. Go round the class, helping them with pronunciation as necessary. Invite groups to the front of the class to act it out. Provide simple props if possible, e.g. a black hat / black gloves / a phone / handcuffs. You say the narrator’s words and prompt if necessary. Get the whole class to join in. Get the whole class to sing the song at the end (CD 2 track 33).

Story 5  $ 2•28 DVD 5 Song  $ 2•33

Ending the lesson 7. Goodbye

• Say Goodbye. • Play the song on CD 2 track 33 for them to sing as they leave the room.

EXTRA ACTIVITIES 1 Reinforcement Tongue twister

• Get more practice of /ʃ/ and /s/ by asking the children to say the following tongue twister quickly six times. Shane says he’s six. Suzy says she’s seven.

2 Extension Invent extra verses for the song

• Do this after the song. • Write the chorus on the board. Get the class to sing the

2 Write and colour. Listen and check.

• Make sure the children understand what to do. They read

the sentences and complete the gaps appropriately. Ask them to work individually and then to colour the pictures. Play CD 2 track 33 for them to check.

Answers

1  trousers  2  shirt  3  jumper  4  skirt   5  shorts  6  T-shirt

•

words. Write the first two lines of verse 1 on the board changing off to town to off to school, then elicit possible sentences beginning I’m wearing … for the rest of the verse. Write their suggestions on the board and get everyone to sing the chorus, the new verse and the chorus again to finish. If you wish to spend more time on acting out the story, you can use the story frames, Extra Activity Worksheet 26.

Song  $ 2•33

Story time 6. Acting out the story with the song 4 Act out the story and sing the song.

• Put the children in groups of three to be the robber, the policewoman and the policeman. Explain that they’re going to act out the story, but that first they need to be reminded of the words to say. Get them to open their Class Book at pages 44 and 45 and to follow as you play CD 2 track 28.

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Lesson 7

Developing the lesson

Learning about art

2. Presentation of the cross-curricular theme

Objectives: To transfer the main language of the unit to a real life context. To motivate children through a link with another area of the curriculum and to develop their knowledge of the world through English. To develop reading and writing skills. Main language: This is a painting by …, man, woman, boy, girl Revised language: Colours + clothes, She’s / He’s wearing; What’s this? It’s a …, Where is it? In …, can + activity Revised language: artist, painting, has got, It’s called … His name is … Materials: Cross-curricular card 5 Class Book: page 48 Activity Book: page 46 CD 2: tracks 33, 37 DVD Activity Sheet 13 Extra Activity Worksheet 15

• With books closed, show the children the cross-curricular

•

Teaching tip:   It is not intended at this stage that pupils should use the new structure It’s called … However, by glossing the new structure with a known structure His name is … children will begin to develop their understanding of more complex structures as well as developing the important reading skill of deducing from context.

• Get the class to look at the painting in more detail – what

Optional material: DVD 3 Pictures of your favourite paintings, computers with internet access and / or reference books about art.

• •

Beginning the lesson 1. Revision of the song

card of the Hockney painting and try to elicit a painting. Ask the class if they know the names of any painters – Spanish or otherwise. Tell them This is a painting by David Hockney. Explain that David Hockney is an artist and that this is one of his paintings. Say This painting is called ‘Mr and Mrs Clark and Percy’. Then check their comprehension by asking What’s the painting called? What’s the artist’s name?

colours can they see? Point to the people and what they are wearing and ask What’s he / she wearing? What colour is it? Ask a child to come forward and look at the picture and then to move back. When can he or she best see the detail and the brushstrokes? Explain that artists use different types of brushes and techniques to create different effects on a painting. Hockney uses careful, detailed brushstrokes that look very clear from far away and quite close. Ask the class if they’ve seen other paintings up close. What did they look like? What were the paintings? Who was the artist? Encourage children to talk about their experiences with art – some may have been to galleries or seen reproductions of famous pictures. Give children time to talk about these experiences and encourage them to use any English words they know to describe the paintings. Ask the children to tell you as much about the crosscurricular card as possible. Ask Do you like it? Why? Why not? Recap in English by asking Do you like Hockney’s painting? Do you like the colours / people / clothes? What colours / people / clothes are they? What’s the painting called? / What’s its name? What’s the artist called? / What’s his name?

3. Reading comprehension

• Ask the class to open their Class Books at page 48. Elicit

that they are back in the attic with Josh and Emma, looking at Granny’s computer. Refer the children to the email from Granny to Josh and Emma and ask them to read it. Check they understand by asking Who sends the email? What’s the information about?

• Begin the class by playing the song from Lesson 6 (CD 2

track 33). Encourage the class to join in and do actions if they wish.

Song  $ 2•33

1 Read and listen. Then answer Granny’s question.

• Tell them to read the page silently as you play CD 2 track

•

37. Tell them not to worry if there are any words that they don’t understand as they only have to find things in each painting. They can listen more than once if necessary. Play CD 2 track 37 and get them to find the things in Granny’s email. Check their answers as a class, but don’t Unit 5 137

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agree or disagree. If there are discrepancies, play the CD again. The possibilities they have discussed will have narrowed their choices and they should soon be able to agree on the correct answers. Answers

1  painting by the river  2  painting in the theatre   3  painting with animals

• Ask What colour is the woman’s dress? about the Activity

•

Read and listen.  $ 2•37

4. Checking comprehension 2 Read again and answer.

• Refer the children to the first question. Ask them to read •

the texts silently and to find the answers as you play the CD again. Do question 1 orally. Get them to complete the activity individually in their notebooks or on a piece of paper and then check with their partner. Check the answers as a class.

Answers

1  1) Bathers at Asnieres, 2) In the foyer of the theatre, 3) Don Manuel  2  1) Georges Seurat, 2) a painter in the French school of art, 3) Francisco Goya  3  1) orange shorts and a red hat, 2) a green dress, a white shirt, a black suit, 3) red trousers and white shoes.

5. About me

Book painting. Refer the class to the colour coding and ask similar questions about other clothes in the paintings. Give them time to colour the paintings appropriately. Go round and check their work as they colour. Read the first text to the class and pause before the gaps to elicit the missing words. Then ask a volunteer to re-read the text inserting the missing words as they read. Continue in the same way for texts 2 and 3. Ask the children to complete the texts in their books.

Ending the lesson 7. Goodbye

• Ask a few children questions about their favourite •

painting. What colours do they use? What can you see in the paintings? Say Goodbye.

EXTRA ACTIVITIES 1 Reinforcement Extra Activity Worksheet 15 Read, circle and write. Draw your picture.

• Children circle the words and complete the text with

their choices. They then draw a picture to match the text. You can give children options to help them, for example titles such as Aliens, At school or Tennis players.

3 Ask and answer with a friend. What’s your favourite painting? What can you see in it?

• If possible, show the class a picture of your favourite

•

painting. If not, name the picture and the artist, saying This painting is by … It’s called … Tell the children why you like it and describe what they are wearing. Say It’s my favourite painting. Ask individuals: What’s your favourite painting? What can you see in it? Then get children to ask a friend. Go round the class as they do this, helping as necessary.

Competence in linguistic communication:   This activity encourages children to use language as a spoken tool, allowing them to express their experiences and opinions. This also contributes to the development of self-confidence.

6. Writing practice (AB page 46) 1 Match and colour. Write.

• Ask the children to open their Activity Book at page 46

• •

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and elicit that the pictures show other paintings by the artists in their Class Book. Ask about each picture: What do you think? What’s the name of this artist? What can you see in the picture? What is he / she wearing? Ask them to open their Class Book at page 48 to see if they can find the painting with a similar style. Refer them back to the Activity Book page. Get them to read the first line of each text and match it to the appropriate painting. Check as a class and write the correct answers on the board for them to refer to later.

2 Extension Project: Find out and write about famous paintings.

• This work can be done in L1. It may not be possible to •

•

fit this into English class time, but it could be done in another class or in the children’s own time. Tell the children to open their Activity Books at page 46. Refer them to the Project at the bottom of the page and explain that they are going to find out and write about famous paintings. If possible, give them time to look up information on the internet. They may find this website useful: http://conservapedia.com/World_famous_paintings When the children have found information on a painting / artist they like, they write about it and can either copy or stick a picture of the painting on a class poster labelled Class Art Gallery. When the pupils have finished, invite them to the front to read about their painting. Alternatively, you can display their work on the classroom wall for pupils to see and read.

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Lesson 8

Developing the lesson

Unit review

2. Structure revision

Objectives: To review meaning and form of the target structures. To review the vocabulary of the unit. To review the language of the unit via the four skills of speaking, listening, reading and writing. To present and practice a new functional phrase. Main language: Clothes, I’m / He’s / She’s wearing …, Can you repeat that, please? Materials: Flashcards: clothes and summer clothes Story cards 5 Class Book: page 49 Activity Book: pages 47, 69, 77 and 85 CD 2: tracks 33, 38, 39 DVD Activity Sheet 12 Classroom English poster

1 Match.

• Tell the class to open their Class Books at page 49. Point

•

to the 3 pictures and ask the pupils if they can recognize the two characters from the previous units. Read sentence 1 aloud and ask pupils to choose which picture they think it is (b). When you have the correct answer, use gestures similar to the one in the picture to emphasize the meaning, e.g. point to someone when you say She and shake your head for No, she isn’t, etc. Ask pupils to do the rest and check in pairs. Go through as a class emphasizing key features such as She’s / He’s wearing + clothes and Is she / he …? + short answers. Then draw attention to the same features in the Grammar poster on the wall.

Answers

1  b  2  c  3  a

3. Grammar communication game (AB page 85) 2 Play the Guess who game with a friend.

• Refer the class to the game on page 85 of their Activity

•

Beginning the lesson 1. Revision of key vocabulary

•

• Play the song on CD 2 track 33. Get the children to sing

along, doing the actions. Put all the clothes flashcards face up on your desk and invite a child to the front to pick up the flashcards as they hear the clothes mentioned. Stick these flashcards and those for shorts, dress and sandals in jumbled order on the board, getting children to tell you the words as you do so (trousers, shoes, socks, shirt, jumper, skirt, sunglasses, hat, shorts, dress, sandals).

Song  $ 2•33

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Book. Put the children in groups of three or four and ask them to nominate one child, Pupil A, who chooses one of the 16 children, without the others knowing who. Pupil A ticks the box of the child he / she chooses, hiding the page from the others. Refer children to the speech bubbles at the top of the page. Each pupil takes it in turns to ask Pupil A a question, e.g. Is it a boy? Is he wearing shorts? Is he wearing a green T-shirt? Depending on the answer, the pupils should be able to eliminate various children by drawing a pencil cross in their boxes. For example, if a child asks: Is it a boy? And Pupil A answers Yes, then all the pupils in the group can put a cross in the box of all the girl pictures. Pupils take it in turns to ask questions until a child has worked it out and guessed correctly. Then all the pupils rub out their pencil ticks and crosses and play the game again with a different child as Pupil A. Encourage pupils to look and use the Classroom English poster for reference.

4. Practice of functional language 3 Listen and repeat. Act out.

• Tell the children to look at the pictures and heading.

•

Ask Where are Alex and Lucy? Who are they with? Check their answers as a class. (At the department store with their mum). Play CD 2 track 38 and listen to the story. Check pupils’ understanding by asking them the following comprehension questions: Is it Alex’s birthday? (Yes). What size is Alex’s T-shirt? (medium). How much is it? (£15). What’s special about the T-shirt? (It’s different). Draw their attention to the functional language in red font. Ask the children if they can think of other situations they could use this language in.

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• Play the CD again, with their books open, children listen •

and repeat after each sentence. Focus attention on their intonation and expression. Then put the children in groups of three to be Lucy, Alex and mum. Children act the story out in their groups or in front of the class. Draw attention to the functional language in the Classroom English poster.

Listen and repeat.  $ 2•38

5. Make your story book Now make your story book.

• Give out copies of the story frames to each pupil. Explain •

• •

•

that they have to cut them out. They may find it easier to cut out the whole page. They then spread the frames out on the desk and mix them up. Ask them to try and put them in the correct order first from memory and then if necessary to check with their partner. Then play the story on CD 2 track 28 and the children listen and check. Check the order with the class. Demonstrate how to make a story book. We recommend that they make a zig-zag book in this lesson. The instructions are in the Ideas bank. Give the children time to make their own story book, helping as necessary. Ask them to personalize the cover for the book with a title, illustrations and their own name. There is no dialogue in the frames but if the children are confident and have time, they could write the text below the pictures. When they finish, get them to read the story to a classmate. Encourage them to take it home to finish colouring and to read to their family. The story book is ideal for inclusion in each child’s linguistic portfolio.

Teaching tip:   If you have enough time, the Unit review page of the Activity Book could be used at the end of this lesson. However, there are other ways of using this Unit review page: • It can be used as a separate lesson on its own. • It could be set for homework. • It could be used to revise just before a test.

6. Do your Picture Dictionary (AB page 69) Do your Picture Dictionary

• In L1, explain how the Unit review lesson works. Remind

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the class this is not a test. But it is a chance for them to revise, to assess how well they do and to find out what they need to do more of before their unit test. Refer the class to page 69 in their Activity Book. Explain that this is their Picture Dictionary, which serves as a reminder of the words they’ve learnt and that they can use it to help them check spelling. Get the children to read the words on the page and then stick the correct pictures in place. They then write the word beneath the picture.

Differentiated learning:   Children who find writing difficult could copy the word first and then stick the picture in place. Other children look and remember the spelling. They stick the picture over the word and then write it below from memory.

7. Reflecting on the unit (AB pages 47 and 75)

• Tell the children to turn back to Activity Book page 47.

This is an ideal page to form part of their portfolio as the year progresses. You can either mark their work in class or collect in the books to mark later. See the Evaluation Booklet for more ideas of how to use the unit material and build up a portfolio of language learning.

1 I can find and write clothes words.

• Refer them to the letters in the jumper. Ask pupils to find the clothes words. Then they write them in the appropriate column.

Answers

Beach clothes: sarong, swimming costume, trunks Other clothes: trousers, skirt, coat, cardigan, jumper, shoes

2 I can make sentences using present continuous.

• Explain that they have to write the words in order to make the sentences.

Answers

1  She’s wearing a green skirt.  2  He’s wearing blue shoes.   3  Is he wearing a jumper?  4  Yes, he is.  5  No, she isn’t.

3 I can listen and colour.

• Refer the class to the picture of Josh. Explain that

they are going to listen to the CD and colour Josh’s clothes correctly.

I can listen and colour.  $ 2•39

Emma: Hi Josh. I like your painting. Who is it? Josh: It’s me. I’m wearing my favourite clothes. I’m wearing blue jeans and a red T-shirt. Emma: They’re cool jeans and I like your red T-shirt. Josh: Thanks. I’m also wearing grey socks and black shoes. Emma: Grey socks and black shoes. That’s a bit boring. Josh: I know, but look at my woolly hat. I’m wearing my favourite green woolly hat. Do you like it? Emma: Yes, I do. Your green hat looks great!

4 I can talk about my clothes.

• As they work on the activities above, invite children

individually to come to your desk and tell you about their hobbies. Ask him / her to describe what they are wearing. This will help you assess their oral and aural skills. If you can’t hear everyone in every unit, keep a list and comments on the children you have heard, and choose others next time.

learning to learn:  

This section helps to make children aware of the different types of activities they have done in the course of the unit, and the fact that they have focused on different skills.

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Read and colour. Draw yourself. Write.

• Refer the class to Emma’s painting on page 75. Ask

•

someone to read the text and check that they know how to colour the clothes correctly. Give the children time to read again and colour. Finally ask individual children questions to check comprehension: What is she wearing? What colour is it? Make sure the children realize that they should draw and write about themselves. Correct their work (see also the Extra Activity).

8. Self-evaluation Stop and think about your work. Circle the emoticon.

• Refer the class to the emoticons at the end of each rubric. Elicit that the first emoticon means easy. Elicit that the second one means OK and the third one means difficult so if they found any section of Unit review difficult, they should circle the third emoticon for that section. Give them time to circle the emoticons for each activity. Go round the class as they do this, encouraging the children to be realistic. If their work was inaccurate, they shouldn’t circle the first emoticon. The fairer you are, the more selfaware the children will become.

Ending the lesson 9. Goodbye

• Talking about their impressions of the story is a nice way

to round up the unit. Ask the class who their favourite characters were and why, also ask them which part of the story they liked / didn’t like, found scary / funny, etc. You could keep a list of these impressions as a ‘story review’ and compare them with other stories in the book.

EXTRA ACTIVITIES 1 Reinforcement Talking about the photo story

• This activity should be done immediately after the

practice of the functional language on Class Book page 49 if possible. Discuss the pictures with the class. Ask questions about them. Use words that the pupils know as much as possible, e.g. for picture 1: Teacher: Who’s got a new T-shirt? Class: Lucy. Teacher: Is it Alex’s birthday? Class: Yes, it is.

2 Extension Text display

• After correcting their written work on Activity Book

page 75, you might like the class to copy out their corrected work onto a separate piece of paper to put on display and for others to read. Redrafting work is an important writing skill. This type of work is also ideal for children to keep in their English portfolio. Encourage them to think about attractive presentation as well as accurate language.

My world

• If you wish to spend time on an aspect of British

culture linked to the unit topic, use the My world section on the DVD for this unit and use the My world notes and DVD Activity Sheet 12 on the Teacher’s Resource CD-ROM.

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6

Haunted house

Lesson 1

Developing the lesson

Key vocabulary 1

2. Vocabulary 1: presentation

Objectives: To present and practise key vocabulary 1: furniture. To revise What’s number X? Is it a …? Main language: a bed, a wardrobe, a cupboard, a bath, a sofa, an armchair, a fridge, a cooker

Listen and repeat.

• Display Granny’s attic box. Ask mysteriously What’s in the box today? Allow the pupils to suggest things.

• Prepare the flashcards in the order they appear in

the dialogue and play CD 2 track 40. Encourage the children to join in with the Big Surprise! song. Take out the flashcards in the order the words are mentioned and attach them to the board. Encourage the class to repeat the words after the CD. Play the CD again and get children to repeat the words. At the end, sum up by asking What’s the surprise today? (furniture).

Revised language: table, chair, shelf What’s number X? Is it a …? Classroom language Materials: Flashcards: furniture Granny’s attic box Class Book: page 50 Activity Book: page 48 CD 2: tracks 40, 41, 42, 43 Word cards: furniture Optional material: A sheet of A3 paper per pupil Preparation: Put the furniture flashcards in Granny’s attic box.

Listen and repeat.  $ 2•40

A surprise for you! A surprise for me! A surprise for everyone! What can it be? Hey Emma. Look! A dolls’ house. Josh: Emma: Wow! Let’s open the dolls’ house. OK, here we go. Josh: Emma: What’s inside? Furniture. A bed. Josh: Emma: A wardrobe. A cupboard. Josh: Emma: A bath. Josh: A sofa. Emma: An armchair. A fridge. Josh: Emma: A cooker. Wow! What a lot of furniture! Josh:

3. Vocabulary 1: recognition 1 Listen, point and repeat.

• Get the children to open their Class Books at pages 50

Beginning the lesson 1. Big Surprise!

• Play CD 2 track 40 at the start of the class and encourage the children to join in with the Big Surprise! song.

• For different activities for this stage of the lesson, please see the Ideas bank.

$

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•

and 51 and talk about the picture. Ask them to point to Granny’s dolls’ house / furniture / Josh / Emma / Felix. Can they also find a ghost story video? Get repetition of this phrase as they will need it in the next lesson. Ask the children to listen and point at the furniture in the attic picture as they hear each word. Warn them that the words on the page are in a different order from the recording so they really need to listen. Play CD 2 track 41. To make sure that they are pointing correctly, ask (a bath) what number is it? (4).

2•40

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Listen, point and repeat.  $ 2•41

a sofa  a wardrobe  a bath  a cupboard  a bed   an armchair  a cooker  a fridge • Now ask the children to close their books and repeat after the CD. This should stop their pronunciation from being influenced by the spelling. Play the CD and pause after each word for the children to repeat. Play the CD again for further repetition with their books open.

Listen and repeat.  $ 2•43

• Play the CD again, pausing after each sentence for children to repeat.

Play.

• Put the children into pairs and ask them to play the game, taking it in turn to ask questions. Go round the class listening. If individual children find the game difficult, prompt them by suggesting questions, e.g. Ask ‘What’s number 1?’

2 Listen. What’s missing?

• Refer the children to the pictures of furniture in their book. • •

Read seven of the eight words for furniture. Ask What’s missing? (e.g. a fridge). Play CD 2 track 42 with their books open. Pause after each question and get the children to call out the answer. Then play the CD again for them to check. Nominate two children to come to the front of the class. One asks the question and the other answers. If the second child answers correctly, he or she then asks a third child and so on.

Listen. What’s missing? 

$

2•42

1 Josh:  A cupboard, a fridge, a bath, a sofa, an armchair, a wardrobe, a cooker. What’s missing? Emma:  A bed? Josh:  Yes. 2 Emma:  A fridge, a cupboard, a sofa, a bed, a bath, a wardrobe, an armchair. What’s missing? Josh:  A cooker? Emma:  Yes. 3 Josh:  A cooker, a bath, an armchair, a bed, a wardrobe, a fridge, a sofa. What’s missing? Emma:  A cupboard? Josh:  Yes.

4. Word skills 3 Look and find the things on Felix’s list.

• Ask the class to look at page 50 and find the 3 revised items from Felix’s list hidden in the picture.

6. Reading and writing (AB page 48) 1 Write the number.

• Elicit the furniture that children can see in the picture. Do the example with the class. Get them to read the word (a fridge) and then to find the correct picture. Ask if the 1 next to a fridge is correct.

Answers

a bed, 6  a bath, 8  a sofa, 3  a fridge, 1  an armchair, 4   a cooker, 2  a cupboard, 7  a wardrobe, 5

2 Look and write.

• Explain that now the children have had their surprise,

•

it’s time to label the items for Granny. Let them work individually and then check their answers in pairs. Go round as they work, helping and correcting as necessary. Use the furniture flashcards on the board to check their answers. Write the words in jumbled order on the board and get children to draw lines from each word to the appropriate flashcard.

Answers

1  It’s a wardrobe.  2  It’s a bed.  3  It’s a sofa.   4  It’s a fridge.  5  It’s a bath.  6  It’s a cooker.   7  It’s a cupboard.  8  It’s an armchair. Finished? If you have pupils who finish early, direct them to the Finished? activity at the bottom of the page and ask them to do it in their notebooks or on a piece of paper.

LEARNING TO LEARN:   Pupils find remembering vocabulary much easier when there is a clear relationship between words. i.e. when they are a lexical set (furniture). .

Answers

a table: cover of magazine on the shelf a chair: in the attic, next to the doll’s house a shelf: in the attic, behind the chair and doll’s house

5. Vocabulary 1: speaking practice 4 Listen and repeat.

• Give out the furniture flashcards and ask, e.g. What’s •

•

number 6? (It’s an armchair.) Refer the children to Josh and Emma at the foot of the page. Explain that they are playing a game, prompted by the furniture in Granny’s dolls’ house. The class are going to play the same game, but first they must learn what to say. Play CD 2 track 43 for the children to follow in their books.

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Ending the lesson 7. Goodbye

• Say Goodbye. • Explain that before they go they have to answer a

question as they leave class. Use the furniture flashcards to ask Is it a (bath)? Elicit Yes / No.

EXTRA ACTIVITIES 1 Reinforcement

• Place the furniture flashcards in different places in

the classroom. Distribute the word cards among the children and ask them to find the furniture items and label them with their word cards. Give them a time limit. Once children find the item, they read the word card to the class.

2 Extension Designer classrooms

• Give each pupil a sheet of A3 paper and tell them that

they are going to be the architect of their own dream school. They can draw a plan of a classroom and design the furniture in it. Remind them of the vocabulary for parts of the school and classroom objects. Tell them that they can include these words in their plan. Ask them to label the furniture and the rooms. Display the designs on the classroom wall. Compare them and discuss the advantages of each design and decide which you all like best.

artistic and cultural competence:   Tell children to draw the classrooms using their own artistic creativity. Remind them to be careful with the presentation of their work.

144

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6 $

Haunted house

2•47

DVD 3

1

2

3

4

Narrator:  Heather is in her bedroom, with her brother Danny. Danny:  What’s that noise? Oh no! There’s a ghost in the house! Heather:  No there isn’t, Danny. • Is Danny scared?

Narrator:  They go to Danny’s bedroom. Heather:  Look! There isn’t a ghost under the bed. • Where are they? • Is there a ghost?

