Kids box 3 teachers book

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e@ TARGET LANGUAGE

Key language: Hello/Goodbye, Wh How old are you? I’m (eight) Ha brother /a dog) | like (reading) W

It’s called ., comic, Lock and Key

Additional language: Brainbox, L

Revision: family, pets, numbers, a

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@ TARGET LANGUAGE

Key language: Hello/Goodbye, What's your name? My name's

How old are you? I'm (eight) Have you got ?/I've got (a

brother /a dog) | like (reading) What's called? She's / He's /

It’s called , comic, Lock and Key

Additional language: Brainbox, Look box

Revision: family, pets, numbers, adjectives, colours, toys,

Ask a pupil What's your name? The pupil responds My

name's Invite two pupils to the front They greet each

other using the model:

A: Hello,

Hello

‘My name's What's your name?

My name's

‘They make pairs and do the dialogue Repeat

‘Age What's the question? Elicit the question from a pupil (How

old are you?) and the answer from another (I'm ) Practise

the question and answer, using open pairs around the class

Use other prompts, e.g pet, brothers and sisters, to elicit other

personal questions (Have you got a pet? Have you got brothers

or sisters?) and the responses (No, | haven't / Yes, I've got )

Use other prompts if appropriate to review questions about

favourite toys/games/clothes, etc

PB2 activity 1 Read and say the name

the picture Elicit/say who the characters are If pupils studied

Kid's Box 1 and/or 2, briefly elicit what they remember about

the characters and the family Elicit what they can see in the

picture Focus pupils on the texts in the speech bubbles They

read and match each one with a character They check in pairs

Key: a Stella, b Suzy, c Simon

PB2 activity 2 Listen and check

check their answers Check with the class Ask volunteers to

read the texts in the speech bubbles in Activity 1 aloud Elicit

what other information pupils can tell you about the characters

from the picture Ask questions around the class to check

understanding of called, e.g What's your favourite toy called?

12 Kids Box Teacher's Book 3

Have you got a pet? What's it called? Check pupils’ responses

are correct

NARRATOR: a

STELLA: Hello, I'm Stella I’m nine I've got a brother and a sister This is my favourite computer game It's called ‘Brainbox’

NARRATOR: b

suzy: Hello, I’m Suzy I'm five I’ve got a big dog She's black

and white and she’s called Dotty

NARRATOR: C

SIMON: Hi, I’m Simon I’m eight | like reading comics

My favourite comic’s called ‘Lock and Key’

PB2 activity 3 Ask and answer

Extra activity 1 (if time)

AB2 activity 1 Read and complete the sentences

Activity 1 Ask pupils to take it in turns to read one of the words in the box aloud Direct them to the example Pupils

work in pairs They use the picture and the words in the box to

complete the information about each character Remind pupils

to ask other pairs for help if they need it and to look back at

the Pupil’s Book Check with the class by asking pairs to read

out a sentence Listen for the correct word in the gap as well as appropriate pronunciation

Key: a five, called b name's, nine, sister ¢ I'm, reading, comic

AB2 activity 2 Now draw and write about you

(in pencil so you can check) Elicit a few complete sentences

so pupils know what to do Remind them to ask their friends

for help if they need it Pupils can draw their picture after you

have checked their sentences, Tell them to include information from the text in the picture If time, pupils can read the first

three lines of their texts to the class Slow finishers can finish

their pictures at home

Ending the lesson

© Play a memory game about the characters in the book, and about the pupils if they had time to read their sentences aloud from Activity Book Activity 2 Say, e.g Her dog’s called Dotty (Suzy) He likes reading comics (Simon)

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@ TARGET LANGUAGE

Key language: colours: blue, pink, black, red, yellow, green,

orange, white, grey, purple, brown, toys: helicopter, doll,

computer, kite, game, lorry, camera, train, bike, monster,

numbers: 12 (eleven) - 20 (twenty), the alphabet, prepositions

‘Additional language: playroom, cupboard, shelf

Revision: Greetings, Can you spell ? How do you spell

Extra activity 1: Two rolled up newspapers

Warmer

begin with different letters of the alphabet Ask them to stand

in alphabetical order Help if necessary Pupils then say their

names for the class to check Repeat

on the board If pupils know it, sing the Alphabet song from

Kid Box 2

PB3 ACTIVITY 4 Listen Say the number and the colour

® Review the colours by pointing to objects around the room

and eliciting the colour Tell pupils to open their Pupil’s Book

at page 3 Ask the class to read the instructions aloud (Listen

Say the number and the colour) Check pupils know what to

do Play the CD Do the first one as an example (Doll That's

number eighteen and it’s pink) Play the rest of the CD Pupils

whisper the number and the colour to their partner Play the

CD again Stop after each one and elicit the answer from the

class Check spelling by asking, e.g How do you spell (doll)?

Check comprehension of the toy vocabulary

Key: Doll That's number eighteen and it’s pink

Bike That's number seventeen and it's purple

Train, That's number twelve and it’s purple

Monster That’s number fourteen and it's purple

Game That number nineteen and it's green

‘Computer That's number fifteen and it’s grey

Kite That's number eleven and it's yellow and red

Camera That's number twenty and it’s white

Lorry That's number sixteen and it's orange

Helicopter That's number thirteen and it’s blue

PB3 ACTIVITY 5 Play the game

out one of the toys in Activity 4; another answers, using the

structure, e.g Doll That’s number eighteen and it’s pink

Repeat to check pupils know how to respond

‘© Pupils play the game in pairs They take turns to spell out and

say the number and the colour

PB3 activity 6 Read and answer

using open pairs

AB3 activity 3 Look and colour

© Tell pupils to open their Activity Book at page 3 Elicit what they can see (the comic ‘Lock and Key’ and the Detective Agency) If you didn’t do Extra activity 1, quickly check pupils remember the numbers when written as words Focus pupils

on the instruction Look and colour and check they know what

to do, Pupils work individually and colour the picture Monitor

pupils as they are working

AB3 activity 4 Listen and write [YLE]

number and the toy Tell them they can write the number as in the example (14) They don't need to write the word (fourteen) Play the CD and do the first one as an example Play the rest of

the CD Pupils check in pairs Play the CD again Check with

the class

Key: 2: 11 lorries, 3: 17 games, 4: 12 cameras,

5: 19 trains, 6: 16 computers, 7: 20 dolls, 8: 15 bikes

How many toys are there in the shop? 19 trains

There are 14 kites 1g trains

12 cameras are a lot of toys!

Ending the lesson

and objects in the room They must be things they can see in

the room

Introductory Unit Hello! 13

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@ TARGET LANGUAGE

Key language: present continuous statements, questions and

short answers: He’s/ She's (eating an apple) What's he/she

(reading)? Is he/she (painting)? Yes, he/she is No, he/she isn’t

Additional language: character names, playground

Revision: actions: jumping, reading, sitting, drinking, talking,

listening, eating, playing, writing, standing, kicking, hitting,

painting, riding, doing, showing, nouns, tennis, computer, bike,

ball, book, orange juice, apple, bag, book, football, baseball

@ MATERIALS REQUIRED

Extra activity 2: A large piece of paper with the following

written large enough for all pupils to read:

juice ’s drinking She orange doing What Suzy is ?

a riding He bike is

Lenny eating 's What ?

friend your playing baseball Is ?

isn’t No, she

is Meera a book reading

8 5 Simon tennis playing

drinking Pupils guess Invite a pupil to come to the front and

whisper an action to him/her The pupil mimes and the class

guesses Repeat to review the other actions for the lesson

PB4 activity 7 Read and match the names

picture to review/introduce the characters Write the names

on the board if necessary Check pupils know which are girls’

names and which boys’ names Elicit where the children are

(playground) Invite a pupil to read out the instruction (Read and

match the names) Check pupils know what to do Pupils read

silently They match the names with the pictures They check in

pairs Check with the class by eliciting the relevant sentence and

then the name Check any questions about vocabulary

Key: Lenny — b, Alex = a

PB4 activity 8 Listen Who is it?

@ Focus pupils on the activity instructions and check they know

what to do Remind them to whisper the name to their partner

the first time they listen Play number 1 as an example Play

the rest of the CD Pupils listen and whisper/point Play the CD

again Check with the class

Key: That's Suzy That's Lenny That's Simon That's Stella

He's eating an apple

He's showing Lenny his new school bag

She's reading a book

He's playing football

PB4 activity 9 Answer the questions

differences are between the two questions and answers

(contraction) and when we use one or the other (spoken/written) Pupils can respond in L1 if they can't explain in English

‘© Pupils work in pairs They take turns to ask and answer the

questions orally about the picture Elicit the first question

and answer from a pair to make sure pupils are using the contraction Check using open pairs

Key: 2 She's sitting next to Stella 3 She's reading a Maths book

4 He's eating an apple 5 She's jumping 6 He's standing next to Simon 7 She's drinking orange juice 8 He's showing Lenny his new school bag

AB4 ACTIVITY 5 Look and match

Tell pupils to open their Activity Book at page 4 Elicit the

instruction and check they understand what to do Pupils work

individually and join the name to the silhouette They check in

groups of three and say what each person is doing, e.g This

is Stella, She's playing tennis Make sure pupils say what each

person is doing Check as a class by asking, e.g Who's this? What's she doing?

a bike? Pupils respond, e.g No, he isn’t He’s reading a book

Repeat for the other characters to review Yes, he/she is No,

AB4 activity 6 Now answer the questions

question and another to read the example answer Check

pupils know where to find the answers (in the box) and remind

them to look at the pictures at the top of the page They work

individually and write the answers for questions 2~6 They

check in pairs Check with the class

Key: 2 No, she isn't 3 Yes, he is 4 No, she isn’t 5 Yes, he is

6 No, he isn't

AB4 activity 7 Look and answer the questions

answer truthfully (different pupils will have different answers) Pupils write the answers in their books

Ending the lesson

baseball Pupils don't mime Continue with other activities to

review language from the lesson

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@ TARGET LANGUAGE

Key language: have/has got: I've / He's / She's / We've got,

contracted 's, greenhouse

Additional language: hockey, photograph, names

Revi present continuous, bounce, adjectives, toys, cousin,

and, street, garden, park, taking, camera

Warmer

thin, new, old, long, short, young First ask pupils to pair the

adjectives Give an example (big-small) Elicit the others from

pupils and check they understand how old can match with

both young and new Elicit an example sentence from pupils for

each word to make the meaning clear

PB5 ACTIVITY 10 Listen and say the name

they can see (a street with children doing things) Elicit some

of the things the children are doing Check understanding of

street, house, greenhouse Say the children’s names for pupils

to repeat, as these are new Ask a pupil to read the instruction

(Listen and say the name) and check pupils understand what

to do Play the first part of the CD (/'ve got an old bike and

I'm riding it) Put your finger to your lips to stop pupils calling

out They point to the character and silently check with their

partner Elicit the answer from a pupil (Fred) Play the rest of

the CD Remind pupils to be silent They point to the character

in their books each time to show their partner Play the CD

again This time stop after each section and elicit the name

from different pupils

Prompt pupils to answer She's got a new ball and it's bouncing

Repeat for the other characters Listen for correct use of the

structure and of the ‘’s

Note: Pupils need to change the verb to third person for Fred

and Sally

Key: Fred, Jim, Vicky, everyone, Sally, Paul, Mary, everyone

As in Pupil’s Book

PBS ACTIVITY 11 Sing the song

repeat section by section Pupils repeat verse by verse and

then the whole song Divide the class into six groups Each

group is one of the children Sing the song again The groups

sing their section and then everyone sings the last line of each

verse together

Now sing the song again (Karaoke version)

PBS Activity 12 Say ‘yes’ or ‘no’

@ Read the first statement Pupils respond No and then supply

the right information: He’s got a kite To make it more challenging, say statements out of order for pupils to respond

Pupils work in pairs and take turns to say statements and to answer They can cover the picture at the top of the page to

see if they can remember the information

Key: 2 Yes, 3 Yes, 4 No, it’s walking, 5 Yes, 6 No, he's got a robot,

7 Yes, 8 No, it’s orange

ABS activity 8 Read and colour

to read the instruction aloud Check pupils understand what to

do, doing the first one as an example (black bike) Pupils work

individually and colour the items in the picture They check in pairs, Check with the class

