Kid 39 s box 1 teacher 39 s book 2nd ed 2014

ГРУППА VK: https://vk.com/englishmap Teacher's Book Second Edition MBRIDGE ERSITY PRESS ;ity Printing House, Cambridge CB2 8BS, United Kingdom idge University Press is part of the University of Cambridge ers the University's mission by disseminating knowledge in the pursuit of ion, learning and research at the highest international levels of excellence :ambridge.org ation on this title: www.cambridge.org/9781107636255 ibridge University Press 2008, 2014 rmally necessary for written permission for copying to be obtained ince from a publisher The worksheets and tests in this book ;igned to be copied and distributed in class rmal requirements are waived here and it is not necessary to write to idge University Press for permission for an individual teacher to make copies within his or her own classroom Only those pages that carry the wording nbridge University Press' may be copied iblished 2008 I edition 2014 :ed 2015 in the United Kingdom by Hobbs the Printers Ltd ague record for this publication is available from the British Library 78-1-107-63625-5 Teacher's Book 78-1-107-61757-5 Pupil's Book 78-1-107-68940-4 Activity Book with Online Resources 78-9-107-64752-7 Class Audio CDs (4 CDs) 78-1 -107-67239-0 Teacher's Resource Book with Online Audio 78-1-107-68826-1 Flashcards (pack of 96) 78-1-107-66588-0 Interactive DVD with Teacher's Booklet 78-1-107-69823-9 Presentation Plus 78-1-107-64976-7 Language Portfolio 78-1-107-61214-4 Posters 78-1-107-65891-2 Tests CD-ROM and Audio CD 1-2 78-1-107-65840-0 Monty's Alphabet Book inal resources for this publication at www.cambridge.org/kidsbox idge University Press has no responsibility for the persistence or accuracy for external or third-party internet websites referred to in this publication, es not guarantee that any content on such websites is, or will remain, te or appropriate Contents Language summary iv Introduction vi Classroom language xii Spinner template Hello! xiii My school 10 Marie's maths and Trevor's values 16 Favourite toys 18 My family 24 Marie's art and Trevor's values 30 Review Units 1-4 32 O u r pets 34 My face 40 Marie's science and Trevor's values 46 W i l d animals 48 My clothes 54 Marie's geography and Trevor's values 60 Review Units - 62 Fun time! 64 10 A t the funfair 70 Marie's sports and Trevor's values 76 11 O u r house 78 12 Party time! 84 Marie's art and Trevor's values 90 Review Units 9-12 92 Grammar reference T94 Photocopiable activities T95 Extra activities XI10 Evaluations 1-3 TI22 anguaqe summary Key vocabulary Character names: G r e e t i n g s : Hello, Mr Star, Mrs Star, Stella, (Stella), Simon, Suzy, ge4 I Key grammar I and functions Maskman, Marie, Monty, I'm Phonics \ Initial j Revision letter sound: 's' (six) Goodbye What's your name? Meera N u m b e r s : I—10 How old are you? I'm (seven) C o l o u r s : blue, green, purple, red, orange, pink, yellow, What colour's (the pencil)? It's (red) rainbow S c h o o l o b j e c t s : book, Who's that? He's chair, eraser, pen, She's pencil, table Who's ge 10 letter 'p' and 'b' (pink, he/she? How old is he/she? Lenny How are you? I'm fine, Trevor's values Initial letter What's your favourite computer, My favourite toy is (a train) sounds: Where's У (ten, dolls) brown, grey, white toy? Make friends T o y s : ball, bike, car, C o l o u r s : black, language, c h a r a c t e r and t o y n a m e s blue) you page 16 doll, train colours, numbers / - / , classroom He/She is (six) Adding Initial sounds: C h a r a c t e r n a m e s : Alex, thank ige 18 (Alex) (Meera) (your bag)? 't' and page 17 school objects, colours, numbers, c h a r a c t e r and t o y n a m e s , c l a s s r o o m language he/she Is (your bag) under (your chair)? Prepositions: in, next to, on, under F a m i l y : brother, father, mother, sister, grandfather, We're (young) Short Who's that? sound: 'a' (sad) vowel toys, school objects, colours, numbers, c h a r a c t e r and t o y n a m e s , c l a s s r o o m language grandmother ige 24 Adjectives: in, on, under, next to, beautiful, he/she ugly, happy, sad, old, young Mixing colours fi, page pA B e kind page 31 32 P e t s : bird, cat, dog, fish, horse, Trevor's values page They're (small), plurals mouse age 34 Short vowel family, a d j e c t i v e s , p r e p o s i t i o n s , t o y s , sound: ' e ' (ten) school objects, colours, numbers, A d j e c t i v e s : big, small, c h a r a c t e r and t o y n a m e s , c l a s s r o o m clean, dirty, long, short language What's your favourite My favourite Where's T h e f a c e : ears, eyes, hair, mouth, nose, face, tooth/ teeth age shoulders, knees, ?Who ., ?What Initial p e t s , family, a d j e c t i v e s , p r e p o s i t i o n s , mouth)? Yes, I have No, I consonant toys, school objects, colours, numbers, haven't blends: 'gr' 'br' c h a r a c t e r and t o y n a m e s , c l a s s r o o m hair) We've got (six dirty ears) and 'fr' (green, language brown, frog) How are you? toes The Senses page ? Have you got (a small I've got (purple B o d y p a r t s : head, (pet)? (pet) is a Trevor's values Look after p e t S page Production зх i n t r o d u c e s pupils t o t h e p l e a s u r e s of l e a r n i n g English ( K E T ) f o r S c h o o l s T h e Y o u n g L e a r n e r s t e s t s a r e an i n c e n t i v e ; ables t h e m t o c o n s i s t e n t l y i m p r o v e t h r o u g h o u t t h e s e v e n h o w e v e r , t h e y s h o u l d at n o stage be s e e n as obligatory F o r in t h e s e r i e s A l l s e v e n levels d e v e l o p pupils' abilities in t h e f u r t h e r i n f o r m a t i o n o n t h e c o m p o n e n t p a p e r s f o r e a c h t e s t , visit: :ills - listening, s p e a k i n g , r e a d i n g a n d w r i t i n g - as w e l l as www.cambridgeenglish.org/exams-and-qualifications/ iging t h e m c o g n i t i v e l y a n d helping t h e m t o feel a real s e n s e e v e m e n t in l e a r n i n g A s e x p e r i e n c e d t e a c h e r s o u r s e l v e s , a w a r e of t h e d e m a n d s and difficulties i n v o l v e d in managing se and m i x e d ability c l a s s r o o m T e a c h i n g y o u n g e r l e a r n e r s a t o n c e t h e m o s t r e w a r d i n g and t h e m o s t s o u l - d e s t r o y i n g ;uits! S o m e t i m e s w e c a n have v e r y bad days, but it's t h e lays t h a t give us an e x h i l a r a t i n g s e n s e of a c h i e v e m e n t , a Common European Framework of Reference for Languages - Learning, Teaching, Assessment Kid's Box has b e e n w r i t t e n t a k i n g i n t o a c c o u n t t h e p r o p o s a l s i n c l u d e d in t h e C o m m o n E u r o p e a n F r a m e w o r k o f R e f e r e n c e ( C E F R ) T h e C E F R has b e e n d e s i g n e d f o r language t e a c h e r s :>f being p a r t o f a child's f u t u r e d e v e l o p m e n t , a r c h r e m i n d s us t h a t ' T h e m i n d is n o t a v e s s e l t o b e b u t a f i r e t o b e i g n i t e d ' a n d t h i s c o n c e p t of l e a r n i n g iins Kid's Box Pupils l e a r n w h e n t h e y a r e i n t e r e s t e d and and m a t e r i a l d e v e l o p e r s t o be able t o define d i f f e r e n t levels of c o m p e t e n c e and p e r f o r m a n c e T h e s e o b j e c t i v e s c o i n c i d e w i t h t h o s e of C a m b r i d g e English: Y o u n g L e a r n e r s t e s t s d: w h e n t h e y w a n t t o find s o m e t h i n g o u t , w h e n t h e y Flyers (at a r o u n d L e v e l A o f t h e C E F R ) ying a g a m e , w h e n t h e y a r e listening t o a s t o r y , w h e n Movers (at L e v e l A l ) Starters (below Level A l ) e doing c r a f t a c t i v i t i e s L e a r n i n g is an a c t i v e p r o c e s s in v a y a n d Kid's Box m a k e s s u r e t h a t pupils a r e physically and T h e f r a m e w o r k p l a c e s e m p h a s i s o n v a l u e s s u c h a s pupil ly a c t i v e and t h a t t h e y a r e e n c o u r a g e d t o m a k e s e n s e of autonomy, proposing a task-based methodology w i t h functional guage t h e m s e l v e s ' T h e a r t o f t e a c h i n g is t h e a r t o f e v a l u a t i o n c r i t e r i a A l t h o u g h large p a r t s of t h e C E F R a r e m o r e r e l e v a n t t o o l d e r l e a r n e r s and have n o t b e e n d e s i g n e d specifically ng d i s c o v e r y ' , Mark Van D o r e n language s y l l a b u s of Kid's Box has b e e n c a r e f u l l y s e l e c t e d i d e d t o suit t h e age a n d level o f t h e pupils Language is j c e d in c o n t e x t and in m a n a g e a b l e c h u n k s , giving pupils o f o p p o r t u n i t i e s t o p r a c t i s e and b e c o m e f a m i l i a r w i t h t h e igs and t h e s o u n d s Language is r e c y c l e d t h r o u g h o u t t h e nd pupils c a n p r a c t i s e t h e language in d i f f e r e n t c o n t e x t s , an a l s o p e r s o n a l i s e it R e c y c l i n g is p a r t i c u l a r l y important ing l e a r n e r s , w h o t e n d t o f o r g e t quite q u i c k l y and w h o have t h e s t u d y skills of o l d e r l e a r n e r s F o r t h i s r e a s o n , s c o n s t a n t r e v i s i o n and r e c y c l i n g t h r o u g h o u t t h e units urse units a r e b a s e d a r o u n d t h e S t a r family and t h e i r f r i e n d s rs C h a r a c t e r s give pupils a w a y of c o n t e x t u a l i s i n g t h e ;e and help t h e m t o m a k e it meaningful and p u r p o s e f u l , f o r t h e p r i m a r y c l a s s r o o m , it i n c l u d e s t w o p a r t i c u l a r l y useful p a r t s w h i c h a r e t h e C o m m o n R e f e r e n c e L e v e l s a n d t h e English Language P o r t f o l i o T h e C o m m o n R e f e r e n c e L e v e l s o f f e r a d e s c r i p t i o n of w h a t a language l e a r n e r ' c a n d o ' at d i f f e r e n t stages of t h e l e a r n i n g p r o c e s s T h e s e levels c a n be c o n s u l t e d s e p a r a t e l y , b u t t h e y have b e e n m i r r o r e d h e r e in t h e S e l f - e v a l u a t i o n s e c t i o n s T h e Language P o r t f o l i o is d e s i g n e d as a c o m p e n d i u m of skills a c q u i r e d and w o r k d o n e w h i c h i n c o r p o r a t e s t h e 'can d o ' c h e c k l i s t s f o r s e l f - a s s e s s m e n t T h i s is i m p o r t a n t f o r pupil m o t i v a t i o n and c a n a l s o be s h o w n t o p a r e n t s t o i n f o r m t h e m of t h e syllabus and o b j e c t i v e s s e t f o r t h e i r c h i l d r e n Course components a r a c t e r s d e v e l o p t h r o u g h o u t t h e b o o k s s o as t o s u s t a i n L e v e l s o n e t o s i x of Kid's Box i n c l u d e a Pupil's B o o k , A c t i v i t y )ils' i n t e r e s t and m o t i v a t i o n Book, Class Audio C D s , Teacher's Book, Teacher's Resource B o o k , Presentation Plus, O n l i n e R e s o u r c e s , Interactive D V D , bridge English: Young Learners (YLE) > Language P o r t f o l i o , T e s t s C D - R O M and P o s t e r s T h e r e a r e also Flashcards for Levels I to T h e n e w S t a r t e r Level offers a Class B o o k with C D - R O M , Class Audio C D s , Flashcards, Teacher's Box w e have f o l l o w e d t h e s y l l a b u s f o r t h e Y o u n g L e a r n e r s B o o k , Teacher's R e s o u r c e B o o k , Presentation Plus, Interactive э t h a t e a c h c y c l e of t w o levels c o r r e s p o n d s t o o n e of DVD and P o s t e r s ts T h u s t h e m a t e r i a l c o v e r e d in t h e f i r s t c y c l e c o i n c i d e s a t w h i c h is r e q u i r e d f o r t h e S t a r t e r s t e s t , c y c l e w i t h Pupil's v e r s t e s t , and c y c l e w i t h F l y e r s Kid's Box c o v e r s all T h i s - p a g e f u l l - c o l o u r b o o k c o n s i s t s of t w e l v e u n i t s E a c h unit Book s v a n t language s t r u c t u r e s , p r e s e n t s a n d p r a c t i s e s t h e is s i x pages in l e n g t h , w i t h e a c h page p r o v i d i n g s u f f i c i e n t m a t e r i a l l a r y and i n c l u d e s e x a m p l e s of t h e t a s k - t y p e s f r o m t h e f o r o n e l e s s o n A f t e r a l t e r n a t e units t h e r e is b o t h a C o n t e n t and V h e r e c e r t a i n t o p i c s i n c l u d e a v o c a b u l a r y list w h i c h is t o o Language I n t e g r a t e d L e a r n i n g ( C L I L ) page t o l e a r n a b o u t o t h e r t e n s i v e t o i n c l u d e all of t h e l e x i c a l i t e m s in t h e Pupil's s u b j e c t s t h r o u g h English a n d a V a l u e s page t o d e v e l o p t h e i r i d d i t i o n a l a c t i v i t i e s have b e e n o f f e r e d in t h e T e a c h e r ' s social a w a r e n e s s T h e R e v i e w s e c t i o n s c o v e r language f r o m t h e ce B o o k f o u r p r e v i o u s u n i t s T h e r e is a p h o n i c s s e c t i o n w i t h i n e v e r y unit i Y o u n g L e a r n e r s t e s t c o n s i s t s of t h r e e p a p e r s : L i s t e n i n g , L e s s o n s i n c l u d e a v a r i e t y o f i n t e r e s t i n g and m o t i v a t i n g activities I a n d W r i t i n g , and S p e a k i n g T h