Narrator:  They go to the bathroom. Heather:  Look! There isn’t a ghost in the bath. • Where are they? • Is there a ghost?

Danny:  What’s that noise? Oh, no! There’s a ghost in the house! Heather:  No there isn’t, Danny! • Is Danny still scared? • What can he hear?

5

6

7

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Narrator:  They go to the living room. Heather:  Look! There isn’t a ghost on the sofa. • Where are they? • Is there a ghost?

Heather:  It’s OK. Look! There’s a ghost story on TV. • Is there a ghost on TV?

Narrator:  They go back to Danny’s bedroom. Heather:  Go to sleep, Danny. There isn’t a ghost in the house … • Is Danny scared?

Ghost:  Oh yes there is! Ha ha ha ha! • Is there a ghost?

VALUE:   Point out that Heather is Danny’s older sister. She looks for ghosts in the house to make Danny feel better because he’s scared. Ask Is this a good thing? Encourage children to give their opinions. Establish that it’s good when someone listens and understands your feelings.

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Lesson 2

Developing the lesson

Listening

2. Vocabulary 2: presentation

Objectives: To present and practise two new vocabulary items. To revise furniture vocabulary via a chant. To develop listening skills through a chant and a story. To revise and give oral practice of Where’s the …? In the + room. Main language: shower, TV Where’s the (+ furniture)? In the (+ room). Whoo! Whoo! Oh no! Look! No, there isn’t! Oh yes there is! Ha ha ha!

• Ask the children to open their Class Books at pages 50 and 51. Explain that Emma and Josh are in Granny’s attic. Can they see the corkboard with the chant on it? It’s also in the attic.

1 Listen and read. Find words for pictures 9 and 10.

• Tell the class that they are going to listen to a chant. Play

CD 2 track 44. Pupils read the chant and listen to it to find two words that match the two furniture pictures. The words are in green and red font. Help pupils work out which is which, e.g. cognates, use of picture clues, etc.

Listen and read.  $ 2•44

Revised language: X is in … with …, Yes / No

3. Chant

Materials: Flashcards: furniture Class Book: pages 50 and 51 Activity Book: page 49 Skills Builder: page 20 CD 2: tracks 44, 45, 46, 47 DVD 3 Story cards 6 Word cards 2 DVD Activity Sheet 14 A plastic or paper bag.

2 Listen, point and repeat.

• Play CD track 45. Pupils hear and pronounce TV and

shower. Get the children to point at the correct picture in their Class Books as they hear them and to pronounce the words.

Listen, point and repeat.  $ 2•45 9: TV 10: shower

Chant.

• Refer the children to the picture of the house next to the

Optional materials: Story card frame 1 from each story

•

• •

chant and get them to repeat the words. Then play the CD again, encouraging the children to join in with In + room each time, e.g. In the bedroom. Play the CD again, stopping at the end of each line to get children to repeat. Play the CD once more, straight through, encouraging them to join in with the complete chant. Play the chant once more, encouraging the children to join in. For other ideas for exploiting the chants and songs, see the Ideas bank.

Story time 4. Pre-teaching key words for the story

Beginning the lesson

3 Listen, point and repeat.

• Remind the class that Granny is a story writer. One of

1. Revision of vocabulary 1

• Revise the furniture vocabulary. Stick all the furniture

•

•

146

flashcards on the board in random order. Number them 1–10. Then, hold up one word card and invite a child to read the word. Ask the child to match the word card to the correct flashcard on the board, e.g. number 4. Continue until the children match all the word cards with the flashcards on the board. You will find more game ideas in the Ideas bank.

• •

Granny’s books and DVDs is connected to the things they see in the attic. What did Granny leave on the attic floor in this unit? (a dolls’ house) What extra clue did she leave? (a ghost story video) How could the furniture and ghost story be connected? Optional: Make sure the children close their books. Spread out the frame 1 story cards in random order. Ask the children to choose the story they think is in this unit. When they have chosen the correct story, get them to open their books at page 51 and to find the book in Granny’s bookcase. Get them to look at the title of the unit, which is the story title, and get them to repeat:

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•

Haunted house. Ask them to listen to CD 2 track 46 and to point in turn at the picture of a ghost, Heather and Danny. Play the CD again and encourage them to join in the chant at the beginning. They then repeat the narrator’s words and point appropriately.

Listen, point and repeat.  $ 2•46

Up in the attic, let’s take a look. Choose a DVD or Granny’s book. Narrator: Story 6: Haunted house: a) a ghost b) Heather c) Danny • Ask the class what they think the story will be about. Encourage the children to answer in English, but also allow them to use L1, aiming to get as much discussion as possible.

Mathematical competence:   In this sequencing activity children use numbers to express information, which offers them the opportunity of developing their mathematical competence .

Answers

a  4  b  6  c  5  d  3  e  8  f  1  g  2  h  7

Story 6: Haunted house  $ 2•47

7. Written extension from the chant (AB page 47) 2 Find and write.

• Do the example with the class. Ask someone to read the

first question. Get the class to find the sofa in the picture. Ask Where’s the sofa? (In the living room.) Do the next question and answer orally. Give them time to complete the activity and to compare with a partner. Check their answers as a class.

5. Listening to the story for pleasure 4 Watch or listen to the story. List 4 furniture words in the story.

• Make sure the children have their books closed, then play

•

the DVD or play CD 2 track 47 or tell the story using the story cards. Ask them to listen out for 4 furniture words in the story and to write them in their notebooks or on a piece of paper while they listen or watch the story. The story text is given between Lessons 1 and 2 of the teaching notes. Make gestures and point to details on the cards to help with comprehension.

Story 6: Haunted house  $ 2•47 DVD 3

• Ask if they liked the story and elicit if their prediction was correct: it was about ghosts in a house.

• Check the second part of activity 4 and ask them to list

• •

the 4 furniture words in the story. Put all the furniture flashcards on the board and ask which ones were mentioned. Don’t confirm their opinions. Ask them to listen again to check. Encourage them to join in the ghost noises and the sentences Look! No, there isn’t and Yes, there is. Tell the story as many times as necessary. Check that the children have understood it by using the questions on page 141. The questions are also on the animated story on the DVD.

6. Listening (AB page 49) 1 Listen and order. Read the story again and check.

• Tell the children to open their Activity Books at page 49

and look at the pictures from the story. Ask them to find the first picture of the story, which is done as an example. Make sure they realize they must order frames 1–8 by writing the numbers in the boxes. Play CD 2 track 47 and get them to use a pencil to order the pictures. As they finish, get them to read the story again and check their answers. Correct the answers as a class. Only play the CD again if there are discrepancies, stopping after each frame to get class agreement.

Answers

1  In the living room.  2  In the bathroom.   3  In the bedroom.  4  In the kitchen.   5  In the bedroom.  6  In the kitchen.   7  In the bathroom.  8  In the living room. Differentiated learning:   Remind pupils who find spelling hard that they can find all the words for the rooms in the chant in their Class Book. Encourage stronger pupils to try and spell without looking at the chant. They can check afterwards.

8. Vocabulary (SB page 20) 1 Look and write.

• Ask children to open their Skills Builder book at page 20.

Refer pupils to the different rooms in a home. Point at the word box and tell children to label the furniture. Check as a class.

Answers

living room: sofa, TV, armchair bathroom: shower, bath kitchen: cooker, fridge, cupboard bedroom: bed, wardrobe

2 Draw and label furniture in a room in your house.

• Point to the empty frame and ask the children to draw a •

room in their house. Ask them to label the room below. When children finish the activities on this page, get them to read the English at home rubric at the bottom of the page. Encourage them to do this when they get home.

Ending the lesson 9. Goodbye

• Get them to join in the chant (CD 2 track 44) one more time.

• Say Goodbye, everyone. Get them to say Goodbye + your name.

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EXTRA ACTIVITIES 1 Reinforcement Find the furniture!

• Place the furniture flashcards in the bag. Nominate a child and say Find the (chair)! The child looks for the chair flashcard in the bag and pulls it out. Proceed in the same way until all the furniture words have been revised.

2 Extension Invent a new chant using other rooms they know.

• Write these words on the board:

•

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Where’s the _______ and the _______? In the library. Where’s the ________and the ______? In the garden. Where’s the kite and the tree? In the playground. Can’t you see? Where’s the ________and the __________? In the classroom. Elicit possible words for the gaps. Choose the class favourites, write them in and get class / individual repetition. Get them to sing the complete chant with the CD. If you wish to spend more time on the story, use the story section on the DVD for this unit and use the story notes and DVD Activity Sheet 14 on the Teacher’s Resource CD-ROM.

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Lesson 3

$

Reading and key structure 1

Developing the lesson

Objectives: To develop reading comprehension via guided silent reading. To present and practise target structure 1: There’s a … Main language: There’s a … Whoo! Whoo! Oh no! Look! No, there isn’t! Oh yes there is! Ha ha ha! There’s a ghost in the house.

Story time 2. Reading comprehension: joining in with the story • Ask what the story was about. Ask for the names of

the characters and write Danny, Heather and Ghost on the board.

Revised language: X is in … with … Yes / No Materials: Flashcards: furniture Class Book: pages 52 and 53 Activity Book: page 50 CD 2: tracks 44, 47

2•44

1 Read and listen to the story. There’s a ghost in the house. True or False?

• Tell the children that they are going to listen to the story

•

again. Read the question with the class and explain that after you have played the CD, you will ask them to answer this question. Play the story and ask children to follow in their books. Then check the answer (True).

Story 6: Haunted house  $ 2•47

3. Structure 1: presentation There’s a … 2 Find and say 2 sentences: There’s a …

• Ask children to find and say two sentences in the story • •

•

Beginning the lesson 1. Revision of the chant

• Divide the class in two and ask the children if they can

• •

remember the furniture words from the previous lesson. A correct answer gets a point. If the answer is wrong, a child in the other team can answer it for a bonus point. The team with the most points at the end wins. You will find more game ideas in the Ideas bank. Divide the class in two to say the chant from Lesson 2. Play CD 2 track 44. Half the class ask the questions. The others answer.

beginning There’s a … Ask them to say the numbers of the frames with this structure (frames 1, 4 and 6). Use story frames 1, 4 and 6 to highlight target structure 1 by isolating the sentence: Oh no! There’s a ghost in the house. Get class / individual repetition of the sentence. Use the furniture flashcards to elicit There’s a + furniture + in the house from individual pupils. Hold up the flashcards and ask individuals to make sentences with the furniture words. Invite individual children to take your place with the flashcards at the front of the class to prompt sentences from children that they nominate. Repeat the procedure, but this time elicit particular rooms based on the piece of furniture, e.g. There’s a bed in the bedroom. Encourage children to make as many sentences as possible, i.e. a chair can be in any room.

4. Structure 1: reading and writing (AB page 50) 1 Write True or False. Read the story and check.

• Do the first one as a class. Ask one child to read the first

sentence and another to say True or False. Give them time to do the rest of the activity individually, going round the class to help as necessary. Then check their answers as a class.

Competence in autonomy and personal initiative:  Encourage independent learning by getting them to reread the story in the Class Book to check and change their answers, if necessary.

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Answers

1  True  2  False  3  False  4  True  5  False  6  True

2 Read and draw. Draw and write.

• Refer the children to the text in their books. Demonstrate

the first part of this activity. Draw a simple house on the board and draw a fridge in the kitchen. Get children to complete the rest of the activity individually. For the second part of the activity, they have to write their own text, writing about the furniture in the rooms they choose, and drawing them too. Finished? If you have pupils who finish early, direct them to the Finished? activity at the bottom of the page and ask them to do it in their notebooks or on a piece of paper.

Ending the lesson 5. Goodbye

• Refer the class to the Grammar box at the top of Activity •

Book page 50. Ask individuals to make different sentences using different furniture and rooms. Say Goodbye, everyone. The class reply Goodbye + your name.

EXTRA ACTIVITIES 1 Reinforcement Look and write.

• Draw a big house on the board. Draw the different

•

rooms and label them. Now, place some furniture flashcards in the different rooms (e.g. a bed in the bedroom, a fridge in the kitchen, etc.). Children look at the house on the board and write sentences about the furniture (e.g. There’s a bed in the bedroom. There’s a fridge in the kitchen.) You could make this game more entertaining by placing the furniture flashcards in odd places (e.g. a sofa in the bathroom, a fridge in the living room, etc.).

2 Extension Tell me where.

• Ask the children to do a simple drawing with four

rooms either on a piece of paper or in their notebooks. They should also label the rooms: kitchen, dining room, bathroom, living room. Divide the class into pairs and ask each child to draw four pieces of furniture, one in each room, without their partner seeing. They then draw four empty rooms. They have to guess where their partner has drawn the items of furniture by saying, e.g. There’s a bed in the living room. If they are correct, they carry on guessing until they make a mistake and then it is their partner’s turn to try guessing. When they guess correctly, they draw the furniture in the correct empty room. The person who draws their partner’s four items of furniture in the correct rooms first is the winner.

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Lesson 4 Reading and key structure 2

•

Objectives: To develop the skill of reading aloud through pronunciation practice. To present and practise target structure 2: There isn’t a … To revise There’s a + furniture. Main language: There isn’t a + furniture Revised language: There’s a …, Look! Yes, there is. No, there isn’t. Materials: Flashcards: furniture Class Book: pages 52 and 53 Activity Book: page 51 Skills Builder: page 21 Grammar poster CD 2: tracks 47, 48

Establish the name of each room and get children to repeat as you point to each one. Shuffle the furniture flashcards and put them face down in a pile on your desk. Turn over the first card and stick it in a suitable room. Make a sentence yourself: There’s a table in the living room. Choose a pupil in team A and turn over another card. Stick it in a room on the board. The pupil has to say a sentence like your example. Their team gets two points for a correct answer and one point for only one part right. Someone in the other team can put up his / her hand and make the complete correct sentence for a bonus point. Then choose someone in team B and proceed in the same way. The team with the most points at the end wins.

Developing the lesson Story time 2. Reading the story aloud: pronunciation practice 3 Listen to the story again. Then read aloud.

• Ask questions and get the class to remind you what the

•

unit story is about. Tell the class that they are going to read the story Haunted house aloud. First they need to listen to the CD again and think about gestures and how they’ll say things to make the story interesting. Use the DVD or Class Book and tell the story or just play the CD. Encourage the class to join in as much of the language as they can now memorize, especially the sentence: There’s a ghost in the house. Play the story on CD 2 track 47 and get the class to open their Class Books at pages 52 and 53 and follow the words. This time pause to elicit the dialogue and then play the lines again for repetition. Make sure they imitate the words with feeling and make gestures and pull faces where appropriate.

Story 6: Haunted house  $ 2•47

• Put the children in pairs to practise reading aloud to

one another from their Class Books. Who can do it with the most expression? Go round and help those who find reading most difficult. Invite one or two pairs to the front of the class to tell the story using the Class Books. One in each pair holds the book as the other tells the story. Encourage the class to join in with phrases that are repeated regularly.

3. Structure 2: presentation

Beginning the lesson 1. Structure 1: revision game

• Start the lesson by playing a team game to revise the

structure highlighted in Lesson 3 (There’s a ghost in the house). Divide the class into two teams, A and B, and write the letters as two headings on the board. Draw a simple four-roomed house on the board, with two rooms upstairs and two rooms downstairs. Make sure they realize that the bedroom and bathroom are upstairs (as in many British houses) and that the kitchen and living room are below.

4 Find and say 4 sentences: There isn’t a …

• Ask children to find and say four sentences in the story

•

beginning There isn’t a … Ask them to say the numbers of the frames with this target structure (frames 2, 3, 5 and 7). Now use story frames 2, 3, 5 and 7 to teach Heather’s sentences beginning There isn’t a … Get class / individual repetition.

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• Get practice of the negative sentence by shuffling the

•

furniture cards and withdrawing one from the pack. Show the other seven cards, one by one, eliciting There’s a … each time. At the end ask What’s missing? and elicit There isn’t a (chair). Invite children to take your place with the flashcards at the front of the class and proceed in the same way.

Answers

1  There’s …  2  There isn’t …  3  There’s …   4  There isn’t … • When children finish the activities on this page, get them to read the English at home rubric at the bottom of the page. Encourage them to do this when they get home.

4. Structure 2: recognition (AB page 51)

Ending the lesson

1 Look at the picture and tick ✓. Listen and check.

7. Goodbye

• Ask the children to open their Activity Books at page

•

51 and refer them to the picture. Read the two possible sentences in the first activity out loud and ask which is correct, according to the picture. When they agree that There isn’t a ghost in the bath is correct, tell them to tick the box next to that sentence. Proceed in the same way for sentence 2. Give them time to read for themselves and to tick the appropriate boxes. Check answers with CD 2 track 48.

Answers

1  b  2  a  3  a  4  b  5  a

Listen and check.  $ 2•48 1 2 3 4 5

There isn’t a ghost in the bath. There’s a ghost in the attic. There’s a ghost in the garden. There isn’t a ghost in the fridge. There’s a ghost in the living room.

5. Structure 2: writing practice (AB page 51)

• Refer children to the Grammar box at the top of Activity Book page 51, drawing attention to the patterns highlighted in blue. Ask Which sentence says where the ghost is? (There’s a …) And no ghost? (There isn’t a …).

learning to learn:   Many children learn visually. Encourage them to begin to see the relationship between word and colour in the Grammar boxes.

• If time permits, get the class to say the chant (CD 2 track 44) from Lesson 2.

• Say Goodbye and get them to leave the classroom, saying the chant as they go.

EXTRA ACTIVITIES 1 Reinforcement To practise There’s a … / There isn’t a …

• Write bedroom, bathroom, kitchen and living room on

2 Draw 3 ghosts. Then write a sentence about each room or place.

• Refer children to the picture in the second activity. Make

•

sure children understand that they need to draw a ghost in 3 of the rooms and then complete or write the sentences. The children complete the rest of the activity individually. Give them time to compare with a partner. If you have the Grammar poster displayed in the classroom refer pupils to it as they do their grammar activities.

6. Grammar (SB page 21) Look!

• Ask children to open their Skills Builder book at page 21.

Refer the children to the grammar boxes and ask them to read them.

1 Read and write Yes or No.

• Refer the children to the picture. Elicit the first answer. Pupils read the sentences and write Yes or No.

•

the board. Then hold up the furniture flashcards so that they are facing you and children can’t see them. Quickly flip over one card to give the pupils a glimpse. Encourage them to guess what it is, elicit It’s a (sofa)! Then point to one of the rooms on the board (e.g. kitchen) and say There isn’t a sofa in my kitchen. Now, invite individual children to the front of the class. Once you have elicited the word, point to one of the rooms on the board. The child at the front of the class gives true answers. Continue until all the flashcards are used.

2 Extension Writing practice of positive and negative sentences

• Stick the furniture flashcards on the board and write •

the title: In our classroom: Get the class to write eight true sentences about your classroom with There’s a … / There isn’t a … + a different piece of furniture each time.

Answers

1  No  2  Yes  3  Yes  4  No

2 Look at the picture again and write There’s … or There isn’t …

• Children look at the picture in activity 1 and complete the sentences.

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Lesson 5

Developing the lesson

Key vocabulary 2

2. Vocabulary 2: presentation

Objectives: To present and practise target vocabulary 2: household equipment. To revise target structure 2: There isn’t a + household item

1 Listen, point and repeat.

• Use the flashcards of household equipment to teach the words and revise prepositions. Stick all the cards on the board. Play CD 2 track 49 and point at the appropriate flashcard. Get children to repeat each word. Ask the children to open their Class Book at page 54, to identify the ghosts and to find the household equipment in the pictures. Play CD 2 track 49 and get the class to listen, point and repeat.

Main language: radio, computer, CD player in, on, under Revised language: nouns, Granny’s attic, What’s this? It’s a / an …, Is it …? Yes / No Your turn! Materials: Flashcards: furniture, prepositions and household equipment Class Book: page 54 Activity Book: page 52 Skills Builder: page 22 CD 2: tracks 49, 50, 51 Word cards: prepositions and household equipment Mixed Ability Worksheets 24–27: Catch-up, Support, Reinforcement, Extension

Listen, point and repeat.  $ 2•49

Optional material: Flashcards of words that you want to revise

•

3. Practice of vocabulary 2 with the structure 2 Listen and repeat. Play the memory game.

• Point at a household equipment flashcard on the board •

and ask What’s this? Then refer the children to their Class Book and ask Can you find it in the picture? Ask about other household equipment on the board and then in the Class Book picture. Explain that Emma and Josh are playing a guessing game. One of them asks where a household item is and the other tries to guess. Ask the class to follow in their books as you play CD 2 track 50, pointing at the household equipment referred to each time.

Listen and repeat.  $ 2•50

• Point out to the children that as well as the new words, •

Beginning the lesson 1. Revision of vocabulary 1

• Revise the furniture vocabulary. You will find game ideas

there are others that they have learnt through the year. Can they see them and say what they mean? Play the CD again and get repetition of the dialogue on the Class Book page. Demonstrate the dialogue in their book again to make sure they know how to play. Put the children into pairs to play. Give them a few minutes to study the picture before they play. Go round and help as necessary.

4. Exam practice: listening 3 Listen and match.

• Ask the children to look at the pictures at the bottom

in the Ideas bank.

•

of the page. Pictures 1–3 show household equipment and pictures a–e show furniture. Ask them to identify all the items first. Encourage answers in English. If they pronounce them incorrectly, point again to the picture and elicit the correct pronunciation. Explain that they are going to listen and find the household equipment in the picture. Read the rubric and encourage them to guess e.g. Where’s the CD player? Now play CD track 51 and give them time to complete the activity individually. Check their answers.

Answers

1  e  2  b  3  c

Listen and match.  $ 2•51

1 Woman:  Can you put the CD player under the bed? Man:  Where? Under the bed? Unit 6 153

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Woman:  Yes. It’s a surprise present for Danny. Man:  Oh … he can’t see the CD player if it’s under the bed. Woman:  Right! 2 Woman:  Put the radio on the shelf in the cupboard. Man:  Pardon? Where do I put the radio? Woman:  On the shelf in the cupboard. Man:  OK. 3 Woman:  Now put the computer on the table. Man:  Sorry. Put the computer where? Woman:  Put it on the table. Man:  Right. I can do that.

• When children finish the activities on this page, get them to read the English at home rubric at the bottom of the page. Encourage them to do this when they get home.

Ending the lesson 7. Goodbye

• Say Goodbye, everyone. The children reply Goodbye + your name.

MIXED ABILITY WORKSHEETS

5. Writing practice with vocabulary 2 (AB page 52)

Mixed Ability Worksheet 24 Catch-up

1 Write.

• Children complete the label for each picture with one

• For support for writing activities, display word cards on • • •

the whiteboard or around the classroom. Demonstrate what they have to do as a class. Read Where’s the cat? The children look at the picture and answer On the chair. They then write the answer. Let them complete the activity in their books individually. For the second part of the activity, the children read the sentences and draw the items in the picture.

Answers

1 2 3 4

Where’s the cat? It’s on the chair. Where’s the radio? It’s on the table. Where’s the computer? It’s under the table. Where’s the CD player? It’s in the cupboard.

2 Look and write. Use some of these words.

• Refer the class to the picture of the room. Explain that

they need to complete the text with the words on the left. Do the first one with the class (living room). Now give them time to complete the activity individually. Make sure they realize that they don’t need to use all the words. As they finish, get them to check their answers in pairs. Check the answers as a class.

Answers

1  living room  2  house  3  cupboard   4  computer  5  radio Finished? If you have pupils who finish early, direct them to the Finished? activity at the bottom of the page and ask them to do it in their notebooks or on a piece of paper.

6. Reading and writing (SB page 22) 1 Read and draw.

• Ask children to open their Skills Builder book at page 22. Children read the text and complete the drawing.

2 Read again and write There’s or There isn’t.

1 Write.

of the words from the box.

Answers

1  a cupboard   2  a shower   3  a bed   4  a wardrobe   5  a sofa   6  a cooker   7  a TV   8  an armchair   9  a bath   10  a fridge

2 Look and write.

• Children look at the silhouetted objects and answer the

questions. Tell them to look at the pictures in activity 1 if they have trouble recognizing any of the objects.

Answers

1  It’s a sofa.   2  It’s a bath.   3  It’s a bed.   4  It’s an armchair.   5  It’s a shower.   6  It’s a TV.

Mixed Ability Worksheet 25 Support 1 Read and tick.

• Children look at the words and tick the picture that matches below.

2 Write. Draw your own word picture.

• Children write the furniture shown by each word

picture. They then draw their own picture for ‘a bath’.

Answers

1  a cupboard   2  a bed   3  a cooker   4  an armchair   5  a sofa   6  Children’s own drawings.