ABS activity g Now correct the sentences

to read it aloud Say Look at the picture ls that right? Pupils

read the example answer Pupils work in pairs They do the activity orally first Check with the class Pupils then write the

responses Remind them to check the text in Activity 8 for the

spelling

Key: 2 No Vicky’s got a camera 3 No Paul and Jane are playing hockey 4 No Sally's got a bike 5 No Jim and Mary

have got dogs 6 No The dog's getting the ball

Ending the lesson

to check which group are which character and which part they’re going to sing Say, e.g I’ve got an old bike and I'm riding

it Who's that? Pupils respond Fred The ‘Fred’ group put their

hands up Sing the song with the class

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Key language: the phonemes /ee/, /e/, /v, /o/, can (for ability),

questions and short answers

Additional language: badminton

Revision: colours, animals, school objects, pets, clothes,

activities, food, What's your name? How old are you? tick, clock,

stop, shell, sand, friend, cross, song, six

Extra activity 1: Each of the four phonetic symbols written large

ona piece of paper

Warmer

board: head, leg, bag, hand, dog, sock, six, tick Join head and leg

using, e.g red, Say Can anyone make another pair? Give pupils

time to think Help by saying the words aloud If pupils still can't

do it, join another pair (bag-hand) using black When all pairs

are joined, elicit from pupils what the connection is (the vowel

sound) Write each phonetic symbol using the same colours

PB6 ACTIVITY 13 Say it with Stella

pictures they can see Point to the phonetic symbols on the

board in turn and say Can you find these in your books? Pupils

point to them in their books Elicit what they are (phonetics —

they show us how we say the sounds, not how we write them)

Play the CD Pupils listen and point to the words as they listen

Play the CD again Pupils join in with the chant Check pupils

are saying the different sounds correctly Pupils repeat the

chant, quickly and then in groups, to give them more practice

Point to each phonetic symbol on the board in turn and elicit

one more sound for each one, e.g /ee/ map, fat, /e/ pet, Stella,

/h/ it, drink, /o/ comic, Lock Don’t worry if pupils can’t give

you any more examples

Note: Some pupils find these four short sounds difficult

to distinguish

As in Pupils Book

PB6 activity 14 Listen Repeat the word and say the colour

Activity 13 Ask a pupil to read the activity instructions aloud

and check understanding Play the CD Pupils repeat the word

and point to the colour in their books the first time Play

the CD again Pupils repeat and say the colour Focus pupils’

attention on the different spellings for each sound

Key: 2 Dress Red 3 Hit Pink 4 Box Orange 5 Watch Orange

6 Friend Red 7 Swim Pink 8 Man Black 9 Bread Red

10 Egg Red 11 Milk Pink 12 Flat Black 13 In Pink

14 On Orange 15 Hat Black 16 Drink Pink

16 Kids Box Teachers Book 3

1 frog, 2 dress, 3 hit, 4 box, 5 watch, 6 friend, 7 swim, 8 man,

9 bread, 10 egg, 11 milk, 12 flat, 13 in, 14 0n, 15 hat, 16 drink

are some words missing What are they? In pairs, pupils work

out the answers Elicit from the class (How, ride, you, play,

play) Pupils complete the questions, but they don't answer

them Write the first three questions on the board and leave space for answers Invite a pupil to the front and write his/her name after the first question Ask each question in turn and write the answers in the space Prompt the answers if

necessary, e.g Yes, | can / No, | can’t

and answer the questions

AB6 ACTIVITY 10 Look, say and colour

to read the instruction aloud Elicit the colours they use for

the different sounds (at the top of the activity) If you didn’t

do Extra activity 1, quickly review some words with the same sounds In pairs, pupils take turns to say each word and then

colour it in the right colour

Key: /1/ hit, kick, six, tick; /ze/ sand, hand, bag; /o/ song, clock, dog, stop, doll, cross; /e/ egg, desk, shell, head, friend

AB6 activity 11 Read, think and answer

turns to read the text aloud Hold up your book to show the

questionnaire is about John and Daisy Point to one of the gaps in the questionnaire, e.g swim? Say Look at the text Can John swim? Can Daisy swim? Elicit the answers from pupils (no, yes) and tell them to write X and vin the spaces

in the questionnaire Pupils fill in the other gaps, using the

information from the text Check with the class

‘AB6 Now write about your friends

e.g What's your name? In pairs, pupils complete the other questions orally Check with the class (How old are you? Can you ride a bike? Can you swim? Can you play the piano? Can you play badminton?) Pupils copy the questionnaire into their notebooks and write in the full questions on the left They include space for answers from four friends

Extra activity 2 (if time) Ending the lesson

lesson The class votes for the best performance.

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@ TARGET LANGUAGE

Key language: language from the unit, detective agency,

magnifying glass, brushes, joke, fur

Additional language: Sorry we can't answer the phone at the

moment Please leave a message We've got work to do

Revision: Lock and Key Please help me Can | help you?

No problem

® MATERIALS REQUIRED

Extra activity 2: 12 words from the unit written on a large piece

of paper, each in jumbled letter order

Warmer

thinking of an animal It's big and grey It’s got four legs and a

Jong nose It’s got a tail (elephant) Pupils take turns to guess

Repeat for other known animals to review adjectives and

body parts

Story

PB7 LOCK AND KEY

can see (part of a comic / comic strip) and what it’s about (Lock

and Key) Elicit/teach detective agency and the name of the

detectives (Lock and Key) Explain the meaning of Lock and Key

in La Set the pre-listening questions: Who answers the phone?

Who is Clarence? What's the problem? Play the CD Pupils listen

and look They check in pairs Check with the class (Key, a cat,

Clarence is lost)

to say it with intonation and feeling

‘© Check comprehension by holding up your book, pointing

to each picture in turn and asking, e.g What's this? (an

answerphone) Who's talking on the phone? Is it Lock? (It's the

cat’s owner) What's happening? (Key is falling over) What

does he say? (Argh! Oops!) /s Clarence a small cat? (No, he’s a

big fat cat) What colour’s his fur? (white) Check understanding

of fur and elicit other animals which have fur What's in the

detective box? (brush, magnifying glass, salt)

CD 1 10

AB7 Activity 12 Listen and join

what to do Play the CD Using a pencil, pupils listen and join

the numbered dots in the order they are given They check in pairs Play the CD again Check with the class Ask a pupil to read the question aloud (What's this?) Elicit the answer (Lock

and Key’s detective box)

4, 10, 2, 8, 15, 5, 19, 13, 17,9, 4, 16, 18, 3, 11, 1 ABZ activity 13 Answer the questions

pairs Pupil A asks a question Pupil B answers Pupil C asks

a question Pupil D answers, etc Listen for and correct pupils’

answers, making sure they give complete sentences for

each one, e.g My favourite comic's called Pupils write the

answers about themselves in their books Pupils can use the

picture prompts for ideas, but they should write their personal

responses to the questions Monitor pupils as they are working

and help or prompt when necessary

Joke box

get the joke the first time, tell it again Elicit the meaning of

joke in pupils’ Li

Ending the lesson

unit Do it together to end the lesson

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@ TARGET LANGUAGE

Key language: family: aunt, uncle, daughter, son,

granddaughter, grandson, grandparent, parent, possessive ’s

Additional language: Star family characters, then

Revision: family, toys, transport, I’m / She's /He’s , my, your,

their, That's right, Let's ., go, play, garden, Well done

Warmer and Presentation: Pictures of people from magazines

Ending the lesson: Three small pieces of paper: 's written on

one, ‘’s written on another, is written on another Use one colour

for % and ís and another colour for ’s (possessive)

Extra activity 2: Long piece of tape or chalk for drawing a line

on the floor

Warmer

grandmothers and grandfathers (two sets), a sister and a

brother, Name each person, e.g Jane, and attach a magazine

picture Introduce them in turn, e.g This is my mother Check

understanding by, e.g pointing to a grandfather and asking /s

this my father? Pupils respond, e.g No, it’s your grandfather

Use other questions, e.g Who's this? Who's (Jim)?

Presentation

vocabulary: aunt, uncle, daughter, son, granddaughter,

grandson, grandparent, parent Extend the family tree to

include aunts and uncles and grandchildren Add appropriate

pictures Use questions to check understanding, e.g Who's my

‘aunt? Who's (Jim)’s grandson? Pupils come to the board in turn

and ask similar questions Elicit/teach A family tree Write the

heading

PB8 activity 1 Look, think and answer

they can see (a family tree) Ask a pupil to read the activity

instruction aloud (Look, think and answer) and others to take

turns to read the four questions Pupils study the picture to

find the answers and compare their predictions in pairs

PBB activity 2 Listen and check

pairs Play the CD again Check with the class Elicit complete

sentences for the answers

Key: 1 She's at school / in the classroom 2 She's talking about her

family tree to the class / presenting her project 3 Yes, she’s got

a brother 4 She's got one sister

18 Kid's Box Teacher's Book 3

STELLA: Hi, everyone This is my project Here’s my family tree

These are my parents, Mr and Mrs Star

‘And look, here are Grandma and Grandpa Star They're my grandparents and they've got two children: a son and a daughter Their son’s my dad and their daughter's my Aunt May

I've got one aunt and one uncle: Aunt May and Uncle Fred

‘Aunt May’s my dad’s sister Uncle Fred’s my mum’s brother Grandma and Grandpa Star have got three grandchildren: one grandson, Simon, and two granddaughters, Suzy and me

PB8 activity 3 Read the sentences Who is speaking?

bubbles aloud and work out who is speaking Pairs check with pairs Check with the class using open pairs

Key: 1 Stella, Simon and Suzy, 2 Grandma and Grandpa Star,

3, Stella, Simon and Suzy, 4 Grandma and Grandpa Star,

5 Stella, Simon and Suzy, 6 Mr Star and Aunt May Extra activity 1 (if time)

ABB activity 1 Listen and match

they can see Play the CD Pupils write letters in the boxes to

match the vehicles with the people They check in pairs Play

the CD again Stop after each one to check with the class

Key: Simon c, Grandma and Grandpa Star b, Mr and Mrs Star e,

‘Aunt May a, Uncle Fred f, Stella and Suzy d

D 3 Stellas parents are on the plane

Mr Star's son is on the bike

Suzy’s aunt is in the helicopter

Grandpa Star’s granddaughters are in the boat

Simon's grandparents are on the bus

‘Simon's uncle's in the lorry

AB8 ACTIVITY 2 Now complete the sentences

© Focus pupils on the example Elicit where they can find the information and the words In pairs, pupils complete the sentences orally Check with the class Pupils complete the sentences Key: 2 grandson, 3 granddaughters, 4 daughter, 5 son, 6 uncle,

sentence? Pupils volunteer to complete the sentence by putting the

paper in the right place (is / contracted ‘s will be interchangeable) Clean the board Repeat for the other sentences

Key: Suzy’s/is Stella's sister Who’s/is Mr Star’s dad? Mrs Star's brother's/is Uncle Fred Simon’s/is Grandpa Star's grandson.

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@ TARGET LANGUAGE

Key language: present continuous for present actions, children,

grandparents, grandchildren, good at

Additional language: chess

Revision: family, contracted 5, actions, house, garden, Who's ?

Warmer: Actions each written on card: painting a picture,

playing football, reading a book, taking a photo, playing a game,

sleeping, playing baseball, driving a car

Warmer

What am | doing? Pupils respond, e.g: You're painting a picture

Pupils come up in turn and take one of the cards (see Materials

required) They read it (silently) and mime the action for the

class The pupil asks What am I doing? The class responds

PB9 activity 4 Listen and say the letter

they can see in the picture Elicit some of the actions Invite a

pupil to read the instruction aloud Check pupils know what to

do Play the CD Pupils listen and write the correct numbers

They check in pairs Check with the class by asking, e.g

What's Grandma Star doing? Check understanding of parents,

grandparents, grandchildren, children

Key: a,d, b,c

This person's taking a photo of his son

This person’s playing football with his uncle

This person's reading a book to her daughter

This person's playing a game with her aunt

This person’s painting a picture of her granddaughter

PB9 activity 5 Listen and complete

as an example Pupils put their hands up They don't shout out

When all hands are up, elicit the word Play the rest of the CD

Pupils whisper the word to their partner each time Play the

CD again Check with the class (hands up first) Check for

correct pronunciation

Key: uncle, daughter, son, aunt, parents

Grandma Star's painting a picture of her [beep]

Simon's playing football with his [beep]

Mrs Star's reading a book to her [beep]

Grandpa Star's taking a photo of his [beep]

Stella’s playing a game with her [beep]

Mr and Mrs Star are Simon's [beep]

PB activity 6 Ask and answer

@ Focus pupils on Activity 6 Ask two confident pupils to read the

example question and answer Elicit the other questions from

the class, reminding them to use the prompts in the box

In pairs, pupils take turns to ask and answer about the people and actions in the picture Monitor pairs as they work