e s e t e s t s a r e c h i l d - s u c h as pair w o r k , r o l e plays, c r a f t a c t i v i t i e s , g u e s s i n g g a m e s , ' and m o t i v a t i n g a n d have b e e n s p e c i a l l y w r i t t e n for songs and c h a n t s T h e s e r i e s ' s t r o n g c a s t of c h a r a c t e r s a p p e a r s l e a r n e r s T h e y a r e t a k e n by pupils all o v e r t h e w o r l d , t h r o u g h o u t t h e b o o k and t h e i r a n t i c s a r e played o u t in a p i c t u r e t e r n a t i o n a l r e c o g n i t i o n a n d a r e b a c k e d by t h e s t o r y at t h e e n d of e a c h u n i t reputation e a r c h of C a m b r i d g e A s s e s s m e n t T h e y p r o v i d e a gentle iction t o public e x a m s and r e s e a r c h s h o w s t h a t c h i l d r e n i t e s t s highly m o t i v a t i n g T h e t e s t s c a n a c t as a stepping о o t h e r C a m b r i d g e English e x a m s , as t h e highest level / e r s , is r o u g h l y e q u i v a l e n t in language level t o K e y Kid's Box T e a c h e r ' s B o o k I Activity Evaluation activities Book T h i s - p a g e b o o k is designed t o give pupils f u r t h e r p r a c t i c e T h e r e a r e t h r e e e v a l u a t i o n pages f o r this l e v e l , o n e page t o w i t h t h e n e w language a n d t o help t h e m c o n s o l i d a t e t h e i r be u s e d a f t e r e a c h R e v i e w s e c t i o n T h e f o r m a t and design u n d e r s t a n d i n g T h e pupils w i l l have fun doing t h e a c t i v i t i e s a n d o f t h e e v a l u a t i o n pages is s i m i l a r t o t h e t a s k s in t h e Y o u n g y o u w i l l find t h a t t h e y s t i m u l a t e t h e i r c r e a t i v i t y t o o A t t h e e a r l y L e a r n e r s t e s t s T h i s is t o help pupils b e c o m e used t o this t y p e levels t h e r e is c o l o u r i n g a n d matching A s t h e pupils gain m o r e o f e v a l u a t i o n a n d t o be able t o m e a s u r e t h e i r o w n p r o g r e s s A t c o n f i d e n c e in r e a d i n g a n d w r i t i n g , m o r e a c t i v i t i e s t o p r a c t i s e t h e e n d of this I n t r o d u c t i o n , t h e r e is a s e c t i o n o n t h e specific t h e s e skills are included T h e Activity B o o k materials are E v a l u a t i o n pages i n c l u d e d in t h i s b o o k d e s i g n e d t o be i n t e g r a t e d into t h e l e s s o n s and t h e r e is g u i d a n c e in t h e T e a c h e r ' s B o o k as t o h o w this w o r k s T h i s e d i t i o n a l s o f e a t u r e s a full-page Y o u n g L e a r n e r s t e s t p r a c t i c e a c t i v i t y f o r e a c h u n i t A t t h e e n d of t h e b o o k t h e r e a r e s i x c o l o u r e d s t i c k e r s f o r e a c h u n i t i l l u s t r a t i n g t h e s i x key v o c a b u l a r y i t e m s T h i s m a t e r i a l s t e a d i l y a c c u m u l a t e s i n t o an a t t r a c t i v e and useful p i c t u r e d i c t i o n a r y w h i c h t h e y c a n use f o r r e f e r e n c e and r e v i s i o n Class Audio CDs T e a c h e r ' s B o o k T h e s e pages p r o v i d e y o u w i t h a range of manual a c t i v i t i e s t o u s e w i t h y o u r pupils: f o r e x a m p l e , t h e r e a r e c a r d s , p u p p e t s and s e n t e n c e w h e e l s T h e r e a r e full i n s t r u c t i o n s in t h e t e a c h i n g n o t e s o n h o w t o p r e p a r e t h e m a t e r i a l s and w h e n and h o w t o u s e t h e m in c l a s s Presentation T h e C l a s s A u d i o C D s c o n t a i n all of t h e listening m a t e r i a l f o r t h e Pupil's B o o k and A c t i v i t y B o o k , including all of t h e s o n g s and s t o r i e s T h e s o n g s a r e available in b o t h sung and k a r a o k e versions Teacher's Photocopiable pages T h e r e is a p h o t o c o p i a b l e page f o r e a c h unit in t h e b a c k o f t h e Plus P r e s e n t a t i o n Plus i n c l u d e s I n t e r a c t i v e W h i t e b o a r d t o o l s , a fully i n t e r a c t i v e Pupil's B o o k a n d A c t i v i t y B o o k , digital v e r s i o n s of t h e T e a c h e r ' s B o o k and T e a c h e r ' s R e s o u r c e B o o k , a m u l t i m e d i a l i b r a r y including v i d e o f r o m t h e D V D , C l a s s A u d i o and a c c e s s t o Resource Book with Online Audio T h e T e a c h e r ' s R e s o u r c e B o o k contains a wealth of p h o t o c o p i a b l e a c t i v i t i e s t o help w i t h m i x e d ability c l a s s e s T h e r e a r e t w o r e i n f o r c e m e n t and t w o e x t e n s i o n w o r k s h e e t s f o r e v e r y u n i t , as w e l l as s o n g and s t o r y w o r k s h e e t s f o r f u r t h e r exploitation T h e T e a c h e r ' s R e s o u r c e B o o k also includes e x t r a Y o u n g L e a r n e r s t y p e t e s t s w i t h listening c o n t e n t o n l i n e T h e o n l i n e t e a c h e r t r a i n i n g s u p p o r t T h i s P a c k e n a b l e s y o u t o plan and d e l i v e r y o u r l e s s o n s ' p a p e r - f r e e ' f r o m a t a b l e t o r a c o m p u t e r Online Resources T h e o n l i n e p l a t f o r m i n c l u d e s g a m e s and e x t r a g r a m m a r , v o c a b u l a r y a n d w r i t i n g a c t i v i t i e s f o r e v e r y single unit, p r o v i d i n g p l e n t y o f e x t r a p r a c t i c e A l l t h e pupil's o n l i n e w o r k c a n be t r a c k e d and r e v i e w e d by t h e t e a c h e r book also features w o r d cards to reinforce target vocabulary Tests Language Portfolio In a c c o r d a n c e w i t h C E F R guidelines, t h e r e is a Language P o r t f o l i o o f individual c o m p e t e n c i e s t o lead t h e pupil t o selfe v a l u a t i o n and t o r e c o r d t h e l e a r n i n g e x p e r i e n c e of e a c h pupil throughout the primary school years Interactive DVD A s y o u navigate y o u r w a y t h r o u g h t h e S t a r family h o u s e o n o u r i n t e r a c t i v e D V D , y o u w i l l find a n i m a t e d v e r s i o n s of t h e s t o r i e s in S u z y ' s r o o m , t h e songs w i t h a n i m a t i o n and v i d e o in M r S t a r ' s m u s i c r o o m , v i d e o d o c u m e n t a r i e s in t h e living r o o m , c r a f t a c t i v i t i e s a n d g a m e s in t h e p l a y r o o m , i n t e r a c t i v e g a m e s in S i m o n ' s r o o m a n d a q u i z in Stella's r o o m Teacher's Book T h i s 2 - p a g e i n t e r l e a v e d Pupil's and T e a c h e r ' s B o o k p r o v i d e s teaching notes for each lesson, w h i c h include recording scripts f o r all listening a c t i v i t i e s and a n s w e r k e y s f o r all a c t i v i t i e s , an o v e r v i e w of t h e s y l l a b u s f o r e a c h l e v e l , e x t r a a c t i v i t i e s , p h o t o c o p i a b l e pages a n d e v a l u a t i o n a c t i v i t i e s Teaching notes T h e t e a c h i n g n o t e s p r o v i d e s t e p - b y - s t e p guidelines f o r e a c h page L e s s o n o b j e c t i v e s a r e c l e a r l y d e s c r i b e d and t h e m a t e r i a l s CD-ROM T h e L e v e l I and T e s t s C D - R O M and A u d i o C D a l l o w s y o u t o r e g u l a r l y a s s e s s y o u r pupils in d i f f e r e n t w a y s Y o u c a n c h o o s e t h e unit t e s t s , r e v i e w t e s t s and e n d - o f - l e v e l t e s t s , as c u s t o m i s a b l e M i c r o s o f t W o r d d o c u m e n t s If y o u a r e p r e p a r i n g pupils f o r t h e Y o u n g L e a r n e r s t e s t s y o u c a n additionally s e l e c t t h e C a m b r i d g e English: Y o u n g L e a r n e r s ( Y L E ) s t y l e u n i t t e s t s , r e v i e w t e s t s and e n d - o f - l e v e l t e s t s , as A d o b e P D F s Posters T h e s e c o l o u r f u l and appealing p o s t e r s aid r e v i s i o n by giving pupils t h e c h a n c e t o p r a c t i s e unit language in a d i f f e r e n t and fun c o n t e x t T h e y c a n be a d d e d t o t h e c l a s s r o o m w a l l as y o u p r o g r e s s t h r o u g h t h e c o u r s e t o aid r e v i s i o n T h i s p a c k i n c l u d e s t w e l v e p o s t e r s w i t h c l e a r t e a c h i n g n o t e s available o n l i n e Flashcards T h e r e a r e f l a s h c a r d s t o a c c o m p a n y level I T h e s e c o l o u r f u l f l a s h c a r d s i l l u s t r a t e t h e k e y v o c a b u l a r y i t e m s of e a c h unit o n o n e side and have t h e w o r d s o n t h e o t h e r T h e y a r e large e n o u g h f o r all pupils t o s e e a n d t h e r e a r e n u m e r o u s ideas of h o w t o u s e t h e m in t h e T e a c h e r ' s B o o k f o r e a c h l e s s o n What does Kid's Box offer? needed for each lesson a r e specified Each lesson s t a r t s w i t h a ' T o a w a k e n i n t e r e s t a n d k i n d l e e n t h u s i a s m is t h e s u r e W a r m e r and f i n i s h e s w i t h an E n d i n g t h e l e s s o n activity A c t i v i t i e s w a y to t e a c h easily a n d successfully', Tyron Edwards f r o m t h e A c t i v i t y B o o k a r e i n t e g r a t e d w i t h t h e Pupil's B o o k O n c e pupils a r e i n t e r e s t e d , a n d r e a d y and eager t o l e a r n , t h e n a c t i v i t i e s t o p r o v i d e a b a l a n c e d range of a p p r o p r i a t e a c t i v i t i e s t h e j o b of t e a c h i n g t h e m b e c o m e s s o m u c h easier T h e m a t e r i a l s T h e r e are t w o E x t r a activities provided for each lesson for times in Kid's Box have b e e n d e s i g n e d t o d o j u s t t h a t H e r e ' s h o w and w h e n y o u n e e d e v e n m o r e m a t e r i a l T h e s e E x t r a a c t i v i t i e s only w h y it w o r k s : a p p e a r in t h e T e a c h e r ' s B o o k and t h e r e a r e s u g g e s t i o n s in t h e t e a c h i n g n o t e s as t o w h e n e a c h a c t i v i t y s h o u l d be u s e d in t h e l e s s o n T h e y a r e n o t d e s i g n e d o n l y f o r t h e end of t h e l e s s o n • H u m o u r through the c h a r a c t e r s and the stories ' T h e i m p o r t a n t t h i n g is n o t s o m u c h t h a t e v e r y c h i l d A c t i v i t i e s w h i c h a r e s i m i l a r t o t h e t a s k - t y p e s in Y o u n g L e a r n e r s should be t a u g h t , as t h a t e v e r y child should be given t e s t s have t h e i c o n ' Y L E ' t h e w i s h to learn', John Lubbock Introduction vii • zipline It c a n be e x t r e m e l y m o t i v a t i n g f o r c h i l d r e n t o w a t c h t h e i r o w n life e v e r g r o w s g r e a t u n t i l it is f o c u s e d , d e d i c a t e d , p e r f o r m a n c e s o n v i d e o , b u t if y o u v i d e o o r p h o t o g r a p h iplined' H a r r y Emerson Fosdick pupils, m a k e s u r e y o u get w r i t t e n p e r m i s s i o n f r o m p a r e n t s o r )ne of t h e m o s t challenging a s p e c t s of t e a c h i n g y o u n g guardians first a r n e r s is holding t h e i r i n t e r e s t in t h e c l a s s r o o m Pupils ave l i m i t l e s s e n e r g y , c o m b i n e d w i t h an e x t r e m e l y l i m i t e d : t e n t i o n s p a n W e have t o juggle t h e s e f a c t o r s t o t r y t o your Competition • A n e l e m e n t o f c o m p e t i t i o n c a n m a k e many pupils t r y harder H o w e v e r , w h i l e a c o m p e t i t i o n c a n be a g o o d i n c e n t i v e f o r raid b o r e d o m , r e s t l e s s n e s s a n d d e - m o t i v a t i o n , all of w h i c h an o t h e r w i s e u n e n t h u s i a s t i c pupil, it c a n s o m e t i m e s be d e - ad t o p r o b l e m s w i t h discipline B y c h a n n e l l i n g pupils' m o t i v a t i n g f o r a less able b u t o r d i n a r i l y h a r d - w o r k i n g o n e inate e n e r g y t o t h e g o o d , w e c a n o f t e n avoid u n r u l i n e s s B e f o r e playing a c o m p e t i t i v e g a m e , it may be useful t o e x p l a i n i d indiscipline A lot o f discipline p r o b l e m s a r i s e w h e n t o pupils t h a t t h i s is o n l y a m e a n s of learning A l t h o u g h t h e y jpils a r e u n d e r c h a l l e n g e d a n d b o r e d , o r w h e n a c t i v i t i e s a r e may n o t w i n t h e g a m e , all pupils a r e ' w i n n e r s ' if t h e y k n o w >o r e p e t i t i v e Kid's Box has b e e n w r i t t e n by e x p e r i e n c e d m o r e English a t t h e e n d t h a n t h e y k n e w at t h e beginning H e l p i a c h e r s w h o at all t i m e s have b o r n e in mind t h e n e e d s and pupils t o u n d e r s t a n d t h a t w h e n t h e y play a g a m e t h e y c a n j q u i r e m e n t s o f pupils a n d have i n c l u d e d a v a r i e t y of a c t i v i t i e s p r a c t i s e and l e a r n m o r e E n g l i s h , s o t h e y e a c h w i n a p r i z e and ir t h e m t o enjoy t h a t p r i z e is k n o w l e d g e is i m p o r t a n t t h a t y o u e s t a b l i s h a c o n t e x t o f discipline in N o n e t h e l e s s , it is a l w a y s a g o o d idea t o b a l a n c e c o m p e t i t i v e эиг c l a s s M a k e s u r e pupils k n o w w h a t is a c c e p t a b l e and g a m e s w i t h c o o p e r a t i v e o n e s and t o include o