Mixed Ability Worksheet 26 Reinforcement 1 Read and tick or cross.

• Children read the sentences and tick them if they

match the picture, or cross them if not. They then find the three lizards in the picture and write sentences about where they are.

Answers

1  ✗  2  ✓  3  ✓  4  ✗  5  ✗  6  ✓  7  ✓  8  ✓

• Tell children to look at the room they drew in activity 1 and complete the sentences with There’s or There isn’t.

Answers

1  There’s  2  There isn’t  3  There’s  4  There isn’t

3 Look and write using There’s or There’s isn’t.

• Refer children to the picture of the bedroom. Tell pupils to write a description using the text in activity 1 as a model. Refer children to the Tip! and ask them to read it.

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2 Write the differences.

• Children find and write four differences between pictures A and B.

Answers

(in any order) 1  (A) There’s a sandwich in the kitchen. (B) There isn’t a sandwich in the kitchen.   2  (A) There’s a shower in the bathroom. (B) There isn’t a shower in the bathroom.   3  (A) There’s an armchair in the bedroom. (B) There isn’t an armchair in the bedroom.    4  (A) There’s a TV in the living room. (B) There isn’t a TV in the living room.   Accept correct alternatives, e.g. (A) There isn’t a shower in the attic. (B) There’s a shower in the attic.

Mixed Ability Worksheet 27 Extension 1 Write and draw.

• Children use the code to complete the sentences. They then draw the furniture in the correct rooms.

Answers

1  2  3  4 

There’s a shower in the bathroom.   There’s a wardrobe in the bedroom.   There’s a sofa in the living room.   There’s a fridge in the kitchen.  

2 Which things can you find? Write.

• Children look for each of the items from the small

pictures in the large picture. If they can find it, they write where is it. If they can’t they write a There isn’t sentence.

Answers

1  2  3  4  5  6 

There’s a cat on the cupboard.   There isn’t a computer.   There’s a jumper on the armchair.   There’s a recorder under the bed.   There isn’t a radio.   There’s a dictionary in the cupboard.  

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Lesson 6

Developing the lesson

Listening and speaking

2. Present and sing the song

Objectives: To revise There’s a …, furniture and the prepositions in / on / under. To develop listening and speaking skills via a song and acting out the story. To raise awareness of English sound-spelling relationships: /ð/ and /d/. Main language: here, scary, I’m coming after you! Revised language: There’s …, preposition + furniture, family vocabulary, ghost and spider (from the Halloween unit)

1 Watch or listen. Where is the ghost in each verse?

• Tell the children that they are going to watch or listen to

Danny’s song. Ask Who is Danny? (The boy in the story). Tell the children that they must listen out and write down where the ghost is in each verse (on my sister’s chair, in my sister’s bed, under the table). Play the song and check their answers as a class. If they don’t agree, play the song again.

Watch or listen.  $ 2•52 DVD 3

• Ask the class to open their Class Books at page 55. Refer

Materials: Flashcards: furniture, prepositions and household equipment Class Book: pages 52, 53 and 55 Activity Book: page 53 CD 2: tracks 47, 52, 53, 54, 55 DVD 3 Preparation: Simple props for acting out, e.g. a sheet for the ghost / a box for TV, etc.

•

• •

the children to the picture. Point at one of the ghosts and get children to say There’s a ghost. Rephrase this to There’s a scary, scary ghost, putting your hands to your mouth in fright. Play the first line on CD 2 track 52 and get children to repeat. Point at the spider and get children to say There’s a spider. Ask where and point to your hair as you say In the ghost’s hair. Rephrase the words to With a spider in its hair. Play this line on the CD and get children to repeat. Play the first two lines on the CD again for the class to join in. Elicit line 3 (line 1 again) and play it on the CD. Get the children to repeat. Ask Where’s the ghost? (on the chair). Play line 4 on the CD and get the children to repeat. Play the CD from the beginning to the end of verse 1 for them to join in. Play the chorus on the CD for them to join in. Repeat the procedure for verses 2 and 3, until the children have practised the whole song.

Sing.

• Ask the children to join in the song as you play the CD

again. Alternatively, watch the DVD and get the children to follow the actions and sing.

3. Pronunciation practice: /ð/ and /d/ 2 Listen and repeat. Focus on the sounds.

• Write Heather and Danny on the board. Ask What’s this?

Beginning the lesson 1. Brainstorming vocabulary

• Write the headings furniture and household equipment

on the board. Ask the children to say as many words as possible for each category. Make sure the furniture in the song is included, jumbled among the other words.

and underline the th and D in the words. Tell them that they are going to listen and see how the two sounds are pronounced in different words that they know. The children open their Class Book at page 55. Play CD 2 track 53 and the class listen and repeat the words under the two pictures. Isolate the two sounds /ð/ and /d/ and get them to repeat these individual sounds too. Don’t introduce the /θ/ sound in Thank you as this is another pronunciation and we will deal with it later in the course.

Listen and repeat.  $ 2•53

• Draw two columns on the board, headed 1 and 2. Draw

a stick girl for Heather under column 1 and a stick boy for Danny under column 2. Say the words from the CD again in jumbled order. Ask which column each one belongs to and write it in the correct place on the board.

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• Ask them if they know other words with these sounds in

them. Ask which column each one goes in and write it in the correct column, e.g. mother (1), head (2), doll (2), father (1), this (1), brother (1), dress (2), the (1).

3 Copy the ghost’s sentence. Listen, complete and say.

• Finally, children open their books again and read the •

•

ghost’s words. Explain that they have to listen to the CD and complete the sentence. Ask the children to copy the sentence in their notebooks or on a piece of paper. Then play CD 2 track 54 and go round the class as they complete the sentence. Help children who find this difficult. Let them check their answers in pairs, then correct the activity as a class by writing the answer on the board. For more ideas about practising pronunciation, see the Ideas bank.

answers

ghost, spider, sister’s, spider, Under

Song  $ 2•52

Story time 6. Acting out the story with the song 4 Act out the story and sing the song.

• Put the children in groups of three to be Danny, Heather

•

Listen, complete and say.  $ 2•54

Heather’s in the bedroom with her brother Danny.

and the ghost. Explain that they’re going to act out the story, but that first they need to be reminded of the words to say. Get them to open their Class Book at pages 52 and 53 and to follow as you play CD 2 track 47. Give them time to learn their words and practise in their groups. Go round the class, helping them with pronunciation as necessary. Invite groups to the front of the class to act it out. Provide simple props if possible, e.g. a sheet for the ghost and a box for the TV. You say the narrator’s words and prompt if necessary. Get the whole class to sing the song at the end.

4. Pronunciation practice (AB page 53)

•

1 Write d or th. Listen, check and repeat. Sort and write.

Story 6  $ 2•47 DVD 3 Song  $ 2•52

• Tell the children to open their Activity Books at page 53.

Point to the pictures of Heather and the bedroom and isolate the sounds /ð/ in Heather /d/ in bedroom. Explain that they have to write each word in the correct column, according to the sound. Ask them to work individually. Play CD 2 track 55 to check answers.

Answers

Heather: brother, there bedroom: spider, dad, red, bed Competence in linguistic communication:  Helping

children to identify phonetics aspects of pronunciation will result in more effective communication.

Listen, check and repeat.  $ 2•48 brother – ‘th’ – brother spider – ‘d’ – spider dad – ‘d’ – dad there – ‘th’ – there red – ‘d’ – red bed – ‘d’ - bed

Ending the lesson 7. Goodbye

• Say Goodbye, everyone. Play the song on CD 2 track 52 for them to join in as they leave the room.

EXTRA ACTIVITIES 1 Reinforcement Invent actions for the song.

• Do this after learning the song. • Ask children to think of actions for each line. Do this as a class and decide on the best actions each time. Get them to sing the song with the actions.

2 Extension

• Get children to think of other places where the ghosts could be hiding in the house.

5. Written practice from the song (AB page 53) 2 Circle 6 incorrect words. Write the correct words. Listen and check.

• Refer the class to the sentences in their book. Explain

that they need to circle the incorrect words and write the correct ones. Do the example with the class. Show them that the example, happy is circled because this is incorrect, the correct word is scary. Ask them to work individually and to match the words in pencil. Play the CD for them to check their answers. They have this opportunity to change them if they need to.

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Lesson 7

L1, before you tell them In Britain. Ask What can you see? (walls, door, windows, garden, road), etc. Let them discuss what they think in L1, before you tell them This is a home in Britain. If possible, show them a map of Britain and elicit that British people speak English. Ask What do you think: how many rooms has it got? What rooms are there? Let children talk freely about what they think is in this house.

Learning about homes around the world Objectives: To transfer the main language of the unit to a real life context. To motivate children through a link with another area of the curriculum and to develop their knowledge of the world through English. To develop reading and writing skills. Main language: Rooms and furniture, There’s a …, There isn’t a …

Cultural Note:  A home is a more general word than house. Home includes flats and all the other places where people live, so encourage children to use this word during the lesson.

• Explain that you are going to show them one of the

Revised language: This is …, It’s called … Receptive language: Homes around the world, geography, ger, tent, stools, futon, log cabin Materials: Cross-curricular card 6 Flashcards: furniture Class Book: page 56 Activity Book: page 54 CD 2: tracks 52, 56 Extra Activity Worksheet 18

•

Optional material: A world map Large sheets of paper, computers with internet access.

rooms of this house. Can they guess which one? (A kitchen) Then ask What furniture has it got? Encourage them to use the words they have learnt in this unit table, chair, fridge, cupboard, but also help them with any other words they can see, e.g. window, sink, plant. Then ask How is this home different from a home in Spain? Let children talk about what they think the differences are, things like the colour of the house outside and inside, the style of building, the garden and the furniture, etc. Explain that they are going to learn about different buildings that people live in around the world. To sum up, tell them that this is an example of a home in Britain and recap in English by asking What’s the name of this home? (a house) Where is it? (In Britain) What rooms / furniture has it got?

3. Reading comprehension Read, listen and match. What’s the name of each home?

• Ask the class to open their Class Books at page 56. Remind

Beginning the lesson 1. Revision of the song

the class that they are back in the attic with Josh and Emma, looking at Granny’s computer. Refer the children to the email from Granny to Josh and Emma and ask them to read it. Check they understand by asking What’s the information about? (homes around the world / geography) What can you see on this page? Look at the photos, which type of home do you like? Encourage the children to answer with any English they know, but also allow them to talk about the topic in Spanish, aiming to get as much discussion as possible. Tell the children that you will ask them which type of home they like after they read the texts.

1 Read and listen. Then answer Granny’s questions.

• Tell children to read the page silently as you play CD 2 track

• Begin the class by playing the song from Lesson 6 (CD 2 track 52). Encourage the class to join in (and do the actions if they invented some in the previous lesson).

Song  $ 2•52

Developing the lesson 2. Presentation of the cross-curricular theme

• With books closed, show the children the cross-curricular card. Say It’s a house and see if they can guess where it is by asking Where is it? Let them discuss what they think in

158

•

56. Tell them not to worry if there are any words that they don’t understand as they only have to find three objects in the pictures. They can listen more than once if necessary. Play the CD and get them to check in pairs which pictures the stove, the fire and the futon are in and whether they are in the flat, the log cabin or the tent. Check their answers as a class, but don’t agree or disagree. If there are discrepancies, play the CD again. The possibilities they have discussed will have narrowed their choices and they should soon be able to agree on the correct answers. As you ask for their answers, elicit the name of the home each time and get class / individual repetition of a flat / a log cabin / a tent.

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Answers

Picture 1  futon, in the flat  Picture 2  fire, in the log cabin  Picture 3  stove, in the tent

Read and listen.  $ 2•56

4. Checking comprehension 2 Read again and answer.

This is a home in Japan. It’s a flat. There’s a table and a TV. There isn’t a stove. This is a home in Canada. It’s a log cabin. There’s an armchair and a stove. There isn’t a TV.

2 Draw and write about your home.

• Use the picture of your home that you drew on the board

and repeat sentences to describe it, based on the paragraph outline given in the previous activity. Ask the children to draw their home and to complete the sentences. As they finish, get them to correct their own work by referring to the first text in the previous activity. This encourages responsibility for their own learning. Check their work too by going round the class and helping as necessary.

• Refer the children to the first question. Help them to

understand the question by showing the cross-curricular card again. Ask What’s the name of this home? (a house) Where is it? (In Britain). Do question 1 orally. Use the world map to show where each country is. Get them to complete the activity individually in their notebooks or on a piece of paper and then check with their partner. Check the answers as a class.

Answers

1  1) a flat, 2) a log cabin, 3) a ger  2  1) Japan, 2) Canada, 3) Mongolia   3  1) a table a futon and a TV; 2) an armchair, a bed; 3) a table a stove, beds. • Now ask Which type of home do you like? Children can check their answers with a partner. Then check the answers as a class.

5. About me 3 Ask and answer with a friend. What type of home have you got? What furniture have you got in the kitchen?

Ending the lesson 7. Goodbye

• Ask a few children to read the texts about their home to •

the class. Say Goodbye, everyone.

EXTRA ACTIVITIES 1 Reinforcement Extra Activity Worksheet 18 Make a ger. Write about it.

• Children make the ger following the picture

instructions. First they decorate the rectangle for the walls, then cut out the pieces and stick the ends of the rectangle together to make the walls and the ends of the circular shape together to make the roof. They then put the roof on top of the walls. Children can put the ger onto another piece of paper and draw furniture inside. If you prefer, some children can make the ger while others make log cabins from brown plasticine and flats from small boxes.

• Brainstorm all the types of homes the children know from •

•

this lesson. Draw a sketch of the type of home you live in on the board. Point at yourself and say, e.g. This is my home. It’s a flat and it’s got four rooms. This is the kitchen and there’s a cupboard, a fridge, a table, two chairs, a sink, etc. Ask individuals: What type of home have you got? What furniture have you got in the kitchen? Then get children to ask a friend. Go round the class as they do this, helping as necessary.

6. Reading and writing practice (AB page 54)

2 Extension Project: Find out about other interesting houses in other countries. Write about them.

• This work can be done in L1. It may not be possible to

1 Look and write.

• Ask the children to open their Activity Book at page 54

•

and elicit that the three pictures on the left (labelled: a ger, a flat, a log cabin) show the same homes as in the Class Book photos. Ask about each picture: What’s this? Where is it? Now tell them to look at the next three pictures and ask, e.g. Can you see the inside of the ger? Read the first text to the class and pause before gaps to elicit the missing words. Then ask a volunteer to re-read the text inserting the missing words as they read. Continue in the same way for the other two texts. Ask the children to complete the texts in their books. Go round the class as they work, helping and correcting their work as necessary.

Answers

•

•

fit this into English class time, but it could be done in another class or in the children’s own time. Tell the children to open their Activity Books at page 54. Refer them to the Project at the bottom of the page and explain that they are going to find out and write about homes in other countries. If possible, give them time to look up information on the internet. When the children have found information on homes, they write a list of them. The children can include photos or draw the homes if possible, including labels to show what home it is. When the pupils have finished, invite them to the front to read their list. Alternatively, you can display their work on the classroom wall for pupils to see and read.

This is a home in Mongolia. It’s a ger. There’s a table and a stove. There isn’t a TV. Unit 6 159

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Lesson 8

Developing the lesson

Unit review

2. Structure revision

Objectives: To review meaning and form of the target structures. To review the vocabulary of the unit. To review the language of the unit via the four skills of speaking, listening, reading and writing. To present and practice a new functional phrase. Main language: Furniture, There’s / There isn’t a …, Where’s the …? It’s over there. Materials: Flashcards: furniture and household equipment Story cards 6 Class Book: page 57 Activity Book: pages 55, 70, 76 and 87 DVD 3 DVD Activity Sheet 15 Everyday English poster

1 Match.

• Tell the class to open their Class Books at page 57. Point •

Answers

1  b  2  a  3  c

3. Grammar communication game (AB page 87) 2 Play the Room game with a friend.

• Refer the class to the game on page 87 of their Activity •

Optional material: blu-tak Preparation: Make sure children have scissors to play the Grammar communication game.

to the 3 pictures and read sentence 1 aloud. Ask pupils to choose which picture they think it is (b). Ask pupils to do the rest and check in pairs. Go through as a class emphasizing key features such as There’s / There isn’t a + prepositions. Then draw attention to the same features in the Grammar poster on the wall.

•

•

• •

Books and ask them to cut out the large picture and the seven smaller pictures. Put children in pairs and ask them to place a large book or divider between them so they cannot see each other’s papers. Pupil A places the 7 objects somewhere on the big picture (e.g. putting the radio on the table, or the hat on the bed, etc.). They then tell pupil B where the objects are using the language There’s a (radio) in / on / under the table, etc. Refer children to the speech bubble at the top of the page. Pupil B places the objects in the same place as Pupil A’s description. When finished, the pupils lift the divider and compare their pictures, which should be the same. They can play again as many times as they like. Children could use a small amount of blu-tak under each smaller picture to stop it moving when placed. Encourage pupils to look and use the Grammar poster for reference.

4. Practice of functional language

Beginning the lesson

3 Listen and repeat. Act out.

• Tell the children to look at the pictures and heading.

1. Revision of key vocabulary

• Play the song on CD 2 track 52. Get the children to

sing along, doing the actions. Stick the eight furniture flashcards in jumbled order on the board, eliciting the words from the class as you do so. Ask the children to tell you the three furniture items mentioned in the song. Play the song on the CD again. Check their answers as a class. If they can’t agree, play the song again until they agree on the words chair, bed, table.

Song  $ 2•52

• • •

160

Ask Where are Alex and Lucy? Who are they with? Check their answers as a class (at the library with the librarian). Play CD track 57 and listen to the story. Check pupils’ understanding by asking them the following comprehension questions: Has the librarian got any ghost stories? (Yes). Can Alex read his book in the library? (Yes). Is Lucy scared? (No). Draw their attention to the functional language in red font. Ask the children if they can think of other situations they could use this language in. Play the CD again, with their books open, children listen and repeat after each sentence. Focus attention on their intonation and expression. Then put the children in groups of three to be Lucy, Alex and the librarian. Children act the story out in their groups

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or in front of the class. Draw attention to the functional language in the Everyday English poster.

Listen and repeat. Act out.  $ 2•57

5. Make your story book

• Give out copies of the story frames to each pupil. Explain

•

•

• Refer children to the letters in the wordsearch. Ask pupils to find the words for things in the house in it. Then they write them in the appropriate column.

Answers

that they have to cut them out.

Furniture: shower, bed, bath, chair, shelf Technology: radio, computer, TV

them up. Ask them to try and put them in the correct order first from memory and then if necessary to check with their partner. Then play the story on CD 2 track 47 and the children listen and check. Check the order with the class. Demonstrate how to make a story book. We recommend that they make a zig-zag book in this lesson. The instructions are in the Ideas bank. Give the children time to make their own story book, helping as necessary. Ask them to personalize the cover for the book with a title, illustrations and their own name. There is no dialogue in the frames, but if the children are confident and have time, they could write the text below the pictures. When they finish, get them to read the story to a classmate. Encourage them to take it home to finish colouring and to read to their family. The story book is ideal for inclusion in each child’s linguistic portfolio.

2 I can make sentences using There’s.

• They then spread the frames out on the desk and mix

•

1 I can find and write words for things in the house.

Teaching tip:   If you have enough time, the Unit review page of the Activity Book could be used at the end of this lesson. However, there are other ways of using this page: • It can be used as a separate lesson on its own. • It could be set for homework. • It could be used to revise just before a test.

6. Do your Picture Dictionary (AB page 70) Do your Picture Dictionary

• Refer the class to page 70 in their Activity Books. Explain that this is their Picture Dictionary, which serves as a reminder of the words they’ve learnt and that they can use it to help them check spelling. Get the children to read the words on the page and then stick the correct pictures in place. They then write the word beneath the picture.

Differentiated learning:  

Children who find writing difficult could copy the word first and then stick the picture in place. Other children look and remember the spelling. They stick the picture over the word and then write it below from memory.

7. Reflecting on the unit (AB pages 55 and 76)

• Tell the children to turn back to Activity Book page 55.

This is an ideal page to form part of their portfolio as the year progresses. You can either mark their work in class or collect in the books to mark later. See the Evaluation Booklet for more ideas of how to use the unit material and build up a portfolio of language learning.

• Explain that they have to write the words in order to make sentences.

Answers

1  There’s a bed in the bedroom.  2  There isn’t a shower in the kitchen.  3  There’s a computer on the table.   4  There isn’t a radio under the chair.  5  There’s a book in the cupboard.

3 I can listen and tick ✓ or cross ✗.

• Refer the class to the pictures in activity 3. Explain that the picture of the book on the bed has a tick because it’s in Emma’s bedroom. Now play CD 2 track 58 and get pupils to tick or cross the boxes.

I can listen and tick or cross.  $ 2•58

Josh: I like your bedroom, Emma. Emma: Thanks. Josh: Look, there’s a book on your bed. Emma: Yes, it’s a great book. Josh: Is there a book under the bed? Emma: No, there isn’t. Josh: Where is the wardrobe? Emma: There isn’t a wardrobe. There’s a table and a chair. Josh: So a bed, a table and a chair. Have you got a TV? Emma: No, I haven’t. I’ve got lots of books … Josh: Yes, I can see. Lots of books!

4 I can talk about furniture in my house.

• As they work on the activities above, invite children

individually to come to your desk and tell you the story using the story frames or their story book. Ask What’s your favourite room in your house? What furniture is there? This will help you assess their oral and aural skills. As this is the last unit, try to ensure that you have talked to everyone during the year.

Read, tick ✓ and draw. Draw and write and draw about your bedroom.

• Refer the class to Josh’s portfolio work on page 76. Give •

the children time to read, tick and draw and then check with a partner. Go round and check as they work. Now tell the children that they need to write about and draw their own bedroom. Correct their work (see also the Extension Activity).

8. Self-evaluation Stop and think about your work. Circle the emoticon.

• Refer the class to the emoticons at the end of each rubric. Elicit that the first emoticon means easy. Elicit that the second one means OK and the third one means difficult so if they found any section of Unit review difficult, they

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should circle the third emoticon for that section. Give them time to circle the emoticons for each activity. Go round the class as they do this, encouraging the children to be realistic. If their work was inaccurate, they shouldn’t circle the first emoticon. The fairer you are, the more selfaware the children will become.

Ending the lesson 9. Goodbye

• Talking about their impressions of the story is a nice way

to round up the unit. Ask the class who their favourite characters were and why, also ask them which part of the story they liked / didn’t like, found scary / funny, etc. Compare their ideas with what they thought about the stories earlier in the book. Ask Which is your favourite story?

EXTRA ACTIVITIES 1 Reinforcement Talking about the photo story

• This activity should be done immediately after the

practice of the functional language on Class Book page 57 if possible. Discuss the pictures with the class. Ask questions about them. Use words that the pupils know as much as possible, e.g. for picture 1: Teacher: Where is Alex? Class: At the library. Teacher: Who is with him? Class: The librarian and Lucy.

2 Extension Text display

• After correcting their written work on Activity Book

page 76, you might like the class to copy out their corrected work onto a separate piece of paper to put on display and for others to read. Redrafting work is an important writing skill. This type of work is also ideal for children to keep in their English portfolio. Encourage them to think about attractive presentation as well as accurate language.

My world

• If you wish to spend time on an aspect of British

culture linked to the unit topic, use the My world section on the DVD for this unit and use the My world notes and DVD Activity Sheet 15 on the Teacher’s Resource CD-ROM.

competence in social skills and citizenship:   Learning about British culture allows children to be respectful and to show interest in other foreign language speakers.

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Review 3

Fashion by Ben

Objectives: To review the language of the previous two units Revised language: shoes, jeans, a woolly hat, a skirt, a jumper, a cardigan, trousers, tights, shorts, a T-shirt, socks, sunglasses, trunks, a sarong, a swimming costume, a wetsuit, sandals cooker, bed, wardrobe, bath, cupboard, sofa, armchair, fridge, table, chair, shelf, shower, TV Colours She’s / He’s wearing + adjective + clothes. Is she / he wearing …? There’s / There isn’t a … prepositions in / on / under.

Beginning the lesson Teaching tip:   This lesson could be used to revise before the end of term test. It could also be set for homework.

1. Revision of vocabulary

• Divide the class into four teams. Write the following

Passive language: striped, spotted, checked, plain, a sari Materials: Flashcards: clothes Class Book: pages 58, 59 Activity Book: page 56 Skills Builder: page 23 CD 2: track 59 Old magazines

•

categories on the board: clothes and furniture and ask the teams to copy the headings on a piece of paper. Tell children to write down as many words as they can remember from the previous units and place them in each category, give them about 2 minutes. Ask the groups to exchange their lists. The teams read the words out and place them in the correct category on the board. Write each word under the correct heading. Award one point for each correct one. The team with more points wins the game. For different activities for this stage of the lesson, please see the Ideas bank.