Check as a class

ABS activity 3 Answer the questions [YLE]

read the instruction aloud Elicit what they have to do Pupils work in pairs They do the activity orally first, checking back

in their Pupil’s Books if necessary They take turns to read the statements and questions aloud in their pairs Check with the

class Pupils write the correct word(s) on each line

Key: 2 Aunt May, 3 Mrs Star, 4 Grandma and Grandpa Star,

5 Uncle Fred, 6 Mr and Mrs Star, 7 Simon, 8 Stella and Suzy

® Read the text aloud around the class Pencils down! Choose pupils at random to read so they are on their toes Pupils work individually to complete the gaps in the sentences They can

ask their friends for help Check they know where to find the information (in the text) Check with the class Check

understanding of good at Elicit from pupils what they are

good at

Key: 2 uncle, 3 sleeping, 4 aunt, 5 good, 6 grandparents,

7 dining room, 8 parents

Ending the lesson

Choose one of the family words and write it as dashes on the boardeg (parent) Pupils take turns to guess a

letter Write the letter in the word if it’s there If not, write it

in the corner of the board and move the stick figure down one

step Continue until pupils guess or the figure is eaten by the shark Clean the board and repeat

Unit 1 Family matters 19

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@ TARGET LANGUAGE

Key language: present simple, like, love, enjoy + -ing / nouns,

want + infinitive, science, doctor, naughty, quiet, towel, clever,

at the shops, read about ., catch

‘Additional language: really + adjective, because, but, and, need

Revision: present continuous, family, shops, shopping, coming,

Extra activity 1: Photocopiable activity 1 (see page 90)

One copy of the survey for each pupil

Extra activity 2: A ball of scrunched up paper, one for

each group

Warmer

vocabulary Point to, e.g the grandparents and say These are

the children’s Pupils supply grandparents Repeat for parents/

uncle/aunt/grandchildren Say statements about the family tree

which are false, for pupils to correct, e.g (Name and name)

are the children’s parents (they're their grandparents) Pupils

correct Invite pupils to come to the board and do the same

the people and things they can see in the picture Elicit where

the people are (in the garden) Ask a pupil to read the activity

instruction aloud and others to take turns to read the four

questions Pupils study the picture to find the answers and

‘compare their predictions in pairs

PBIO activity 8 Read and check

Focus pupils on the text They take turns to read it aloud

around the class to check/find the answers Check answers

with the class

Key: 1 She's in the garden / under a tree 2 Because he loves

riding his bike 3 Yes, she is 4 Grandma's painting

PB10 activity 9 Say ‘yes’ or ‘no’

decide if the statements in Activity 9 are true or false They

check in pairs They take turns to read the statement and to

say ‘yes’ or ‘no’ Check with the class in the same way

Key: 2 Yes, 3 No, 4 No, 5 No, 6 Yes

PB10 activity 10 Correct the wrong sentences

understands what to do Use the example to help them Check

they realise which sentences to correct (3, 4, 5) Pupils work

in pairs and write the correct sentences in their notebooks

Monitor as pupils are working

Key: Stella wants to be a doctor Suzy wants to bath her dog

Dotty doesn't like having baths

2o Kids Box Teachers Book 3

AB10 activity 5 Read and circle the best answer [YLE]

at Activity 5 Ask a pupil to read the instruction aloud Check

meaning of best answer Do the first one as an example (8)

If pupils didn’t do Extra activity 1, you may need to do more examples with the class Pupils work individually and complete the activity, circling the correct letter in pencil They check in pairs Check with the class by asking pairs to read the question and then both answers before saying which they think is

correct

Key: 2B, 3A, 4B,5A,6A

AB10 ACTIVITY 6 Look and match the sentences

see Ask a pupil to read number 1 Ask What does he want to do? Look at the pictures Mime riding a bike if necessary Tell pupils to find the correct sentence on the right (He wants to ride it) and mime writing az in the box to the right Repeat for number 2 and other numbers until pupils understand

the activity In pairs, pupils complete the activity, writing the numbers in the boxes Pairs check with pairs Check with the

class by asking pupils to read the matching pairs of sentences

aloud Listen to check pupils use the weak form of to before

the infinitive Note: Some pupils will find this a conceptually

challenging activity

Key: 2 He wants to take a photo 3 He wants to play basketball

4 He wants to play it 5 She wants to read it

6 She wants to make a cake

Ending the lesson

in the story? Why? Repeat for naughty, quiet, funny After the

class has talked about the words, let pupils look again at the picture in the Pupils Book and find the words in the text

Trang 11

@ TARGET LANGUAGE

Key language: beard, curly, fair, moustache, straight, hair,

‘farmer, people

Additional language: all day, tractor, boots

Revision: adjectives, colours, have got, doctor, really, love, like

+noun

Warmer: Five pictures cut from magazines to show people with

curly hair, straight hair, a moustache, a dark beard, a fair beard

Extra activity 2: Nine different coloured squares, sticky tack

Warmer

up Say, e.g Simon says touch your head Pupils touch their

head Say, e.g Touch your nose, Pupils don’t touch their nose

Continue Include these words: hair, arm, leg, face, eye, ear

Presentation

@ Place the five magazine pictures on the board (see Materials

required) Point to one of the pictures Elicit/teach the

description for each one, e.g She's got curly hair, Place the

pictures in different parts of the room Point to them in turn

to elicit the correct sentence from the class Personalise the

activity by asking which pupils have straight or curly hair Place

the pictures on the board Elicit each sentence again and write

it under the picture

curly, hair) Teach a mime for each one, e.g stroking chin for

beard, twirling moustache ends for moustache Repeat the words

at random Pupils mime the action Mime the actions and elicit

the words from pupils Pupils continue the game in pairs

PB11 activity 11 Complete the song with the names

Then listen and check

on the picture and elicit who they can see and what they're

doing Ask a pupil to read the instructions aloud Check

understanding Play the CD Pupils listen and point / whisper

the names to their partner Pairs check with pairs Check with

the class Play the CD again Pupils follow the text in their

books Pause after each section for pupils to point to / identify

the correct person in the picture

Key: Aunt May, Uncle Fred, Grandma Star, Grandpa Star, Simon,

Stella, Suzy

As in Pupil’s Book and Key

PB11 activity 12 Sing the song

in Sing the song again with pupils until they are confident with

the words Invite seven pupils to come to the front Each pupil

is one of the characters in the song (Aunt May, etc.) Encourage

them to act the part The other pupils sing the song and when

they sing about, e.g Aunt May, ‘Aunt May’ mimes being a

doctor and having straight hair Repeat with seven different pupils in role

As in Pupil’s Book Now sing the song again (Karaoke version)

PB11 activity 13 Draw your family tree Talk about your family Use the words in the boxes

Note: If you have pupils who would find this activity upsetting, adapt it to an imaginary family tree

sentence of the instruction, Say First, draw your family tree Draw it in your notebooks Remind them who to include and

to write the names, e.g Uncle Tom / Mum Monitor pupils and ask questions, e.g Who's this? Focus pupils on the structures

on the Pupil’s Book page In pairs, they take turns to talk about their family tree

AB11 activity 7 Find and write the words

on Activity 7 and invitwe a pupil to read the instruction aloud

Elicit where they find the words and what words they find and

where they write them Say What's 1? (clever) Who can find

‘clever’ in the wordsearch? Pupils look at the example Say Then

you write the word here Point to clever Elicit the words for

the other seven pictures Pupils work individually and find the words They check with their partner They write the words on

the lines Check with the class by asking pupils to spell out each

one as you write it

Key: 2 naughty, 3 quiet, 4 beard, s funny, 6 curly, 7 straight, 8 fair

ABIL activity 8 Ask and answer

@ Tell pupils to look at Activity 8 Ask two pupils to read the

question and then the answers Focus pupils on the survey and check they know what to do Elicit an example question,

eg Do you want to play a game? Divide pupils into groups of six Pupils ask the questions to everyone in their group They

do this first in pairs and then change partners when they have asked and answered all the questions Each group of six comes back together and checks they all have the same answers

AB11 activity 9 Now complete the graph and the sentences

@ Draw a graph on the board to demonstrate how pupils transfer

their information onto the graph Each group then completes the graph in their books using the information from Activity

8 Each group's graph will be different Pupils complete the sentences about their graph

to make a class graph on the board Use the graph to elicit

information about the class as a whole, e.g Ten people want to

sing a song Find out which is the most popular activity

@ Sing a song, play a game or read a story, depending on which

activity came out as the favourite in the survey

Trang 12

Key language: syllable, word

Additional language: so easy

Revision: family, actions, activities, food, Do you like + -ing?

Yes, | do / No, | don't

Warmer

@ Say Look and think Write words at random across the board:

son, daughter, parents, granddaughter, aunt, grandfather Join

son and aunt using, e.g green Say Can anyone make another

pair? Think about the sound Give pupils time to think Help by

saying one or two of the words aloud, clapping the syllables

If pupils still can’t do it, join another pair (parents~daughter)

using another colour When all pairs are joined, elicit from

pupils what the connection is (number of syllables) Say One-

syllable words Clap once Say Two-syllable words Clap twice

Say Three-syllable words Clap three times

PB12 activity 14 Say it with Stella

can see in the picture Listen for the correct syllables in each

word Ask a pupil to read the instruction aloud Tell pupils to

listen and point to the lines the first time Check pupils know

what to do Play the CD Pupils listen and point Play the CD

again for pupils to repeat

PB12 activity 15 Listen Repeat and clap

‘© Focus pupils on Activity 15 Play the CD Pupils join in, clapping

to show the syllables and the stress in each word, Demonstrate

by clapping the words, clapping more loudly for the stressed

syllables Play the CD again with the class Pupils clap loudly

and quietly to indicate the stress Elicit what they notice about

where the stress falls in the two- and three-syllable words (on

the first syllable)

1 chicken, 2 clothes, 3 purple, 4 crocodile, 5 smile, 6 tree, 7 cousin,

8 tomato, 9 sausage, 10 coconut, 11 cupboard, 12 lemonade, 13

chips, 14 mirror, 15 hall, 16 pineapple

PB12 activity 16 Ask and answer Use the words in the box

quickly review the structure and how pupils answer Elicit

how pupils can complete the prompts using the pictures, e.g

taking photos Pupils work in pairs They take turns to ask

and answer, using the picture prompts and the words in the

box Check by asking pupils about their partner, e.g (Anna), tell

me about (Leo) Something he likes and something he doesn't

like (Anna): (Leo) likes watching TV, but he doesn't like eating

burgers Listen for use of the plural nouns, e.g burgers

22 Kid's Box Teacher’s Book 3

PB12 activity 17 Write sentences about your friend

Tell the class

pupils how to join the two ideas Monitor pupils as they are

working and help where necessary They can check again with their partner if they can't remember

AB12 activity 10 Put the words in groups

to read the instruction aloud Ask What groups? Elicit that it's

syllable groups Demonstrate the activity using the example Pupils work in pairs They take turns to say each word in the box

and to write it in pencil in the correct column Remind them to

ask another pair if they are not sure Check with the class Key: one syllable: dad, mum, aunt; two syllables: sister, uncle,

grandson; three syllables: grandparent, grandmother,

granddaughter

AB12 activity 11 Listen and colour [YLE]

instruction aloud Elicit some of the things they can see in the

picture Play the CD Pupils don't colour the first time They

listen and look Play the CD again Pupils put a coloured dot

on the relevant part of the picture They check in pairs Pupils colour the picture, or listen again if necessary

1 Look at the naughty girl / Where? / Next to the tree

She's got fair hair Colour her hair yellow / OK

2 Be quiet The baby's sleeping / Oh, yes Is he with his grandmother? / That's right Colour his grandmother's hair grey / OK

3, Can you see the man with a beard? / Is he reading? / Yes, that’s right / He’s my uncle! / Is his beard orange? / Yes! / Well, colour his beard orange / OK

4 Can you see the girl on the bike? / Which one? There are two / The one with curly hair / Oh, yes Colour her hair red / OK

5 Can you see the man with straight hair? / Oh, yes / Colour his hair black / OK

6 There’s a clever boy He's got 10 in his exam / What colour’s his hair? / It’s brown Colour it brown / OK

Joke box

Focus pupils on the Joke box Tell the joke to pupils as they

follow in their books Mime and use your voice to convey the meaning of the joke and the fact that it is a joke If pupils don’t

get the joke the first time, tell it again

Ending the lesson

Trang 13

@ TARGET LANGUAGE

Key language: language from the unit, pet thief, dirty, jacket,

detective agency

Additional language: We can find him Look at that! episode,

Do you remember? Fold the page Correct

Revision: language from the story, No problem, Lock and Key,

look, park, Let’s , agency, How do you spell ?

Extra activity 2: Three or four rolled up newspapers, depending

on the number of groups

Warmer

board, e.g Please help me! Please find Clarence! Get the

Detective Box Elicit the story so far from pupils in the present

tense Ask other questions, e.g What's the name of the

detectives? Are they good at their jobs?