t h e r a c t i v i t i e s s o h a t is n o t and m a k e s u r e y o u t r e a t all pupils in t h e s a m e t h a t y o u c a n r e w a r d and p r a i s e individuals a c c o r d i n g t o t h e i r ay Pupils a r e v e r y a w a r e w h e n w e a r e n o t 'fair' C l e a r o w n n e e d s and p e r f o r m a n c e i d fair discipline p a r a m e t e r s c r e a t e a 'safe' c l a s s r o o m i v i r o n m e n t in w h i c h pupils c a n w o r k c o n f i d e n t l y and freely, Display his m a k e s f o r an o r d e r e d , b u s y c l a s s r o o m , r a t h e r t h a n an • larchic one gs, rhymes Pupils f i n d it e x t r e m e l y m o t i v a t i n g t o have t h e i r w o r k displayed a n d w i l l g e n e r a l l y w o r k h a r d t o p r o d u c e w o r k t o and t h e b e s t of t h e i r ability if t h e y k n o w it is going t o be s e e n chants by o t h e r s S o t r y t o a r r a n g e t o display pupils' w o r k a r o u n d s r t h e a c t i v i t i e s b a s e d a r o u n d s o n g s , r h y m e s and c h a n t s , it the c l a s s r o o m o r school w h e n e v e r possible D o n ' t forget to n o t a l w a y s n e c e s s a r y f o r pupils t o u n d e r s t a n d e v e r y w o r d include w o r k by all t h e pupils ( n o t in e v e r y display, but o v e r a Jtside t h e k e y w o r d s being p r a c t i s e d In t h e s e a c t i v i t i e s , p e r i o d o f t i m e ) a n d t o c h a n g e t h e displays regularly e a r e m o r e i n t e r e s t e d in pupils u n d e r s t a n d i n g t h e gist, and e a r e using t h e r h y m e as a m e a n s w i t h w h i c h t o p r a c t i s e Craft nguage, r h y t h m and p r o n u n c i a t i o n T h e visuals t h a t • activities: storage of material It is useful t o k e e p s u p p l i e s f o r c r a f t a c t i v i t i e s , f o r e x a m p l e x o m p a n y t h e r h y m e s , s o n g s and c h a n t s , a n d t h e a c t i o n s s c i s s o r s , glue, w o o l , c r a y o n s , in a large b o x in t h e c l a s s r o o m e l u d e d in s o m e , s h o u l d p r o v i d e pupils w i t h s u f f i c i e n t T h e n w h e n it is t i m e f o r c r a f t a c t i v i t i e s , y o u c a n put t h e b o x f o r m a t i o n t o be able t o u n d e r s t a n d t h e o v e r a l l c o n c e p t It is i p o r t a n t t h e n , at t h i s s t a g e , n o t t o s p e n d p r e c i o u s class t i m e i lengthy and c o m p l i c a t e d e x p l a n a t i o n s of s p e c i f i c w o r d s , o n a t a b l e a n d pupils c a n c o m e a n d c o l l e c t w h a t t h e y n e e d • M a k e s u r e pupils a l w a y s c l e a r up at t h e end o f c r a f t a c t i v i t i e s ; t h a t t h e y p u t m a t e r i a l s b a c k in t h e b o x and t h a t t h e y put e t pupils t o s t a n d up w h e n p e r f o r m i n g t h e s o n g s , r h y m e s r u b b i s h in t h e bin Y o u w i l l n e e d t o supply e a c h pupil w i t h an - c h a n t s It c a n m a k e a t r e m e n d o u s d i f f e r e n c e t o t h e i r e n v e l o p e f o r p h o t o c o p i a b l e a c t i v i t i e s , s u c h as g a m e c a r d s srformance and enjoyment A t t h e end o f t h e a c t i v i t y , pupils w r i t e t h e i r n a m e o n t h e i r sngs, r h y m e s and c h a n t s c a n be p r e s e n t e d in d i f f e r e n t e n v e l o p e and p u t t h e i r c a r d s i n s i d e W i t h y o u n g e r pupils, it ays t o m a k e t h e m m o r e i n t e r e s t i n g and challenging T h e s e is b e s t if y o u l o o k a f t e r t h e e n v e l o p e s until t h e n e x t t i m e y o u ichniques a r e e s p e c i a l l y useful if y o u w a n t t o go b a c k t o w a n t t o use t h e cards -eviously-used material for revision o r f u r t h e r exploitation id w a n t t o a v o i d y o u r pupils' r e a c t i o n of ' W e ' v e a l r e a d y A final word эпе t h i s ! ' W e ' v e had a lot o f fun w r i t i n g t h i s c o u r s e a n d s i n c e r e l y h o p e t h a t W h i s p e r t h e r h y m e o r p h r a s e w h i l e c l i c k i n g y o u r fingers y o u and y o u r pupils have as m u c h fun using it R e p e a t t h e r h y m e , g e t t i n g g r a d u a l l y l o u d e r e a c h t i m e and then reverse the process Say a r h y m e o r c h a n t w h i l s t clapping hands a n d tapping y o u r f o o t in t i m e t o t h e r h y t h m D i v i d e the class into groups and a s k t h e m to repeat the r h y m e o r c h a n t in r o u n d s T o d o t h i s , t h e f i r s t g r o u p s t a r t s t o say t h e r h y m e and t h e n , a t a s u i t a b l e p o i n t , usually o n e o r t w o lines into it, t h e s e c o n d g r o u p s t a r t s t o say t h e r h y m e f r o m t h e beginning W i t h y o u r class a u d i o o r v i d e o r e c o r d e r , r e c o r d t h e class p e r f o r m i n g B e s u r e t o give t h e m a r o u n d of a p p l a u s e and e n c o u r a g e t h e r e s t of t h e c l a s s t o d o t h e s a m e L e t y o u r pupils listen t o t h e m s e l v e s If t h e y feel t h a t t h e y c o u l d i m p r o v e o n a s e c o n d a t t e m p t , r e c o r d t h e m again Kid's B o x T e a c h e r ' s B o o k I C a r o l i n e N i x o n and M i c h a e l T o m l i n s o n , M u r c i a Evaluation pages T h e e v a l u a t i o n pages in Kid's Box I a r e designed t o be u s e d after each Review section: Evaluation I after Review section - , E v a l u a t i o n a f t e r R e v i e w s e c t i o n - and E v a l u a t i o n a f t e r R e v i e w s e c t i o n - Y o u will n o t i c e t h a t t h e e v a l u a t i o n pages use s i m i l a r t a s k - t y p e s t o t h o s e in t h e C a m b r i d g e English: Young L e a r n e r s ( Y L E ) S t a r t e r s Test O v e r the three evaluation pages, pupils w i l l be e v a l u a t e d o n t h e i r R e a d i n g and W r i t i n g , L i s t e n i n g a n d S p e a k i n g Y o u s h o u l d tell t h e pupils t h a t y o u a r e going t o give t h e m an e v a l u a t i o n activity, but m a k e s u r e t h e y d o n ' t b e c o m e t o o a n x i o u s a b o u t it It is i m p o r t a n t t h a t t h e y c o m e t o t h e a c t i v i t y feeling r e l a x e d and positive - believing t h a t t h e y can it H a n d o u t a c o p y t o e a c h pupil and m a k e s u r e t h e y have t h e n e c e s s a r y m a t e r i a l s ( c r a y o n s , p e n c i l s , e t c ) Y o u should allow about ten minutes for each evaluation Give the i n s t r u c t i o n s in English M o n i t o r pupils as t h e y d o t h e a c t i v i t y and give e n c o u r a g e m e n t A t t h e end of t h e activity, c o l l e c t t h e i r w o r k G i v e e a c h pupil f e e d b a c k o n t h e i r w o r k , but a l w a y s f o c u s o n w h a t t h e y c a n a n d w h a t t h e y have d o n e , r a t h e r t h a n o n w h a t t h e y c a n ' t F o r pupils of t h i s age, f e e d b a c k s h o u l d be p o s i t i v e a n d e n c o u r a g i n g w h e n e v e r p o s s i b l e , and no individual pupil's p e r f o r m a n c e s h o u l d be c o m p a r e d w i t h t h e p e r f o r m a n c e of a n o t h e r pupil Evaluation INSTRUCTIONS T e l l pupils t o t a k e o u t t h e i r c r a y o n s and put t h e m o n t h e i r d e s k s H a n d o u t E v a l u a t i o n (page 123) Say Look at the picture What can you see? E l i c i t t h a t it's a m o n s t e r Elicit s o m e possible n a m e s Pupils c h o o s e a n a m e f o r t h e i r m o n s t e r a n d w r i t e it o n t h e line in q u e s t i o n I T e l l pupils t o c o l o u r t h e c l o t h e s and t h e face (eyes, hair, e t c ) in t h e c o l o u r s o f t h e i r c h o i c e T h i s is not p a r t of t h e evaluation P u t pupils i n t o g r o u p s of four F o c u s o n o n e g r o u p at a t i m e T e l l t h e o t h e r g r o u p s t o put t h e i r p a p e r s a w a y and give t h e m a n o t h e r t a s k t o T h e pupils in a g r o u p t a k e it in t u r n s t o t a l k t o t h e o t h e r s a b o u t t h e i r m o n s t e r Y o u a r e n o t listening f o r p a r t i c u l a r language, t h e aim h e r e is t h a t t h e y can c o m m u n i c a t e about their pictures to the others Take about t w o minutes with e a c h g r o u p L i s t e n t o e a c h pupil and d e c i d e as y o u a r e listening h o w many stars you will award t h e m C o l l e c t the papers f r o m pupils M a k e s u r e t h e y have w r i t t e n t h e i r n a m e s F e e d b a c k T h e r e a r e s i x s t a r s at t h e b o t t o m of t h e page C o l o u r e a c h o n e a c c o r d i n g t o h o w w e l l t h e pupil c o m p l e t e d t h e t a s k D r a w a s m i l e y f a c e in t h e c i r c l e t o t h e right C o n g r a t u l a t e pupils w h e n y o u hand b a c k t h e i r w o r k D o n ' t grade t h e e v a l u a t i o n and d o n ' t r a n k pupils in o r d e r Evaluation Evaluation INSTRUCTIONS T e l l pupils t o t a k e o u t t h e i r c r a y o n s and put t h e m o n t h e i r d e s k s H a n d o u t E v a l u a t i o n I (page 122 ) Say L o o k at t h e p i c t u r e W h a t c a n y o u see? Elicit s o m e of t h e things t h e y can s e e and w h e r e t h e y a r e (don't all of t h e o n e s f r o m t h e t e s t ) T h e n t h e y t h e t e s t A t t h e e n d , tell pupils t o w r i t e t h e i r n a m e s Collect the papers F e e d b a c k T h e r e a r e five s t a r s at t h e b o t t o m of t h e page C o l o u r e a c h o n e in f o r a c o r r e c t a n s w e r D r a w a smi le y f a c e in t h e c i r c l e t o t h e right C o n g r a t u l a t e pupils w h e n y o u hand b a c k t h e i r w o r k D o n ' t g r a d e t h e evaluation and d o n ' t r a n k pupils in order K e y : pencil u n d e r t h e t a b l e - o r a n g e , t o y t r a i n n e x t t o t h e c h a i r - blue, c o m p u t e r o n t h e t a b l e - b r o w n , ball in t h e s c h o o l bag y e l l o w , b o o k n e x t t o t h e pen - g r e e n C D 4, 63 Audioscript INSTRUCTIONS H a n d o u t E v a l u a t i o n (page 124) E x p l a i n P a r t s I and b e f o r e pupils s t a r t Say Look at Part I Look at the picture Look at the sentences Write yes or no D o an e x a m p l e w i t h t h e class using s o m e t h i n g o n y o u r d e s k , e.g say There's a pen on my desk ( T h e r e isn't a pen.) Pupils say No Say Do the same on the paper Say Look at Part S h o w pupils w h e r e t h e y w r i t e t h e w o r d s and t h a t t h e y use t h e j u m b l e d l e t t e r s ( t h e y have d o n e t h e s e t y p e s o f activities in c l a s s ) Pupils w o r k individually G i v e pupils a b o u t five m i n u t e s t o c o m p l e t e t h e e v a l u a t i o n C o l l e c t t h e p a p e r s f r o m pupils M a k e s u r e t h e y have w r i t t e n t h e i r n a m e s F e e d b a c k T h e r e a r e t e n s t a r s d o w n t h e edge of t h e page C o l o u r e a c h o n e a c c o r d i n g t o h o w w e l l t h e pupil c o m p l e t e d t h e t a s k , o n e s t a r f o r e a c h c o r r e c t a n s w e r D r a w a s mi l ey face in t h e c i r c l e u n d e r n e a t h C o n g r a t u l a t e pupils w h e n y o u hand b a c k t h e i r w o r k D o n ' t g r a d e t h e e v a l u a t i o n a n d d o n ' t r a n k pupils in o r d e r K e y : P a r t I: I N o , Y e s , N o , Y e s , N o P a r t 2: a p p l e , c a k e , burger, c h o c o l a t e , 10 b a n a n a Can you see the classroom? Good Now listen Can you see the pencil under the table? (pause) Good Colour it orange Colour the pencil under the table orange, (pause) Can you see the toy train next to the chair? Good Colour it blue Colour the toy train next to the chair blue, Can you see the computer Good Colour it brown Colour the computer on the table? on the table brown, Can you see the ball in the school bag? (pause) (pause) (pause) (pause) (pause) Good Colour it yellow Colour the ball in the school bag yellow, (pause) Can you see the book next to the pen? Good Colour it green (pause) Colour the book next to the pen green, (pause) Introduction I xi я Page 25 a a c t i v i t y I: W h e r e is it? • ke out t h e i r s e n t e n c e w h e e l s f r o m Photocopiable З А (If Put the flashcard of Stella (3) in the c e n t r e of the board Put the i't make t h e m in the previous lesson, they can make t h e m o t h e r family flashcards ( I , , , 5, , ) around Stella Make t w o E x t r a a c t i v i t y I: T e a m g a m e ie up t h e w h e e l s t o make a sentence Pupils guess by asking, teams T e a m s line up facing the b o a r d C a l l out, e.g Her mother T h e ; train next to the bag? T h e pupil w h o guesses c o r r e c t l y is first pupil in each t e a m races t o the board t o touch the c o r r e c t r Pupils play in pairs o r in f o u r s , flashcard A w a r d a point t o the f i r s t pupil t o touch the c o r r e c t card a activity 2: G u e s s i n g g a m e T h e t w o pupils go t o the back of t h e i r lines Repeat lessing game w i t h the class Place c l a s s r o o m objects around • n w h e r e they a r e in, o n , under and n e x t to o