Developing the lesson 2. Vocabulary practice 1 Find. Which picture is it in?

• Ask the children to open their Class Books at pages 58

and 59. Refer the class to the photo of Ben at the top of page 58. Tell the class that Ben is a British boy of their age. Ask students to read Ben’s speech bubble, next to the photo. Make sure they understand that he has completed a project. Ask What’s his project about? Refer the children to the five pictures and demonstrate what they have to do. Ask someone to read the first item (a woolly hat). Now point to the pictures and elicit the answer (picture 1). Get them to complete the activity individually and then check with a partner. Correct the activity as a class.

Answers

a woolly hat in picture 1; a sofa in picture 4; a wetsuit in picture 2; shorts in picture 2; a wardrobe in picture 2; a bed in picture 2; a jumper in pictures 1 and 5; a CD player in picture 2.

3. Reading comprehension 2 Read and listen. Then answer the question.

• Ask pupils to look at the pictures again and describe the •

clothes. Encourage them use as much English as possible. Use this opportunity to introduce the class naturally to some unknown language in the text. If they say a jumper, say Yes, a striped jumper! If they say a cap say Yes, a spotted cap. If they say trousers, say Yes, plain trousers. If they say a shirt, say Yes, a checked shirt.

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• Point to activity 2 and read the question with the children. • •

Tell the class that they are going to decide if the sentence is true or false (it’s true). After you have played CD 2 track 59, ask children to answer the question with a partner. Then discuss as a class. Make sure that you also talk about Lisa’s sari in picture 4. Ask What’s Lisa wearing in picture 4? (a sari). Explain that a sari is the traditional dress for women of Indian origin. Ask, Is Lisa wearing a sari for school, sport or a fancy dress party? Explain that British Indian women sometimes wear saris in their everyday life.

learning to learn:  

By using the visual context and their previous knowledge about the topic, children will be encouraged to keep reading. It is important for reading fluency that children accept that they don’t understand every word and that meaning can be deduced from context.

Read and listen. $ 2•59

Ben:  Hi, I’m Ben. This is my project about fashion. 1 This is me and my friend Lisa. I’m wearing a checked shirt, blue jeans and a spotted cap. Lisa is wearing a pink woolly hat, plain trousers and a striped jumper. 2 Look at the clothes in my bedroom. My favourite shorts are on the bed. I like sport and I can surf. Can you see my wetsuit in the wardrobe? 3 We’ve got a school uniform at our school. It’s a white shirt and a blue jumper. I’m wearing black trousers. Ellen and Lisa are wearing grey skirts. 4 Lisa is at home here. She’s on the sofa. She’s wearing a sari. 5 I love fancy dress costumes! Lisa is a pirate and my friend Lee is a policeman. I’m a soldier. Look at my big black hat – it’s fantastic! CULTURAL NOTE:   British hats The photos in this unit show hats that you can only see in the UK. For example, the hats that the Queen’s Guards use are made from Canadian brown bears, and are called bearskins. The Queen’s Guards are responsible for guarding Buckingham Palace and St. James’ Palace in London. Some police officers in the UK wear the traditional custodian helmets or bobby helmets; other police officers wear caps.

3 Read again and choose.

• Tell the class they are going to read the text again and

choose the correct answer. Children read the sentences and work individually to complete the task in their notebooks or on a piece of paper. Go round the class as they work and help children who find this difficult. Let them check their answers in pairs, then correct the activity as a class by writing the answers on the board.

Answers

1  jeans  2  woolly  3  wetsuit  4  blue  5  home

4. Presentation and practice of new vocabulary 4 Read again and match.

• Refer children to the pictures in activity 4. Explain to them

• •

them to read the text silently again and ask Which clothes are checked? Spotted? Plain? Striped? Write the question on the board so they remember what to look out for. Do the first one orally. Ask Which picture shows striped clothes? (a). Pupils then complete the activity in the same way. As they finish, ask them to check their answers with a partner. Then check them as a class.

Answers

1  a  2  c  3  b  4  d Teaching tip:   Explain to the class that the colour comes before spotted, checked and striped, e.g. a yellow checked shirt. However, plain comes before the colour, e.g. a plain blue shirt. Since adjective order is not the aim of this lesson, simply rephrase sentences if children get them wrong and ask them to repeat the correct version. Many children may just tell you the pattern and add the colour in a separate sentence, which is also fine: I’m wearing a spotted dress. It’s red and white.

5 Ask and answer with a friend.

• Ask Are Ben’s clothes similar to your clothes? Encourage

children to talk about their clothes, aiming to get as much discussion as possible. Point to activity 5 and ask them to ask and answer the questions with a partner. Then discuss as a class.

School uniforms Most schools in the UK require children to wear a school uniform. The advantages of wearing a school uniform are that pupils can go on a trip and, because they all look the same, they don’t get lost! Also, you don’t need to worry about what to wear each day. The school’s insignia is on the uniform. Sometimes boys wear ties! CULTURAL NOTE:  

5. Revised vocabulary: reading practice (AB page 56) 1 Look at the models. Colour the clothes.

• Say Open your Activity Books at page 56. Point to the picture of the models and elicit fashion show.

• Explain that pupils should read the descriptions and

colour the clothes of the models. The pupils work individually completing the activity. Move around the room to check their work. Ask pupils to check with their partner. Check the answers as a class.

6. Revised structure: reading and writing practice (AB page 56) 2 Look at the picture. Read and write the name.

• Refer children to the picture of the room. Elicit the furniture that children can see in the picture.

• Children read the sentences and find the person wearing the items in the room. They then write the name of the person next to the sentence. Give them time to compare with a partner before checking as a class.

Answers

1  Bill  2  Hannah  3  Jill  4  Tony  5  Kim

that they need to match the items with the pictures. Ask

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Finished? If you have pupils who finish early, ask them to

draw two more people in the room and to write a sentence describing what they are wearing.

7. Speaking practice (AB page 56) 3 Ask and answer about people in your class.

EXTRA ACTIVITIES 1 Reinforcement Make a class Fashion poster

• Ask the children to draw and label pictures of clothes that they like and find fashionable. Alternatively, get them to cut out clothes from old magazines that you have brought in, to stick them on paper and to label them.

• Tell the children that they are going to play a guessing

•

game. Point at the speech bubbles and demonstrate the game with a pupil. Think of a child in the class and describe what he / she is wearing. Elicit the correct answer and say Your turn! Now it is the volunteer’s turn to think of a child and your turn to guess who it is. Put children in pairs to play. One thinks of a child in the class and the other tries to guess who it is. Go round and help as necessary.

8. Spelling (SB page 23) Teaching tip:   You can do these activities from the Skills Builder book as reinforcement activities in class or you can explain what to do and ask the children to do them at home.

1 Match the sentences to the pictures.

• Ask children to open their Skills Builder book at page 23.

•

Refer the class to the words coloured red and blue in sentences 1–4 and explain that homophones are words that sound the same, but have different meanings. Ask the children to read the Look! box. Can they think of examples in L1? (e.g. vaca / baca, echa / hecha). Children read the sentences and match them to the pictures below.

Answers

1  c  2  a  3  b  4  d

2 Read other words with the same sound. Tick the correct sentence.

• Refer children to the pictures. Point at the words in

green font in each speech bubble and elicit that they are homophones. Go through the first pair of sentences with the class, which is done as an example. Children look at the pictures and read the sentences. They then tick the correct sentences according to the picture.

Answers

1 2 3 4

•

differentiated learning:   Children who find English difficult may just write the names and colours or patterns of clothes, but not both, e.g. A striped shirt. Others may use colour and pattern adjectives in separate sentences, e.g. It’s a checked dress. It’s blue and white. Those who find English easy can write complete sentences using colour and pattern adjectives: He’s wearing a red spotted cap.

• Stick large sheets of paper on one classroom wall to

make a huge poster entitled: Fashion. As children finish their work, get them to stick their labelled pictures onto the large poster on the wall for everyone to see.

2 Extension British costumes

• This work can be done in L1. It may not be possible to •

•

fit this into English class time, but it could be done in the children’s own time. The children can find out more about British costumes. If possible, give them time to look up information in books or on the internet. They may find this website useful: http://projectbritain.com/costume.html When the children have found information on British costumes, they can draw one of them and write labels with the names. Display this on the classroom wall.

competence in autonomy and personal initiative:  

Using reference books, as well as looking for and compiling information about different topics in different supports, help children develop their independent learning.

• Pupils are now ready to complete the End-of-Term tests available on the Teacher’s Resource CD-ROM

A pair of gloves, please. Here you are. A pear, please. I can’t hear you. I’ve got two pens. I’ve got a pen, too. Encourage children to do the English at home activity with their family when they get home.

Ending the lesson 9. Goodbye

• Ask a few children to answer questions about their favourite fancy dress.

• Say Goodbye.

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w ie v e r r a e y f End-o On holiday Lesson 1 Objectives: To review the language of the previous six units To transfer target language to a real life context and provide exposure to new language for this unit. Revised language: sports, food, clothes, colours I can (play football). Can you (swim)? Yes, I can. No, I can’t. I like / don’t like (volleyball). She likes (volleyball). Do you like (vegetables)? Yes, I do. No, I don’t. She’s / He’s wearing + adjective + clothes. Passive language: Come on! Let’s have …, picnic, delicious, time for lunch, after lunch, sandcastle, bucket, spade, shells, sand, wind, vegetables, a cap, a polo shirt, a vest Materials: Class Book: pages 60 and 61 Activity Book: page 57 A travel brochure A4 paper Computers with internet access and / or reference books about holiday destinations in the UK.

Timing:   Use this unit to revise before the end of year exam. The language is based on Units 1–6 of the Class Book.

Beginning the lesson 1. Talk about holidays

• In L1, discuss what the children do on holiday. Encourage

them to talk about the topic, aiming to get as much discussion as possible. When are the summer holidays? Where do they go? What do they wear? What do they eat?

cultural note:   The school holidays In the UK, the summer school holidays start at the end of July and finish at the beginning of September, which is when the new school year starts. Summer holidays in British schools last six weeks. The school year is 39 weeks long and is divided into six terms; schoolchildren also have holidays at the end of each term.

Developing the lesson 2. Revision of vocabulary

• Refer the class to the picture in their Class Books on pages

60 and 61. Ask children what they think is happening in the picture. Confirm or explain that it is summer and Josh and Emma are at the beach with their grandparents. Ask the children Who can you see? Where are they? What time of the year is it? What can you see? Try to elicit as many food and sports words and write them on the board.

Teaching tip:   You could use this opportunity to go through new holiday-related language. Teach the word sandcastle by drawing one on the board. Ask the children to look at the picture again and find the objects they need to build one (sand, water, a bucket, a spade). Now, ask them to find the objects they can use to decorate the sandcastle (shells, a flag, a windmill). Do children like building sandcastles?

1 Read and answer.

• Ask the children to open their Class Book at pages 60 and

•

166

61. Refer them to the small pictures of Josh and Emma in the top right-hand corner of page 61. Establish that they are talking to children in the class. Read the first speech bubble to the class. Point to a child in the class and ask What food can you see? Elicit a correct answer, making sure that the answer included the target structure I can see (cheese sandwiches). Continue asking different children until they name all the food in the picture. Now do the same with Emma’s speech bubble. Make sure that you elicit the structure I can (play football).

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Answers

Food: cheese sandwiches, lemonade, sausages, bananas, pears, apples, olives, crisps, eggs Sports: ride a bike, play football, dive, sail, windsurf, surf, swim, play volleyball

3. Revised structure: speaking practice 2 Ask and answer.

• Point to activity 2 and refer the class to the questions in

the speech bubbles. Nominate a child and get him / her to ask you each question. Give true answers (Yes, I do. No, I don’t. / Yes, I can. No, I can’t.) • Now refer children to the words in the box below. The words are in green and orange font. Help children work out which is which. Ask Which colour are the sport words? (Orange). • Then put children in pairs. They take turns to ask and answer, using their Class Books. Go round the class and help pairs as necessary. Finished? If you have pupils who finish early, ask them which word from the box is illustrated in the picture (ride a bike).

Ending the lesson 5. Goodbye

• Say Goodbye. Explain that before they go they have to

answer a question. Ask each child What sports can you do?

• Wave and say Goodbye as they leave.

EXTRA ACTIVITIES 1 Reinforcement Bingo

• Draw a simple 3x3 table on the board. Give out a

•

Competence in social skills and citizenship:  Speaking

activities of this sort, where children use dialogue as a basic tool for interpersonal communication, encourage participation.

4. Vocabulary recognition (AB page 57)

2 Extension Create a travel brochure

• Use the internet and reference books for children to

• Tell the children to open their Activity Book at page 57.

Explain that Ashton is the name of the beach where Emma, Josh and their grandparents are having a picnic. It’s a real beach in Cornwall, UK.

cultural note:   Holidays in the UK Many British people have their holidays in July and August. These are the most popular months for holidays. The traditional British holiday is a seaside holiday. There are places near the sea, such as Dorset, Cornwall or Northumberland with many activities to do, even if it rains!

sheet of paper to each child and ask them to copy the table. Tell the children to draw one of the following in each one of the 9 squares: chocolate, ride a bike, zebra, playground, parrot, burgers, yoghurt, play tennis, library. Tell them that they can draw them in any order. Each child needs 9 markers (e.g. small pieces of paper). Name the 9 items in random order, writing the words on the board as you say them. Children place a piece of paper on the item that you name. When they have 3 markers in a row, they shout Bingo! The first child to do this wins. Check that the child has done it correctly. Play again.

•

find information about a popular holiday destination in the UK. They may find this website useful: http://www. visitbritain.com/en/Destinations-and-Maps When the children have found information about a British holiday destination, they create a brochure, writing about it and including photos if possible. When the pupils have finished, invite them to the front to talk about it. Alternatively, you can display their work on the classroom wall for pupils to see and read.

• Refer the class to the picture in their book. If you have

•

•

brought the travel brochure, show it to the children. Explain that a brochure contains details and pictures of places that you can visit. Read the names of the different places in the brochure to the class (hotel, shop, zoo and cafe). Point at the pictures for each one of them. Make sure that children understand that there are words for clothes, animals, food and rooms. Children complete the brochure using the words in the word box. Ask a child to choose a word to complete the first one (dining room), and then give them time to complete the activity individually. As they finish, get them to check their answers in pairs. Then check the answers all together.

Answers

Hotel Ashton: dining room, library, garden Ashton Beach Shop: sandals, swimming costume, trunks Ashton Zoo: lion, gorilla, giraffe Café Ashton: tomato salad, sausages, chocolate ice cream End-of-year review 167

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Lesson 2 Objectives: To review the language of the previous six units To continue the theme of holidays in English.

Beginning the lesson 1. Revision of vocabulary

• Divide the class in 4 teams. Write clothes on the board.

Revised language: clothes, sports, food, colours She’s / He’s wearing + adjective + clothes. He likes / doesn’t like … It’s home time.

•

Passive language: a cap, a polo shirt, a vest

•

Materials: Flashcards: clothes Class Book: pages 60 and 61 CD 3: track 01

Give children a time limit (e.g. 2 minutes) and get them to write down as many clothes words as they can remember in their notebooks or on a piece of paper. Now, write winter clothes and summer clothes as the headings for two columns on the board. Once the time is up, ask children to shout out the words they have written and to tell you which column they belong to. Use this opportunity to teach some clothes vocabulary that children will use in this unit. Draw a T-shirt on the board and elicit the word. Now change the collar of the T-shirt so that it looks like a polo shirt and elicit the word. Write it on the board. Follow the same procedure to teach vest.

Developing the lesson 2. Revised structure: speaking practice 3 Work with a friend. Read and answer.

• Demonstrate the task by describing what you are •

wearing. Then, point to a child and describe what he / she is wearing. Point to the picture in their Class Book on pages 60 and 61. Refer children to the words in the box and the first question. Elicit the complete answer, ask Is Josh wearing a polo shirt? (No, he’s wearing a T-shirt). What else is he wearing? (He’s wearing sunglasses, trunks and trainers). Put the children in pairs. They read and answer the rest of the questions.

Answers

1  He’s wearing sunglasses, a T-shirt, trunks and trainers.  2  She’s wearing a vest, a sarong and sandals.   3  She’s wearing a hat, a T-shirt, shorts and sandals.   4  Children’s own answers.  5  Children’s own answers.

2. Listening practice 4 Look at the picture and listen. Answer True or False.

• Tell the children that they are going to listen to the text in the picture. Ask the class to open their books and follow the words as you play CD 3 track 01. Tell them not to worry if there are any words that they don’t understand.

Answers

1  True  2  False  3  True  4  False Competence in linguistic communication:   By listening to the CD as they read, children will be encouraged to keep reading, rather than stopping on any unknown words. It is important for reading fluency that children accept that they don’t understand every word and that meaning can be deduced from context.

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Look at the picture and listen.  $ 3•01 5 Listen again. Act out.

• Play CD 3 track 01 again, pausing after each line to get

•

class / individual repetition. Demonstrate in front of the class, taking one part yourself and asking three children to be Josh, Emma and one of grandparents. Put pupils into groups of 4 to practise. (If there is an odd number, two children can speak together.) Children act the dialogue out in their groups or in front of the class. Go round the class and help children who find this difficult.

Competence in autonomy and personal initiative:  

Encourage independent learning by getting them to reread the dialogue in the Class Book to check and change their answers, if necessary.

EXTRA ACTIVITIES 1 Reinforcement Write and match

• Write numbered anagrams of clothes on the board: • •

1 trunks, 2 wetsuit, 3 cardigan, 4 trousers, 5 tights, 6 socks, 7 shorts, 8 gloves, e.g. 1 uknrts, etc. Ask the children to copy them in their notebooks or on a piece of paper. Then they unscramble the anagrams and write the words correctly. Check as a class. Now, ask the children to match the numbered anagrams to the flashcards, e.g. hold up the flashcard for trousers. Ask What number is it? (4). Continue until you have used all the flashcards.

2 Extension Competence in autonomy and personal initiative:  

Acting out together gives children the courage and confidence to express themselves in English.

Ending the lesson

Draw it

• Get the children to draw a picture about a holiday they have been on or an imaginary one. Encourage them to include a short dialogue as in the picture in their Class Books. They can stick these on the classroom wall and label them in English to form a display.

5. Goodbye

• Say Goodbye. Explain that before they go they have to •

answer a question. Ask each child What are you wearing? Elicit colour + noun, e.g. a white T-shirt. Wave and say Goodbye as they leave.

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Lesson 3 Objectives: To review the language of the previous six units To transfer target language to a real life context and provide exposure to new language for this unit. Revised language: animals, school objects, clothes, furniture, rooms, musical instruments Colours in, on, under There’s a … Where’s the …? It’s + preposition + furniture

Developing the lesson 2. Revision of vocabulary

• Refer the class to the picture in the Class Books on page

62. Ask children what they think is happening in the picture. Confirm or explain that this is the hotel room where Josh and Emma are staying. Ask the children Who can you see? Where are they? What can you see? Try to elicit as many furniture words and write them on the board. Teach bedroom, as children will need this word later on.

1 Look and find furniture. Write a list in three minutes.

• Ask the class to open their Class Book at page 62. Refer

Passive language: hotel, bedroom Materials: Class Book: page 62 Activity Book: page 58

•

Optional material: Some clothes, e.g. a shirt, a pair of shorts, a hat, etc.

the children to the notebook at the top of the page and do the first one as an example. Say There’s a (bed). Give a time limit of 3 minutes and get children to look and find furniture in the picture. Children write the answers down in their notebook or on a piece of paper. As they finish, let them compare with a partner. Check as a class, make sure that children use the structure There’s a …

Answers

bed, table, chair, wardrobe, fridge, sofa, armchair, shower, bath, cupboard Teaching tip:   You could use this opportunity to go through new language. Point at the table and ask what’s under it. Teach the word carpet. Explain to the class that this word sounds similar to another one in Spanish (carpeta), but that they mean something different!

3. Practice of vocabulary with revised structure 2 Read. Play with a friend.

• Point to Emma and Josh and explain that they are playing

Beginning the lesson 1. Talking about holidays

• With books closed, ask the children where they can stay

when they go on holiday (e.g. hotel, campsite, apartment, etc.). Encourage the class to suggest places in English, but accept answers in L1. Explain that today they are going to talk about staying in a hotel. Get them to repeat hotel.

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•

a guessing game. One of them asks where an item in the hotel room is and the other tries to guess where it is. Ask the class to follow in their books as two children read the dialogue. Demonstrate the dialogue in their book again to make sure they know how to play. Put the children into pairs to play. Give them a few minutes to study the picture before they play. Go round and help as necessary.

Competence in social skills and citizenship:  Speaking

activities of this sort, where children use dialogue as a basic tool for interpersonal communication, encourage participation.

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4. Reading and writing practice (AB page 58) 1 Read, look and write.

• Tell the children to open their Activity Book at page 58.

Explain that Emma is writing a postcard to her friend Lisa. Refer the class to the pictures on the postcard and get them to complete it. Let them work individually and then check their answers in pairs. Go round as they work, helping and correcting as necessary.

Answers

1  Granny  2  Grandad  3  banana  4  swim  5  dive   6  bedroom  7  TV

2 Read the postcard again and complete for Emma. Then complete for you.

• Ask the children to look at the chart and establish that it is about Emma’s postcard from activity 1. Ask a child to read out the first question on the left and the example answer. Then, tell a child to think of a past holiday or an imaginary one and to give you an answer. Children complete the chart in the Emma and Me columns. Get them to work individually and then check with a partner.

Answers

Granny, Grandad, Josh, banana, swim and dive, a TV

3 Write a postcard to your friend. Use the information in the chart.

• Point to the postcard in activity 3. Explain to the class that

EXTRA ACTIVITIES 1 Reinforcement Tell the class

• If you brought in the clothes, place them in different

•

places in the classroom. Demonstrate the activity by telling the class what you can see in the classroom, e.g. There’s a white T-shirt. It’s under Luisa’s chair. Now ask individuals to do the same What can you see? Put the children into pairs to take turns to tell each other what they can see in the classroom. Make sure they practice in, on and under.

teaching tip:   By using pair work for this type of short question and answer sequence, you will get maximum practice. By asking individuals only, most children will not get a chance to speak. Pair work is also an opportunity for you to realize which children need more help and a chance to offer this support.

2 Extension Postcard display

• After children complete their postcards on Activity

Book page 58, you might like the class to copy out their corrected work onto a separate piece of paper to put on display and for others to read. Redrafting work is an important writing skill. Encourage them to draw a stamp and include an address.

they are going to write a postcard to a friend and that they need to complete it using the information in the Me column from activity 2. Tell children to use the postcard in activity 1 as a model. Go round the class as they work and help children who find this difficult. Let them compare their answers in pairs.

Ending the lesson 5. Goodbye

• Ask some children to read their postcards to the class. • Wave and say Goodbye as they leave.

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Lesson 4 Objectives: To review the language of the previous six units To transfer target language to a real life context Revised language: ticket, thank you, please, We can + activity, imperatives (come, sing, dance) Passive language: poster, actor, audience, costume, programme, seat, stage Materials: Class Book: page 63 CD 3: tracks 02, 03 A wizard’s hat or a picture of a wizard’s hat.

cultural note:   West End Theatres London is famous for its theatres. The West End is a popular area in central London. You can find many theatres there. Going to a West End show is a common activity in London for people on holiday. Some shows have been running for a long time. The Mouse Trap is a mystery play that has been on for 60 years!

3. Listening to the story for pleasure 1 Listen and read.

• Tell the children that they are going to listen to a story.

•

If you brought the wizard’s hat, show it to the children. Ask the class what they think the story will be about and accept all answers. Get children to listen to CD 3 track 02 and to point to the pictures. The first time they listen, encourage them to point to the pictures. The second time through, ask them to repeat the words.

Listen and read.  $ 3•02

• Talk about the story by asking Do you like the story? and •

check if they guessed correctly about the story. Play the story as many times as necessary. Check that the children have understood by asking some comprehension questions such as: Is the visit to the theatre a surprise for Josh and Emma? (Yes) Who is the wizard in the theatre? (An actor) What’s the actor wearing? (A costume) Which play are they going to see? (Hansel and Gretel).

4. Present and sing the song 2 Listen to the song. What can Josh and Emma do at the theatre?

Beginning the lesson

• Tell the class that they are going to listen to a song and

that they must tell you what the children can do at the theatre (watch the show, dance and sing). Play CD 3 track 03 then check their answers. If they don’t agree, play the CD again.