Story

PB13 LOCK AND KEY

this is the next episode of the story Elicit/teach pet thief Set

the pre-listening questions: Who's the man on the screen? Is the

check in pairs Check with the class (The pet thief, No, it’s

a lady)

Say it with intonation and feeling

each picture in turn and asking, e.g What's this? (a picture

of the pet thief) Has he got curly brown hair? (no, he's got

straight black hair) Is he wearing a hat? (yes) What does Lock

say? (Let's look in the park) What's the lady wearing? (a dirty

hat and an old jacket) /s the cat called Clarence? (yes, it is)

AB13 DO YOU REMEMBER?

®@ Write the word Family in the top left of the board Brainstorm

the family words from the unit with pupils and write them

as a mind map Elicit the spelling from the class Include:

parents, son, daughters, aunt, uncle, grandparents, grandson,

granddaughters Accept others if pupils give them to you Draw

an oval (for a face) in the bottom right of the board With

simple drawings, elicit curly, straight, beard Elicit the spellings

and write the words

© Tell pupils to open their Activity Book at page 13 Clean the board Pupils study the words on the right in silence, using the pictures to help with meaning Pupils then fold the page down the middle so that they can see the pictures and the gaps for the words, Without looking, pupils write the words in pencil, using the pictures to help They can check in pairs by asking, e.g How do you spell ‘uncle’?, but they don’t look at the words

on the right When pupils have finished, they can either correct their own work or swap books with their friend and check their partner's

AB13 CAN DO

the activities they did in this unit when they wrote about their

family Elicit what the three faces mean (not very well / OK / very well) Tell pupils they colour in the one they think is true

for them Repeat for the second sentence, eliciting /

reminding them of the speaking activities they did in the unit Pupils colour in a face Repeat for the third sentence, giving

an example for pupils of the structure, e.g / want to draw a

picture Pupils colour in a face,

and take turns to show their work for / talk about each one

‘© Ask pupils which chant/song they'd like to do again from the

Trang 14

@ TARGET LANGUAGE

Key language: paintings, portraits, artist, self portrait, stil life

Additional language: 16,000 years old, France, Lascaux cave,

Spanish, American, Turkish, both

Revision: family, adjectives, wear, dress, hat, flowers, because

CD of gentle classical music for the warmer Ideally this music

should be playing quietly from the beginning of the lesson

Warmer

desks Play the CD of gentle music in the background Say I’m

going to describe a picture | want you to imagine it in your

heads There is a big park next to some water It’s a sunny day

There are trees in the park and beautiful red, yellow and blue flowers There are two children: a girl and a boy sitting on the {grass They are talking and laughing The girl's got long curly

hair and is about ten years old The boy is about twelve years

old He's got short dark hair and is wearing a T-shirt and jeans

They look very happy

and talk about the pictures in their minds Say Today we're going to talk about paintings Remind them that Grandma Star

likes painting

PB14 DO YOU KNOW THAT ?

on the picture of the cave Ask, e.g /s this an old painting or

a new painting? Is it on paper? Do you like it? What can you

see?, etc to elicit their responses If pupils respond in Li, recast

their responses into English Focus pupils on the fact Read

the sentences for them Check they understand how old the

paintings are Remind them that this is true Elicit if any pupils have seen paintings like this in their country

PB14 activity 1 Look at the family portraits Which is

your favourite?

the class: what they can see, the colours, the people, whether

they are old/modern, more or less realistic, etc Elicit which is their favourite and why If pupils respond in L1, recast their responses into English Focus pupils on the short text Read

it aloud to the class Teach/check the words portrait / self

portrait Elicit what they are in La

1 like because

This portrait’s my favourite because

The people in this portrait are happy/sad/funny/young/old

This portrait looks quite old The clothes are very old-fashioned

In groups of four, pupils use the prompts to talk about

the portraits

PB14 activity 2 Match the texts with the paintings

Answer the questions

and ask a pupil to read the instructions aloud Check the class

understands Pupils read the texts, silently or aloud in their groups as they choose, and match them with the portraits

Check with the class Elicit the words which helped them,

e.g 1 three children / two wearing hats Elicit the answers to

the three questions

Key:1b,2¢,3a

1red

2 eight 3a pink dress

B14 activity 1 Choose and circle the words

@ Elicit in La other types of paintings the pupils know about,

eg landscape, abstract, still life Tell pupils to open their

Activity Book at page 14 Invite a pupil to read the first

paragraph of the text aloud Elicit pupils’ responses to the

question Do you like still life paintings?

pictures Pupils can choose different options Elicit the first option (already in the picture) and write it on the board to show pupils what to do (two/€hreéy/four) Monitor pupils as

they do this part of the activity

AB14 activity 2 Now draw the still life

to check they are drawing what they selected in Activity 1

In pairs, pupils check each other's pictures against the text

AB14 activity 3 Write about your still life painting

Activity 1, writing the options they chose and which are in

their picture, e.g There are three red apples on a blue table

Next to the apples there are six bananas

‘AB14 Now tell your friend Draw your friend's still life

to sketch their friend’s still life in their notebooks

Ending the lesson

Review with pupils what they learnt about in today’s lesson.

Trang 15

@ TARGET LANGUAGE

Key language: descriptions

Additional language: Goya, Monet, Vigée Le Brun, Picasso,

Da Vinci, Van Gogh, paintbrush

Revision: self portrait, portrait, family, have got

'® MATERIALS REQUIRED

Project: A large piece of paper for each pupil, paints,

paintbrushes, water, cloths, your family portrait plus text on a

large piece of paper as an example

Extra activity 2; A piece of paper with a train engine drawn on it,

another piece of paper for a carriage (to contain the new words)

Warmer

pupil’s got short, dark, straight hair and blue eyes This pupil's

wearing Repeat

PBIS activity 3 Look at the self portraits Listen and say

the letter

® Tell pupils to open their Pupil’s Book at page 15 Focus them

on the six self-portraits Say These are self portraits Hold

up your book and point to the self portrait of, e.g Goya Say

Who's this? (Goya) Who's the artist? (Goya) Pupils look at the

self portraits and the names Elicit if they have heard of any

of the painters Ask a pupil to read the instructions aloud Say

Remember Whisper the letter to your friend and point to the

painting Play the CD Pupils listen and whisper the letter to

their friend Play the CD again Stop after each one to elicit the

letter

Key: b Monet, a Goya, d Picasso, c Vigée Le Brun, f Van Gogh,

e Da Vinci

The artist in this portrait has got along white beard and

short grey hair We can only see his face

The artist in this portrait has got dark curly hair and he

hasn't got a beard or a moustache The portrait has got a

lot of black and grey colours

This portrait has got lots of orange and brown colours

The artist has got short straight brown hair and he hasn't

got a beard

The artist in this portrait has got long fair curly hair and

a big hat

This portrait has got lots of blue and green colours

The artist has got short red hair and a red beard

and moustache

This portrait is drawn in red pencil It isn’t coloured in

The artist has got a long white beard, but he hasn't got a

moustache We can see that the portrait isn’t finished

PB15 activity 4 Choose an artist Ask and answer

@ Demonstrate the game Say I’m looking at an artist Guess Ask me

questions Focus pupils on the example question: Has he got a long

white beard? Pupils take turns to ask questions and to guess They can ask a maximum of five questions The pupil who

guesses chooses an artist and the class ask him/her questions Check pupils use Has he got / Has she got ? correctly

PB15 project Draw your family portrait and write about it

the class Check comprehension Ask a pupil to read the

instruction aloud Elicit what they are going to do (draw/paint their family portrait and write about it) Elicit who pupils are

going to put in their portrait Display your portrait Show pupils where they paint the portrait and where they write the text Pupils sketch the portrait in their notebooks Check pupils’ sketches and then hand out the paper Pupils draw a line two

thirds of the way down the paper Hand out the paints, etc

Pupils paint their family portrait at the top of the paper They

write the text in their notebooks first using the model from the

Pupil’s Book Check their writing Then they write it on a piece

of paper (not on the paper with the portrait)

EITHER: Pupils stick the description of their family portrait,

under the picture on the paper

OR: They do Extra activity 1

AB1S activity 4 Read and write the names

what they can see (a family portrait) Ask a pupil to read the instruction aloud Check understanding They do the activity

in pairs, Check with the class

Key: 1 Tom, 2 Sally, 3 Nick, 4 Aunt Vicky, 5 Uncle Jack, 6 Daisy

AB15 activity 5 Circle the odd one out

Focus pupils on Activity 5 and on the first three pictures Elicit what each one is (portrait/portrait/still life) Say, e.g So, we've

got two portraits and one still life So the still life is different

It’s the odd one out Accept other ideas and reasons from

pupils for the odd one out Pupils work individually They

compare their answers in groups of four Check with the class

Be ready to accept other ideas and reasons from pupils There are several possible options

Key: 2 First picture: portrait 3 Third picture: lion

4 First picture: portrait

Trang 16

@ TARGET LANGUAGE

Key language: city, town, village, country, street, balcony, basement,

downstairs, lift, floor, home, stairs, upstairs, flat (apartment)

Additional language: home sweet home, hit your head, at

home, crossword, across, down, characters

Revision: like + -ing, live, walk, come, door, house, quiet,

naughty, talk to, trees, lots of /a lot of, present simple, have got,

can/ean't, Who lives in a flat?

Extra activity 2: The following words each written large on

a strip of paper: city, town, village, country, street, balcony,

basement, downstairs, lift, floor, home, stairs, upstairs, flat

Warmer

topic Elicit if the school is in a town, a city, a village and/or the

country Elicit/discuss the difference between city, town, village

Elicit where different pupils live (a flat, a house, etc.) Ask,

e.g Do you like living in the country? Pupils say, e.g ! live ina

house Ask, e.g Do you like living in a house?

Note: A town is bigger than a village, but usually smaller than

acity

Presentation

drawings, elicit/teach lift, stairs, downstairs, upstairs, basement,

balcony, floor (as in ground floor, first floor, second floor, etc.)

Note: Don't worry if some pupils know and use apartment instead of flat They are used interchangeably in British English

on the pictures and elicit what/who they can see Ask a pupil

to read the activity instruction aloud and others to take turns

to read the four questions Pupils discuss their answers/

predictions in pairs, looking for clues in the pictures

sentences for the answers

Key: 1 | can see Meera, Alex and Lenny 2 There are boxes

and toys 3 No, it hasn't 4 Meera is moving house

MEERA: We've got a new flat We're moving from our house in the

country to a flat in the town

‘ALEX: Do you like living in the country?

MEERA: | love the country At the moment | live in a small village

It’s quiet and there are a lot of trees

LENNY: Has your house got a basement under the floor?

MEERA: Yes, it’s full of boxes and old toys

ALEX: And what about your new flat?

MEERA: Well, it hasn't got a basement or a garden, but it’s got a

beautiful balcony for my plants

ALEX: Cool What else?

MEERA: The house in the village has got stairs to go up and down but the flat in the city is different There are five floors so we

go upstairs and downstairs in a lift!

LENNY: Wow! | want to live in a flat!

PBI6 activity 3 Listen and say the letter

© Focus pupils on Activity 3 Elicit some of the things they can see in the pictures, e.g town, lift, upstairs Check pupils understand the meaning of the upward and downward arrows (upstairs/downstairs) Ask pupils to read the instruction silently Check they know what to do, Play the CD Pupils whisper the

letter to their partner or point to the picture Play the CD again

Pause after each one and check with the class Give pupils time

to raise their hands before eliciting the answer each time

Key: d, b, g, e, c, a, f

a basement, a village, a lift, upstairs, a balcony, a town, downstairs

AB16 activity 1 Match Write the words

‘on Activity 1 and on the instructions Check pupils know what

to do Demonstrate, using the example and the other word

beginning with fl Pupils match first They check in pairs

Check with the class Listen for correct pronunciation

Pupils write the complete word on each line

Key: flat, floor, lift, live, balcony, basement, downstairs, door,

stairs, street AB16 Activity 2 Complete the crossword

© Focus pupils on Activity 2 Elicit what it is (a crossword) and remind pupils of the meaning of down, across Check using the example 1 down: lift Pupils work in pairs They complete the crossword in pencil They can use Activity 1 to check spelling

of some words Check with the class, asking pupils to say each word in turn and then to spell it

Key: Down: 1 lift, 2 upstairs, 3 street, 6 home, 7 balcony

‘Across: 4 flat, 5 town, 7 basement, 8 village, 9 floor

Ending the lesson

© Demonstrate the game with a pupil Together say One, two, three Then both say a word from the lesson together If it’s the same, e.g balcony, say Snap Repeat, choosing a different or sometimes the same word each time Pupils play in pairs.