t h e r objects, T e a c h the following chant Display the family flashcards ( - , , pupils don't notice (if you can) Divide the class into t w o E x t r a activity 2: F a m i l y c h a n t ) Pupils clap each line and t h e n point to the flashcard w h e n they ay, e.g It's pink It's under a chair Pupils look around for the say the name i.g eraser T h e first pupil t o guess c o r r e c t l y w i n s a point She's her mother, mother, • t e a m C o n t i n u e until all the objects have been found T h e She's her mother, Mrs Star th the m o s t points is the winner She's her sister, sister, sister, 22 She's her sister, Suzy Star • a a c t i v i t y I: B o a r d s l a p i r d slap f r o m page E x t r a activity I using the toy flashcards i, t h e s c h o o l flashcards ( - ) and the n u m b e r flashcards He's her father, father, mother, father, He's her father, Mr Star He's her brother, brother, brother, He's her brother, Simon Star She's her grandma, grandma, a c t i v i t y 2: S n a p ! spiable B E i t h e r pupils take out the envelopes w i t h their is, o r hand out the photocopies for pupils to make the cards grandma, She's her grandma, Grandma Star He's her grandpa, grandpa, grandpa, He's her grandpa, Grandpa Star and T 9 ) Pupils colour the objects on the cards as they Page 26 Is w o r k in f o u r s T h e y place the cards face d o w n on the • hey t a k e t u r n s t o t u r n o v e r t w o cards and say w h a t they a r e , Display the family flashcards ( - , , ) on the board Say Put your E x t r a activity: W h a t ' s missing? lue train, A red doll If the objects and/or the c o l o u r s m a t c h , heads on your desks and close your eyes C h e c k that pupils aren't looking iil takes the t w o cards If not, the pupil t u r n s t h e m face d o w n and then take away one flashcard Say Open your eyes What's missing? i d it's the n e x t pupil's t u r n T h e player w i t h the most cards is Pupils answer S h o w the flashcard w h e n they guess correctly Repeat, iner removing a different flashcard each time 23 Page 27 r a a c t i v i t y I: R o l e p l a y • /vork in t h r e e s : Marie, M a s k m a n and Monty Play the C D Place t w o chairs at the f r o n t , w i t h the backs facing the board Make story again ( C D I , 51) Pause after each picture for pupils t o t w o t e a m s Invite one m e m b e r of each t e a m t o c o m e and sit in a in c h o r u s in role Pupils mime the actions as they speak chair Stick an adjective flashcard on the board T h e class can see E x t r a a c t i v i t y I: T e a m m i m e s :hange roles R e p e a t it, but the t w o pupils in the chairs can't Make s u r e they don't t u r n -e confident t h r e e s can c o m e t o the f r o n t and p e r f o r m their around Pupils in the teams mime the adjective T h e first pupil in ays for the class the chair t o say the c o r r e c t adjective w i n s a point for t h e i r t e a m tra activity 2: S a y a n d m i m e Repeat w i t h o t h e r pupils and o t h e r adjectives i the actions f o r the prepositions Play a game like S c i s s o r s , • stone H o l d y o u r hands behind y o u r back and say In, on, Practise the song f r o m Pupil's B o o k page 27 A c t i v i t y ( C D , 11) next to Just after y o u say next to, put y o u r hands in f r o n t again w i t h the students Tell t h e m y o u are going t o r e c o r d t h e m E x t r a a c t i v i t y 2: R e c o r d it! , showing one of the preposition mimes f r o m page T R e c o r d t h e m , using a c a s s e t t e r e c o r d e r o r a video r e c o r d e r Play itation H o l d y o u r hands behind y o u r back again, and say the the recording back t o the class •hyme, but a different action at the end Pupils join in T h e y l e i r hands behind their backs, chant w i t h you and t h e n s h o w Page 28 osition mime If it's the same as y o u , they stay in the game If • ferent, they sit d o w n for one t u r n Repeat R e v i e w the phonemes / s / , Iml, III, 1Ы, IcV and the letters (s, p, t, b, t > 24 t r a activity: T r u e o r false g a m e stand up n e x t t o t h e i r chairs Say sentences in t u r n , e.g E x t r a a c t i v i t y I: B o d y s h a p e s d) Pupils w o r k in groups of t h r e e T h e t h r e e of t h e m make the shape of one o r m o r e of the l e t t e r s w i t h their bodies G r o u p s d e m o n s t r a t e t o the class • E x t r a a c t i v i t y : W h a t ' s in m y b a g ? Place about five small k n o w n o b j e c t s in a bag, e.g pencil, small book, small ball, ruler, eraser D o n ' t let pupils see w h a t you put in is her sister Simon is her father Pupils sit on the f l o o r w h e n the the bag Invite a pupil t o c o m e and put t h e i r hand in the bag T h e y i c e is c o r r e c t T h e y sit on t h e i r chairs w h e n it's i n c o r r e c t , don't look T h e y feel the o b j e c t and guess w h a t it is T h e pupil takes one plays the game until the e n d it out t o c h e c k Repeat w i t h t h e o t h e r objects Kid's Box T e a c h e r ' s B o o k I Page 29 • Unit E x t r a a c t i v i t y I: B o a r d g a m e Photocopiable If pupils have not played before, follow the Page 34 instructions on page T • If pupils have played before, make pairs and hand out the dice, E x t r a activity: B o a r d slap Play B o a r d slap f r o m page E x t r a activity I using the pet flashcards boards and a coin t o each pair M o n i t o r pupils as they are playing (47-52) T h e first player to r e a c h the Finish is the winner Pairs w h o finish Page 35 first can play again • E x t r a activity 2: D i s a p p e a r i n g flashcards Play t h e Disappearing flashcards game f r o m Page 18 E x t r a activity I w i t h s o m e of the c h a r a c t e r flashcards ( - , 33, 34) and a selection of the o t h e r flashcards ( m a x i m u m of 12) on the board Elicit and circle the w o r d s (computer, t r a i n , c a r ) Make pairs Display the large w o r d s n a k e on poster paper: Pupils race t o find the w o r d s C h e c k by inviting pairs t o say the w o r d s and t o E x t r a activity: C o l o u r s challenge Pupils use t h e i r c o l o u r knowledge to challenge the class A s w i t h the palette in Pupil's B o o k A c t i v i t y I, pupils c o l o u r t w o patches of c o l o u r on a piece of w h i t e paper, taking c a r e t o leave a space in the middle Pupils pass the paper t o another pupil to c o l o u r in the n e w c o l o u r (made by mixing the t w o together) T h e pupil c o l o u r s , and then says the complete s e n t e n c e , e.g Yellow and blue is green c o m e and circle t h e m on the snake Page 36 • E x t r a a c t i v i t y I: C l a s s g a m e D r a w a x grid on the board N u m b e r the squares (1-9) E x t r a activity: Situations m i m e game Pupils w o r k in small groups t o make up situations t o mime t o the group Tell t h e m t o make up a situation in w h i c h t h e r e is a Stick a flashcard face d o w n in each square C h o o s e f r o m the characters ( - , , 46) and the pets ( - ) Make t w o teams: H o r s e s and C a t s C a t s choose a square T u r n o v e r the flashcard A s k , e.g What/Who Page 31 • E x t r a activity: W o r d s n a k e horsedollpencatballdogeraserbookmousebikefishchairbird Page 30 • • W r i t e computertraincar is it I are they? o r Is itlhelshe big? If they a n s w e r correctly, d r a w a large in the square If not, replace the flashcard w i t h another one H o r s e s choose a square C o n t i n u e until one team has a line of s o r X s , o r all the squares have X s o r s compliment, an apology o r an offer W r i t e Wow!, I'm sorry! and Here • you are on the board M o n i t o r and c h e c k that pupils are choosing B r a i n s t o r m the twelve k n o w n adjectives (long, ugly, etc.) Make pairs E x t r a activity 2: S p o t t h e difference one of the t h r e e situations C h o o s e groups t o t h e i r mime for Hand out Photocopiable A and В t o each pair Pupils look at the the class T h e r e s t of the class say w h a t the situation is by reading a pictures and find differences If pupils used the material for page 35, phrase f r o m t h e board: a compliment (Wow!), an apology (I'm sorry) they find m o r e differences (underlined below) If not, they can find o r an offer (Here you are) the ones f r o m the previous lesson, p l u s the ones below T h e y circle t h e m in pencil C h e c k w i t h t h e class Review Units 1-4 Key: Page 32 • E x t r a a c t i v i t y I: P l a y a g a m e Play one of t h e photocopiable games f r o m Units 1-4 w i t h the pupils • E x t r a activity 2: Sing a song o r a c h a n t C h o o s e one of the songs o r chants f r o m U n i t s 1-4 t o w i t h the pupils D o it w i t h o u t t h e C D B: T w o cats on a dirty table A : Big old horse B: Beautiful small horse A : Six dogs, t h r e e big, t h r e e small B: Five dogs, one long A : F o u r mice B: O n e mouse A : O n e fish B: T w o fish (one smalO A : Eight beautiful small birds B: N i n e beautiful small birds four short Page 37 Page 33 • A : O n e cat under a clean table • E x t r a a c t i v i t y I: C h a n t E x t r a a c t i v i t y I: W h a t is it? Place a selection of c l a s s r o o m objects around the r o o m L o o k Teach the following chant t o the pupils, t o r e v i e w the adjectives and the actions D i v i d e the class into t w o for the questions and a n s w e r s thoughtful Say I'm thinking of something It's red and long What is it? (pencil) Pupils t a k e t u r n s t o guess R e p e a t w i t h the o t h e r objects, Change roles and t h e chant again practising as many adjectives as you c a n Who is happy, happy, happy? • Who is happy now? Pupils w o r k in pairs Each pupil d r a w s a n e w route in A c t i v i t y B o o k We are happy, happy, happy page 36 A c t i v i t y 6, using a green pencil T h e y don't look at each We are happy now o t h e r ' s r o u t e s T h e y sit facing one another, holding their books Repeat for sad, young, old, ugly, • beautiful E x t r a activity 2: O b j e c t p u z z l e Tell pupils t o put the following objects on t h e i r desks: bag, eraser, blue pencil, red pencil, green pencil, book G i v e pupils instructions to follow, e.g Put the blue pencil in your bag Put your bag under your chair Put the red pencil next to the eraser Put the green pencil on your chair Pupils t a k e t u r n s t o be the callers and then continue the game in pairs E x t r a activity 2: C o l o u r a n d say up so t h e i r p a r t n e r can't s e e Pupils take t u r n s t o say t h e i r route and d r a w t h e i r friend's r o u t e , using a y e l l o w pencil T h e y c h e c k together Early finishers can c o l o u r the pictures Page 38 • E x t r a a c t i v i t y I: D r a w a n d w r i t e R e v i e w favourite by holding up pictures of favourite toys f r o m U n i t Display the pet flashcards, look thoughtful and point to, e.g the cat Say My favourite pet's a cat N o m i n a t e pupils and say ( N a m e ) , what's your favourite pet? T h e pupil c h o o s e s f r o m the pets on the board Repeat w i t h different pupils Say Draw your favourite pet and write the word W r i t e the w o r d s for the pets under each flashcard on the board for pupils t o copy ( o r call v o l u n t e e r s t o the board t o w r i t e the w o r d s ) Pupils draw, w r i t e and t h e n colour Make a class display of t h e i r pictures E x t r a activities T113 r a activity 2: O u r favourite dogs out the dogs in A c t i v i t y B o o k page 38 A c t i v i t y D r a w a r o w x column grid on the board for pupils A t the top column ( e x c e p t the first), w r i t e the numbers 1-6 t o match nbers of the dogs In t h r e e of the squares on the left of the / r i t e the names of t h r e e pupils In the o t h e r square, w r i t e ime A s k one of the pupils w h o s e name you've w r i t t e n : What's ourite dog? T h e pupil responds w i t h a n u m b e r corresponding picture, e.g Number Put a t i c k in square for this pupil w i t h the o t h e r t w o pupils T h e n put a tick in one of the ; f o r yourself Is copy the e m p t y grid and ask and a n s w e r in groups of four, Page 42 • E x t r a a c t i v i t y I: T o y f a m i l i e s Pupils take o u t t h e i r t o y c a r d s f r o m Photocopiable B Q u i c k l y r e v i e w the w o r d s by saying, e.g Hold up the train Pupils w o r k in f o u r s T h e y put t h e 24 cards face d o w n and m i x t h e m up Each player takes s i x c a r d s and looks at t h e m T h e aim is t o get four toys the s a m e Pupil I asks any o t h e r player for a card by saying, e.g Have you got a train? Pupil replies Ves/No If he/she has, he/she hands it t o Pupil I Pupil asks for a card W h e n a player has a set of four, he/she puts t h e m d o w n on the table T h e player(s) w i t h the most sets at the end is/are the w i n n e r s • c k for t h e m s e l v e s first a s h o w of hands t o find o u t w h i c h dog is the class's favourite E x t r a activity 2: T P R g a m e Play a T P R game w i t h the class D e m o n s t r a t