1. Talk about the theatre

• In L1, discuss what the children already know about the

theatre. Have they ever been to the theatre? What have they seen? Can they tell you names of different plays or authors? Encourage them to use English in this discussion, but allow for some use of L1. What’s most important is that the children’s curiosity is aroused.

Developing the lesson

Listen to the song.  $ 3•03 3 Listen again and sing.

• Ask the class to open their Class Book at page 63. Refer the •

Story time 2. Pre-teaching key words for the story

• Remind the class that Josh and Emma are on holiday with

Granny and Grandad. This afternoon they are going to the theatre. Ask pupils to tell you words related to the theatre that they may already know (e.g. actor, ticket, costume, lights, show, etc.).

• •

children to the first line of the song. Point at yourself and march on the spot. Play the first two lines on the CD getting children to repeat. Play the first two lines again, encouraging the children to join in. For lines 3 and 4: march on the spot and teach line 4. Play lines 3 and 4 on the CD again, getting class and individual repetition. Repeat the procedure for the second verse until the children have practised the whole song. Ask the children to join in the song as you play the CD again.

Ending the lesson 5. Goodbye

• Say Goodbye. Play the song on the CD for them to join in as they leave the room.

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EXTRA ACTIVITIES 1 Reinforcement Research traditional stories and make a poster

• Refer the class to the poster of Hansel and Gretel •

•

in frame 4. Ask the pupils if they know this traditional story. Tell children to use the internet and reference books to find information about other traditional plays. They may find this site useful: http://www.schoolplaysandpantos. com/traditional-stories.php Get children to draw a poster advertising a play they have researched. They can stick these on the classroom wall and label them in English to form a display.

competence in autonomy and personal initiative:  

Using reference books, as well as looking for and compiling information about different topics in different supports, help children develop their independent learning.

2 Extension Invent extra verses for the song

• Do this after learning the song. • Get the class to sing the words. Write the first two lines

of verse 1 on the board changing off to the theatre to off to school, then elicit possible sentences beginning We can … for the rest of the verse. Write their suggestions on the board and get everyone to sing the chorus, the new verse and the chorus again to finish.

• Pupils are now ready to complete the End-of-Year Test available on the Teacher’s Resource CD-ROM.

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w ie v e r r a e y f End-o The Play Lesson 1 Objectives: To provide an end-of-year show for parents or another audience To show off / revise a variety of acquired course vocabulary and grammar To develop creative, visual, listening and reading skills Materials: Class Book: pages 64 and 65 CD 3: tracks 03 DVD 3 Large and small pieces of card Preparation before the lesson: Prepare a sentence card for each line of the theatre song. Set the DVD at frame one of the play, with a clear picture of Hansel and Gretel in the forest. Pause the DVD, ready for section 3 below.

Developing the lesson Understanding the play Teaching tip:   To produce a high level of motivation,

we suggest presenting the play initially with the DVD. However, if this is not possible, use Class Book pages 64 and 65 instead. Proceed in the way explained below, but refer to scenes in the book instead of on screen. Set tasks for each stage as suggested.

2. Before watching the DVD

• To raise motivation, tell the class in L1 that they are going

•

to watch the play referred to in the song on DVD. Say that it is acted by English children and that the class is going to perform the play for a special end-of-year show for, e.g. parents. Say that the play is called Hansel and Gretel. If any children know the story, elicit a brief summary in Spanish. Tell them that well-known fairy tales often differ from version to version. Ask them to listen for any differences when they watch the DVD.

3. Watching the DVD (for word recognition and gist comprehension)

• Refer to the still frame on screen and point appropriately as you get class repetition of the characters’ names (Hansel, Gretel, owl) (and the word forest).

Teaching tip:   By pre-teaching key words, and especially names of characters, teachers help students to avoid blocking on distracting words as they listen.

Beginning the lesson

• Ask the class to guess: What other people or animals are in

1. Revise the theatre song

• •

• Play the song on CD 3 track 03 as the children enter the classroom.

• After greeting the children, put the 8 sentence cards in

random order on the board. Invite individual children to the board to put them in order. Play the CD to check. Play it again and get the class to sing.

$

3•03

the story? Put the names they suggest on the board. Tell the children to watch to see if their predictions are correct. Play the DVD. Encourage them to join in the song at the end. At the end of the play, check the characters’ names (Hansel, Gretel, the wizard, the owl, mum and dad). If they know a different version, elicit differences, e.g. the wizard = an old woman.

4. Watching the DVD (for detailed comprehension)

• Ask the class questions about the version they watched

and write them on the board. 1 What’s Hansel and Gretel’s favourite food? 2 What’s the Wizard’s favourite food? 3 Are Hansel and Gretel happy at the end? 4 Is the Wizard happy at the end? Keep a dead-pan face as they answer, not admitting which answers are correct, as checking their answers will give them a reason to watch again.

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• Play the DVD again. Make gestures and point to details on

each frame to help comprehension, e.g. Put your hands to your mouth and look scared for I’m scared and wag your finger for Don’t be scared.

5. Reading (for sound and spelling association)

• Ask the class to open their Class Books at pages 64 and 65 • •

and to follow the words as you play the DVD. Give them time to read the story silently. Play a game to test their reading. Say sentences from the play at random and ask the class / individuals which number scene each sentence comes from. Finally, get the class to summarize the play.

Ending the lesson 6. Goodbye

• Tell the class that now they understand the words of the •

play, you will work on their performance next lesson. Say Goodbye.

EXTRA ACTIVITIES 1 Reinforcement Talking about pictures

• Before playing the DVD for detailed comprehension

(stage 4 above), work on the pictures orally with the class. Ask questions about each frame. Use words they know as much as possible and accept short answers, for example: Frame 1: What’s the boy’s name? (Hansel) What’s the girl’s name? (Gretel) Where are they? (In the forest) Is Gretel scared? (Yes). This should help develop visual skills which are important for reading development generally. It will also help children focus on these aspects in the play when they hear it again, making listening comprehension for detail easier.

2 Extension Telling the story from memory

• Play the DVD with no sound and no subtitles. Invite

individuals to stand near the monitor and say the words (or bits of it) as they remember, prompted by the visuals.

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Lesson 2 Objectives: To provide an end-of-year show for parents or another audience. To practise reading aloud (as part of the performance) To show off / revise a variety of acquired course vocabulary and grammar.

• Ask the class to look at pages 64–65 of their Class Books and discuss where the songs fit best (scene 1 and scene 2).

Developing the lesson Preparing for the performance

Materials: Class Book: pages 64 and 65 CD 2: tracks 02 and 52, CD 3: track 03 DVD 3 Large and small pieces of card / paper, materials for props Video recorder Costumes

2. Reading the play aloud: pronunciation practice

Preparation before the lesson: Set up DVD Decide on the audience for the children’s show (parents / head teacher / class / classes). Decide on roles.

•

• Ask the class what the play is about. Tell them that in

order to give a good performance they need to sound as English as possible, so they are going to start by reading the play aloud. First they need to watch the DVD again and find out what makes it fun to listen to. After listening, establish that the people in the play can make it exciting by the way they sound (and their facial expressions). Get the class to open their Class Books and follow the words as you play the DVD again. This time pause to elicit words and then play them again for repetition. Make sure they imitate the words with feeling and make gestures where appropriate.

Teaching tip:   Reading aloud can be fun. But it can also be boring for those listening when pronunciation is unintelligible or monotonous. It is therefore important for children to practise reading aloud. Working on intonation and stress will help them sound more interesting and keep the whole class more motivated, and will help them develop natural English pronunciation and cadences.

• Divide the class into groups of the number of characters

Beginning the lesson TIMING:   What follows is a series of ideas how to exploit the play using the DVD and the Class Book. We have written the notes with different teacher situations in mind – those who want the children to watch and enjoy the DVD and work on the comprehension and those who would like to put on a performance. We have divided the play into 2 lessons but each teacher’s situation will dictate how long to spend on it. We have staged these lessons starting with the viewing of the DVD, with work on comprehension in order to allow pupils to grasp the meaning. This is followed by reading aloud with the Class Book pages and followed by ways to actually put the play on. There could be background work – rehearsals, scene building, gathering costumes, advertising the play outside of class time.

1. Revise all the songs for the performance $

•

in the play. Assign one part to each of them to read aloud to one another. Who can do it with the most expression? Go round and help those who find reading most difficult. Invite groups to read the play at the front of the class. Involve the whole class by getting those not reading to sing the songs at appropriate moments.

3. Assigning roles

• Discuss in L1 what the children need to do in advance of the performance:

• a) Choose a cast: • You may like children to vote on ‘actors’ based on the

•

readings above. If you think this is divisive then organize auditions (after those interested have learnt a part at home) or decide on key characters based on your own criteria. Either way, the characters in the play need to learn their parts by heart and if possible they and the singers should attend one or two rehearsals before the performance. If it’s possible to video rehearsals then the recording can be used to get the children to critically assess their performance and discuss possible improvements.

2•02 2•52

• Play the songs on CD as the children enter the classroom. • After greeting the children, tell them that the songs they have just heard can all go into their version of the play.

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Differentiated learning:   A play is an opportunity for children who find English difficult to show their talents as well as those who find English easy. Assign roles appropriately and, if possible, include extra non-speaking parts, e.g. animals in the forest and extra people dancing in the finale. Emphasize the importance of the chorus of singers: they make the play more enjoyable and their words advance the plot of the play.

EXTRA ACTIVITIES Using the videoed play and / or writing a review.

• The video can be used to show other classes in the •

• b) Choose costumes: • Ask children to suggest and bring in costumes, e.g.

•

•

Hansel: trousers / shorts, a shirt and a cap. Gretel: a skirt, a white blouse and hair ribbons. Wizard: a pointy paper hat, a cloak. Mum: long skirt, apron and scarf. Dad: trousers, shirt and fake moustache. Owl: a beak of orange card and crepe paper wings on shirt sleeves. c) Make the scenery: • It may be possible to ask an art teacher for help in preparing, e.g. a forest backdrop or cardboard trees; a house backdrop + ice cream and chocolate props made of card / plastic containers; a kitchen backdrop and a box oven with opening door d) Make posters and invitations: • Useful phrases, e.g. posters: Come and see Class 3’s play: Hansel and Gretel; Time … Place …; programmes: The actors … The singers … The words of the song …; invitations: To … From …

•

school or for your class to enjoy and critically assess their performance. Whether they can watch the video or not, get the children to write a short review of the play. A possible structure for them to copy and complete is: The name of our play is __________________________ _____. The characters are _____________________________ ______. I ______________the story of ‘Hansel and Gretel’. (like / don’t like) I ______________the songs. (like / don’t like) Stars for our performance: ________________ They could include this on a portfolio / scrapbook page which contains the words of the play + their own illustrations, the words of the songs and the invitation they sent out.

4. Performing the play Before the performance

• Ask children to greet the audience in English as they •

•

arrive, saying Hello. Nice to see you. to give out programmes and show them to their seats. If possible before the play, speak to the audience in L1 to explain how hard the children have worked at English all year and that the play includes lots of the words and grammar they have studied. Tell them the class would like the audience to take part in the play by singing the closing song with them. Use the sentence cards you made for your class; teach the words line by line, going back to the beginning each time a new line is added to get maximum practice. Refer them to the words in their programme and say they should sing when the father in the play says And sing!

The performance

• Take the role of narrator and prompt. Make sure the singers all begin together.

Ending the play

• After all the children have taken a bow, say Thank you for coming. Goodbye.

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Happy Halloween Lesson 1 Objectives: To raise cross-cultural awareness of lifestyles and festivals in English-speaking countries. To transfer target language to a real life context and provide exposure to new language for this festival. Main language: Halloween, a goblin, a witch, a ghost, a pumpkin lantern, a bat, a spider

31st October

Beginning the lesson Timing:   Use these two lessons so that the work is completed before 31st October. The language is based on Unit 1 of the Class Book so work on this festival would be most appropriate when this unit has been completed.

1. Talk about Halloween

• In L1, discuss what the children already know about

Revised language: What’s this? It’s a … Is it a …? Yes, it is. No, it isn’t. I’ve got … Materials: Class Book: pages 66 and 67 Activity Book: page 59 CD 3: tracks 04, 05, 06 Optional material: A piece of orange card for each child. For extra information on Halloween: computers with internet access and / or reference books. Slips of paper with tricks or treats written on them, a plastic or paper bag. Sweets.

•

•

Halloween. Encourage them to talk about the topic, aiming to get as much discussion as possible. Do they celebrate Halloween? When is it? Do they dress up? What do they dress up as for Halloween? Mention that this festival has been celebrated by children for a long time in the USA but, more recently, it has become popular with children in Britain. In fact the origins of this celebration began with the Celts, who lived more than 2,000 years ago in what we now call Ireland. Refer the class to the photo on page 66 of their Class Book and ask the children What can you see? Ask them what they think is happening in the photo. Confirm or explain that it is the evening of 31st October and the children are wearing fancy dress: a goblin, a ghost and a witch. The children traditionally go from house to house, knocking on their neighbours’ doors and asking Trick or treat? This means that if the person who opens the door doesn’t give them a treat (something nice, such as sweets or fruit), they will play a trick on them. The neighbours usually have sweets or fruit ready, trying to avoid having a trick played on them.

Developing the lesson 2. Presentation and practice of new vocabulary 1 Listen and repeat.

• Tell the class that they are going to act out the Halloween

scene in English, but that first they must learn some new words. Refer them to the pictures at the top of page 67. Ask them to listen and repeat as you play CD 3 track 04. The words go in the order they are on the page. Pause the CD after each word and get class and individual repetition.

Listen and repeat.  $ 3•04 Listen and answer.

• Demonstrate the activity. Say, e.g. Number 5. What’s

this? and elicit the answer from an individual pupil. Play CD 3 track 05, pausing after each question. Nominate individuals to answer and then continue playing the CD to confirm their answer.

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Listen and answer.  $ 3•05

Adult 1:  What’s number 1? Adult 2:  A goblin. Adult 1:  What’s number 5? Adult 2:  A bat. Adult 1:  What’s number 4? Adult 2:  A pumpkin lantern. Adult 1:  What’s number 3? Adult 2:  A ghost. Adult 1:  What’s number 6? Adult 2:  A spider. Adult 1:  What’s number 2? Adult 2:  A witch. • Point at a picture and say Number 6. What’s this? Is it a bat? Elicit the complete answer No, it isn’t. It’s a spider. Use this opportunity to revise the structure Is it a …? Yes, it is. / No, it isn’t. • Now, put children in pairs to take turns to point, ask and answer, using their Class Book, e.g. Number 4. What’s this? Is it a …? Go round the class and help pairs as necessary. Competence in social skills and citizenship:  Speaking activities of this sort, where children use dialogue as a basic tool for interpersonal communication, encourage participation.

3. Preparing for the sketch

4. Vocabulary recognition (AB page 59) 1 Count and complete.

• Tell the children to open their Activity Book at page 59. • Put children to work in pairs. Point to the pictures and ask

•

Answers

Picture A: 3 goblins, 1 spider, 3 pumpkin lanterns, 1 bat, 1 witch, 2 ghosts Picture B: 1 goblin, 4 spiders, 1 pumpkin lantern, 2 bats, 2 witches, 3 ghosts

Ending the lesson 5. Goodbye

• Invite pairs to the front of the class to hear their dialogue.

2 Listen, repeat and act.

• Refer the class to the photo on page 66 again. Ask them

•

to find the vocabulary items in the photo. You could set this up as a competition and encourage them to work in pairs. The first pair that find all six items put up their hands. Ask them to come to the front and show you and the class where each item is, saying the words as they do so. (The answers are: The boy on the left is a goblin. The girl on the right is a witch. The child in the middle is a ghost. They are carrying pumpkin lanterns. There are bats on the door. There is a spider on the door too.) Ask them to listen to CD 3 track 06 and to follow the dialogue in their books.

Listen, repeat and act.  $ 3•06

• Play the CD again, pausing after each line to get class /

•

individual repetition. Explain the new phrase Here you are by making an offering gesture. Demonstrate the sketch in front of the class, taking one part yourself and asking three children to be the children in the photo. Change roles and let them all have a turn at saying the woman’s line. Put pupils into groups to practise. (If there is an odd number, two children can speak together as shown in the Class Book.) Go round the class and help children who find this difficult.

Competence in autonomy and personal initiative:   Acting out together gives children the courage and confidence to express themselves in English.

them to decide who is Pupil A and who is Pupil B. Children use the relevant picture, covering the other one. Make sure they understand that they must not see each other’s picture, but cover it with a book or a piece of paper. Children read the words and count the number of items in their picture. They write the numbers next to the words. Then, pupils exchange answers. First, Pupil A says I’ve got 3 goblins, and you? and Pupil B says I’ve got 1 goblin. I’ve got 4 spiders, and you?, etc. Go round the class, helping as necessary. Check the answers as a class.

•

Encourage them to do actions and to add as much expression as possible, e.g. knocking at the door, offering and receiving the sweets. Hear as many groups as possible. You won’t be able to hear them all so note down who you haven’t heard for the beginning of the next lesson. You’ll also be able to choose other pupils to act out for the other festivals. Say Goodbye.

EXTRA ACTIVITIES 1 Reinforcement Trick or treat?

• Write down different tricks on slips of paper and place •

them in a bag, e.g. Sing the Big Surprise! song!, Make an animal sound!, etc. Children take turns to say Trick or treat? and draw a paper from the bag. Pupils read the trick and do what it says on the paper. When they perform the trick, say Treat and give him / her a sweet.

2 Extension Research Halloween and make a classroom display.

• Use the internet and reference books for children to

find information on the origins of Halloween, e.g. www. historychannel.com/exhibits/halloween. Get them to draw more Halloween items, such as other fancy dress costumes. They can use these to create a classroom Halloween display and can then label each item in English.

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Lesson 2 Objectives: To continue the theme of Halloween in English. Revised language: Halloween, a goblin, a witch, a ghost, a pumpkin lantern, a bat, a spider What’s this? It’s a … Is it a …? Yes / No, What colour is it? It’s + colour Receptive language: 31st October, We wear fancy dress. We visit houses and say ‘Trick or treat’, broomstick, night, knife Materials: Class Book: pages 66 and 67 Activity Book: page 59 CD 3: tracks 07, 08 Extra Activity Worksheet 19 Coloured card, string, stapler, scissors, green and orange tissue paper. A coat hanger for the mobile. If possible, ask each child to bring an old coat hanger from home. Optional material: Dressing up clothes for Halloween. For extra information on Halloween: computers with internet access and / or reference books. An enlarged photocopy of the picture of the witch on a broomstick from Class Book page 67. A pumpkin, a knife and a candle.

Developing the lesson 2. Reading about Halloween 3 Read, listen and answer.

• Point to the children in the photo on page 66 and say

•

•

fancy dress costumes. Ask What is it? pointing to each costume, getting the children to say a goblin, a ghost and a witch. Ask if they remember what Trick or treat? means. They should remember that it’s about children in fancy dress visiting houses. Say Yes, they visit houses and say ‘Trick or treat?’ Refer the class to the photo of Lisa and her speech bubble on Class Book page 67. She’s talking about Halloween. Point to activity 3 and read the questions with the children. Ask pupils to read silently as you play what she says on CD 3 track 07. After you have played the track, ask pupils to compare their answers with a partner. Check as a class by reading the sentences in the text that give them the answers (Halloween is on the 31st of October. I’m a witch this halloween!).

Answers

1  Halloween is on the 31st of October.  2  She’s a witch.

Listen and read.  $ 3•07

3. Presentation and practice of the song 4 Listen and sing.

• Ask the children to close their books. Remind them that

Lisa in the photo on page 66 is a witch and write this word on the board. Ask Are there three witches in the photo? (No) What else is there? (a goblin and a ghost). Write these words on the board too. Now ask the children to listen to the song on the CD and tell you what it’s about. Is it about a goblin, a witch or a ghost? Play CD 3 track 08 and check their answer as a class. (It’s about a witch.)

Listen and sing.  $ 3•08

• Ask the class to open their Class Books on page 67 and •

Beginning the lesson

•

1. Revision of information about Halloween

• Ask the children to open their Class Books at pages 66 and

•

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67 and to read the dialogue on the photo. Invite one or two pairs of children (who didn’t act out last lesson) to do so now. Use the photo to revise the names of the Halloween items on page 67. Ask the children to tell you in L1 what else they remember about Halloween in Britain. Is it the same or different in Spain?

•

follow the words as you play the CD again. This will help them get accustomed to the tune. If you have photocopied and enlarged the picture of the witch in the song from the Class Book, show it to them, alternatively refer to the picture in their book. Point at the witch and the hat to teach the first two lines. Get the children to listen and repeat these lines at the beginning of the song on the CD. Point at the broomstick and teach this word. Draw stars and a moon on the board to teach night. Get them to listen and repeat the next two lines. Then go back to the beginning of the song and get them to sing this far. Sing Tra-la-la-la-la to demonstrate what a song is. Play the CD again and get them to repeat the last two lines. Then go back to the beginning of the song and get them to sing all the way through. Play them the song a couple more times, encouraging them to join in. They can sing with actions too: using their hands above their heads to form a triangular hat and miming flying on a broomstick.

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Competence in autonomy and personal initiative:   Singing all together gives children the courage and confidence to express themselves in English.

4. Craft activity

EXTRA ACTIVITIES 1 Reinforcement A Halloween performance

• The sketch from the last lesson could be included

in a performance for parents or other classes in the school. Get them to act out the sketch as the group of three children dressed up, as seen in the photo. Use a number of other children as neighbours with a variety of treats / sweets so that the children in fancy dress go from neighbour to neighbour, collecting treats / sweets as they go. Involve the whole class in making simple costumes / masks and cut-outs of the items in the small pictures on the page. They can decorate the stage with these. They can also all join in singing the song at the end of the performance. Make sure that the children who perform the sketch then share the sweets with the whole class and the audience at the end.

5 Make a mobile.

• Revise the names of Halloween items. Ask, e.g. What’s •

•

number 3? Is it a goblin? Give each child a copy of the Extra Activity Festival Worksheet 19, which has the items they will cut out and colour for their mobile. You could also give them card to stick the pictures on to, as this will make them last longer. Finally, they attach each picture to a coat hanger with string. Play the song on the CD again as they work to encourage them to sing along. Go round the class, asking What’s this? Is it a …? to get as much language practice as possible. The picture in the Class Book gives them an idea of what the finished product could look like. They can add green and orange tissue paper to the coat hanger, as shown in the Class Book, for extra effect. Display their mobiles by hanging them from a string, hung across the classroom. You will need to knot each hanger onto the string to keep the individual coat hangers apart.

2 Extension Make a pumpkin lantern

• This is an activity that could be done in the children’s own time.

• Tell the children to open their Activity Books at page

5. Reading practice (AB page 59) 2 Read and number.

• Tell the children to open their Activity Books at page •

•

59 and look at the pictures in activity 2. Explain that the pictures show how to make a pumpkin lantern. Do the example with the class. Read the first instruction and ask them to find the picture that illustrates this sentence, which is done as an example. Use this opportunity to teach knife. Get children to repeat the word a few times, making sure they understand that the first letter is silent. Children read the rest of the instructions and match them to the pictures. As they finish, get them to check their answers with a partner. Correct the answers as a class.

•

59. Refer them to activity 2 and ask them to follow the instructions to make a pumpkin lantern. Point at the warning sign and make sure they understand that they need to ask an adult to help them. Children could bring their pumpkin lanterns and display them in the classroom.

Answers

3, 2, 4, 1

Ending the lesson 6. Goodbye

• Sing the song again. Then get the class to walk out of the classroom singing as they go.

• Wave and say Goodbye as they leave.

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Christmas Eve

24th December

Lesson 1 Objectives: To raise cross-cultural awareness of lifestyles and festivals in English-speaking countries. To transfer target language to a real life context and provide exposure to new language for this festival. Main language: Christmas Eve, a Christmas tree, a present, a decoration, a stocking, Santa Claus, a star Revised language: What’s this? It’s a … Is it a …? Yes / No, Have you got a …? Yes, I have / No, I haven’t. I’ve got … How many? Materials: Class Book: pages 68 and 69 Activity Book: page 60 CD 3: tracks 09, 10, 11, 14 DVD 3 DVD Activity Sheets 16 and 17 Ask children to bring 3 coloured markers. An enlarged photocopy of the picture of the vocabulary game from Activity Book page 60. Optional material: Eight packets of various sizes, wrapped up as Christmas presents with labels as follows: three are ‘To Ellen’, one ‘To Mum’, one ‘To Dad’ and two ‘To Tom’, plus Christmas cards, depicting the vocabulary items.