Trang 17

Key language: writing a description, block of flats (apartment block)

Additional language: What about you?, where we're at, here,

same, different, order

Revision: house and home, colours, have got, present simple,

can, under, in, up, down

Warmer

‘© Use mime and/or questions to review the vocabulary from the

previous lesson, e.g mime upstairs, downstairs, balcony, and

ask, e.g What's the room under the house? (basement)

PBI7 activity 4 Listen and order

the things they can see in the picture Supply block of flats /

apartment block Direct pupils to the activity instruction and

check understanding of order Play the CD Pupils listen and

place a sharpener or eraser on each verse as they hear it

We've got a basement

Under the floor

it’s got brown stairs

And a purple door

It’s where it’s at

I've got a lift,

Jt goes up and down

it's where it’s at

Key:1b,26,3d,4a

PB17 ACTIVITY 5 Sing the song

® Play the CD again line by line for pupils to repeat Check with the

class by holding up your book Check understanding by asking,

e.g Who's got a purple door? What goes up and down? Introduce

mimes for pupils to do while they repeat Play the CD again verse

by verse and then right through for pupils to join in They sing

and mime Divide the class into four groups Each group sings

and mimes a verse or chorus Swap roles and pupils repeat

As in Pupil’s Book Now sing the song again (Karaoke version)

PB17 activity 6 Talk about your home

@ Ask two pupils to read out the speech bubbles in Activity 6

@ Write the following grids on the board Elicit sentences from pupils about their houses and where they live, using the models Encourage them to speak truthfully (not just read from the grids)

wer inahouse | ina big city

: two floors a big garden

Wsgot | a bg leony and alift but

it hasn't got a basement

® Tell pupils to open their Activity Book at page 17 Elicit where

they find the words to complete the text (in the box) Pupils work individually and write the words in pencil Monitor pupils

as they are working Remind them to ask their friends if they need help Check with the class by asking pupils in turn to

read out the sentences Pupils correct/check their work Check

understanding of the text by asking, e.g Has Lenny’s house got

a balcony? Does he live in a town?, etc Draw pupils’ attention to the linking words: because, but

Key: 2 street, 3 floors, 4 upstairs, 5 downstairs, 6 balcony

AB17 activity 4 Now write about your house or flat

‘© Remind pupils of Pupil’s Book Activity 6 and point to the grid

on the board Elicit descriptions from more confident pupils, guiding them to use the grids from Pupil’s Book Activity 6 and the model in Activity Book Activity 3 Prompt and support

pupils in this pre-writing phase Pupils work individually and

write a first draft of their text in their notebooks Monitor to

help, remind and gently correct Pupils can ask their friends for

help too When you have checked their work, pupils write the text in their Activity Books

‘B17 Talk to your friend Are your houses the same

or different?

@ Demonstrate the activity, asking a pair to read out the

speech bubbles Check pupils know what to do and check understanding of same/different Pupils work in pairs They

take turns to read a short part of their text and to find the relevant section in their own text, calling out Same or Different

Monitor the pairs and listen in to some of their exchanges Extra activity 2 (if time)

Ending the lesson

Unit 2 Home sweet home 27

Trang 18

@ TARGET LANGUAGE

Key language: numbers 21-100, present continuous for actions

at the moment of speaking, need, address, move house, map

Additional language: difficult to carry

Revision: sofa, lamp, lorry, smile, sit, drink, How do you spell

house and home, action verbs

@ Invite ten pupils to come to the front Whisper a number

between 12 and 20 to each pupil They quickly line up in the

correct order and then say their numbers in turn for the class

to check Repeat Pupils can also say their numbers in reverse

order (20-12) for the class to check

PB18 activity 7 Read and order the pictures

on the pictures for Activity 7 Teach/elicit moving house and

find out if any pupils have moved recently Elicit who is in the

pictures (Meera) and what they are carrying (the men — a sofa,

Meera —a lamp) Direct pupils to the activity instruction and

check understanding Tell pupils to underline any words they

don't know as they do the activity Pupils work individually

They check in pairs Check with the class Pupils take turns

to read the text aloud (in the correct order) around the class

Check understanding, e.g Are the men happy in picture x?

Why / Why not? Is Meera moving to the country? What's her

new address?

if any pupils know what the word is, they explain it to their

friends Elicit the words the groups don’t know Write them:

‘on the board and ask pupils to guess/suggest what they mean

Confirm/tell the class

Key: 2¢,3b,4a,5¢,6d

PB19 activity 8 Say ‘yes’ or ‘no’ [YLE]

instruction and check understanding, Tell them to check back

to the story in Activity 7 Pupils work individually and write

the answers in their notebooks They check in pairs and then

pairs check with other pairs Check with the class Discuss any questions the pupils found difficult

Key: 2 Yes, 3 No, 4 Yes, 5 No

AB18 activity 5 Match the words and numbers

the board (words and digits) Tell pupils to open their Activity

Books at page 18 Focus them on Activity s and direct pupils

to the activity instruction Check understanding Pupils work

in pairs They take turns to work out one of the number words and to match it with the digits on the right Check with the

class

Key: twenty 5, fifty 6, thirteen 7, sixty 8, ninety 2, eighteen 4, forty 1, seventeen 3

AB18 activity 6 Look, read and complete Match

‘map Direct pupils to the activity instructions and check understanding They work in pairs and match each letter with

a sentence Check with the class and elicit the word Pupils

write the words in the gaps Remind them to ask their friends

or you for help with spelling if necessary

Key: 2 lift g, 3 pen b, 4 bag f, 5 camera e, 6 lorry h, 7 shoes c,

8 downstairs a

Ending the lesson

© Personalise use of need with the class Say, e.g | need to sit down Elicit reasons from the class, e.g I'm tired, I’m old Repeat with other sentences, e.g / need a drink I need to go to bed | need to open the window | need a sandwich | need to go

upstairs | need to say goodbye (the end of the lesson).

Trang 19

@ TARGET LANGUAGE

Key language: colours, address, above, below, between, next to,

at

Additional language: true/false

Revision: house and home, numbers 11-100, present

continuous, What colour’s ? What number's ?

Extra activity 2: Photocopiable activity 2 (see page 91), one copy

for each pupil

Warmer

can remember Check with the class and elicit the colours onto

a mind map on the board

PB19 activity 9 Listen and say

Activity 9 and elicit what they can see (numbers) Direct pupils

to the activity instruction and check understanding Play the

CD Pupils listen and repeat Write the numbers on the board

to highlight the pattern and the differences in pronunciation,

e.g sixteen/sixty Practise the chant with the class, quickly,

loudly, softly, etc Listen for correct pronunciation

12, 20, 13, 30, 14, 40, 15, 50, 16, 60, 17, 70, 18, 80, 19, 90

PB19 activity 10 Listen What colour are the doors?

@ Focus pupils on Activity 10 Direct pupils to the activity

instructions and check understanding Play the CD Pupils listen

and check with their partner Play the CD Check with the class

Key: Her door’s pink

His door’s white

His door’s yellow

Her door’s green

His door’s purple

Her door’s black

Her door’s blue

Her door’s orange

May lives at number seventy-two

Tom lives at number ninety-eight

Jack lives at number twenty-three

Daisy lives at number forty-one

Peter lives at number sixty-four

Mary lives at number eighty-five

Sally lives at number thirty-seven

Vicky lives at number fifty-nine

dialogue in the speech bubbles Practise two or three more questions and answers in open pairs Check questions and answers are full and correct Focus pupils on the Look box

and on the parts of the words in bold Elicit a pair, e.g

thirteen-thirty and check pronunciation Repeat for the other

words to make sure pupils notice the long/short vowel sounds and where the word stress falls In closed pairs, pupils take

turns to ask and answer about the pictures in their books PB19 activity 12 Talk about where you live

understanding of address Practise in open pairs, eliciting other questions from pupils, e.g What colour’s your door? Pupils

work in groups of four and take turns to ask and answer about

where they live

AB19 activity 7 Read and colour

© If you didn’t do Extra activity 2, review/teach the prepositions above, below, between, next to, at Below and above are new Draw a simple plan of a block of flats on the board to present / check understanding

@ Tell pupils to open their Activity Book at page 19 Elicit what

they can see (block of flats with balconies) Elicit how many

there are (nine) Direct pupils to the activity instruction and

check understanding Ask a pupil to read the first sentence Elicit who's ‘speaking’ (Alex) Elicit which balcony is yellow (83) Pupils work in pairs They read the text and work out the colours of the balconies They make a dot in the right colour at this stage Pairs check with pairs Check with the class Draw

a simple plan on the board and colour in / write the colours as you elicit them from pupils Pupils colour the balconies Key: 93 green, 94 purple, 95 red, 83 yellow, 84 pink, 85 brown,

73 blue, 74 orange, 75 grey

AB19 activity 8, Now answer the questions

instruction and check understanding Elicit the answer to the

first question (pink) Pupils work in pairs and write the answers

to the questions, checking for spelling in the text above Check

with the class

Key: 2 red, 3 85, 4 purple, 5 orange, 6 83

Ending the lesson

location More confident pupils can take turns to be the callers

Trang 20

procedural language, e.g Can you say that again, please? How

do you spell ? In groups of four, pupils ask and answer and

fill in the information on the form Monitor to help and check

Feed back by asking pupils to tell you about others in their group, e.g His name’s Pierre, He lives in

AB20 ACTIVITY 0 Put the words in groups

| @ TARGET LANGUAGE

} Key language: the phonemes /ea/, /aui, /2:/, questions, pear

Additional language: apple tree, plants, flowers, place, phone

number

Revision: house and home, adjectives, have got, parent, hair,

fair, mouse, ball, name, address, chair, walk, draw, mouth,

naughty, down, where, daughter, town, doctor, monster

Warmer

town, brown, sound, or, four, ball Say Look and think about

the different sounds Can you match them? Give pupils time

to think about the words and say them to their friends Elicit the words with the same sounds and join them with a line (a different colour for each different sound) Write the phoneme,

using the same colour Point Pupils say the sound, Elicit what

they notice about the spelling (there are different spellings for

the same sound)

Key: /ea/: hair, where, their; /au/: town, brown, sound; /at/; oF,

four, ball

what they can see in the pictures Listen for the correct sounds

in the words Direct pupils to the activity instruction and check

understanding Tell pupils to listen and point to the lines the

first time Play the CD Pupils listen and point

PB20 activity 14 Listen and repeat Point to the picture

and say the sound

the sounds and words correctly Pupils point to the appropriate

picture in Activity 13 as they say each word Ask pupils to suggest more words with the same sounds (if they can) Focus them on the variations of spelling again In pairs, pupils take

turns to point to a phoneme and to say the sound

1 cow, 2 stairs, 3 draw, 4 house, 5 there, 6 down, 7 bear, 8 mouth,

9 chair, 10 tall, 12 four, 12 how, 13 door, 14 where, 15 board,

16 pear

around the class Focus them on Activity 15 Elicit what they

can see (a form) Check pupils understand what the questions are for the different prompts Direct pupils to the activity instruction and check understanding Remind them they may

have to spell out the name of their road and/or village Elicit

on Activity 9 and direct them to the activity instruction Check

they know what to do and what the ‘groups’ are (sounds) The sounds are underlined Pupils work in pairs, saying each word and writing it in pencil in the column Pairs check with pairs

Check with the class

Key: /ea/: parent, chair, hair, where; /o:/: walk, draw, naughty, daughter; /au/: mouth, down, town, cow

AB20 activity 10 Read and complete the table

@ Focus pupils on Activity 10 Tell pupils they use the information

in the text to complete the table Read/elicit the sentence John

lives in a flat in a city Elicit where pupils put ticks, Ask Has he

got a garden? (no) Elicit where pupils put a cross Pupils work

in pairs They read the text and transfer the information to the

table Give them time to work it out Monitor, but don’t give

pupils the answers Show them where to find them Check with

the class Draw a simple table on the board and elicit where

the ticks and crosses go Ask pupils to read out the relevant

information from the texts

Ending the lesson

Trang 21

@ TARGET LANGUAGE

Key language: language from the unit, lovely, torch

Additional language: There you are, episode

Revision: language from the story, descriptions,

adjectives, monster

Warmer: Six sentences (some true, some false) about the story

so far, written on a large piece of paper, e.g Clarence is a dog

Lock and Key are detectives Lock and Key are good at their jobs

The pet thief is in the garden

Warmer

sentences and decide if they are true or false They don't look

back at the story Check the answers with the class, eliciting

the corrections for the false sentences to build up the story

so far

Story

PB21 LOCK AND KEY

episode three and find out what happens next Set the pre-

listening questions: What's in the basement? What does Mrs

Potts think? Play the CD Pupils listen, read and look They

check in pairs Check with the class (the cat, a monster) Play

the CD again Pupils listen and repeat Encourage them to

say it with intonation and feeling Check comprehension by

asking, e.g /s Mrs Potts’ house new? (no, it’s old) Has it got a

basement? (yes) Elicit what Lock is holding on his way down

the stairs (a torch)

AB21 DO YOU REMEMBER?