e the game Say, e.g Everyone with blue eyes, stand up Everyone with short hair, point to the 39 window C o n t i n u e , recycling the adjectives, face and body parts and r a a c t i v i t y I: B i n g o g a m e instructions ne pet flashcards ( - ) on the board A d d o t h e r flashcards e a total of t e n , e.g t w o c o l o u r s and t w o s c h o o l W r i t e a Page 43 r b e t w e e n / and 10 under each flashcard D e m o n s t r a t e the • эг pupils Make groups of s i x G r o u p s will need t h e i r troll stick puppets ils d r a w a x grid in t h e i r n o t e b o o k s T h e y c h o o s e four ilours/school w o r d s f r o m the board and in pencil w r i t e the ponding n u m b e r in each square Say, e.g Horse Pupils w h o ie n u m b e r c o r r e s p o n d i n g t o the horse make a line through lare C o n t i n u e calling o u t the o t h e r w o r d s W h e n pupils have E x t r a a c t i v i t y I: G r o u p s o n g from Photocopiable 6, o r give t h e m one of the troll faces from the w a r m e r T h e y c h o o s e one of the puppets in their group T h e y practise singing the song f r o m Pupil's B o o k page 43 A c t i v i t y ( C D , 49) about their puppet and changing the w o r d s t o match the c o l o u r s Select m o r e confident groups t o c o m e and sing their song t o the rest of the class Help the groups as they are singing t o the class i out all f o u r squares, they s h o u t Bingo/ eat • :ra a c t i v i t y 2: M a t c h t h e h a l v e s D r a w six circles on the b o a r d In each one, w r i t e the letters for a ' t h e large piece of paper w i t h the split w o r d s : - sh, , fi - rd, той - t , b i - rse, ca - g D o n ' t tell pupils w h a t t o l e m t i m e t o w o r k it out A s they do, invite individuals ie and d r a w lines t o make the w h o l e w o r d each t i m e face w o r d D o n ' t w r i t e t h e m in t h e right order Put pupils into pairs T h e y w r i t e the w o r d s c o r r e c t l y , w i t h o u t looking in their books C h e c k by asking pairs t o say the w o r d , e.g Mouth and point to their mouth Page 44 log, h o r s e , f i s h , m o u s e , b i r d , c a t • e i E x t r a activity 2: G u e s s t h e w o r d E x t r a a c t i v i t y I: S p i n a n d d r a w a m o n s t e r Pupils take out t h e i r n u m b e r spinners f r o m R e v i e w Units 1-4 Display the face p a r t flashcards ( - ) W r i t e a n u m b e r b e t w e e n 40 / and under each o n e D e m o n s t r a t e the game Spin a spinner, and : r a a c t i v i t y I: R e a d a n d p o i n t say the n u m b e r and the face p a r t , e.g Two A nose D r a w a nose Spin use Pupil's B o o k page A c t i v i t y I T h e y t a k e it in t u r n s t o the spinner again Say the n u m b e r and the body part, e.g Four Three о the w o r d s and t o the p a r t of t h e i r face, e.g Pupil A points eyes and d r a w t h e m to continue the m o n s t e r ' s face If you get the w o r d Eyes, and Pupil В points t o his/her eyes and says Eyes, same number t w i c e , miss a t u r n Make groups of four Pupils t a k e it in t u r n s t o spin and draw T h e tra a c t i v i t y : C h a n t the following chant A s y o u say the w o r d s , c o u n t the numbers first in each group t o d r a w t h e c o m p l e t e face is the winner ir fingers and at the end t o u c h the face part Pupils copy, • te t w o groups E v e r y o n e counts the numbers O n e group asks Play B o a r d slap f r o m page E x t r a activity I using s o m e /fr/, /дг/, / Ь г / sstions, and the o t h e r replies Change roles and repeat /о, three, four, five, 's your eye? Where's your eye? words E x t r a a c t i v i t y I: R o l e p l a y Pupils w o r k in groups of four Play the C D of the s t o r y f r o m Pupil's my eye Here's my eye : for nose, ear, mouth, teeth (plural Where're I Раде 45 • vo, three, four, five, E x t r a activity 2: B o a r d slap Here're ) 41 B o o k page A c t i v i t y 11 ( C D , ) again G r o u p s the actions along w i t h the C D M o r e confident groups can role play the s t o r y for the class tra activity: Swapping g a m e • / the face flashcards ( - ) on the board U n d e r each one, Pupils take out t h e i r stick puppets f r o m Photocopiable and hold E x t r a activity 2: P u p p e t g a m e :he w r o n g w o r d , e.g under eye, w r i t e Ear Say Is this OK? In t h e m up Play an action game D e m o n s t r a t e it first w i t h the class supils match the w o r d s w i t h the pictures O n e pair c o m e s t o Say, e.g Puppets with blue hair, stand up Pupils stand up if their ard and swaps t w o flashcards around so that one flashcard is puppets have blue hair C o n t i n u e combining face parts and actions t o the c o r r e c t w o r d R e p e a t w i t h o t h e r pairs Stop w h e n all are give pupils all a chance t o m o v e , e.g big mouth I point to the door, small :t ears I sit down, red mouth I touch your nose >eat Kid's B o x T e a c h e r ' s B o o k I Page 46 Page 50 • • E x t r a activity: G u e s s the sense g a m e E x t r a a c t i v i t y I: M e m o r y game Put t h e pupils into five groups, one for each sense G i v e the groups Place 12 c l a s s r o o m objects, e.g t w o e r a s e r s , seven pencils ( t w o r e d , the name of t h e i r sense on a piece of paper and tell t h e m t o keep it t w o g r e e n , t h r e e yellow) and t h r e e b o o k s , w h e r e pupils can see s e c r e t In t h e i r groups, pupils think up things t o d r a w t o r e p r e s e n t t h e m Pupils look for one minute C o v e r the objects w i t h a cloth that sense Pupils help each o t h e r w i t h the vocabulary A pupil f r o m A s k questions and pupils w r i t e the a n s w e r s , e.g How many books? each group p r e s e n t s the pictures and says the w o r d s T h e o t h e r How many yellow pencils? Pupils c h e c k in pairs T a k e the cloth off for pupils t h i n k in t h e i r groups and put their hands up t o guess the pupils t o check sense the o t h e r group is describing Repeat w i t h the o t h e r groups • Page 47 • E x t r a activity 2: A n i m a l s Display the wild animal flashcards ( - ) and pet flashcards ( - ) Make t w o t e a m s Place t w o chairs at the f r o n t , w i t h backs E x t r a activity: S e n t e n c e jumble facing the board A pupil f r o m each t e a m sits on each chair T h e y W r i t e t h e s e sentences on the board, but mixing up the o r d e r of the don't l o o k at the board W r i t e an animal name on the board, e.g w o r d s , e.g is cat My Hippos beautiful: Pupils in the t e a m s shout clues t o t h e i r t e a m mates on the My cat is beautiful chairs, e.g They've got big mouths They've got short tails They've got I feed my fish small ears T h e first pupil on t h e chair t o guess c o r r e c t l y w i n s a I look after my pet point T w o n e w t e a m m e m b e r s c o m e t o the chairs Repeat T h e I wash my horse t e a m w i t h the m o s t points at the end is the winner My fish is beautiful Page 51 This is my dog Pupils w r i t e the c o r r e c t sentences and put their hands up w h e n • E x t r a activity: More w o r d s n a k e s they have the answer Pupils w o r k individually T h e y use t h e i r picture dictionaries t o make Unit w o r d s t o hide, e.g s i x R e m i n d t h e m t o add e x t r a letters t o make a w o r d s n a k e for a n o t h e r pupil in the class G i v e t h e m a limit of it m o r e difficult Pupils swap w o r d s n a k e s , circle the w o r d s and then Page 48 • E x t r a a c t i v i t y I: A n i m a l c h e c k in pairs mime Pupils stand in a space Play the C D of lively music Pupils move Page 52 around Pause the C D Say Now be elephants Pupils mime elephants • C l a p y o u r hands Pupils stop R e s t a r t the C D Pupils move again Display flashcards (picture side) for all the pictures in A c t i v i t y B o o k E x t r a a c t i v i t y I: S o u n d f a m i l i e s Repeat for the o t h e r animals C h e c k pupils are paying close page 52 A c t i v i t y around the edge of the board D r a w t h r e e large attention by saying t h e same animal again circles across t h e middle of the b o a r d Place an lal picture in the • first circle, an lei picture in the second circle, and an /// picture in E x t r a activity 2: W o r d chains Play a w o r d game around the class S t a r t the chain Say I've got the t h i r d circle a snake Pupil I says I've got a snake and a giraffe Pupil says I've got a snake, a giraffe and an elephant C o n t i n u e for t w o o r t h r e e Pupils w o r k in pairs and decide w h a t o t h e r flashcards t o put in the circles t o make the sound families m o r e goes (pupils can use wild animals and pets) C l a p y o u r hands Say School things T h e n e x t pupil s t a r t s a chain w i t h school things C h e c k by asking pupils t o c o m e and place one of the flashcards in one of the circles and t o say the v o w e l sound A s k the class for Repeat w i t h o t h e r w o r d families, e.g face parts confirmation Page 49 • • E x t r a a c t i v i t y I: W o r d shapes Display the animal w o r d s cut in half and s t u c k on a large piece of paper Say Look at this What animals are they? Pupils w o r k in pairs T h e y match the w o r d halves C h e c k w i t h the class, w r i t i n g the o t h e r half in a different c o l o u r f r o m the original • E x t r a activity 2: C o l o u r d o m i n o e s Photocopiable Make groups of t h r e e Hand out the domino envelopes Pupils each t a k e s i x cards and c o l o u r the animals, using unusual c o l o u r s and m o r e than one c o l o u r for each animal Pupils play the domino game again T h e y say the animal's colour as they make the m a t c h , e.g A green and purple snake T h e y play the game in the same w a y as before E x t r a activity 2: D r a w t h e animals D r a w t w o r o w s of four simple rectangular frames on the board Page 53 N u m b e r the f r a m e s in each r o w / t o Say Copy these boxes • numbers Write I, 2, 3, Pupils d r a w the frames in t h e i r n o t e b o o k s D r a w a wild animal (giraffe, c r o c o d i l e , etc.) in each f r a m e in the top r o w on the b o a r d Say Hide your notebook Draw animals in the boxes at the top Choose different E x t r a a c t i v i t y I: C r a z y a n i m a l s S h o w the picture of a 'sniger' Tell pupils it's half snake and half tiger Say, e.g Snigers have got short legs, black and yellow bodies, long tails and a lot of teeth, and they haven't got ears animals Pupils d r a w four animals S h o w pupils h o w you made the name of the n e w animal f r o m in the b o x e s in the top r o w in t h e i r n o t e b o o k s Make sure they t w o animals Elicit o r suggest o t h e r s , e.g Hiraffe, crocopo, c h o o s e different animals f r o m you and that they keep their pictures girger, s e c r e t S e t a time limit of - minutes W h i l e pupils are w o r k i n g , telephant, eleraffe Pupils w o r k in pairs T h e y invent a n e w animal, d r a w it and w r i t e d r a w f o u r animals in b o x e s n u m b e r e d / t o (e.g a tiger in b o x I, a the name Pupils s h o w t h e i r animal t o o t h e r pairs and describe it giraffe in b o x 2) on a piece of paper M o r e confident pupils s h o w t h e i r s t o the class Pupils w o r k in pairs T h e y sit facing one another, holding their Display the pictures n o t e b o o k s up so t h e i r p a r t n e r can't see D e m o n s t r a t e the language • t o the pupils H o l d up y o u r piece of paper (with the pictures Play the Bingo game f r o m Page 39 E x t r a activity I, but using wild hidden) and say In number animals ( - ) and pets ( - ) I, I've got a tiger You draw a tiger in number E x t r a activity 2: A n i m a l bingo I Pupils take t u r n s , e.g Pupil A says a sentence and Pupil В d r a w s the animal in t h e c o r r e c t box S e t a time limit of five minutes Pupils look and c h e c k E x t r a activities ( T l 15 Pupils exchange n o t e b o o k s for checking A s k the questions again Elicit the c o r r e c t r e s p o n s e (Yes, he/she has I No, he/she 54 ' a a c t i v i t y I: M e m o r y hasn't.) Pupils m a r k t h e i r friend's w o r k game Page 57 lirs: A and B Place the clothes flashcards ( 6 - ) , plus • т ( ) , crocodile (59), ball (36) and chair (29) on the board, Pupils each d r a w a large x grid in t h e i r n o t e b o o k s T h e y number n u m b e r b e t w e e n / and 10 under each one A f t e r 30 E x t r a a c t i v i t y I: D o a s I d o the squares 1-6 T h e y w o r k in pairs, A and B T h e y place their , Pupil В t u r n s t o face the back of the class (so he/she can't n o t e b o o k s so they can't see each o t h e r ' s grids Pupil A places their b o a r d ) Pupil A asks, e.g What's number 6? What colour cards f r o m Photocopiable in the squares Pupil В asks questions, rousers? Pupil В a n s w e r s Pupil A keeps a s c o r e of c o r r e c t e.g What have you got in number 2? and then places t h e i r cards in ; A f t e r one minute, clap y o u r hands Pupil В looks at