Beginning the lesson Timing:   Use these two lessons so that the work is completed before the end of the Christmas term. The language is based on Units 1 and 2 of the course so work on this festival would be most appropriate when the units have been completed. However, references to Unit 2 target language could be treated as preview language in advance of the unit itself so don’t worry if your class hasn’t completed Unit 2.

1. Talk about Christmas

• In L1, discuss what the children already know about •

•

Christmas. Do they celebrate Christmas? When do they get presents? What do they do on 24th and 25th December? Refer the class to the photo on page 68. Explain that British people celebrate Christmas mainly on 25th December, but Christmas Eve, on the 24th, is an exciting day. Point appropriately at parts of the picture as you explain what happens on Christmas Eve in Britain. Point out how people decorate their houses and Christmas trees. Explain that they wrap presents for each other and put them under the tree. The children also hang stockings for Santa Claus to fill with more presents. Point to the girl in her pyjamas and explain that she’s excited about her presents. She has to go to bed early so that she’s asleep when Santa Claus comes. Tell them that they open their presents on Christmas Day.

Developing the lesson 2. Presentation and practice of new vocabulary 1 Listen and repeat.

• Tell the class that they are going to act out a Christmas Eve

scene in English, but first they must learn some new words. Refer them to the pictures at the top of page 69 of the Class Book, or if you brought in Christmas cards with these pictures on, show them these instead. Ask the children to listen and repeat as you play CD 3 track 09. Pause the CD after each word and get class and individual repetition.

Listen and repeat.  $ 3•09 Listen, count and answer.

• Stick the Christmas cards or draw small pictures of the •

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Christmas vocabulary on the board. Ask What’s this? and write the words under each picture. Revise the numbers they will need for the listening activity by referring to the Christmas cards on the mantelpiece in the photo on page 68. Ask How many are there? and get them to count (3). Remind them of the word Lots.

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• Play CD 3 track 10, pausing after each question and

pointing at the appropriate picture on the board. Get pupils to count things in the main scene and ask individuals for the number. If they disagree, they are probably counting things in the Christmas cards too. This is fine, as long as they can justify their answers. If the children notice the cat’s stocking, explain that sometimes these are just for decoration, but that some people buy presents for their pets.

Listen, count and answer.  $ 3•10

Adult 1:  How many Santa Clauses are there? Adult 2:  3. Adult 1:  How many Christmas trees are there? Adult 2:  1. Adult 1:  How many presents are there? Adult 2:  Lots! Adult 1:  How many decorations are there? Adult 2:  Lots! Adult 1:  How many stockings are there? Adult 2:  2. Adult 1:  How many stars are there? Adult 2:  3. • Put children in pairs to take turns to ask and answer, using the question and answer pattern above.

3. Preparing for the sketch 2 Listen, repeat and act.

• Refer the class to the date 24th December at the top of

•

page 68 and teach the expression Christmas Eve. Say that they are going to act out a Christmas Eve scene, but first they must learn the words. Ask the children to look at the people in the scene. Are they friends or family? Teach their names: Mum, Ellen, Tom. Write them on the board. Point at the pictures of Christmas vocabulary on the board and ask which one the family are talking about. Get them to find out by following the conversation in their books as you play CD 3 track 11.

Listen, repeat and act.  $ 3•11

• Ask How many presents has Ellen got? Play the CD again to hear the answer.

• Play the CD again, pausing after each line to get class /

•

individual repetition. Show what the word under means by pointing. As you add each new line, go back to the beginning of the dialogue again so it can be practised from the beginning, up to and including the new line. Put children in groups of three to play mum and the two children. Give them time to read and learn their words.

compare their answers with a partner. Refer to the picture in their book and trace the answer with your finger.

Listen and follow.  $ 3•14

1 Start, A star, a decoration, Santa Claus, a stocking, a star, Finish! 2 Start, Santa Claus, a present, a stocking, a decoration, a Christmas tree, a star, Finish! 3 Start, A present, a decoration, a Christmas tree, Santa Claus, a stocking, a Christmas tree, Finish!

Ending the lesson 5. Goodbye

• Ask one group to act in front of the class. Designate an

•

object or corner of the classroom as the Christmas tree and put the packages prepared before the class on the floor to represent the presents. Give one package to the child playing the part of Tom. Get them to act the scene round the Christmas tree, with Ellen finding and counting the presents with her name on them before answering Mum’s question. Say Goodbye.

EXTRA ACTIVITIES 1 Reinforcement Make paper chains to decorate the classroom

• Cut thin strips of paper and give each child three or four of them. They colour these and tell you what colour they are as you go round the class. Get the children to stick the ends of one strip to form a circle. They link another strip through this and so on to form a chain, combining it with their classmates’ circles.

2 Extension Research a British Christmas and make a display

• Use the internet or reference books to find information. Get them to draw Christmas items that are different from the ones in the book. They can stick these on the classroom wall and label them in English.

artistic and cultural competence:   Tell the children that it is important for them to recognize other people’s artistic contributions, as well as their own.

4. Vocabulary recognition (AB page 60) 1 Listen and follow.

• Tell the children to open their Activity Books at page 60.

•

Point to the game in activity 1 and refer the class to the Christmas items below. Explain to the children that they are going to listen and follow the items in the picture as they hear the words. Get them to trace a line with a different colour pen each time. Play the CD and get pupils to work individually. Play the CD again; they can change answers if they need to. Let them Festivals 183

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Lesson 2 Objectives: To continue the theme of Christmas in English. Revised language: Christmas Eve, a Christmas tree, a present, a decoration, a stocking, Santa Claus, a star What’s this? Is it a …? It’s a … Yes, it is. / No, it isn’t. Toys

•

•

Receptive language: 24th / 25th December, We put / He puts … Materials: Class Book: pages 68 and 69 Activity Book: page 60 CD 3: tracks 12, 13 Extra Activity Festival Worksheet 20 DVD Activity Sheets 16 and 17 Coloured card, A4 paper / card for making Christmas cards, scissors, felt-tips

remind them that people in Britain open their presents on Christmas Day They open the presents on 25th December. Refer the class to the photo of Ellen and her speech bubble on Class Book page 69. She’s the same girl as in the main photo and she’s talking about Christmas Eve. Point to activity 3 and read the questions with the children. Ask pupils to read silently as you play what she says on CD 3 track 12. After you have played the track, ask pupils to compare their answers with a partner. Check as a class by reading the sentences in the text that tell them the answers (It’s the 24th of December. We open the presents on the 25th of December).

Answers

1 Christmas Eve is on the 24th of December. 2 She can open her presents on the 25th of December.

Listen and read.  $ 3•12

3. Presentation and practice of the song 4 Listen and sing.

• Ask the children to close their books. Elicit as many

Christmas words as possible, e.g. Christmas tree, stocking, present. Also, teach them the words jingle, bell, sleigh and ride. Tell them that they are going to listen to a traditional English Christmas song, called Jingle Bells. Play CD 3 track 13.

Listen and sing.  $ 3•13

• Point at Santa Claus in his sleigh and all the presents in the small picture beside the song in the book. Explain that it is Christmas Eve and Santa Claus has come to leave presents in all the children’s houses.

Beginning the lesson 1. Revision of information about Christmas Eve

• Ask the children to open their Class Books at page 68

•

and to read the dialogue on the page. Invite one or two groups of children (who didn’t act out last lesson) to do so now. Use the main picture to revise the Christmas vocabulary that they learnt in the last lesson. In L1, ask children to tell you what else they remember about Christmas Eve in Britain. Is it the same or different in Spain?

Developing the lesson 2. Reading about Christmas 3 Read, listen and answer.

• Point to the presents under the tree in the Class Book

photo and ask Where are the presents? (Under the tree). Mime wrapping presents and putting them under the tree and say They put presents under the Christmas tree. Point to the stockings and ask, Where does Santa Claus put presents? In the stockings or under the tree? (In the stockings). Then

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Cultural note:   Santa Claus Santa Claus is another name for Father Christmas. You may wish to teach Father Christmas instead.

• Teach any other words that the children don’t know and ask them to repeat.

• Teach the song line by line. As you add each line, go back to the beginning of the song to go over it all again.

Competence in autonomy and personal initiative:   Singing all together gives children the courage and confidence to express themselves in English.

4. Craft activity 5 Make a card.

• Explain that the children are going to make Christmas •

cards to take home and that they can write the greeting in English. Give each child a sheet of white or coloured paper and get them to fold it in half. They make four small cuts down the fold, in two pairs (with the lines quite close together). Then give each child a copy of Extra Activity Festival Worksheet 20. They colour and cut out the Santa Claus and the Christmas tree and stick them where the paper or card pops up (the two pairs of cuts that they made).

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• Play the song on the CD again as they work and

•

•

encourage them to sing along. Go round the class, asking What’s this? Is it a …? What colour is it? to get as much language practice as possible. Write greetings on the board for them to copy into their card. Depending on the pupils’ level in English, greetings can vary from Merry Christmas to Merry Christmas and a Happy New Year. They can all write Love … + their name and, with more time, some can add, e.g. To Mum and Dad. Display their cards in the classroom for others to see. They can then take them home to give to family members or friends for Christmas.

Cultural note:   People in Britain send more than 1,000,000,000 Christmas cards to their friends and families in December each year. Many children make their own cards. Common greetings are Happy / Merry Christmas / Xmas! Christmas / New Year greetings! Happy New Year!

5. Writing practice (AB page 60) 2 Look at each present. What is it?

• Tell the children to open their Activity Books at page 60

and look at the picture. Explain that the picture shows a room with presents on Christmas Eve. Children have to guess what the presents are.

Teaching tip:   You could take this opportunity to revise toys vocabulary. Before children do this activity, ask them to tell you all the toys names in English that they can remember. Teach the class the word teddy.

• Do the example with the class. Read the first name (Lily) •

and ask them to find her present. Ask Is it a ball? And elicit the complete answer. No, it isn’t. It’s a bike. Get children to read the rest of the names and guess the presents. As they finish, get them to check their answers with a partner. Correct the answers as a class.

EXTRA ACTIVITIES 1 Reinforcement A Christmas performance

• The sketch from the last lesson could be included in an

end-of-term performance for parents or other classes in the school. Get them to act out the sketch as a group of three as seen in the photo. Use a number of other children as friends or family who visit asking about and receiving presents. Involve the whole class in making decorations to decorate the stage. They can also all be responsible for singing the Christmas song at the end of the performance.

2 Extension Alternative way of teaching / revising the song

• A suggestion for teaching this is to prepare a handout

for the children. Write the beginning of each sentence in order on the left with the second half of each sentence in jumbled order on the right. The children listen and match the halves to make complete sentences. They will probably need to listen more than once and this repetition will help them grasp the tune and finally the words. Jingle bells, open sleigh. Oh! Jingle jingle bells Oh what fun all the way. In a one-horse it is to ride

Extra video!

• If you wish to spend more time on an aspect of

Christmas, use the Christmas section of the DVD and use the Christmas notes and Activity Sheets, 16 and 17, from the Teacher’s Resource CD-ROM.

Answers

1  It’s a bike.  2  It’s a car.  3  It’s a teddy.   4  It’s a ball.  5  It’s a kite.

Ending the lesson 6. Goodbye

• Sing the song again. Then get the class to walk out of the •

classroom singing as they go. Wave and say Goodbye as they leave.

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Easter

March / April

Lesson 1 Objectives: To raise cross-cultural awareness of lifestyles and festivals in English-speaking countries. To transfer target language to a real life context and provide exposure to new language for this festival. Main language: Easter, an Easter egg, paints, an Easter basket, hot cross buns, the Easter bunny, a chick Revised language: Can / Can’t, like / don’t like, What’s this? It’s a … Is it a …? Yes / No, What colour is it? It’s + colours, Here you are / Thank you Receptive language: March / April, Wait a minute

Beginning the lesson Timing:   Use these two lessons so that the work is completed before the Easter holiday. The language level is based on Units 3 and 4 of the Class Book so work on this festival would be most appropriate when these units have been completed. However, references to Unit 4 target language (I like) could be treated as preview language in advance of the unit itself so don’t worry if your class hasn’t completed Unit 4. You could teach the Hobbies section first for children to meet the characters who feature in the Easter section.

1. Talk about Easter

• In L1, discuss what the children already know about

Materials: Class Book: pages 70 and 71 Activity Book: page 61 CD 3: tracks 15, 16, 17 Optional material: For extra information: computers with internet access and / or reference books about Easter.

•

•

Easter. Encourage them to talk about the topic in Spanish, aiming to get as much discussion as possible. Do they celebrate Easter? When is it? What do they do? Do they do anything special? Refer the class to the photo on page 70 of the Class Book. Point to the children and explain that this is Lisa and her friends Ben and Dan. It’s Easter, and these children are doing some traditional Easter activities. Explain that the festival is either in March or April depending on the church calendar, which is based on the moon. Tell them that in Britain the traditions vary from family to family and from region to region. On Easter Sunday, children get chocolate Easter eggs. Many people hide small chocolate eggs in the garden or the park and have egg hunts, where you keep as many eggs as you find! The children also ‘blow’ real eggs (this means that they empty them by blowing through a small hole) and then paint the empty shells. They then give them as presents to their friends or family. They also have egg races, rolling eggs down a hill. The winner is the fastest person whose egg doesn’t break! There are various biscuits, cakes, and sweets that people bake for Easter, and the children will learn about these later.

Developing the lesson 2. Presentation and practice of new vocabulary 1 Listen and repeat.

• Tell the class that they are going to act out an Easter scene in English, but first they must learn some new words. Refer them to the pictures at the top of page 71. Ask them to listen and repeat as you play CD 3 track 15. The words go in the order they are on the page. Pause the CD after each word and get class and individual repetition.

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Listen and repeat.  $ 3•15 Listen and answer.

Listen, repeat and act.  $ 3•17

• Play the CD again, pausing after each line to get class /

• Demonstrate the second activity. Say, e.g. Number 5. What

can you see? and elicit the answer from an individual pupil.

• Play CD 3 track 16, pausing after each question. Nominate

individuals to answer and then continue playing the CD to confirm their answer.

If a pupil gets the answer wrong, ask another pupil for the correct answer. Then ask the original pupil again. This way, you help develop collaborative learning without de-motivating the original pupil, who ends up getting the answer right.

•

Teaching tip:  

Listen and answer.  $ 3•16

Adult 1:  Number 1. What can you see? Adult 2:  An Easter egg. Adult 1:  Number 5. What can you see? Adult 2:  The Easter bunny. Adult 1:  Number 4. What can you see? Adult 2:  Hot cross buns. Adult 1:  Number 3. What can you see? Adult 2:  An Easter basket. Adult 1:  Number 6. What can you see? Adult 2:  A chick. Adult 1:  Number 2. What can you see? Adult 2:  Paints. • Get further practice by nominating individuals to ask and answer across the class. Teacher: Carlos, say a number and ask a question. Carlos: Number 3. What can you see? Teacher: María? Maria: An Easter basket. • Put children in pairs to take turns to ask and answer, using the question and answer pattern above. Go round the class and help pairs as necessary.

3. Preparing for the sketch

•

4. Vocabulary recognition (AB page 61) 1 Look and write.

• Tell the children to open their Activity Books at page 61. • Draw up a simple 3x3 grid on the board. Label the left-

• •

again. Ask them to find the six Easter things from the little pictures in the main photo and elsewhere on these pages. Do this as a competition and encourage them to work in pairs. This will speed up the process and give a chance for further repetition of the words as they find them. They put up their hands when they have found all six. Ask the fastest pair to come to the front and to show you and the class where each thing is. To win, they must name each thing in English as they point to it.

Answers

The paints are on the table. The children at the door have got an Easter basket. The children are eating hot cross buns. There are Easter eggs at the bottom of page 71; Easter bunnies on the egg decorations and chicks illustrating the song.

• Ask them to listen to CD 3 track 17 and to follow the words for the sketch in their books.

hand side (y-axis) alphabetically (A, B, C) and the lower side (x-axis) with numbers (1, 2, 3). Place an X in one of the squares and nominate a pupil to tell you the place where the X is by calling out a position (e.g. B1). Now point to the picture in the Activity Book and do the example with the class. Read the first question and ask them to find the orange egg, which is done as an example. Get children to read the rest of the questions and find the eggs in the picture. As they finish, get them to check their answers with a partner. Correct the answers as a class.

Answers

1  5D  2  3D  3  1D  4  3C  5  7E  6  5E

Ending the lesson 5. Goodbye

• Invite groups of three to the front of the class and hear

2 Listen, repeat and act.

• Refer the class to pages 70 and 71 of their Class Books

individual repetition. Explain the new phrase Wait a minute by holding up your hand to suggest stopping and then pointing at your watch. Ask in L1 if he can paint the egg immediately. Elicit No and add: in a minute. Then repeat Wait a minute and get class / individual repetition of the phrase. Demonstrate the sketch in front of the class, taking Lisa’s part yourself and asking other children to take the other parts. Then ask other children to act it out without you, inviting a child who finds English easy to take Lisa’s part this time. Put pupils in groups of three to practise. One takes Lisa’s part, one takes Ben’s part and one takes Granny’s part. Go round the class and help children who find this difficult.

•

their dialogue. Encourage them to do actions too, e.g. knocking at the door, offering and receiving. Hear as many pairs as possible. Say Goodbye.

EXTRA ACTIVITIES 1 Reinforcement Make Easter baskets

• The children can make cardboard baskets by folding

and sticking card. They then decorate them with small pictures associated with Easter, e.g. those at the bottom of the page. They can use their basket to put painted or decorated eggs in and then give them to friends or family.

2 Extension Research Easter and make a classroom display

• Find out more about Easter and make a classroom

display. The children can use the internet and reference books to find information on the origins of Easter. Get them to draw Easter items to add to those they learnt in the Class Book. They can create an Easter display. Festivals 187

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Lesson 2

• After you have played the track, ask pupils to compare the answers with a partner. Check as a class by reading the sentences in the text that tell them the answers (Easter is in March or April. We eat hot cross buns and lots of chocolate Easter Eggs).

Objectives: To continue the theme of Easter in English. Revised language: Can / Can’t, like / don’t like, What’s this? It’s a … Is it a …? Yes / No, What colour is it? It’s + colours, Here you are / Thank you, Easter, an Easter egg, paints, an Easter basket, hot cross buns, the Easter bunny, a chick

1  Easter is in March or April.  2  He eats hot cross buns and lots of chocolate Easter Eggs.

Receptive language: March / April, Wait a minute

Listen and read.  $ 3•18

Materials: Class Book: pages 70 and 71 Activity Book: page 61 CD 3: tracks 18, 19 Extra Activity Worksheet 21 Card, string, stapler, scissors, paints

3. Presentation and practice of the song

Optional material: Prepare pictures to stick on the board to help teach the song as follows: 1) a chick with an egg, 2) an egg in an egg cup, 3) the word Easter and 4) a clock showing 3.30. Small chocolates or sweets.

Answers

4 Listen and sing.

• Ask the children to close their books. Ask them to tell

you words to do with Easter, e.g. Easter egg / hot cross buns / basket, etc. and write them on the board. Be sure to include a chick. Now ask the children to listen to the song on CD 3 track 19 and to tell you what it’s about. (It’s about a chick.)

Listen and sing.  $ 3•19

• Ask the class to open their books and follow the words

•

•

Beginning the lesson 1. Revision of information about Easter • Ask them to open their Class Books at page 70 and to •

read the dialogue. Invite one or two pairs of children (who didn’t act out last lesson) to do so now. Use the photo to revise the Easter vocabulary. In L1, ask children to tell you what else they remember about Easter in Britain. Is it the same or different in Spain?

Developing the lesson 2. Reading about Easter 3 Listen, read and answer.

• Refer the class to the text in the speech bubble. Elicit

that Lisa’s friend, Ben, has written it. He’s talking about Easter. Point to activity 3 and read the questions with the children. Ask pupils to read silently as you play what he says on CD 3 track 18.

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as you play the CD again. This will help them get accustomed to the tune. Put the pictures you prepared earlier or draw pictures on the board to help teach the words of the song: 1) a chick with an egg, 2) an egg in an egg cup, 3) the word Easter and 4) a clock showing 3.30. Point at the chick and the egg and get class / individual repetition of the words. Then play the CD, pausing after each line, and get the children to repeat the first two lines of the song. Point at the egg in the egg cup and tell them this egg is for tea. Get class / individual repetition of the word. Then play the CD, pausing after each line, and get the children to repeat the next two lines of the song. Go back to the beginning of the song on the CD again so it can be practised from the beginning, up to and including the new lines.

Cultural note:   In L1, tell the children that tea is a meal as well as a drink in Britain. The children usually have tea (not the drink) when they come in from school, at about 4 o’clock. It’s usually a drink and a snack to eat. For some children, the meal is later, it is bigger and it serves as dinner.

• Point from the egg to the word Easter and play the next

line for them to repeat after the CD. Then point at the clock and teach It’s half past three (time for tea!) Then play the next two lines on the CD, pausing after each line, and get the children to repeat. Go back to the beginning of the song on the CD again so it can be practised from the beginning, up to and including the new lines.

Competence in autonomy and personal initiative:   Singing all together gives children the courage and confidence to express themselves in English.

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4. Craft activity

EXTRA ACTIVITIES

5 Make decorations.

1 Reinforcement

• Revise the names of the Easter items, then point to the

•

•

photo on page 70 of the Class Book of the children painting eggs. Tell them they are going to do the same, but with paper. Give each child a copy of Extra Activity Festival Worksheet 21 for them to colour, cut out and, if possible, stick onto card. The first egg is already decorated and the message is written for them as an example, but the second egg is entirely up to them to decorate. They can copy the same message if they want. Display their eggs around the class and then let them take them home to give to their family and friends.

5. Drawing activity (AB page 61) 2 Draw the other half of the Easter egg.

• Tell the children to open their Activity Books at page 61 •

and refer them to the pictures of the Easter eggs. Explain to the class that they need to finish decorating the eggs. Do the example with the class. Copy the first egg on the board and draw the other half, which is done as an example. The children complete the rest of the activity individually. Give them time to compare with a partner.

An Easter performance

• The sketch from Lesson 1 could be included in an endof-term performance for parents or other classes in the school. Get them to act out the sketch as a group of three as seen in the photos. Use a number of other children as friends or family who they visit. Involve the whole class in making decorations to decorate the stage. They can also all be responsible for singing the song at the end of the performance.

2 Extension An Easter egg hunt

• Use the eggs decorated by the children in the craft

activity and organize an egg hunt. Put the children in teams and use as many eggs as there are teams. Hide the eggs in the classroom or outside, if you can, and invite children to look for them. Give small chocolates or sweets to the children when they find the eggs.

Artistic and cultural competence:   This activity will help the children to develop their fine motor skills. Coordination between hand and eye is one of the basic skills that young children need to master.

Ending the lesson 6. Goodbye

• Sing the song again. Then get the class to walk out of the classroom singing as they go.

• Wave and say Goodbye as they leave.

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Ideas bank Big Surprise! Today poster Story books In Lesson 8 of each unit in Big Surprise! 3 the children have the opportunity to make a story book. Making the book serves as a reminder of all the language that the children have learnt in the unit and also as a summary of all the activities that they have done based on the story. It is almost like having their own version of the story that they themselves complete and can then show their parents. They can also tell the story again with their friends and use the book to look back through the story to revise as necessary. The pupils can take the story book home and keep it in their English Portfolio. The story frames are in the Extra Activities section on the Teacher’s Resource CD-ROM. The script is given in the Class Book and also in the Extra Activities section on the Teacher’s Resource CD-ROM that the children can cut up. When the children have cut out and stuck the pictures in their own story book, for the types of books described here they will either need to write the script in speech bubbles and stick it on each frame or write it as text below each frame. Children who struggle more with English could cut out the script and stick it on the story book page. The rest of the class can copy the script from the Class Book or the relevant Extra Activity Worksheet on the Teacher’s Resource CD-ROM. If they are going to write out the text, they should do it first in pencil from memory and then compare what they have written with the page in the Class Book or the relevant Extra Activity Worksheet (when you give it out) to correct their work before finally writing it in pen. See the story book teaching notes in Lesson 8 of each unit for the procedure to follow. In Lesson 8 of each unit in the Class Book, the children can see Emma and Josh making different types of story books. The following instructions show how to make the books and give ideas for using them. You may want them to make the same type of book each time (see Unit 1 suggestion) or you can let the children choose which one they want to make regardless of the suggestions given in each unit. Some of these types of book are more demanding cognitively so it would be a good idea to divide the children into small groups to combine their different skills so that they can support and help each other as they work. If all the pupils are making the same type of book, demonstrate how to make it in front of the whole class. If only one group is making a certain type of book, do a demonstration for this group while the rest of the class are preparing theirs in the standard format. It is always a good idea to have a finished version available so that the children see it.