@ Write the words Home sweet home in the centre of the board Brainstorm the words from the unit with pupils and write

them as a mind map Elicit the spelling from the class Include: village, balcony, basement, lift, stairs, floor, home, flat, upstairs,

downstairs, Accept others if pupils give them to you

board Direct pupils to the activity instruction and check understanding They do the same as for the activity at the end

of Unit 1 They study the words on the right in silence, using the pictures to help They fold the page down the middle so

that they can see the pictures and the gaps for the words

Without looking, they write the words in pencil, using the pictures to help They check in pairs, asking, e.g How do you spell ‘village’? They don't look at the words on the right When pupils have finished, they can either correct their own work or

swap books with their friend and check their partner's AB21 CAN Do

the sentences together Read the first sentence Elicit what this

means with examples and elicit/remind them of the activities they did in this unit when they talked about where people live Review what the three faces mean (not very well / OK / very well) Tell pupils they colour in the one they think is true for

them Repeat for the second sentence, reminding them of the

descriptions they did in the unit Pupils colour in a face Repeat

for the third sentence, writing random numbers on the board

and eliciting what they are Pupils colour in a face

Ending the lesson

Trang 22

® TARGET LANGUAGE

Key language: half, go up, tree house, yurt, igloo, island, ladder,

goat, camel, skin, cover, mat, cook, look for, temperatures,

Inuit, Mongolia, Mongolian, Asia, Korowai, Papua New Guinea,

Australia, Canada, Greenland, minus (45), inside, outside, bricks,

wood, snow, made from

Additional language: types of, today, use, Do you know that ?

Revision: house and home, map

CD of Inuit or Mongolian indigenous music/singing Ideally this

music should be playing quietly from the beginning of the lesson

Extra activity 2: One piece of paper for each pupil

Warmer

hottest to coldest: 30°C, 20°C, 10°C, 0°C, -10°C, -20°C, -30°C

Explain/check they are temperatures Use pupils’ experience to

discuss them, e.g /s it hot in summer here? Do you know what

the temperatures are? What about winter? Elicit other places in

the world which are colder than where pupils live Tell pupils

how to say the minus temperatures Check they realise -30° is

colder than —10%

the fact Read it for the class, check understanding of half

and elicit their responses If pupils respond in La, recast their

responses into English

PB22 activity 1 Read and match the texts with

the pictures

cold place Ask for ideas and suggestions Focus pupils on the

map Tell them where the music is from Direct pupils to the

activity instruction Pupils read the texts quickly to find the

answers Tell them not to worry if they don’t understand all the

words Give pupils a short time limit for the task They check in

pairs Check with the class Elicit the words which helped them

with the matching task (the key words) Focus pupils on the

map Elicit where each of the peoples lives Ask if it's cold/hot,

etc Focus on each text in turn Say Let's find out a bit more

about the (Korowai) Ask questions to prompt pupils to read

parts of the three texts, e.g Where are the Korowai’s houses?

Do they climb the trees? Do you think you'd like living in a tree

house? Pupils don’t need to understand everything in the texts

Encourage them to respond with their opinions and ideas

Check understanding of inside/outside in the third text

Key: 1¢, 2b, 3a

B22 activity 1 Choose and join Where do they live?

types of houses they can see in the pictures Supply houseboat,

Elicit who lives there (Sue) Direct pupils to the activity

instructions Check they understand that they can choose who

lives where They secretly draw lines to match the people with

the homes

‘AB22 Now ask and join

They take turns to ask and answer, using the example as a model They draw lines, using a different colour for their

partner’s choices They look and check

AB22 activity 2 Now complete the sentences

to reflect their partner’s choices Monitor pupils as they are

working to check and help

Ending the lesson Review with pupils what they learnt about in today’s lesson.

Trang 23

Key language: house and home, descriptions, mistakes,

houseboat, radio, escalator

Additional language: dream house

Revision: photo, favourite

Extra activity 2: Word train materials from Pupil’s Book page 15,

plus a piece of paper for the ‘carriage’ for the words for this

® Elicit/discuss pupils’ houses/flats by asking, e.g Do you live in

@ house or a flat? How many rooms has it got? Has it got four

bathrooms? What colour is your bedroom? Ask questions of

different pupils in the room

® Tell pupils to open their Pupil’s Book at page 23 Review with

pupils what they remember about the three groups of people

in the previous lesson Focus pupils on the picture of the igloo

on the previous page Ask what it’s made from (snow/ice) Ask

about the school and the pupils’ houses (bricks, stone, etc)

If pupils provide answers in La, provide the words in English

'* Focus pupils on Activity 2 Ask two pupils to read the speech

bubbles aloud Elicit if it’s true (about their houses) If not, elicit

the correct answer Pupils work in pairs They take turns to ask

and answer about the texts, using the prompts on the page

Check using open pairs

Key: the igloo — snow; the yurt - animal skin; the tree house

~ wood; your house ~ pupils’ own answers

823 activity 3 Look at the picture and complete the text

® Focus on the picture Elicit what it is (a picture of a house)

and some of the things they can see Ask Do you think it’s a

eal house? Elicit/check understanding of dream house Direct

pupils to the activity instruction and check understanding

‘Read the first two sentences aloud and then stop Say Look

ct the picture Show them the example Then pupils complete

the second sentence Pupils continue in pairs, Pairs check with

pairs Check with the class Read each sentence aloud

= plants, television, toyroom, toys, swimming pool, beds

823 PROJECT Draw and label your dream house

Sfcit ideas from pupils about their dream house Pupils make

#etes in their notebooks about their dream house before they

‘aw it They can use a mind map On paper, pupils draw their

‘eam house, Then they label their house or write a short text

‘ss in the Pupil’s Book,

AB23 activity 3 Sort and write the words

© Tell pupils to open their Activity Book at page 23 Focus pupils on the pictures for Activity 3 Elicit some of the words (snow, tree house, etc,) Direct pupils to the activity instruction and check understanding Do the example (1 wood) Pupils work in pairs Remind pupils to check the Pupil5 Book for the words and the spellings Check with the class by eliciting the words and the spelling

Key: 2 igloo, 3 tree house, 4 yurt, 5 snow, 6 animal skin

AB23 activity 4 Now complete the table Can you

remember what the people need?

they have to do (put the words from Activity 3 in the correct columns) Pupils work in pairs and categorise the words Remind them they can check back in the Pupil’s Book

Check with the class Elicit what else they can remember

about the different peoples

Key: Korowai: tree house; Inuits: snow, igloo;

Mongolians: animal skin, yurt

AB23 ACTIVITY 5 Read and match Circle the correct words

‘They read the texts, match them with the pictures and circle

the correct word Do the first one as an example Monitor

pupils as they work Check with the class

Key: 1b: tree, up; 2a: on, walls; 3d: house, windows; 4c: stairs

Ending the lesson

previous lesson and why

Trang 24

@ TARGET LANGUAGE

Key language: vocabulary and language from Units 1 and 2

Additional language: procedural language: It’s my/your/his/her

turn Pass the dice, please I'm / You're / He's / She’s yellow/red/

blue/green I've / You've / He’s / She's finished/won That's wrong/

right If it’s right, roll again If it’s wrong, stop Wanted!

Revision: character names, present continuous, have got, play

the game

Dice and four different coloured counters for each group of

four pupils

Warmer: 8-10 pictures of people cut from magazines The

pictures should feature young, old, beards, curly hair, fair hair,

straight hair, long/short hair, moustache, different coloured

eyes (if visible), glasses Prepare a short description of each one

Extra activity 2: A piece of paper for each pupil, a complete

Wanted poster as an example (Wanted at the top, drawing of

the thief, description underneath — similar to Activity Book

Activity 2.)

Warmer

@ Stick the pictures cut from magazines on the board Write

aletter (a, b, c, d, etc.) under each one Read out your

descriptions one by one Read each one twice They shouldn't

be in the same order as a, b, c, etc Pupils listen and write the

letter corresponding to the picture in their notebooks They

check in pairs Check with the class

PB24 activity 1 Play the game

see (a game) Say Yes, you're going to play a game Quickly

review the home/house vocabulary Say, e.g Can you find a

city? Point to it Do the same for balcony, village, basement,

stairs, lift, etc

the dice and counters to the rest of the class Pupils take turns

to throw the dice and move When they land on a picture, they

spell the word If it’s correct, they roll again If not, they stop

If they land on a lift, they go up; if stairs, they go down Pupils

say the numbers aloud as they move (for practice)

Make groups of four Pupils clear their desks and place one

book in the centre Hand out a dice and four different coloured

counters to each group Pupils throw the dice to see who starts

(the one with the highest number) Play moves up the board

The first pupil in each group to finish is the winner

AB24 activity 1 Listen and write the numbers

to the activity instruction and check understanding Pupils

write the number as a numeral on the badges Remind them to

use a pencil Play the CD Pupils listen and write They check in pairs Play the CD again Check with the class

SIMON: He's 43

3 MEERA: How old’s your mother, Stella?

STELLA: Mum's 42

4 SUZY AND STELLA: Happy birthday, Grandpa You're 70 today

5

AUNT MAY: I'm 37

6 SIMON: Uncle Fred, are you 50 or 60?

UNCLE FRED: I’m 50, Simon

B24 activity 2 Read and find

© Focus pupils on Activity 2 Direct pupils to the instruction and check understanding Pupils work individually They read silently to find the correct picture They check in pairs Check with the class by eliciting the answer and then asking pupils

around the class to read out the sentences to check

Key: 8

AB24 Now write a description to find the pet thief’s dad

their partner's puzzle

‘© On the board, draw a house with ten stairs going down into

a swamp Draw a big crocodile in the swamp Draw a stick figure at the top of the stairs Write a word from Units 1 or

2 as dashes, one for each letter in the word, Pupils take turns

to guess a letter Write correct letters in the word, and write

incorrect letters on the right of the board For each incorrect

guess, move the stick figure one step down Continue until pupils guess or the figure is eaten Clean the board and repeat

Trang 25

@ TARGET LANGUAGE

Key language: vocabulary and language from Units 1 and 2,

armchair

Additional language: This picture is different

Revision: descriptions, food, clothes, toys, family, present

continuous, supermarket

Warmer

referring to hair, eyes, clothes, e.g This pupil’s got short, dark

hair This pupil The class guesses who it is Repeat

PB25 activity 2 Look at the picture Say ‘yes’ or ‘no’

Correct the sentences

they can see (people in a house doing different things) Elicit

some of the things they are doing Direct pupils to the activity

instructions and check they know what to do Remind them to

say Yes or No very quietly to their friend Do the example with

the class Pupils work in pairs They read each statement, look

at the picture and whisper the answer to their friend

statement

Key: 2 No (The family’s in the basement) 3 Yes 4 No (The young

man's got a beard / The old man hasn't got a beard) 5 No

(The girl’s going upstairs) 6 Yes 7 No (They're carrying a

sofa) 8 Yes

PB25 activity 3 Look at the pictures Say which is different

Elicit what each one is and which one is different (there may be

more than one possibility) Accept other options from pupils as

long as they can explain them / are justified

a speaking activity In pairs, they look at the rows of pictures

and decide which ones are different Check with the class

and discuss

PB25 Read and remember

'® Say Now let’s read and remember Focus pupils on the

questions Pupils look back through Units 1 and 2 and find the

answers to the questions They discuss them in groups of four

remember the language and/or vocabulary from the units

They write the questions in their notebooks Pupils close

their Pupil’s Books Volunteers ask the class one of their

revision questions

Key: 1 Her name's Aunt May 2 She loves painting 3 They are

paintings or photos of people 4 You can find a basement

under a house 5 Her new address is 64 Park Road 6 It's made

of snow and ice

AB25 activity 3 Circle the odd one out Count and write the letters

to the activity instructions and check they know what to do

Do the first one with the class as an example Elicit in La why

‘down’ is different (a preposition, not a family noun) Elicit

what the number is on the right (the number of letters in the

word down) Pupils work in pairs and complete the activity

They can ask their classmates for help Check with the class

Key: 2 balcony (7), 3 doctor (6), 4 basement (8), 5 aunt (4),

6 driver (6), 7 radio (5), 8 burger (6), 9 under (5), 10 move (4),

11 supermarket (11), 12 monster (7), 13 street (6), 14 shop (4)

AB25 activity 4 Now complete the crossword Write

the message

‘© Focus pupils on Activity 4 and explain what they have to do (use the words from Activity 3 to complete the crossword)

Tell them to look and find where their words can fit Discuss

the example and the possibilities for the word across beginning

‘dr’ (driver) Pupils work in pairs and complete the crossword

They write the message at the end (Well done!)