the the same place A t the e n d , they c h e c k t o see if the cards are in the э c h e c k Move the flashcards Repeat w i t h Pupil В asking and same places Pupils s w a p , w i t h Pupil В placing the cards and Pupil A answering T h e pupil w i t h the highest s c o r e in each pair is asking тег • E x t r a activity 2: F a s h i o n s h o w •a a c t i v i t y : H o w m a n y ? D e m o n s t r a t e the activity for the pupils A s k a pupil t o come up and oups of four T h e y look at the clothes they are all wearing, w a l k in f r o n t of t h e class Say This is (name) She's got black shoes (the it your clothes Point to, e.g the s k i r t s , and say Count How pupil does a flourish w i t h her shoes) She's got a white shirt (the pupil e player w i t h the m o s t pairs is the w i n n e r Remind t h e m of the game a a c t i v i t y I: W h o is it? language It's my turn I It's your turn o r t h r e e s e n t e n c e s t o d e s c r i b e a pupil in the class, e.g Who Page 59 s got blue eyes She's got long, brown hair She's got black shoes • ke t u r n s t o guess T h e y have t h r e e guesses If they don't Pupils w o r k in groups of four Play t h e s t o r y f r o m Pupil's B o o k page E x t r a a c t i v i t y I: R o l e p l a y >u w i n a point 59 A c t i v i t y 11, C D , 31 T h e y speak and act along w i t h the C D G i v e : w o r k in pairs Each pair looks around and thinks of t h r e e t h e m time to practise w i t h o u t the C D M o n i t o r the groups and help is about one of the pupils in the class Elicit the s e n t e n c e s w h e r e necessary M o r e confident pupils can c o m e t o the f r o n t and ; of the pairs T h e o t h e r pupils have t h r e e guesses If they ; s s , the pair w i n s a point If a pair guesses c o r r e c t l y , they int nue a activity 2: L o o k a n d r e m e m b e r perform • E x t r a activity 2: W o r d h a l v e s Display the large piece of paper w i t h the split w o r d s on it: jac - sers, sh - shirt, sk - ket, so - irt, trou - oes, T- - cks D o n ' t tell pupils w h a t t o G i v e t h e m t i m e t o w o r k it out A s they w o r k it э к at the pictures in A c t i v i t y B o o k page 56 A c t i v i t y for out, invite individuals t o c o m e and d r a w lines t o make the w h o l e ds T h e y close t h e i r b o o k s A s k questions, e.g / H a s May w o r d each time A n o t h e r pupil then c o m e s and places the flashcard ? Has Tony got a cat? Pupils w r i t e the n u m b e r in t h e i r of the item n e x t t o the w o r d ks and a tick o r a c r o s s for ' y e s ' o r 'no' A s k ten questions Kid's B o x Teacher's B o o k I Elicit each w o r d f r o m the class r a n d o m (not in o r d e r around the circle) and to repeat some of the Page 60 • actions E x t r a a c t i v i t y : A n i m a l g a p fill Pupils w o r k in pairs t o make their o w n gap fill about one of the animals T h e y can use the model in A c t i v i t y B o o k page 60 A c t i v i t y t o help t h e m Y o u might like t o revise s o m e c o l o u r and body parts vocabulary t o help the pupils C h e c k the t e x t s and c h o o s e one o r t w o t o w r i t e on the board for the class t o together In groups, pupils play the game • E x t r a activity 2: M i m e g a m e S h o w the action flashcards ( - ) , w o r d side, quickly t o pupils C h o o s e t w o pupils O n e mimes the action; the o t h e r says it Repeat U s e the flashcards m o r e than o n c e and include as many pupils as you can Display t h e flashcards, w o r d side, and point t o each one Pupils c h o r u s the action Page 65 Page C I E x t r a activity: Polluted or unspoilt picture? Pupils w o r k in pairs G i v e each pair a photo of a place, e.g a park, r i v e r o r f o r e s t , w h i c h is either polluted o r unspoilt Pupils use the language and v o c a b u l a r y that they have practised in the lesson t o w r i t e t w o o r t h r e e sentences about their picture in t h e i r notebooks G o around checking t h e sentences and then choose v o l u n t e e r pairs t o talk about t h e i r pictures in f r o n t of the class Pupils the talk w i t h o u t showing t h e i r picture and the r e s t of the class have t o guess w h a t the picture s h o w s (they say happy o r sad) T h e n the pair • E x t r a activity: W h i s p e r g a m e Make four t e a m s T e a m s line up, facing the board W h i s p e r a different action t o the first m e m b e r of each t e a m , e.g Swim Play the piano, etc Say Ready, steady, GO! T h e first m e m b e r of each team w h i s p e r s the action t o the n e x t m e m b e r and so on t o the end of t h e line T h e pupil at the end runs t o the front and mimes the action Elicit w h a t the actions are f r o m the m e m b e r s of the t e a m A w a r d points for the c o r r e c t mime and for the c o r r e c t phrase T h e pupil f r o m the back c o m e s t o the f r o n t of the t e a m Repeat T h e t e a m w i t h the most points at the end is the winner s h o w t h e picture Page 66 Review Units - • Page 62 four Pupils put the 24 cards face d o w n in front of t h e m Pupil A turns • over a card and places it n e x t t o him/her and says, e.g / can swim E x t r a a c t i v i t y I: P l a y a g a m e Play one of t h e games f r o m U n i t s - w i t h the pupils • E x t r a activity 2: Sing a song o r a c h a n t C h o o s e one of the songs o r chants f r o m U n i t s - t o w i t h the pupils D o it w i t h o u t the C D but w i t h the actions Page 63 • E x t r a a c t i v i t y I: C a n y o u o r c a n ' t y o u ? Photocopiable a Pupils need only the picture cards Make groups of o r / can't swim Pupil A says t o one of the group Can you? T h e pupil answers Yes o r No Pupil В turns o v e r a card and does the same Play continues until all cards have been turned over Say t o one group Tell me about (group member, e.g Peter) Can he swim? ' P e t e r ' doesn't reply T h e o t h e r group m e m b e r s answer C h e c k o t h e r groups in the same way Pupils put t h e i r cards back E x t r a a c t i v i t y I: G u e s s t h e s q u a r e into t h e i r envelopes Make pairs Pupils play a guessing game using the board on Pupil's • B o o k page 63 Pupil A c h o o s e s a square w i t h o u t telling his/her D r a w a - c o l u m n x - r o w grid on the board W r i t e one action f r o m p a r t n e r w h i c h it is Н е / S h e makes one o r t w o sentences as a clue, A c t i v i t y B o o k page 66 A c t i v i t y for each column W r i t e can n e x t e.g It's small and grey It's got four legs Pupil В says the w o r d and to the first r o w and can't n e x t t o the s e c o n d Make groups of six points t o the c o r r e c t picture (e.g Mouse!) • T h e n they swap roles E x t r a activity 2: C o n s e q u e n c e s E x t r a activity 2: C l a s s survey Pupils r e p o r t the n u m b e r s for t h e i r group for each activity, e.g Six can swim Three can't ride a bike W r i t e the totals, e.g 25 in the grid P r e p a r e sheets w i t h t e x t and lines as s h o w n below and photocopy C i r c l e t w o actions: one w h i c h m o s t pupils can do, and one w h i c h one for each pupil: most pupils can't I It's It's got a It's got (colour) (big/small) head ( f o u r / t w o / n o ) legs Page 67 • E x t r a a c t i v i t y I: C a n y o u ? A s k a pupil Can you swim? T h e pupil replies, e.g Yes, I can T h i s pupil then asks a n o t h e r pupil a question about w h a t they can and the activity continues around the class Encourage pupils t o ask each Make groups of t h r e e Each pupil needs a pencil Hand out the o t h e r at r a n d o m (not in desk o r d e r ) Focus pupils on the use of the sheets you have p r e p a r e d Say Write Then fold Write Then fold strong f o r m of Can in questions and r e s p o n s e s , e.g Can you swim? It's a secret! Each pupil c o m p l e t e s the first sentence w i t h a w o r d T h e y fold the paper so t h e i r friend can't see and pass it t o the left C o n t i n u e until all the s e n t e n c e s are complete and pupils get t h e i r original paper back Pupils unfold the paper and take t u r n s t o read the description of t h e i r animal t o the r e s t of the group Yes, I can, and the w e a k f o r m in s t a t e m e n t s , e.g / can ride a bike • E x t r a activity 2: P l a c e t h e c a r d s Pupils take o u t copies of Photocopiable a T h e y need only the w o r d cards D r a w a simple x grid on the board for t h e m t o copy A l o n g the top, w r i t e the n u m b e r s 1-6 A t the side, w r i t e Unit Can n e x t t o the top r o w and Can't n e x t t o the b o t t o m row Say six Page 64 guitar I can't play basketball Pupils listen and place the cards in • the right place on t h e i r grids Make s u r e you say the sentences at E x t r a a c t i v i t y I: G r o u p g a m e sentences, e.g / / can't swim I can ride a bike I can't play the D e m o n s t r a t e the game S i x pupils c o m e t o the front Make a group normal speed, so that can sounds v e r y s h o r t T h e y c h e c k in pairs of seven, including yourself Elicit an action f r o m the class, e.g Ride a C h e c k w i t h the class, using the flashcards bike Mime riding a bike Say a pupil's name in the group and a n o t h e r action, e.g Maria, play tennis 'Maria' mimes playing tennis and then Pupils play the game in pairs, taking t u r n s t o place cards in their grid and t o say sentences about t h e m for t h e i r p a r t n e r t o listen and says the name of a n o t h e r pupil in the group and a n o t h e r action place Remind t h e m t o sit facing one another, hiding t h e i r books so Repeat for all the actions, encouraging pupils t o name each o t h e r at t h e i r p a r t n e r can't s e e E x t r a activities i T117 • ? 68 E x t r a activity 2: A s k a n d a n s w e r Pupils use the material in A c t i v i t y B o o k page 70 A c t i v i t y I for a : t r a a c t i v i t y I: H o w m a n y w o r d s ? game T h e y w o r k in pairs and t a k e t u r n s t o ask questions about the t e a m s of f o u r o r five Pupils have t h e i r books closed Each pictures, e.g What colour's the lorry? What's yellow? E x t e n d t o a t e a m c h o o s e s s o m e o n e t o w r i t e Pupils in t h e i r t e a m s think of as game Make t w o t e a m s M e m b e r s of the teams take t u r n s t o ask a w o r d s w i t h the sound / as they can, and one p e r s o n w r i t e s question of t h e o t h e r t e a m A w a r d one point for a c o r r e c t question on a piece of paper Set a time limit for the game W h e n and one point for a c o r r e c t answer T h e t e a m w i t h the most points •ne is up, t h e t e a m w i t h the most c o r r e c t w o r d s w i n s See at the end is the w i n n e r nany w o r d s t h e class can think of w o r k i n g together - elicit Page 71 o r d s f r o m t h e winning t e a m and w r i t e t h e m on the board; isk t h e o t h e r t e a m s to c o m e up and w r i t e d o w n w o r d s they • ht of that the winning t e a m didn't w r i t e Examples of w o r d s T e a c h the following tongue t w i s t e r Say it slowly as a class first, then are: hello, look, listen, yellow, purple, blue, black, table, pencil, ball, go faster and faster Make pairs Pairs practise saying it, seeing h o w ill, basketball, doll, family, ugly, long, clean, beautiful, old, crocodile, E x t r a activity: T o n g u e twister fast they can say it and still say it c o r r e c t l y mt, animal, leg, tail, play Invite pairs t o c o m e t o the f r o n t and say it t o the class T i m e the pairs w i t h a s t o p w a t c h T h e pair w h o says it fastest is the winner > not allow w o r d s w h e r e the l e t t e r / is silent o r f o r m s part Red lorry, yellow lorry owel sound (e.g walk, talk), as the game is about sounds not ig- Page 72 :tra a c t i v i t y 2: C l a p p i n g g a m e • ly the action flashcards ( - ) on the board at r a n d o m w t h e m by asking around the class, e.g Can you swim? Can you bike? ach t h e following chant t o the class Pause after canlplay/ride in -st t w o lines of each v e r s e D u r i n g the pause, clap t w i c e loudly, c h o r u s , s t a r t v e r y quietly and t h e n get louder and louder, cit o t h e r actions t o c o m p l e t e the verses and chant the n e w s w i t h t h e class (can read, write, play the pianolbasketballl , ride an elephant) E x t r a a c t i v i t y I: R u n a n d t o u c h Spread the 18 flashcards (elephant, T-shirt, trousers, skirt, shoes, giraffe, snake, tiger, crocodile, jacket, hippo, socks, plus the six funfair ones) w o r d side at r a n d o m across the board Make t h r e e o r four t e a m s T h e y line up, facing the b o a r d Say one of the w o r d s , e.g Giraffe T h e pupils at the f r o n t of each t e a m run t o the board T h e first t o touch Giraffe w i n s it for t h e i r t e a m T h e s e pupils go to the back of the line and it's the n e x t pupils' t u r n C o n t i n u e until all the cards have been 'won' T h e t e a m w i t h the m o s t cards is the winner