Unit 1: Booklet You will need: three pieces of paper, scissors, stapler, felt-tips or pencils, glue, the story frames, the dialogue. 1 Fold the pieces of paper in half horizontally down the middle. 190

2 Place the three pieces of paper one inside the other with all their folds together and staple them down the fold. 3 Stick the cover frame on the cover of the booklet. 4 Open the book. Stick each frame on a page. 5 Write or stick the correct dialogue in the space beneath the frame or next to it in speech bubbles.

Unit 2: TV book You will need: two pieces of A3 paper, one piece of A4 paper, scissors, felt-tips or pencils, glue, the story frames, the dialogue. 1 Take the A4 paper and make two cuts of 15 cm at the top of the paper (6 cm apart). This is the TV ‘screen’. 2 Make two more cuts of 7.5 cms 20 cms apart at the bottom of the paper. This will be the ‘subtitle’ screen. 3 Fold the A3 paper in half horizontally and stick the story frames along this fold. 4 Fold the other sheet of A3 paper in half horizontally and then fold it again. Cut along the folds to make four strips of paper. Glue two or three of these strips together and write the text for each frame of the story to make the ‘subtitles’. 5 Thread the story frames through the cuts in the screen, and the text where sub-titles would normally go, and pull them along.

Unit 3: Pop-up book You will need: four pieces of paper, glue, scissors, felt-tips or pencils, the story frames and the dialogue. 1 Fold one piece of paper in half vertically. Along the folded edge near the bottom, make two short cuts the same length and about 1–2 cm apart. Make two more cuts like this at the top of the folded edge. Do the same with another two pieces of paper. 2 Pull out the pieces you cut so they ‘stand out’ and stick each frame of the story onto one of these pop-ups. You will need to fasten the pages together back-to-back. 3 Write the story text below each frame. 4 Fold the final sheet of paper in half and stick the rest of the book inside it, using this last sheet as the cover. Stick the title frame to the cover and decorate it.

Unit 4: Book in a box You will need: two pieces of paper, glue, felt-tips or pencils, scissors, the story frames and the dialogue. 1 Take one piece of A4 and make folds of 2.5 cm along three edges, and twice in the middle (2.5 cm apart). 2 Cut the two end sections and the middle section diagonally. 3 Fold these diagonal cuts in to form a box and glue them together. 4 Make a zig-zag book (see Unit 5).

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Ideas bank 5 Decorate the box, perhaps to make it resemble the lunchbox from the story. Stick the book inside the box.

Unit 5: Zig-zag book For each pupil you need: a sheet of A3 paper, scissors, glue, the story frames and the dialogue. 1 Cut the A3 paper into two long strips. Glue them together and fold them into a zig-zag shape. 2 Stick the story frames onto the zig-zag paper, leaving a space for your title page.

Unit 6: Folding book You will need: a piece of A3 paper, scissors, felt-tips or pencils, glue, the story frames and the dialogue. 1 Fold the A3 paper in half so it makes a long double strip and make a good crease. 2 Then open it up and fold it in half again to make a double A4 sheet. Crease it and make another fold to make it A5. 3 Open it up again to the A4 size. With the fold along the top, cut half way down the middle. 4 Open it up to A3 and fold it along the original crease. The slit is in the centre of the top fold. 5 With your thumb and first finger of each hand, hold either side of the slit. Push so the slit gapes open (like a frog’s mouth). Push your fingers towards each other till they touch and the pages can press into a small book format. 6 Stick a story frame on each page and write the dialogue below each frame. Make a separate cover if you like.

Other story book ideas Here are some ideas for activities that the children can do with their story books once they have made them. Tell them that it is a good idea to look back at the stories from time to time to revise the language that they have learnt and to remind themselves of what happened in the stories.

Where am I? Read a sentence from one of the story frames and ask the children to tell you as quickly as possible which frame it is. When they find the frame, they put up their hand, tell you the frame number and repeat the sentence that you said.

How many pages? Choose an object or character from the story and ask the children to count on how many pages they can find it or the character. In some story frames there are characters who aren’t mentioned in the story. The children will find it engaging to look for these details. Once you have demonstrated this activity, choose a child to replace you and to ask e.g. How many Wicked Wizards? etc.

Words I know This is an ideal activity to revise a story just before a test or at the start of a new term. Ask the children to draw a circle in pencil around all the words in each frame that they know how to say in English. Go over the text with the class and write these words on the board. Count them and encourage the pupils with how much English they have learnt.

Choose a story Put those who finish an activity before the rest of the class into pairs to read a story to each other. Once they have made more than one book, they can choose which story they would like to read.

Posters
 Everyday English poster This poster is designed with one section per unit. Each mini-dialogue is a frame from the photo story in the Class Book, which presents functional language that the children can use in order to speak English more communicatively in and out of the classroom. Where possible, the language has been chosen to fit in with the core vocabulary and structure of the unit. Introducing it in the context of familiar language will make this functional English easier to remember and to acquire. To achieve the cumulative effect, we suggest that you cut the poster into six sections down the dotted lines and that you add each new section to the display as each new photo story is presented in Lesson 8. You may wish to display it all throughout the year, complete. If possible, put the poster where the children can easily see it and remind them to use this language whenever they can. It is a good idea in particular to ask them to use classroom English when they are doing craft activities, pairwork or group work. • Presentation and practice In Lesson 8 in each unit, use the photo story to present and practise the new language, asking the children to repeat. • Continue practising In Lesson 1 of the subsequent unit, use the poster again as a warm-up activity for the class and as a way of revising the Everyday English from the last unit. Then focus on the other sections of the poster that are already on the wall and revise the other dialogues too. By doing this, you will help the children assimilate the new language alongside what they have already learnt. • Revising If you have, for example, five minutes left at the end of a lesson, use the time to revise some of the everyday English. Number the dialogues according to what unit they are from and assign a different number to each pair or group of children (without telling the whole class who is doing each dialogue). Give them time to practise together and then act it out in front of the class. The rest listen and say what number dialogue / unit it is. Revising every so often like this will help the pupils to see classroom English as an integral part of the course instead of something extra. Whenever the opportunity arises to use this functional language when the pupils are working together, point to the Everyday English poster and encourage them to use it.



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Ideas bank Grammar posters

Making a song book

All the grammar structures from Big Surprise! 3 are summarized in Lesson 8 of each unit. Each set of unit structures from Lessons 3 and 4 is illustrated to give them a context which helps to clarify meaning. They are also recorded on big posters to be displayed in the classroom. The constant reminder of the language and pictures on the poster also help children to learn the form and see its use each time. Put the grammar poster on the board every time you work with the grammar in Lesson 8. If possible, leave it on the wall afterwards so that you can refer it on other occasions. It is a good prompt to check children’s understanding before they are evaluated.

Songs are always a very memorable part of English lessons. As they acquire more English, the children will often remember words or structures that they have learnt before. The effect of this can be maximized by making a song book. If possible, give the children time in each unit to illustrate the song however they wish, based on details from the song poster. They then copy the corresponding verse or lines under each picture, using Lesson 6 in the Class Book to help them.

Chants and songs The chants and songs provide useful examples of English in context. By memorizing them, the children internalize core vocabulary and structures and can repeat them confidently. They are also extremely important for learning and practising sounds and intonation patterns as they give an accurate model of good pronunciation in English. The more often the children hear a chant or a song, the faster they will be able to memorize new language and to produce it correctly. Remind the children that they can listen to the songs and chants at home. Encourage them to sing songs to/with their families. They could even teach them! It is important to vary the activities you do to keep the children motivated. Here are some ideas for introducing variety in the chant and song activities. Most importantly, don’t forget that the children will be inspired to do the actions and to join in enthusiastically if they pick up that same sense of enjoyment from you.

At the beginning or the end of lessons At the beginning of each lesson, ask the children to warm up by singing songs that they know to motivate them and to create an English-speaking atmosphere. Singing a song together at the end of a lesson helps to bring the class back together after perhaps working on their own, and it ends the lesson in an upbeat way. If they sing as they leave the class, they don’t just continue using their English until the last possible moment, but they also leave the class in a positive frame of mind.

An end of unit / end of term performance Performing in front of other people, classes, your head teachers or parents will motivate the children because it allows them to show how much English they have learnt. The songs related to the story in each unit give you the chance to put on a show in which everyone in the class can take part. The story may be limited by the number of characters who can take part in it, but the rest of the class can sing the song at the end.

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Choose a song Some teachers may be able to find time for a child to choose their favourite ‘song of the week’. This works particularly well with the DVD songs. Make a list of all the children and keep a note of when the class sings that child’s favourite song. This child will feel particularly motivated if you (let them stand next to the computer) and point to key details on the screen as they are mentioned. Make sure that you go through your list letting everyone have a turn.

The song lyrics The songs are fully illustrated in the Class Book and on the DVD. You may want to practise with the lyrics once the children have learnt the song. One way to do this is to ask the class to make their own illustrated version of the song with the lyrics. In Lesson 6 of each unit you will find detailed suggestions for using the unit song and for helping the pupils to understand it.

Once more If you have any extra time for learning a chant or song, play the track on the CD several times and ask pupils to nominate others in class to do the actions or to repeat the chorus. You could also divide the class into small teams and ask them to have a competition to see who can act it out best, who can sing it the loudest, and who can remember most without looking back at the book / DVD or needing to listen to the CD again.

Action time Not all the chants and songs have actions all the way through. You could ask the class or different groups to think of actions for a particular song. This is a good way of checking their understanding of the song and also the children will be repeating and practising the words as they rehearse their movements.

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Ideas bank Teacher dictation

Chinese whispers

If you would like the children to learn a chant, song or perhaps just the chorus by heart, draw a line on the board for each word they need to learn. For example, Listen to a snake, ssss ssss snore would be: ______ ______ ______ ______, _____ _____ _____. You could also vary the length of the line as a clue to the length of the word. When you have put this on the board, explain that each line represents a word. Play the chant or song again. Then ask them to tell you all the words they remember, even if not in the correct order. Write them in the correct spaces on the board. When they have said all the words they can remember, play the CD again and ask them to give you more words and continue doing this until you have the complete text on the board. Then sing the whole chant or song again, reading the words from the board. If you have time, rub out the words and expressions one at a time until there is nothing left on the board and the class are therefore singing it from memory.

Line the children up from the board to the back of the classroom and place between six and eight flashcards on the board. Whisper one item of vocabulary shown on one of the flashcards to the child furthest from the board. The child whispers the word to the next and so on. The child nearest the board has to point at the flashcard they think they have heard. Ask the group Is that right? and encourage them to say Yes or No. He or she then joins the end of the line, so that you whisper the new word to them. Repeat the same procedure.

Class show

In a flash

If you do any kind of end-of-term show in your school, or if you have any other opportunity to show the parents what their children have been learning, you could incorporate some of the songs and chants that they have learnt in English. Ask the children to choose their favourites and to make and decorate a programme to be given out to the audience.

Show the children a selection of flashcards and say what is on each one, encouraging the children to repeat after you. Now choose one of the flashcards and show it very quickly to the children. Do this a number of times until they can tell you what it is. Do the same with all the flashcards.

Flashcard ideas The Big Surprise! 3 flashcards cover all the main vocabulary taught in Units 1–6. In the teaching notes for each lesson you will find ideas for how to present and practise this vocabulary. You may however also want to use the flashcards to do other activities and to revise language from other parts of the unit. Here are some ideas.

Whole class activities Line up Choose several flashcards, perhaps six from the same vocabulary set or at the end of a unit or end of term you could make a more varied selection. If you choose more than six, most children will find it difficult to remember them. Put the flashcards in a line on the board and ask the children to name them. Do this twice more. Then turn all the cards face down. Turn five of them face up again to see whether the class can remember what is on the card that is still face down. Do the same again, turning them all over first, but then leaving two face down. Carry on like this until they are all face down to see whether they can remember the whole line. If you see that they find this easy, repeat with eight cards from the same set (or from different sets if you prefer).

Watch my lips Put up some flashcards round the room. Now mouth one of the words and encourage the children to point to the correct flashcard by saying Point with me. The children have to say which word you mouthed. Repeat several times. Then ask a pupil to take your place.

Correct me Children often find it fun to correct the teacher. Put a set of flashcards on the board. Point to a flashcard, but say the wrong word. Encourage the children to correct you. Repeat the procedure a number of times, sometimes getting it right, sometimes getting it wrong. Practise Yes, (that’s right) and No, (that’s wrong), so that the children can correct you.

Musical flashcards Choose a set of between six and eight flashcards. Stand the children in a circle and give out some flashcards at random. Now point to each flashcard and say what is on each one. Encourage the children holding the flashcards to say which one they are holding. Play some music and indicate that you want the children to pass the cards in one direction. Then pause the song. Elicit the vocabulary from the children holding the flashcards, each child saying what is on theirs. Restart the music. The game continues until you pause the music and repeat the previous procedure. The object of the game is for the vocabulary to be changing position in the circle and for different children to get the opportunity to say the vocabulary, so you will need to make sure that the same children don’t always get the flashcards. If the children are passing the flashcards carefully, this should be easy to control.



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Ideas bank Team games Divide the class into six groups. For this game, the children can stay in their places. Give each group a colour. Choose some flashcards and stick them up around the classroom. Now say that you are going to say a colour and give that group an instruction, for example, Blues. Stand up! Point to skateboard. Sit down! Repeat the activity with each group, choosing a different flashcard for each of them to point to.

Give out between six and eight word cards to individual children. Bring them out to the front and ask them to stand in a line. They have to hold up their word card and say the word. Then give out the corresponding flashcards to different children and say Find your partner. Indicate that they have to find the child with the card that matches theirs. Check to see if the children have found their partners by saying one of the words and asking the two children to hold up their cards.

Stand up

Stand up and say your word

Divide the class into two groups making sure the children know which group they are in. Divide the board in two and assign a side to each group. Choose a selection of flashcards and put an equal number in both halves of the board. Tell the children that you are going to say words at random and they have to stand up if they hear a word from their side of the board. You could change the action to Hands up or Hands on your head if you prefer.

Divide the class into six or eight groups, depending on the number of words you want to revise. Give each group a flashcard and ask them to say what’s on their card. Say the words at random and the children in each group stand up when they hear their word and repeat it. Now explain that you are going to show them a word card instead of saying the word. If the word on the card corresponds to their group, they stand up and say the word. Note: Make sure that the children are pronouncing the words correctly and not just making an approximation. Correct the groups in turn if necessary and ask them to repeat the words by saying This word says: sharpener. (Not shar-pen-er.)

Stand up! Sit down!

What’s on my back? Take the flashcards from at least two units (28 words) and revise the structures What’s this? Is it …? with the class. Tape a flashcard to each child’s back without their seeing what it is. Then ask the children to go round the class asking each other Is it a pen? If the answer is negative, they ask a different classmate a different question, e.g. Is it a lion? The first one to say Yes and come and tell you what is on their back using It’s a … is the winner. Put a different card on their back and ask them to carry on playing until a second person finishes. This game can go on for as long as you like because you can use the same card on different children.

Word card activities If you would like to used word cards, you will need to print them out from the Teacher’s Resource CD-ROM, Other resources section. You can print out as many copies as you need . You can reinforce them by laminating them. All the flashcard activities can also be done with the word cards. Here are some variations:

Listen and point Choose some word cards and stick them around the room. Remind the children what Point to … means and give them instructions of words to point to. You can make this more fun by saying the words in different ways: quickly, quietly, mouthing them, singing them, etc.

Very good! Hold the word cards up high and show them one at a time saying the words. Explain to the children that they have to be like parrots but they must only repeat the word that you are showing them. Show the children a word card, e.g. lion and say e.g. giraffe, snake, monkey, lion. When the children hear lion, they should repeat it. If they do this correctly, say Very good! and continue with another word card. If they don’t repeat the word when they should, say the sequence again giraffe, snake, monkey, lion. Then repeat lion and point to the word on the card. 194

Find your partner

Pronunciation ideas The Big Surprise! 3 CD gives a good, clear pronunciation model of all the language in each unit. In addition, the course also touches on all aspects of pronunciation. Particular attention is paid to sounds in the dedicated pronunciation sections in Lesson 6 of each unit, as well as to the sound and stress of new words when they are introduced in Lessons 1 and 5. There are also clear models of sentence stress and intonation in the stories, songs and language work in Lessons 3 and 4.

Drilling When new vocabulary is introduced in Lessons 1 and 5, and new structures in Lessons 3 and 4, repeating with the CD should ensure accurate pronunciation. To keep this activity fun for the children, ask them to repeat the words and sentences in different ways. When they have practised once in a neutral way with the CD, ask them to repeat the language very loudly, very quietly, very angrily or very happily. You could practise this as a whole class, or nominate individuals to do it in a certain way, or let everyone choose the way they want to do it. Letting them each choose how to say things will mean that the children say the new words a certain number of times to themselves, but not chorally as a whole class, and this will allow them to practise pronunciation at their own pace.

Minimal pairs practice Choose several pairs of words which only have one different sound between them. Ask the children to listen, to try and hear the difference, and to make the distinction very clear when they say them, e.g. cap versus cup, cat versus cart, very versus berry.

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Ideas bank 1 Make sure they know the meaning of the word by using a picture or giving an example of the word in context, e.g. I’m very hungry. 2 Write all the pairs of words that you want to contrast on the board with one word from each pair under the number 1 and the other under number 2. 3 Read the words and ask the children whether it is column 1 or column 2. Say the words again in a different order so that the children have to listen carefully to say whether it is in column 1 or 2. 4 Say a word in a simple sentence and get them to tell you whether the word is in column 1 or 2, e.g. This is a cat / cart. Can you say ‘very’ / ‘berry’? 5 Ask them to repeat the words (See 'Drilling' above) as you point to them on the board. 6 Ask a confident pupil to replace you at the front. He or she says the word and the rest of the class call out the number.

Story telling and acting out When you prepare the children for reading aloud in Lesson 4 of each unit, make sure they realize the importance of good pronunciation, and of intonation in particular. Read part of the story in a monotonous tone and get them to say how boring it sounds. Ask them to repeat one or two of the more expressive lines from the story together as a class (see ‘Drilling’). Go round the class and help them as necessary while they practise reading in pairs. When a pupil reads the story aloud for the class, ask the rest to give feedback afterwards. Ask everyone in L1 how it sounded, if it was interesting, etc. to encourage peer evaluation and self-evaluation. You can use the same techniques when the children prepare, and act out, the story in Lesson 6.

• When the children are speaking more spontaneously,

don’t correct their pronunciation unless communication has become impossible, as this will demotivate them. If communication breaks down, ask another pupil to try and help. If no one can help, correct the pronunciation of the word or expression yourself and ask the class and individual children to repeat, always with the intention of making the pupils more responsible for their learning.

Teacher’s Resource CD-ROM The Teacher’s Resource CD-ROM contains a variety of Extra Activity Worksheets which consolidate the language and the story in each unit of Big Surprise! 3. There are also sets of mini cards covering all the core vocabulary of the course in Units 1–6 (96 in total). These mini cards can be photocopied and kept in class for those children who finish something before the rest, or to play games in groups. In addition, each child can have their own set of mini cards, to carry on practising at home. Use an empty shoe box or margarine tub to keep the mini cards in the classroom and make sure that the children know where they are so that they can go and get them to play with whenever you say. If they are each going to have their own set, they could decorate each mini card with the corresponding picture next to the word or on the back of the card. Here are some ideas for games that can be played with the mini cards.

In order The children need a set of mini cards. Tell them that you are going to say some words in order and the children must place the cards on their desks in the same order. Say e.g. a lion, an elephant, a parrot, a monkey. Go round the class and check that they are doing it correctly. To go over the activity, put the word cards in the correct order on the board.

Correction

Stop!

When the children use language more spontaneously, it’s natural that they will pay less attention to pronunciation. It’s important not to demotivate them by correcting too much. On the other hand, it’s also important that they are aware of their progress and that they are given the necessary help to improve. As a general rule, we should be satisfied when they can communicate clearly, but if communication breaks down because of poor pronunciation, we need to help the children to correct it. It can’t be expected that everyone will have equally good pronunciation, but we can help them to improve as much as possible. • Pay strict attention to pronunciation when the children are repeating new language (see ‘Drilling’) and correct the children’s pronunciation by playing the CD again and asking different children to repeat. • When you go over a written exercise as a class and children read out whole sentences, first confirm the correct answers but then quickly ask them to repeat any words or sentences which were not pronounced or stressed correctly. • When the children read or act out a story, give them plenty of praise and encouragement but also correct them fairly. If necessary, ask them to repeat words or sentences to focus their attention on accuracy and good pronunciation.

Sit the children in groups of four or five. The children have to place one set of cards in a line in the middle of the group. Give each child a number and tell them that number 1 starts by turning his / her back to the group. The group then chooses one of the cards. Make sure each child knows which card was chosen. Number 1 then turns back to the group and slowly starts to pick up the cards one by one saying the name of the object on the card as he or she does so. The rest of the group watch quietly until Number 1 picks up the chosen card. The group must then say Stop! Number 1 keeps the cards he or she has collected, apart from the chosen card. A new set of cards is placed in the middle and Number 2 now turns his or her back. The game continues until all the children have had a go. The winner is the one who collected the most cards.

Happy Families Ask the children to take out their mini cards. Divide the class into groups of five. The children pool their cards in the middle. Give each child a different card from the pile in the middle. The object of the game is for them to collect the other four cards with the same picture. The rest of the cards are dealt out amongst the five pupils.



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Ideas bank The children have to try and collect the cards by asking people in their group e.g.: Have you got a ...? The winner is the child who completes their set first.

Categorizing After finishing a number of units the children can do a consolidation activity where they take out sets of cards from different units and put them into categories. Go round the class while they are working and check that they are doing it correctly by asking to which category different words belong.

What is it? In pairs the children take their set of mini cards from the unit. They put the cards in a pile face down and each one of the pair must guess the top card of their partner’s pile. They get three opportunities to guess. If they don’t guess the card correctly, the other child takes a turn. If they guess correctly, they keep the card to one side until the end of the game. You can stop the game whenever you need to and ask the children to count the remaining cards and how many they each have. The winner is the one with the most cards.

Point and guess Put the children in pairs. Tell them to get out one set of mini cards between them and to spread out the cards face down on the desk in front of them. Ask two pupils to demonstrate. One child points to one of the cards and says what they think it is. They then turn over the card. If the child guessed correctly, they keep the card. If not, they turn the card face down again and the other child then repeats the procedure, but they must choose a different card from the one that their partner has just turned over. Note: The children only get one opportunity to guess the last card.

Show me Take the flashcards of the vocabulary you want to revise and tell the children to get out their corresponding set of mini cards. Show the children the flashcard and say what is on it, e.g. felt-tip. Encourage the children to find the word card and show it to you by holding it up. To increase the challenge in this activity you could show them the flashcards without saying the word and they must find the corresponding word.

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Syllabus

Syllabus Hello Granny! Objectives • Revision and practice of introductions. • Revision and practice of numbers 1–100. • Revision and practice of colours. • Listen and sing the Big Surprise! song. • Revision and practice of members of the family • • • •

vocabulary. Matching, writing and drawing activities to reinforce family words. Listen and find nine toys. Writing activity to reinforce toy vocabulary. Presentation and practice of the structure It’s a (colour) + (toy).

Vocabulary

Structures

Main language

Main language

Hello! Hi! Numbers 10–100. mum, dad, granny, grandad, sister, brother, aunty, uncle, cousin Toys, bike, ball, car, phone, dog, doll, book, kite red, purple, orange, pink, grey, brown, green, blue, white, black

I’m … What’s your name? How old are you? It’s a … It’s a green car What colour is it?

Review language:

Receptive language Let’s … Oh look!

surprise, upstairs, mystery, attic, toybox

In the jungle Objectives • Identify and say ten animals. • Play a memory game to reinforce the new • • • • • • • • • • • • • • • •

vocabulary. Matching and writing activity to practise the new vocabulary. Say a chant to practise the animal vocabulary. Listen and understand the story In the jungle. Ordering activity to reinforce the story. Writing activity to reinforce the chant. Presentation and practice of the structures What’s this? and It’s a … Read the story aloud and act it out. Presentation and practice of the structure Is it a …? Yes, it is. No, it isn’t. Identify and say six habitats. Presentation and practice of the structure Where’s the … ? In the … Writing activities to practise the new vocabulary. Listen and sing a song. Pronunciation practice u and o /ʌ/ Learning about how animals protect themselves. Learning functional language with a photo story and the Everyday English poster. Revision and self-evaluation of the unit.