Ending the lesson Pupils work in groups of four They need one Do you remember? between three Two pupils (A) use a book (or

paper) to cover the words from Unit 1 The other two pupils (B)

take turns to say what each picture is and to spell the word

‘Ns look and check They reverse roles for Unit 2

Review Units 1 and 2 35

Trang 26

@ TARGET LANGUAGE

Key language: present simple for routines: statements and

questions, get dressed, get undressed, get up, wake up, put on, take

Off, wash, go to bed/school, have a shower, wake up, come home,

have breakfast/lunch/dinner, every day, present simple for routines

Additional language: a day in the life, pyjamas, bedtime,

catches the bus, first, then

Revision: character names, descriptions, house and home,

clothes, homework

Extra activity 1: A paper plate, a butterfly clip and card (for

the hands) for every pupil, one clock already made with the

numbers on the clock face

Warmer

put your hands on your head Pupils with straight hair, sit down

Continue, using, e.g like /don't like computer games, reading,

TY, sleeping, with curly hair, dark hair, fair hair, etc ~ turn

around, point to the board, point to the window, etc

Presentation

up, have a shower, get dressed, put on, take off, wash, get

undressed, go to bed)

pupils give it in La, recast it into English Mime the story again

Pupils say the words as you mime the actions

PB26 activity 1 Listen and say the letter

Stella, Say, e.g get dressed Pupils point Say Stella does these

things every day Direct pupils to the activity instruction and

check understanding Play the CD Pupils whisper the answer

to their partner Play the CD again Pause to elicit the letters

Focus pupils on the words in the box and elicit sentences using

the present simple: First Then

Key:g,a,e,h,c, f.b,id

Stella wakes up at seven o'clock every day

Stella gets up

Stella has a shower

Then Stella gets dressed She puts on her skirt and her T-shirt

Stella catches the bus to school

Stella does her homework

Before dinner, Stella washes her hands

Stella gets undressed She takes off her skirt and her T-shirt

Stella goes to bed at nine o'clock

Presentation

@ Focus pupils on the clocks in the Activity 1 pictures Elicit/teach

the times, using o’lock Draw clocks on the board for further practice, using the question What's the time?

PB26 activity 2 Read and order the pictures in exercise 1

‘© Focus pupils on Activity 2 Pupils read the text and write the sequence of the pictures in their notebooks They check in pairs

Monitor to help and prompt Tell pupils not to worry about

words they don't know Pupils check in pairs Check with the

class Review time and verbs using questions, e.g What time

does Stella wake up? Pupils ask and answer in open pairs

Key: g, a, e, h, ¢, fb, i,d

PB26 activity 3 Listen and do the actions

® Review some of the actions from your mime story earlier in the

lesson, i.e do an action and pupils say what it is Focus pupils

on the activity instruction and check understanding, Pupils

stand up so they have plenty of room to do the actions Play

the CD Pupils listen and do the actions Repeat

Note: Pupils can do slightly different actions for each one

Have breakfast Go to bed Have lunch Put on your jacket

Take off your shoes Wake up Have a shower Put on your T-shirt Get up Wash your hands Have dinner Catch the bus

AB26 activity 1 Tick and order the sentences What do

you do every day?

the sentences that are true about them They sequence the

activities Pupils check in pairs Their sequences will not be the

same Monitor and check Elicit some sequences from more

confident pupils, e.g ! wake up Then | have breakfast

AB26 ACTIVITY 2 Look and read Write ‘yes’ or ‘no’ [YLE]

Key: 2 yes, 3 no, 4 yes, 5 no, 6 no

Ending the lesson

and write different letters in the squares corresponding to the

clocks Call out the times in random order Pupils cross out the letters if they correspond to times called The first to cross out all four shouts Bingo! Check by eliciting the times.

Trang 27

@ TARGET LANGUAGE

Key language: present simple for daily routines: questions and

short answers, before, after

Additional language: on the way, lessons start, out to play,

same, different, routine

Revision: times, daily actions, bedtime

‘© MATERIALS REQUIRED

Extra activity 2: Clocks from previous lesson Extra activity 1

If you didn’t make them, you need: a paper plate, a butterfly

clip and card (for the hands) for every pupil One clock already

made with the numbers on the clock face

Warmer

® Review the verbs for daily routines using a short mime story,

different from the one in the previous lesson

PB27 activity 4 Listen and match

® Tell pupils to open their Pupil’s Book at page 27 Focus them

on the pictures and elicit some of the verbs by asking, e.g

Tell me something this boy does every day Direct pupils to

the activity instruction and check understanding Play the CD

Pupils listen and match the pictures with the appropriate lines

in the song They write the sequence in their notebooks They

check in pairs Play the CD again Check with the class Check

understanding of vocabulary

Key:fe,cad

P827 ACTIVITY 5 Sing the song

* Play the CD in short sections for pupils to repeat Pupils sing

the song, verse by verse and then right through Divide the

class into four groups Pupils take turns to sing their verse and

to mime the actions Swap roles

‘As in Pupil’s Book

‘Now sing the song again (Karaoke version)

827 activity 6 Answer the questions,

* Focus pupils on the questions Pupils ask and answer them in

‘open pairs around the class Involve the whole class

'® Pupils ask and answer the questions in closed pairs

827 activity 7 Ask and answer

'® Focus pupils on Activity 7 and ask two pupils to read the

speech bubbles aloud Elicit a few more questions from pupils

Other pupils answer them Check for correct use of do in the

question Pupils work in pairs They take turns to ask and

answer Check by eliciting some questions and answers from pupils

AB27 activity 3 Look and match

to the activity instruction Check understanding Remind them

to check the Look box on Pupil’s Book page 26 if necessary Pupils match the times with the clocks They check in pairs Check with the class

Key: Eleven o'clock a, Seven o'clock f, Six o'clock d,

Three o'clock e, One o'clock b AB27 activity 4 Write ‘before’ or ‘after’

have a shower

he has a shower) Write a 2 over take off my clothes and a 2

‘over have a shower Check pupils realise the numbers show the

time sequence Say Can we say ‘I take off my clothes after a

shower’? Is it the same? Why not? Elicit why it’s funny

Do the activity orally first Check each one by asking So, what happens first ? And then ? Pupils work in pairs and complete the activity in their books Monitor pupils as they are working

Key: 2 before, 3 after, 4 before, 5 after, 6 before

AB27 Now write two more sentences

write them in their books

AB27 activity 5 Talk to your friend Is your routine the

same or different?

aloud to the class Practise the activity briefly in open pairs

Check all pupils understand the activity and the word routine

In pairs, pupils take turns to ask and answer, responding Same!

or Different! Monitor to help and prompt

Unit 3 A day inthe life 37

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@ TARGET LANGUAGE

Key language: Monday, Tuesday, Wednesday, Thursday, Friday,

Saturday, Sunday, week, weekend, always, sometimes, never,

How often ?

Revision: prepositions, sport and activities, present simple for

routines, before, after, every day

School timetable

Warmer

e.g What time do you get up? Do you have a shower every day?

Do you have breakfast after your shower every day? Include

questions with every day, e.g Do you do homework every day?,

following No responses with How many times (in a week)?

Presentation

@ Use the school timetable to introduce/review the days of the

week If you always write the day and the date on the board at

the start of the lesson, focus pupils on this Say each day for

pupils to repeat Make sure they know the day you're starting

with Ask questions about the days, e.g When do you have

English? (e.g Monday and Wednesday) Is that every day? (No)

How often do you have Maths? Use this activity to raise pupils’

awareness of How often ?

PB28 activity 8 Say the chant

on Activity 8 and on the activity instruction Pupils stand up

Play the CD They join in the chant, clapping or snapping their

fingers to the rhythm

Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday

PB28 activity 9 Listen and say the day

they can see Direct pupils to the activity instruction and elicit

what they are going to do Play the CD Pupils listen for the

day They whisper it to their partner Play the CD again Check

with the class Elicit what Simon does on the different days

‘© Focus pupils on the Look box Elicit some things that pupils

never, always, sometimes do, to check understanding Write

some of their examples on the board, underline the frequency

words and check understanding of the concept with reference

to a week Pupils copy the examples from the board into their

notebooks

Key: a Monday, b Wednesday, c Sunday

LENNY: How often do you play in the park, Simon? Do you play every day?

SIMON: Well, no | never play in the park on Mondays

LENNY: Yes, we always have lots of homework on Mondays simon: | sometimes play in the park after school on Wednesdays,

but | sometimes go swimming with Dad

LENNY: And what about at the weekend?

sIMoN: | always play in the park on Sundays It’s my favourite day LENNY: Simon What day is it today?

‘SIMON: It’s Sunday! Let’s go to the park!

PB28 activity 1o Listen again Choose the right words

© Focus pupils on Activity 10 and give them time to read the sentences before they listen They predict the answers in pairs Play the CD again Pupils check with their pairs Check with the class, eliciting complete sentences for each one Pupils write

the correct sentences in their notebooks

Key: 1 Simon never plays in the park on Mondays

2 Simon always does his homework on Mondays

3 Simon sometimes goes swimming on Wednesdays

4 Simon always plays in the park on Sundays

AB28 activity 6 Find and write the words

‘© Tell pupils to open their Activity Book at page 28 Focus them on Activity 6 and elicit what this is (a wordsearch) Check pupils know what to do, directing them to the activity

instruction Individually, they find the words and write them on

the lines on the right They can check in pairs Check with the class Elicit the spelling for each one

Key: Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday

AB28 activity 7 Look, read and write

@ Focus pupils on the pictures in Activity 7 Elicit some of the

activities, e.g swimming, basketball Ask a pupil to read the first sentence aloud Elicit which picture it is and what pupils write (Monday) Remind them to write the day of the week in the singular Pupils work in pairs They take turns to read the

sentences and to label the pictures with the days of the week

Key: Thursday, Tuesday, Saturday, Friday, Monday, Wednesday, Sunday

Ending the lesson

® Do a version of the days of the week chant to end the lesson

Speed up as you go

First time: Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday

Second time: hum-hum, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday

Third time: hum-hum, hum-hum, Wednesday, Thursday, Friday,

Saturday, Sunday

Trang 29

Key language: questions with How often ?

Additional language: during

Revision: present simple, adverbs of frequency, daily activities,

days of the week, holidays, mountains, family, car

® Say some true and false sentences about yourself for pupils to

correct, e.g | always wear a hat | always speak English Pupils

correct the false sentences using you, e.g No, you never wear a hat!

PB29 activity 11 Look, read and complete the text

they can see in the pictures and what the ticks and crosses

mean If they can’t remember, refer them to the Look box on

the previous page Direct pupils to the activity instruction and

check they know what to do They read the text in pairs and fill

in the gaps Check with the class by asking pupils to read the

sentences aloud

Key: always, sometimes, never, sometimes

PB29 activity 12 Listen and say ‘yes’ or ‘no’

down (no) to their partner the first time they listen, and not

to speak Play the statements Pupils do thumbs up / thumbs

down Play the statements again Pause after each one for

pupils to respond Elicit corrections for the ‘no's

Key: 1 Yes 2 No, he never plays the piano during his holidays

3 No, he always plays tennis on Wednesday 4 Yes 5 Yes

6 No, he sometimes takes his family to the mountains on

Sundays 7 No, they sometimes sing songs in the car

1 James Flunk is a music teacher

2 He always plays the piano during his holidays

3 He never plays tennis on Wednesdays

4 He sometimes plays football with his daughter Jane

5 He takes his son to the swimming pool every Saturday

morning

‘They never sing songs in the car

‘Extra activity 1 (if time)

629 ACTIVITY 13 Look and make sentences Use the words

the boxes

Focus pupils on Activity 13 and on the pictures Elicit some of

the activities and focus them on the words in the boxes

@ Demonstrate the activity using open pairs Pupils work individually and write sentences in their notebooks Encourage them to try and make true sentences if they can Monitor and

help/check Make groups of four Pupils take turns to say some

of their sentences to the group

AB29 activity 8 Play bingo

on the activity Elicit some of the sentence options from

different pupils in the class Tell pupils they are going to play bingo

AB29 Make three sentences

Pupils tick them off as they hear them The first to tick off a

horizontal line shouts Line! The pupil reads out their sentence

for you to check if it is correct / matches the words and

phrases called If it is, they get 5 points Continue until one pupil has ticked all 12 squares The pupil shouts Bingo! Check their sentences If they are correct, award 10 points Repeat

AB29 activity 9 Write sentences about you

using the grid at the top of the page to help with sentence

structure and ideas Elicit what happens to the verb when they write about themselves, e.g | wake up Monitor pupils as they are working

AB29 activity 10 Look at the question Make new words

@ Write the question on the board Draw lines from the letters lunch in the question and write lunch under the question

to show how the activity works Pupils use letters from the

sentence to make new words Pupils work in pairs Give them

a time limit to find as many words as they can Check with the

class Count up the total number of words the class found

Key: Answers may include: book, twelve, watch, have, town

Ending the lesson

Unit 3 A day in the life 39

Trang 30

Key language: the phoneme /a/, dancer, singer

Additional language: a grown up

Revision: people and jobs, family, prepositions, driver, market,

café, clever, city, village, carry, naughty, Tuesday, fair, after,

colour, shower, kitchen

Extra activity 1: Strips of paper for pupils to write their

sentences on, about four for each pupil

Warmer

final two letters: teacher, doctor, farmer, officer, brother, sister

Say Do the ends of the words sound the same or different?