swim I can ride a bike • draw I can ride a horse, Display the 18 flashcards f r o m E x t r a activity I on the board again, can Yes, I can Yes, I can Yes, I can this time picture side showing Pupils put t h e i r heads on their desks, can Yes, I can Yes, I can Yes, I can close their eyes and c o u n t t o t e n R e m o v e one of the flashcards э/ау football э/ау the guitar, can Yes, I can can Yes, I can г C9 rtra a c t i v i t y I: S n a p game of Snap, using the cards f r o m Photocopiable a Pupils i pairs Each pupil takes out t h e i r 12 c a r d s , shuffles t h e m and t h e m so that they can't see t h e m (their p a r t n e r can't see t h e m •) Pupils c o u n t together: /, 1, A t the count of 3, they both ie t o p card f r o m t h e i r pile face up on the desk T h e y continue lis until t h e r e is a match ( t w o pictures the same, t w o phrases ime, o r a matching phrase and picture) T h e n pupils s h o u t T h e first t o say it says w h a t t h e cards are (e.g ride a bike), and :akes all the c a r d s in both face-up piles and puts t h e m at the winner ctra activity 2: M a t c h i n g c a r d s ; take out the c a r d s f r o m Photocopiable a T h e y c o l o u r the •e cards T h e y t h e n stick the cards in t h e i r n o t e b o o k s , placing o r d card underneath the picture c a r d T h e y w r i t e one ( o r sentence(s) under each one, e.g / ride a bike My bike is ' I can't swim board again R e p e a t , removing o t h e r flashcards Page 73 • E x t r a a c t i v i t y I: F u n f a i r Photocopiable 10 Pupils play the Funfair game again f r o m page T I T h i s time pupils play in groups of four Hand out a game board t o each group of four T h e y also need a coin and c o l o u r e d c o u n t e r s D e m o n s t r a t e the game quickly t o t h e class T h e y put their c o u n t e r s on Start T h e first player t o s s e s the coin: heads they move one space, tails t w o T h e pupil moves t h e c o u n t e r t o the space and says w h a t it is, e.g A green helicopter If pupils make a mistake, e.g say the w r o n g c o l o u r o r t h e w r o n g ride, they miss a t u r n Pupils take t u r n s t o play T h e player w h o gets t o Finish first is the winner Remind pupils of game language, e.g It's my turn It's your turn C o l l e c t the game boards f o r use in a n o t h e r lesson • E x t r a activity 2: W o r d families Display about 20 flashcards ( w o r d side) around the edges of the board f r o m the following w o r d families: funfair ( - ) , clothes ( 6 - ) , wild animals ( - ) , s c h o o l ( - ) Make s u r e each set is missing at least one k n o w n w o r d D r a w four large circles W r i t e Funfair in the c e n t r e of one c i r c l e Invite a pupil t o c o m e up and point t o one flashcard in this s e t If t h e class agree, move it t o the edge of the Funfair circle L e t the pupils w o r k o u t w h a t w o r d s go in the middle of the o t h e r circles: Clothes, Wild animals, School W h e n they t 10 e70 c t r a a c t i v i t y I: B i n g o family (the card you left out) bike, helicopter, plane, boat ( - ) ; horse ( ) , car ( ) , train (40) Kid's B o x T e a c h e r ' s B o o k I That's wrong! Miss a turn tell y o u , w r i t e t h e m in he Bingo game from Page 39 E x t r a activity I, but using bus, lorry, game Pupils say w h i c h one is missing S h o w t h e m the c a r d Place it on the of the cards in t h e i r hand Play continues Set a t i m e limit for ime T h e first player t o w i n all the cards f r o m his/her p a r t n e r E x t r a activity 2: M e m o r y Invite pupils in t u r n t o c o m e and move one card t o the c o r r e c t family W h e n all the cards are in place, elicit one m o r e w o r d for each Unit 11 Page 74 • E x t r a a c t i v i t y I: P o i n t i n g g a m e Display t h e c a r d s , each w i t h a l e t t e r on (c, f, d, n) around t h e r o o m , one on each w a l l Pupils stand up Call out the following w o r d s (in any o r d e r ) : Face, fish, five, four, foot, feet, crocodile, computer, car, clothes, door, dog, doll, draw, nine, nose, night, number Pupils point t o the card w i t h the starting letter, e.g w h e n you say Face, they point t o f C a l l o u t the w o r d s quickly one after another t o get pupils E x t r a activity: W h i s p e r i n g g a m e Display the r o o m flashcards ( - ) on the board Make four t e a m s T h e y line up, facing the board W h i s p e r the name of a different r o o m t o the first pupil in each t e a m T h e y w h i s p e r back along t h e line t o the end T h e pupil at t h e back runs t o the front and t o u c h e s the flashcard of t h e i r r o o m T h e first t o touch the right moving Make f o u r t e a m s O n e t e a m stands up C a l l ten w o r d s , one after another, at r a n d o m , f o r the t e a m to point If anyone makes a mistake, it's t h e end of t h e team's t u r n and they w i n the n u m b e r of points up t o that go: if they make a mistake on the seventh w o r d , then they get s i x points R e p e a t for the o t h e r t e a m s T h e t e a m w i t h the m o s t points is the w i n n e r • Page 78 • card - and t o say the r o o m c o r r e c t l y w h e n asked - w i n s a point for t h e i r t e a m T h e pupils f r o m t h e end of the lines join the front of the t e a m s Repeat about four o r five times w i t h o t h e r w o r d s T h e t e a m w i t h the m o s t points at the end is the winner Page 79 • E x t r a activity 2: My favourite funfair ride Talk about the funfair w i t h pupils, using the pictures in Pupil's B o o k page 74 A c t i v i t y 10, and elicit w h i c h ride they like best Supply o t h e r w o r d s if necessary Pupils d r a w a picture of a funfair ride, c o l o u r it and w r i t e underneath, e.g My favourite is the blue helicopter E x t r a a c t i v i t y I: M a t c h i n g g a m e Display the r o o m flashcards ( - ) , picture side W r i t e the name of a r o o m under each one, but w r i t e the w r o n g names, e.g Living room under t h e kitchen picture Say Is this OK? Pupils say No A s k one pupil t o c o m e and s w a p t w o cards so that one is c o r r e c t , e.g so t h e w o r d Kitchen is under the kitchen picture A s k o t h e r pupils Pupils s h o w and talk about t h e i r pictures t o their friends M o r e confident pupils c o m e t o the f r o n t t o s h o w and talk about t h e i r pictures t o t h e class t o c o m e and the same until all the pictures and w o r d s match • E x t r a a c t i v i t y 2: G u e s s i n g g a m e Hand out Photocopiable 11 to pairs of pupils T h e y prepare the Page 75 • materials if they did not use t h e m in the previous lesson Pupil A puts the house on the desk Pupils sit facing one another, E x t r a a c t i v i t y I: R o l e p l a y Make groups of t h r e e Pupils decide roles (Monty, M a s k m a n , S a m ) hiding their cards so their partner can't see t h e m Pupil В chooses six Play the C D of the s t o r y f r o m Pupil's B o o k page 75 A c t i v i t y 11 cards and hands t h e m t o Pupil A Pupil A places them in r o o m s in the ( C D , 16) again Pupils act o u t the s t o r y along w i t h the C D , joining house Pupil В has ten guesses t o find the objects, e.g The trousers are in w h e n they can G i v e pupils t i m e to practise their role plays in in the bathroom A f t e r ten guesses, Pupil В w r i t e s the s c o r e (one point t h e i r groups R e m i n d t h e m t o use the pictures in the b o o k t o help for each c o r r e c t guess) Pupils swap roles Pupil В takes the house t h e m M o r e confident pupils can act out parts of the s t o r y t o the and Pupil A chooses six object cards Pupils repeat Elicit the s c o r e s f r o m the class T h e pupil(s) w i t h class A s k pupils w h o t h e i r h e r o is: Maskman o r Monty T a k e a v o t e the highest s c o r e is/are the w i n n e r ( s ) C o l l e c t the materials for use f r o m the class in a n o t h e r lesson • Page 80 E x t r a activity 2: S t a r c a r d r e v i e w Pupils w o r k in pairs T h e y take it in t u r n s t o choose a star card f r o m a previous unit of t h e A c t i v i t y B o o k and t o t e s t each other O n e points t o the w o r d s and the o t h e r says t h e m T h e y help each o t h e r w i t h w o r d s they don't remember M o n i t o r and help w h e r e necessary • (see Materials required on page T ) on the board D o n ' t put the c o r r e c t ones n e x t t o each other W r i t e numbers 1-6 in red n e x t to the s e n t e n c e openings, and 1-6 in blue n e x t t o the sentence ends Page 76 • E x t r a a c t i v i t y I: S e n t e n c e h a l v e s Pupils close t h e i r b o o k s Display the prepared sentence halves Pupils w o r k in pairs T h e y w r i t e the n u m b e r s in t h e i r books t o match the sentences, e.g / (in r e d ) , (in blue) Elicit the c o r r e c t E x t r a activity: S p o r t s guessing g a m e Pupils w o r k t o g e t h e r in pairs t o w r i t e descriptions for the s p o r t s on sentences Pupils c o m e t o the board and move the t w o parts of the Pupil's B o o k page 76 T h e y w r i t e , e.g They've got a big boat sentences together D o a noticing activity, e.g all sentences that They're sitting in the boat What are they doing? D o the first one y o u r s e l f as have -ing an e x a m p l e A s k pupils t o close t h e i r b o o k s C h o o s e pairs t o read • out t h e i r descriptions t o the class T h e r e s t of the pupils guess Pupils d r a w a picture of t h e i r friend doing an action (drawing, w h i c h s p o r t they are describing (e.g Sailing) w r i t i n g , etc.) and underneath they w r i t e She's I He's -ing Pupils Page 77 • E x t r a a c t i v i t y : P a s s t h e ball E x t r a activity 2: D r a w a n d w r i t e c o m e t o the f r o n t and s h o w t h e i r pictures t o the class and say, e.g This is Roberto He's riding a bike Make t w o t e a m s w i t h an equal n u m b e r of pupils in each T h e Page 81 m e m b e r s of each t e a m pass a tennis ball o r an orange around T h e y • encourage each o t h e r t o pass it as fast as possible, by saying You Make groups of eight H a n d out f o u r r o o m cards, each w i t h the E x t r a a c t i v i t y I: R o l e p l a y can it! Come on! Great! T h e first t e a m to pass the ball all the w a y name of a r o o m w r i t t e n o n , t o each group D e m o n s t r a t e the round t o the first p e r s o n w i n s the game activity F o u r pupils hold the r o o m cards Each pupil decides on a If y o u r pupils not mind physical c o n t a c t , they can play this game mime ( w h a t t h e y ' r e doing in the r o o m ) T h e o t h e r four pupils ask w i t h o u t using t h e i r hands, by placing the ball under t h e i r chins and the class, e.g Where's passing it f r o m p e r s o n t o p e r s o n in this way dining room T h e class responds She's in the dining room T h e four Nicola? ' N i c o l a ' holds up her r o o m c a r d , e.g pupils ask What's she doing? ' N i c o l a ' m i m e s , e.g drawing a picture T h e class responds She's drawing a picture Pupils w o r k in groups t o p r e p a r e t h e i r p e r f o r m a n c e s for the class Encourage t h e m t o be c r e a t i v e and funny E x t r a activities I T I I Pupils then play t h e game in pairs Pupil A w r i t e s a n u m b e r ctra activity 2: M i m e story i e following simple s t o r y t o the class Each time they hear the w h e r e Pupil В can't see it Pupil В t h e n t r i e s t o guess w h a t the food monster, they pull a funny face; each time they hear the w o r d is Pupils swap r o l e s T h e y r e p e a t t h e game several times ig, they have t o mime drawing; each time they hear the w o r d • , they have t o mime eating; each time they hear watching TV, Play B o a r d slap f r o m page E x t r a activity I using the six food ean f o r w a r d and w a t c h a fixed spot on the wall, flashcards ( - ) эгу: E x t r a activity 2: B o a r d slap e old monster is a happy monster He's in the kitchen Guess what Page 85 onster's doing Is he eating? No, he isn't Is he watching TV? No, he • s he drawing? Yes, he is The old monster's drawing a picture of a N o t e : Y o u will need a large e m p t y space, such as a gymnasium, for ook! Oh, no! What's the monster doing? He's eating the picture of this game E x t r a a c t i v i t y I: M a k i n g g r o u p s Hand each pupil a f l a s h c a r d ( C h o o s e the flashcards so that h What a silly monster! they f o r m initial l e t t e r groups, e.g c: cake, car, crocodile; b: ball, э 82 blue, banana.) G i v e t h e m time t o c h e c k w i t h their friends w h a t it : t r a a c t i v i t y I: P o i n t i n g g a m e is (if they can't r e m e m b e r ) D e m o n s t r a t e the game, e.g point t o a ne game f r o m Page 74 E x t r a activity I, using the following w o r d s c o r n e r and say All Id words here Pupils w i t h an initial letter ' c ' run i o r d e r ) : Face, fish, five, four, foot, feet, goat, girl, guitar, grandma, t o the c o r n e