Vocabulary

Structures

Main language

Main language

a crocodile, a zebra, a panther, a giraffe, an eagle, a buffalo, a flamingo, a lizard, a lion, a gorilla Don’t be scared! Run! plants, rocks, grass, mud, leaves having fun, hungry, Mr, I want you for lunch I don’t know, glue

What’s this? Is it a …? Yes, it is. No, it isn’t. Thank you. / Thanks. … please.

Receptive language Where is it? What colour is it?

Review language: It’s a / an … Your turn! toys, colours, Yes, No

Receptive language Nature, butterfly, frog, lizard, leaves, difficult to see, camouflage

Cross-curricular link Science: How animals use camouflage to protect themselves.

Syllabus

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Syllabus Wizard school Objectives • Identify and say ten school equipment items. • Play a guessing game to reinforce the new • • • • • • • • • • • • • • • •

vocabulary. Matching and writing activities to practise the new vocabulary. Say a chant to practise the school equipment vocabulary. Listen and understand the story Wizard school. Ordering activity to reinforce the story. Writing activity to reinforce the chant. Presentation and practice of the structure I’ve got a… Matching and writing activities to reinforce the new structure. Read the story aloud and act it out. Presentation and practice of the structure Have you got …? Identify and say six places in a school. Revision of the structure Where’s the (colour) + (school equipment)? In the (school room). Writing activities to practise the new vocabulary. Listen and sing a song. Pronunciation practice of a /æ/ and /ɑː/. Learning about castles and castle defences. Revision and self-evaluation of the unit.

Vocabulary

Structures

Main language

Main language

a sharpener, a dictionary, a rubber, a calculator, a felt-tip, a pencil case a glue stick, a folder, a notebook, a ruler pick up, put down, open, close, count, do it again classroom, toilet, library, dining room, playground, garden hat, castle, cat, tree, broomstick bridge, tower, high / thick walls, small windows, moat, in the mountains, defences

I’ve got … Have you got …? Yes, I have. / No, I haven’t. Where’s the …? In the … Here you are! Thanks.

Receptive language Oh no! It’s OK

Review language: a pencil, a pen, scissors What’s this? It’s a … / Is it a …? Numbers 1–8 Colours I’m a … with a …

Receptive language spell Come and whizz around with me!

Cross-curricular link History: Castles and how they are defended..

Activity camp Objectives • Identify and say ten sports. • Revision of imperative verb forms. • Play a game to reinforce the new vocabulary. • Matching and writing activities to practise the new vocabulary.

• Say a chant to practise the new vocabulary. • Listen and understand the story Activity camp. • Ordering activity to reinforce the story. • Writing activity to reinforce the chant. • Presentation and practice of the structure I can / can’t …

• Read the story aloud and act it out. • Presentation and practice of the structure Can • • • • • • • • 198

you …? and short answers. Identify and say six musical instruments. Presentation and practice of the structure He / She can / can’t + sport. Writing activities to practise the new vocabulary. Listen and sing a song. Pronunciation practice /s/ + consonant. Learning about musical instruments in an orchestra. Learning functional language with a photo story and the Everyday English poster. Revision and self-evaluation of the unit.

Vocabulary

Structures

Main language

Main language

ski, dive, ride a bike, play volleyball, surf, sail, play football, do karate, play tennis, skate with my friends, me Look at me! Charlie the Champ! You’re the real champ! violin, trumpet, piano, recorder, drums, guitar big bass drum strings, woodwind, brass, percussion, flute, oboe, double bass, xylophone, tuba

I / She / He / can / can’t … Can you / he / she …? Yes, I / she / he can. / No, I / she / he can’t. She / He can play … Is it + name? Oh dear! Well done!

Receptive language Listen! too

Review language: swim, run, dance Have you got …? + school equipment Here you are. Thank you. Hello / Hi, I’m … Sports Yes / No Granny’s attic, What’s this? It’s a / an … , Is it …? Your turn! Where is it? In the … section.

Cross-curricular link Music: Orchestras and different instruments.

Syllabus

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Syllabus Lunch with aliens Objectives • Identify and say ten food items. • Revision of the structure Have you got …? • Play a game to reinforce the new vocabulary. • Matching and writing activities to practise the new vocabulary.

• Say a chant to practise the food vocabulary. • Listen and understand the story Lunch with aliens. • Ordering activity to reinforce the story. • Writing activity to reinforce the chant. • Presentation and practice of the structure • • • • • • • • • •

I like … / I don’t like … . Presentation and practice of the structure He likes … Read the story aloud and act it out. Presentation and practice of the structure Do you like …? + short answers. Identify and say six school dinner items. Writing activities to practise the new vocabulary. Listen and sing a song. Pronunciation practice of i /ɪ/ and /aɪ/. Learning about life in space. Learning functional language with a photo story and the Everyday English poster. Revision and self-evaluation of the unit.

Vocabulary

Structures

Main language

Main language

sandwiches, olives, eggs, pears, biscuits, crisps, yoghurt, chocolate, peaches Try it! Yuck / Yum tomato soup, burgers, sausages, rice, chips, vegetables in space, on earth, eat food on a plate, in bags and boxes, sleep in a bed, sleeping bag

What’s your favourite food for lunch? I like / I don’t like … Do you like …? + short answers She / He likes … Do you like it too? It’s nice. / It isn’t nice. What does (tea) mean? How much is it, please? It’s £5.

Review language banana, ice cream, cheese Have you got …? Hello. / Hi. I’m … What’s this? I don’t know. It’s a … can, like, run, ride a bike, read a book, food, activity

Receptive language science, float, do, difficult, important, sleeping mask, fruit, nuts, sweets, astronaut, gravity

Cross-curricular link Science: Life in space

The robber’s clothes Objectives • Identify and say ten items of clothing. • Play a game to reinforce the new vocabulary. • Matching and writing activities to practise the new vocabulary.

• Say a chant to practise the clothes vocabulary. • Listen and understand the story The robber’s clothes.

• Ordering activity to reinforce the story. • Writing activity to reinforce the chant. • Presentation and practice of the structure He’s / She’s wearing …

• Read the story aloud and act it out. • Presentation and practice of the structure Is he / • • • • • • • •

she wearing …? Identify and say six items of summer clothing. Revision of the structure He’s / She’s wearing … Writing activities to practise the new vocabulary. Listen and sing a song. Pronunciation practice of /s/ and /ʃ/. Learning about art and clothes in famous paintings. Learning functional language with a photo story and the Everyday English poster. Revision and self-evaluation of the unit.

Vocabulary

Structures

Main language

Main language

shoes, jeans, a woolly hat, a skirt, a jumper, a cardigan, trousers, tights trunks, gloves, a coat sunglasses, a sarong, a swimming costume, a wetsuit, sandals Marching, All day long, Sing our marching song, Off to town we go This painting is by … man, woman, boy, girl Can you repeat that, please?

a / an + adjective + colour + noun He’s / She’s wearing + adjective + item of clothing Is he / she wearing …? Yes, he is. / No, he isn’t. What size? Small, medium, large

Review language: shorts, a T-shirt, socks Do you like tea? What does ‘tea’ mean? Colours Let’s … Look! I’ve got … What’s this? It’s a … can + activity

Receptive language artist, has got, It’s called …, His name is …

Cross-curricular link Art: Looking at clothes in famous paintings.

Syllabus

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Syllabus Haunted house Objectives • Identify and say eight items of furniture. • Play a game to reinforce the new vocabulary. • Revision of the structure What’s number X? Is it a …?

• Writing activities to practise the new vocabulary. • Say a chant to practise the furniture vocabulary. • Listen and understand the story Haunted house. • Ordering activity to reinforce the story. • Writing activity to reinforce the chant. • Presentation and practice of the structure • • • • • • • • • • •

There’s a … Read the story aloud and act it out. Presentation and practice of the structure There isn’t a … Identify and say three items of electrical equipment. Presentation and practice of the prepositions in / on and under. Revision of the structure Where’s the …? Writing activities to practise the new vocabulary. Listen and sing a song. Pronunciation practice of th /ð/ and /d/. Learning about different houses around the world. Learning functional language with a photo story and the Everyday English poster. Revision and self-evaluation of the unit.

Vocabulary

Structures

Main language

Main language

a cooker, a bed, a wardrobe, a bath, a cupboard, a sofa, an armchair, a fridge, a shower, a TV Whoo! Oh no! Look! No, there isn’t! Yes, there is! radio, computer, CD player here, scary, I’m coming after you!

Where’s the + (furniture)? In the + (room) There’s a … + furniture There isn’t a + furniture in / on / under Where’s the … ? It’s over there. Excuse me. Yes?

Review language: table, chair, shelf What’s number X? Is it a …? There’s a … numbers / nouns, Granny’s attic, What’s this? It’s a / an … , Is it … ? Yes / No Your turn! family vocabulary ghost, spider This is …, It’s called …

Receptive language houses in different parts of the world, geography ger, tent, stools, futon, log cabin

Cross-curricular link Geography: Houses around the world.

Culture Objectives • Learn about Halloween, Christmas Eve and Easter • • • • • •

200

in Britain. Learn about school, hobbies and fashion in Britain. Use the language from the Class Book in a reallife context. Identify and practise vocabulary to do with festivals, hobbies and fashion. Act out a sketch for each festival and topic. Listen and sing a song or a chant. Do a craft activity.

Language Halloween, a goblin, a witch, a ghost, a pumpkin lantern, a bat, a spider What’s this? It’s a … , Is it a …? Yes / No. What colour is it? It’s + colour 31st October, We wear fancy dress. We visit houses and say ‘Trick or treat?’ Christmas Eve, a Christmas tree, a present, a decoration, a stocking, Santa Claus, a star What’s this? It’s a … , Is it a …? Yes / No. Have you got a … ? Yes, I have. / No, I haven’t. I’ve got … How many? 24th / 25th December, we put / he puts Easter, an Easter egg, paints, an Easter basket, hot cross buns, the Easter bunny, a chick can / can’t, like / don’t like, What’s this? It’s a …, Is it a …? Yes / No. What colour is it? It’s + colour, Here you are / Thank you. March / April, Wait a minute

School: poster, hamster, break time, lunch time, home time I’m hungry He’s called … It’s 11 o’clock. Hobbies: skates, sandwiches, a postcard, a collection, a clock, tickets, telephone box, a concert, a picnic What’s Lisa’s favourite hobby? I can / can’t, She / He can / can’t, activities I like …, have got collecting postcards, having fun too, especially, lots of Fashion: striped, spotted, checked, plain, a sari, a school uniform, a cap, fancy dress costumes, wetsuit, soldier, policeman,wardrobe What’s this? Is it a …? Yes / No She / He’s wearing + clothes + colours Ellen and Lisa are wearing … I like … Can you …? at school / home

Syllabus

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Word List English

Spanish

Flashcard Page

activity actividad 22 again de nuevo 15 alienígena 30 alien appreciate apreciar 61 abril 59 April armchair sillón 52 arrive llegar 32 galería de arte 44 art gallery astronaut astronauta 36 ático 4 attic bag bolsa (de bolsa) 36 ball pelota 4 ballet ballet 61 bananas plátanos ✓ 30 murciélago 54 bat bath bañera ✓ 46 bathroom cuarto de baño 47 ✓ 36 bed cama bedroom dormitorio 47 big bass drum bombo 27 big grande 12 bicicleta 4 bike bird pájaro 12 bite bocado 32 blue azul 4 book libro ✓ 4 caja 36 box boy niño 44 latón 28 brass bread pan ✓ 34 bridge puente 20 broomstick (palo de) escoba 19 brother hermano 3 marrón 4 brown butterfly mariposa 12 camuflaje 12 camouflage camp campamento 22 can poder 24 cap gorra ✓ 42 car coche 4 castle castillo 19 cat gato 19 catch atrapar 40 CD player reproductor de CD ✓ 50 CD 60 CD chair silla ✓ 46 champ campeón 24 a cuadros 62 checked cheese queso ✓ 30 chick polluelo 58 chicken pollo ✓ 34 chips patatas fritas ✓ 34 chocolate chocolate ✓ 30

English



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Spanish

Flashcard Page

choose elegir 4 Christmas Eve Nochebuena 56 árbol de Navidad 56 Christmas tree classroom aula ✓ 18 cerrar 15 close clothes ropa 38 collecting postcards coleccionar postales 61 venga 8 come on come venir 7 juego de ordenador 60 computer game computer ordenador ✓ 50 corner esquina 63 count contar 4 crisps patatas fritas ✓ 30 ✓ 6 crocodile cocodrilo cupboard armario ✓ 46 dad papá 3 ✓ 22 dance bailar December diciembre 57 decoration decoración 56 defences defensas 20 diamante 40 diamond difficult difícil 12 dining room comedor ✓ 18 do hacer 15 dog perro 4 muñeca 4 doll door puerta 16 contrabajo 28 double bass dress vestido ✓ 38 drum tambor 4 drums batería ✓ 24 ear oreja, oído 51 tierra 32 earth Easter basket cesta de Pascua 58 conejo de Pascua 58 Easter bunny Easter egg huevo de Pascua 58 Easter Pascua 58 comer 36 eat eggs huevos ✓ 30 eight ocho 3 eighteen dieciocho 4 elephant elefante ✓ 6 eleven once 4 enemy enemigo 12 especially sobre todo 60 exercise ejercicio 36 fancy dress costumes disfraces 55 fashion moda 62 favourite favorito / a 31 felt-tip rotulador ✓ 14 fifteen quince 4 fish pez 12 Wordlist 201

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Wordlist English

Spanish

Flashcard Page

five cinco 3 flat piso (apartamento) 52 flotar 36 float flowers flores ✓ 10 flauta 28 flute food comida 31 football match partido de fútbol 61 footprint huella de pisada 41 four cuatro 3 catorce 4 fourteen fridge nevera ✓ 46 friend amigo / a 23 rana 12 frog fruit fruta 36 fun divertido / a 3 futon futón 52 garden jardín ✓ 18 ger casa típica de Mongolia 52 ghost fantasma 48 ✓ 6 giraffe jirafa gloves guantes 40 glue pegamento 13 ir 48 go duende travieso 54 goblin grandad abuelo 3 granny abuela 3 ✓ 10 grass hierba green verde 4 gris 4 grey guitar guitarra ✓ 26 pelo 51 hair Halloween víspera de Todos 54 los Santos handcuffs esposas 41 hat sombrero 19 have tener 11 cabeza 51 head help ayuda 25 here aquí 50 high alto / a 20 hobby afición 60 home casa, hogar 52 horse caballo 57 bollo con pasas 58 hot cross bun house casa 3 hungry hambre 11 ice cream helado ✓ 30 in dentro de ✓ 48 jeans vaqueros 62 jumper jersey ✓ 38 jungle selva 8 kitchen cocina 47 cometa 4 kite lay poner 59 leaves hojas 12 library biblioteca ✓ 18 life vida 34 like gustar 32 lion león ✓ 6

English

Spanish

Flashcard Page

living room salón 47 lizard lagartija 12 cabaña de madera 52 log cabin long largo / a 39 mirar 16 look look for buscar 4 lots of muchos / as 60 lunch almuerzo, comida 11 lunchbox fiambrera 33 hora de comer 32 lunchtime magazine revista 60 magic magia 16 hombre 44 man March marzo 59 march marchar 43 message mensaje 16 moat foso 20 mobile phone teléfono móvil 41 monkey mono ✓ 6 Sr. 11 Mr mum mamá 3 museum museo 40 equipo de música 26 music centre misterio 3 mystery nice bonito / a 35 night time (por la) noche 40 nueve 3 nine nineteen diecinueve 4 ruido 41 noise nuts frutos secos 36 oboe 28 oboe October octubre 55 on encima de ✓ 49 one uno 3 open abierto 15 orange naranja 4 orchestra orquesta 28 paint pintar 58 painting cuadro 44 paints pinturas 58 park parque 32 ✓ 6 parrot loro pen bolígrafo ✓ 14 pencil case estuche ✓ 14 pencil lápiz ✓ 14 percussion (instrumentos de) 28 percusión phone teléfono 4 piano piano ✓ 26 pick up recoger 15 pink rosa 4 plain liso (sin estampado) 62 ✓ 8 plant planta plate plato 36 play jugar 26 play football jugar al fútbol ✓ 22 play tennis jugar al tenis ✓ 22 playground patio de recreo ✓ 18 policewoman mujer policía 43

202 Wordlist

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Wordlist English

Spanish

Flashcard Page

poster póster 60 present regalo 56 calabaza iluminada 54 pumpkin lantern purple violeta 4 soltar 15 put down put poner 57 pyjamas pijama 63 radio radio ✓ 50 read leer 36 flauta dulce ✓ 26 recorder red rojo 4 rice arroz ✓ 34 montar en bicicleta ✓ 22 ride a bike river río ✓ 10 robber ladrón 38 rock roca ✓ 9 rubber goma de borrar ✓ 14 ruler regla (para medir) ✓ 14 run! ¡corre! 9 ✓ 22 run correr salad ensalada ✓ 34 sandals sandalias ✓ 42 ✓ 30 sandwiches sándwiches Papá Noel 56 Santa Claus sari sari (vestido indio) 63 sausages salchichas ✓ 34 salvar 25 save scared asustado / a 8 que da miedo 51 scary school uniform uniforme escolar 63 colegio 14 school secret secreto 16 section sección 28 see ver 12 seven siete 3 seventeen diecisiete 4 sharpener sacapuntas ✓ 14 shirt camisa ✓ 38 shoes zapatos ✓ 38 short corto / a 39 shorts pantalones cortos ✓ 42 hermana 3 sister six seis 3 sixteen dieciséis 4 skate patinar (sobre hielo) ✓ 22 skateboarding ir en monopatín 61 ski esquí ✓ 22 skirt falda ✓ 38 sleep dormir 36 sleeping bag saco de dormir 36 sleigh trineo 57 slippers zapatillas 63 small pequeño 20 snake serpiente ✓ 6 socks calcetines ✓ 38 sofa sofá ✓ 46 espacio exterior 34 space space espacio (sitio) 52 spell book libro de hechizos 16 spider araña 51

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English

Spanish

Flashcard Page

sport deporte 36 sports centre polideportivo 24 con lunares 62 spotted star estrella 56 media 56 stocking stove hornillo 52 strings (instrumentos de) 28 cuerda striped a rayas 62 sunglasses gafas de sol ✓ 42 surprise sorpresa 3 caramelos 36 sweets swim nadar ✓ 22 swimsuit bañador ✓ 42 ✓ 46 table mesa tea té 37 ten diez 3 tent tienda de campaña 52 thick grueso / a, espeso / a 20 trece 4 thirteen three tres 3 ✓ 18 toilet váter tomatoes tomates ✓ 30 también 39 too tower torre 20 pueblo grande, ciudad 43 town toy juguete 4 toybox caja de juguetes 4 ✓ 42 trainers deportivas treat regalo 54 tree árbol ✓ 7 trick broma 54 ✓ 38 trousers pantalones trumpet trompeta ✓ 24 try intentar 32 T-shirt camiseta ✓ 38 tuba 28 tuba TV televisión ✓ 46 twelve doce 4 twenty veinte 4 two dos 3 under debajo de ✓ 48 upstairs (en) el piso de arriba 3 ✓ 26 violin violín visit visitar 55 wait a minute espera un momento 58 walls paredes 20 watch ver, mirar 61 wear llevar puesto 40 welcome bienvenido / a 3 wind (instrumentos de) 28 viento window ventana 20 witch bruja 54 wizard mago 14 woman mujer 44 xylophone xilófono 28 yellow amarillo 4 zebra cebra ✓ 6

Wordlist 203

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Classroom language

204

Greetings

Saludos

Hello. Good morning. Good afternoon. How are you? I’m fine, thanks.

Hola. Buenos días. Buenas tardes. ¿Qué tal estás? Muy bien, gracias.

Taking the register

Pasando lista

Where is María today? Is María away today?

¿Dónde está María hoy? ¿No va venido María hoy?

Basic instructions

Instrucciones básicas

Please. Thank you. Please speak English. Come in, please. Go out, please. Come here, please. Sit down, please. Stand up, please. Go back to your place, please. Point to the flashcards, please. Look at the flashcards, please. Well done! I don’t understand. Open your Class Book at page ..., please. Close your books, please. Clear everything from the table, please. Go to page 2. Look at activity 1. We’re going to listen to a story. We’re going to play a game. We’re going to sing a song. Listen to me, please. Listen to the CD, please. Listen again. Say after me, please. Say after the CD. Read quietly, please. Get into pairs, please. All together. What’s this in English / Spanish? What does ‘tea’ mean? Any questions? Can you help me, please? Can I go to the toilet, please? Yes, of course. Can you repeat that, please? Is that right? No, that’s wrong. Come and choose a (flashcard).

Por favor. Gracias. Habla / Hablad en inglés, por favor. Entra / Adelante, por favor. Sal fuera, por favor. Acércate / Acercaros por favor. Siéntate / Sentaros Levántate / Levantaros, por favor Vuelve / Volver a tu sitio, por favor Señala las flashcards, por favor. Mirad las flashcards, por favor. ¡Bien hecho! No entiendo. Abre / Abrid el libro en la página ..., por favor. Cerrad el libro, por favor. Recoged las cosas de la mesa, por favor. Id a la página 2. Mira la actividad 1. Vamos a escuchar una historia. Vamos a jugar a un juego. Vamos a cantar una canción. Escuchadme, por favor. Escuchad el CD, por favor. Escuchad de nuevo. Repetid después de mí. Repetid después del CD. Leed en silencio, por favor. Poneros en parejas, por favor. Todos juntos. ¿Cómo se dice esto en inglés / español? ¿Qué significa “tea”? ¿Alguna pregunta? ¿Me puedes ayudar, por favor? ¿Puedo ir al baño, por favor? Sí, claro. ¿Puedes repetir, por favor? ¿Es así? No, así no es. Ven y elige una (flashcard).

Classroom language

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Classroom language

Everyday language

Lenguaje de todos los días

What day is it today? Today is (Monday). What’s the weather like today? It’s (sunny). Now we’re going to ... ... listen to a story. ... do a cross-curricular activity. ... sing a song. ... do an activity in the Class Book. Can you guess what we’re going to do today? What do you think we’re going to do first? What do you think we’re going to do next? Yes! Well done! We’re going to sing a song first.

¿Qué día es? Hoy es (lunes). ¿Qué tiempo hace? Hace (sol). Ahora vamos a ... ... escuchar una historia. ... hacer una actividad interdisciplinaria. ... cantar una canción. ... hacer una actividad en el Class Book. ¿Qué creéis que vamos a hacer hoy? ¿Qué creéis que vamos a hacer primero? ¿Qué creéis que vamos a hacer después? ¡Sí, muy bien! Primero vamos a cantar una canción.

To say goodbye

Para despedirte

Goodbye, see you next lesson.

Adiós, hasta la próxima clase.

Presenting vocabulary with flashcards and Granny’s attic box

Para presentar el vocabulario con las flashcards y Granny’s attic box

Emma and Josh have got a key. What number is it? Look! It’s Granny’s attic box! Can you guess? What else? Maybe! That’s a good idea.

Emma y Josh tienen una llave. ¿Qué número es? ¡Mira! Es la Granny’s attic box. ¿Adivinas? ¿Qué más? ¡Quizá! Esa es una buena idea.

Story time

La historia

What’s today’s story? What do you think the story is about? Yes! That’s right! It’s about ... Can you find the story clues? Let’s listen to the story. Are you ready? Look at me, everybody. Who’s in the picture? What’s this? What are these? What can you see? How many animals can you see? What colour is the crocodile? What do you think happens next?

¿Cuál es la historia de hoy? ¿De qué crees / creéis que trata la historia? ¡Sí, eso es! Trata de ... ¿Encontráis las pistas de la historia? Vamos a escuchar la historia. ¿Estás / Estáis listos? Miradme todos. ¿Quién está en la foto? ¿Qué es esto? ¿Qué son? ¿Qué ves / veis? ¿Cuántos animales ves / veis? ¿De qué color es el cocodrilo? ¿Qué crees / creéis que pasa después?

Cross-curricular presentation

Presentación del tema interdisciplinario

Look at the picture. What can you see? Anything else? What colours can you see? What do you know about (castles)?

Mira la foto. ¿Qué ves / veis? ¿Algo más? ¿Qué colores ves / veis? ¿Qué sabes / sabéis sobre los (castillos)?



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