r R e p e a t for o t h e r initial letters and o t h e r actions, e.g ю, grey, green, horse, helicopter, hand, happy, hair Sit down, jump up, stand up, freeze :tra activity 2: T i c t a c t o e w i t h different instructions for the groups look at the pictures in A c t i v i t y B o o k page 82 A c t i v i t y for • Pupils change cards C o n t i n u e E x t r a activity 2: G u e s s i n g g a m e linute Say Stop Close your books and put them in your bags, D e m o n s t r a t e the game f o r the pupils first Say I'm thinking, i the class into t w o t e a m s D r a w a x grid on the board, thinking Can you guess? It's yellow and you can eat it Pupils take earn is X ; the o t h e r O W r i t e n u m b e r s 1-9 in the squares, turns t o guess (banana) D o a n o t h e r e x a m p l e w h i c h is not so r s t t e a m , e.g the X t e a m , c h o o s e s a n u m b e r in a square, easy, e.g I'm thinking, I'm thinking Can you guess? We've got lots I'm A s k question below T h e y must a n s w e r it c o r r e c t l y If they of them in the classroom ase the and d r a w a X If they don't, then leave the for revising adjectives, s t r u c t u r e s and vocabulary f r o m the units M o r e er t u r n T h e n the o t h e r t e a m has a go R e p e a t , w i t h teams confident pupils can t a k e t u r n s t o give the clues t u r n s until one of the teams has a line of X o r o r the grid Page 86 • ie following (or y o u r o w n ) questions: They're young and (pupils) C o n t i n u e , E x t r a a c t i v i t y I: L i k e s a n d d i s l i k e s Hand out a set of Photocopiable cards f r o m U n i t (toys) and Unit ire's the crocodile? (In the b a t h r o o m ) (clothes) t o each pair of pupils T h e y put t h e m face up on the ot's the lion doing? (Listening t o music) desk and r e v i e w the w o r d s Pupil A says, e.g / like dolls at's the hippo doing? (Reading) I don't like computers Pupil В moves t h e doll card t o a 'like' pile and at's the tiger eating? ( A fish) the c o m p u t e r c a r d t o a 'don't like' pile T h e y continue until all the sre's the tiger? (In the kitchen) at's the crocodile doing? (Having a bath) e lion sitting on a chair? ( N o , a sofa) cards are in t w o piles T h e n they spread o u t the cards again and swap roles ie crocodile happy? ( Y e s , it is) • ire's the hippo? (In bed/In the b e d r o o m ) Pupils w o r k in groups of s i x T h e y look at all the group's sentences E x t r a a c t i v i t y 2: H o w m a n y ? f r o m A c t i v i t y B o o k page 86 A c t i v i t y and count up the foods they 83 dislike and like D r a w a simple x grid on the board, food w o r d s t r a a c t i v i t y I: R o l e p l a y along the top, like and dislike at the side C o l l e c t the information groups of four Pupils decide w h o is w h o f r o m the s t o r y in like this A s k each group, e.g How many pupils in your group like fish? B o o k page 83 A c t i v i t y I I Play the s t o r y again ( C D , 33) t r a activity 2: R o o m d i c t a t i o n How many pupils in your group don't like fish? C o l l a t e the information on the board Repeat for t h e o t h e r foods ict o u t the s t o r y along w i t h the C D [YLE] Dut Photocopiable 11 t o pairs of pupils T h e y p r e p a r e the als if they did not use t h e m f o r page 79 E x t r a activity a dictation about the objects and the r o o m s in the house g This is my house In the kitchen, I've got a jacket, a guitar and, pet bird In the dining room, I've got , e t c Pairs place the s in the r o o m s T h e pair(s) w i t h the m o s t c o r r e c t objects in r r e c t r o o m s is/are the w i n n e r s t 12 84 t r a a c t i v i t y I: G u e s s i n g g a m e ^ t h e eight foods (flashcards - and pictures of an orange Page 87 • E x t r a activity: C h a i n g a m e D e m o n s t r a t e the game first for the class Say On my plate I've got two bananas Pupil I says, e.g On my plate I've got two bananas and some cake Pupils says, e.g On my plate I've got two bananas, some cake and five apples Pupils play in groups of s i x T h e y take t u r n s t o s t a r t the chain T h e chain runs for six pupils Pupils can't repeat the food in a chain Page 88 • E x t r a a c t i v i t y I: P i c t o g r a m s Review w i t h pupils the foods they like and dislike Pupils w o r k individually T h e y w r i t e a s e n t e n c e as in Pupil's ish) on the board W r i t e a n u m b e r b e t w e e n / and 10 under B o o k page 8 A c t i v i t y 10, d r a w i n g t w o pictures for t h e i r likes and ne D e m o n s t r a t e the game f o r t h e class Stick a small t w o for their dislikes R e m i n d t h e m they can also include animals, )f paper on the board and s e c r e t l y w r i t e a n u m b e r under it s p o r t s , clothes, etc ponding t o one of the foods Pupils take t u r n s t o guess, e.g orange? Is it some cake? Is it a banana? A n s w e r No, it isn't until less c o r r e c t l y and then say Yes, it is ) Kid's B o x T e a c h e r ' s B o o k I Pupils display t h e i r pictograms f o r the class t o read • E x t r a activity 2: Spelling g a m e Pupils w o r k in pairs T h e y c h o o s e one object, d r a w a picture of it and w r i t e the l e t t e r s in s c r a m b l e d o r d e r on/in the pictures Make this a revision activity by giving pairs different units in the b o o k t o w o r k f r o m T h e y c o l o u r t h e i r pictures and cut them out C o l l e c t the pictures Put f o u r pairs t o g e t h e r t o make groups of eight Place four pictures face d o w n on t h e i r tables (make s u r e you give groups n e w pictures, not the ones pairs did) Each pair needs a pencil and paper Say Ready, steady, go T h e y t u r n o v e r one picture Each pair races t o w r i t e t h e l e t t e r s of t h e w o r d in the c o r r e c t o r d e r on their paper T h e first pair t o it c o r r e c t l y w i n s a point T h e y repeat for Page 91 E x t r a a c t i v i t y I: A c t i v i t y m i m e game H a n d the t o o t h b r u s h e s , bars of soap and apples t o six random pupils in the class Play the music C D Pupils pass the items t o the pupil on t h e i r left T h e y keep passing t h e m around until the music stops W h e n the music stops, pupils w h o are holding an object stand up and act either brushing t h e i r t e e t h (if they are holding a t o o t h b r u s h ) , washing t h e i r hands (if they are holding a bar of soap) o r w a s h i n g an apple (if they are holding an apple) A s k the pupils w h o are acting in t u r n What are you doing? T h e y reply, e.g I'm washing an apple S t a r t the music again and repeat the game E x t r a activity 2: C l e a n o r w a s h ? the o t h e r t h r e e pictures, doing one at a time W r i t e t h e w o r d s the bathroom, your hands, your shoes, M o n i t o r the groups t o make s u r e t h e r e is no cheating pears, grapes, your teeth, the kitchen, apples on the board T h e n d r a w t w o Page 89 columns, one w i t h the w o r d clean at the top and one w i t h the • w o r d wash Say Read the words Clean or wash? Copy and write Pupils E x t r a a c t i v i t y I: C l a s s f o o d t r a i n Each pupil w r i t e s and d r a w s t h e i r favourite food on a large piece copy the table in t h e i r n o t e b o o k s and w o r k in pairs t o put the of paper, e.g if a pupil likes chocolate and oranges, they w r i t e and w o r d s into the c o r r e c t columns C h e c k a n s w e r s w i t h the class K e y : clean - the b a t h r o o m , y o u r shoes, y o u r t e e t h , the kitchen; d r a w chocolate on one piece of paper and oranges on the other Y o u will need space t o this activity Pupils line up behind y o u t o make the food t r a i n S t a r t moving slowly like a t r a i n , hold up one picture and say the w o r d t w i c e Repeat for the o t h e r picture T h e pupil behind y o u t h e n does the same, and on d o w n the line T h e train snakes around t h e r o o m as pupils say t h e i r w o r d s If you have a big class, you can have t h r e e o r four trains snaking around the r o o m at the same t i m e w a s h - y o u r hands, pears, grapes, apples Review Units - Page 92 • E x t r a a c t i v i t y I: W o r d f a m i l i e s Play a game w i t h the class Select t h r e e o r four flashcards f r o m each of the following groups: c o l o u r s , face, toys, pets, wild animals, • E x t r a a c t i v i t y : S p e l l it O p t i o n a l : Primary Reading Box 0.3, Spell it Y o u will need t o teach o r elicit the n e w w o r d s before the pupils play the game: milk, water, bread, juice Divide the class into groups of four Tell groups t o w o r k quietly so the o t h e r s don't hear C a l l out, e.g Number I Pets Pupils in the groups w r i t e the name of a pet f r o m the board on paper C o n t i n u e Page 90 • food, funfair, s c h o o l Display t h e m , picture side, on the board calling n u m b e r s and w o r d groups T h e r e will be eight in all Pupils s w a p t h e i r papers w i t h a n o t h e r group C h e c k w i t h the E x t r a a c t i v i t y I: C a n y o u r e m e m b e r ? Hold up Pupil's B o o k page and point t o the painting by G i u s e p p e class by eliciting the flashcards for each w o r d family and moving A r c i m b o l d i W r i t e the following description on the board: It's a t h e m into a group on the board T h e group(s) w i t h t h e most c o r r e c t a n s w e r s is/are the w i n n e r s man His head is food His hair is grapes His face is an apple Read the description aloud Say the first sentence and gesture that you w a n t E x t r a activity 2: Play a g a m e the pupils t o repeat D o t h e same w i t h the r e s t of the sentences Play one of the games f r o m U n i t s - w i t h the class Have pupils say the w h o l e description in c h o r u s several t i m e s N o w erase t h r e e key w o r d s f r o m the description (e.g man, food, face) Point t o the beginning of t h e description and invite the class t o say the w h o l e thing, replacing the missing w o r d s f r o m m e m o r y E r a s e Page 93 • E x t r a a c t i v i t y I: P l a y a g a m e Play one of the games f r o m the b o o k w i t h the class t h r e e m o r e w o r d s (e.g head, grapes, apple) and have pupils say the • w h o l e description again C o n t i n u e in this way, removing m o r e and Sing one of the songs o r a chant f r o m U n i t s - w i t h E x t r a activity 2: Sing a song o r a c h a n t m o r e w o r d s See if t h e class can say the w h o l e paragraph f r o m the class m e m o r y A s k v o l u n t e e r s t o say the paragraph on t h e i r o w n G i v e t h e m lots of praise if they can this • E x t r a activity 2: P i c t u r e dictation D r a w the outline of a face on the board (no features, no e a r s , no hair) Say Copy Pupils d r a w the outline in their n o t e b o o k s Say Listen and draw a face It's my friend Her name is Flora Food Read the following description line by line, pausing to give pupils t i m e t o d r a w each feature: This is Fiona Fiona Food Her nose is a watermelon Her eyes are oranges Her mouth is a banana Her ears are fish Her hair is burgers Pupils c o m p a r e t h e i r pictures in pairs o r small groups E x t r a activities ( T valuation Listening ^ 9323 Name: isten and colour 22j Units 1-4 Cambridge University Press 2014 PHOTOCOPIABLE Evaluation Speaking (J Name: ^ Give your monster a name My monster's name is S# Colour the clothes Colour the face Talk about your monster PHOTOCOPIABLE © Cambridge University Press 2014 Units 5-8 (TI23 evaluation о Part Look and read Yes or no? Part Look at the pictures Look at the letters Write the words p ea Ip к eсa A boy is playing tennis A girl is riding a bike r ugreb The boys are playing basketball clocethoa к There is a teacher on a chair The girls are playing the piano Units 9-12 n a a a nb Thanks and Acknowledgements T h e a u t h o r s and publishers are grateful to the following illustrators: Melanie S h a r p , c/o S y l v i e Poggio; L i s a W i l l i a m s c/o Sylvie Poggio; L i s a S m i t h c/o S y l v i e Poggio; E m i l y S k i n n e r c/o G r a h a m - C a m e r o n Illustration T h e publishers a r e grateful to the following c o n t r i b u t o r s : H i l a r y Ratcliff: E d i t o r W i l d A p p l e D e s i g n : b o o k design and page m a k e - u p J o h n G r e e n a n d T i m W o o l f , T E F L A u d i o : audio r e c o r d i n g s R o b e r t Lee: song writing ... Is s h e eight? Is s h e seven? M e e r a Say Is she Alex? Pupils r e s p o n d No A s k Who is she? Y e s , s h e is Y e s , s h e is W h o ' s that? W h o ' s that? That 's Simon T h a t ' s. .. o g u e s s : Is she/he Meera/Alex? 1, 25 T h a t ' s M e e r a S h e ' s eight T h a t ' s Stella She 's s e v e n That 's Lenny He 's seven That 's Simon He 's six That 's A l e x He 's six Optional... Mr/Mrs Star K e y : H e ' s M a s k m a n , She 's S t e l l a , H e ' s M o n t y , R e v i s i o n : imperatives, school objects She 's M a r i e , H e ' s S i m o n , She 's Suzy, She 's M r s S