Pupils say them to each other in pairs Check with the class and

confirm that they sound the same Say each word, making it

clear that the final sound is unstressed Clap the words as you

say them: CLAP clap Say This sound has a name It’s called the

schwa and it looks like this Write /o/ on the board Elicit why

the two lines // are important (they show it’s a sound, not

a letter)

what they can see in the picture Listen for the correct sound at

the ends of the words Direct pupils to the activity instruction

and check understanding Tell pupils to listen and point to the

people in the picture the first time Play the CD Pupils listen

and point Play the CD again Pupils join in with the chant

Check pupils are saying the words and sounds correctly Clap

as in the warmer if it helps Pupils repeat the chant, quickly

and then in groups Focus them on the variation of spelling

PB30 activity 15 Listen Can you hear /a/? Say ‘yes’ or ‘no’

to read them aloud Check understanding Remind pupils to

whisper Yes or No to their friend the first time Play the CD

Pupils listen and whisper Play the CD again Stop after each

‘one to elicit Yes or No

Key: Yes: 1, 3, 4, 6, 8,9, 10, 12, 16

1 dancer, 2 shows, 3 driver, 4 trousers, 5 drives, 6 clever, 7 wears,

8 singer, 9 answer, 10 sweater, 11 what, 12 shower, 13 sings,

14 dances, 15 tennis, 16 water

4o Kids Box Teacher’s Book 3

questionnaire Talk them through the questionnaire on the Pupil’s Book page and explain what they have to do Pupils walk around the class and choose five different pupils They ask the

questions, note the friend’s name and the answers (every day / sometimes / never) Monitor and help

notebooks, using information from the questionnaire, e.g Sally never watches TV

AB30 ACTIVITY 11 Listen and tick the words with /a/

Tell pupils to open their Activity Book at page 30 Focus them

on the activity Write /a/ on the board and elicit a word as

an example Check with pupils which part of the word is the schwa sound Pupils listen and put a tick when they hear a schwa Play the CD Pupils listen and tick or cross Play the CD again Pupils check in pairs Play each word and check with

the class Write the schwa words on the board Clap to show

where the strong/weak parts of the word are and underline the

part where the schwa is, e.g above

Key: 3, 5, 6, 9, 12, 14, 15, 16

As in Activity Book AB30 ACTIVITY 12 Read and complete the story

‘© Focus pupils on Activity 12 Elicit what they can see (a text with pictures in) Pupils work in pairs They read the text and say the missing words Pairs check with pairs Check with

the class by asking pupils to take turns to read the sentences Pupils write the words in the gaps Encourage them to use their

dictionaries / each other for spellings Check understanding by asking What does Paul do at eight o'clock? What does he do

after his shower? Where does he go for breakfast? What does

he put on after breakfast? What does he catch to school? What

does he play on after dinner?, etc

Key: 2 shower, 3 kitchen, 4 jacket, 5 bus, 6 school, 7 four o'clock,

8 computer, 9 bed, 10 nine o'clock Extra activity 2 (if time)

Joke box

© Focus pupils on the Joke box Tell the joke to pupils as they follow in their books Mime and use your voice to convey the meaning of the joke and the fact that it is a joke If pupils don't get the joke the first time, tell it again

Ending the lesson

the chant Each time they repeat it, they miss out one word,

but continue to clap When all the words are missing, they

start to reintroduce them one at a time.

Trang 31

@ TARGET LANGUAGE

Key language: language from the unit, show, Everybody knows

vn, Feporter

Additional language: follow, tell

Revision: the Lock and Key story, adjectives, episode

Warmer

Oh, no, they're not! as the audience do in pantomimes Say

some statements to review the story The class respond in

chorus accordingly, e.g Lock and Key are doctors (Oh, no,

they're not!)

Story

PB31 LOCK AND KEY

episode four Use the pictures to teach the words reporter,

‘follow Set the pre-listening questions: What's the reporter's

name? What time do Lock and Key get up? Do Lock and Key

always follow people? Play the CD Pupils look and listen They

check in pairs Check with the class (Johnny Talkalot, Never

before ten, No, sometimes) Play the CD again Pupils listen

and repeat Encourage them to say the words with intonation

and feeling

e.g What questions is Johnny going to ask? (about their work)

What time does he think they get up? (before you and me /

early) What's Key wearing? (pyjamas) Is he working? (no)

Are the detectives clever? Why / Why not? Ask pupils for their

answers to the questions that appear in the final frame

AB31, DO YOU REMEMBER?

as a mind map Elicit the spelling from the class Include: wake

up, get up, have a shower, get dressed, catch the bus, do my homework, wash my hands, get undressed, go to bed

activity in previous units, They study the words on the right

in silence, using the pictures to help They fold the page down the middle so that they can see the pictures and the gaps for the words Without looking, they write the words in pencil, using the pictures to help They check in pairs, asking, e.g How

do you spell ‘undressed’? They don't look at the words on the right When pupils have finished, they can either correct their

own work or swap books with their friend and check their

partner's,

AB31 CAN DO,

the sentences together Read the first sentence Elicit what this means with examples and elicit/remind them of the activities

they did in this unit when they talked about their daily

routines Review what the three faces mean (not very well /

OK / very well) Tell pupils they colour in the one they think is

true for them

a face Repeat for the third sentence, eliciting the days of the

week from pupils and asking questions, e.g Which day comes before Sunday? Pupils colour in a face

Unit 3 A day in the life 41

Trang 32

Key language: job, teacher, dentist, police officer, firefighter, nurse,

uniform, accident, special clothes, stop, safe, mask, bad, hospital

Additional language: siren, Do you know that , not well, part

of ., fire station, fire engine, fire hose, surgery

Revision: present simple, adverbs of frequency, daily activities, help,

need, people, animals, farm, teeth, look at, water, ladder, favourite

Warmer: Sounds on CD or a section of a DVD of police/fire

sirens rushing to an incident

Extra activity 2: Write the following on a large piece of paper

before the lesson:

to what they can hear/see Use questions to prompt responses,

e.g What can you hear/see? What are the people doing?

What's the problem? Where are they? Encourage pupils

to contribute from their experience (parents’ jobs, TV

programmes, films, etc)

fact and read it aloud for them Elicit their ideas and responses

PB32 activity 1 Listen Who is it?

job Direct pupils to the activity instructions and check

understanding (they match the pictures with the definitions

they hear) Play the CD Pupils listen and point to the correct

picture to show their partner Play the CD again Pause after

each definition and elicit the response from the class Check

key vocabulary in the definitions

Key: nurse, firefighter, teacher, dentist, police officer

This person uses water to stop big fires

This person works in a school and helps children to learn

This person knows a lot about teeth

This person works in a police station and often drives a car as part of her job

PB32 activity 2 Look at the pictures What's Ben’s job?

@ Focus pupils on Activity 2 Using the pictures, elicit/teach

uniform Focus pupils on the title People who help us Elicit

what this means Set pre-reading questions: What's Ben's

job? Where does he have breakfast? Where does he help the

‘animals? Pupils read quickly and silently to find the answers They check in pairs Check with the class (firefighter, fire station, on farms) Check understanding of farm Pupils take

turns to read the text aloud around the class

PB32 activity 3 Read and say ‘yes’ or ‘no’

understanding Remind them to whisper the answer to their partner first Pupils do the activity in pairs Check with the

class Ask one pupil to read a sentence and the class to respond

Yes or No Elicit the correction for ‘no’ responses and ask pupils

where they found the information in the text

Key: 2 No (He gets up at six o'clock.) 3 Yes 4 No (Every day is

different for Ben.) 5 Yes (Elicit what they think he says.) Extra activity 1 (if time)

B32 activity 1 Look, read and write [YLE]

‘on Activity 1 and elicit who they can see Draw their attention

to word building in farm/farmer and teach/teacher Direct pupils to the activity instruction and elicit what they write (the job) Pupils work individually They check/discuss their answers

in pairs Check with the class Ask a pupil to read the definition and another to supply the job Let the class decide if it's correct

or not before you confirm it Elicit from pupils the key words they used to make the match each time Check with pupils the kind of mask a dentist wears

Key: 2 firefighter, 3 farmer, 4 dentist, 5 teacher, 6 police officer

AB32 ACTIVITY 2 Where do they work? Match

Key: 5, 2, 1,

64,3

AB32 My favourite job

© Discuss the different jobs with pupils Elicit which they like and why: | want to be a firefighter because Encourage pupils to express ideas and opinions, recasting their L1 responses into English Supply other jobs if appropriate Pupils do a mingling

activity They walk around the room Clap your hands They

form pairs/threes and tell each other their favourite job and why Clap Pupils move on Repeat

Extra acti

ity 2 (if time)

Ending the lesson

@ Review with pupils what they learnt about in today’s lesson.

Trang 33

® TARGET LANGUAGE

Key language: present continuous for present actions,

imperatives for warnings: Remember , Don't play .,

dangerous, seat belt, remember to , driver, rivers, lakes, a

grown up, handcuffs, thermometer, tractor, bright colours

Additional language: out of his depth, reflectors, jacket,

pedestrian crossing, headphones, parked cars

Revision: people and jobs, can, prepositions, helmet, water,

car, put on, stop, look, listen, cross the street, board

Project: Large sheets of paper, one sheet for each pair

of pupils, magazine pictures, glue, scissors, coloured pens

Extra activity 2: Word train materials from Pupils Book pages

15 and 23 Extra activity 2, a piece of paper for the ‘carriage’

for the words for this lesson

Warmer

say Stop! Ask what the problem is each time For example, put

your bag on the edge of a chair (so it might fall), almost sit on

your glasses, etc

PB33 activity 4 Look at the picture How many dangerous

things can you see?

‘on the picture and elicit what they can see Ask if these things

are OK or a problem, Teach/elicit dangerous Elicit one or two

other things which are dangerous and why Pupils work in

pairs They look at the picture and find as many dangerous

things as they can

Key: Five

PB33 activity 5 Match the sentences with the people in

the picture

understanding In their pairs, pupils read the sentences and

match them with parts of the picture Monitor and support if

necessary Encourage pupils to guess the meanings of some

words Check with the class Pupils read the sentence and

hold up their book to point to the part of the picture Ask

pupils if they agree with the advice/warning each time Elicit

understanding of key words Encourage pupils to guess Elicit/

check the concept of the imperative (warning/strong advice)

Key: 1 d,2 a, 3 e,4 b, 5C

PB33 PROJECT Make a poster about people who help us

@ Focus pupils on the picture for this activity Elicit what the

children have done (made a poster / done a project) Ask pupils

to read out the instructions in turn Elicit/check with them what

‘they are going to do Hand out the large sheets of paper, glue,

scissors, magazines and coloured pens Give a clear time limit Pupils select pictures for their project and stick them on the paper They can also draw the pictures themselves They label

and title their posters and write answers to the two questions Display the posters around the class

AB33 ACTIVITY 3 Choose and tick the boxes

eg This person sometimes wears a mask This person works

inside (dentist) Don’t make them too easy

@ Tell pupils to open their Activity Book at page 33 Elicit the

names of the children (Daisy, etc.) Check pupils remember who are boys and who girls Pupils decide what each child wants to be and ticks the box (Daisy is done as an example)

‘AB33 Now ask and tick

© Focus pupils on the question and the answer in the speech bubbles Make new pairs Pupils take turns to ask and answer and write their partner’s choices in the second grid Make sure pupils ask and don't look Check with the class Say, e.g Who thinks Fred wants to be a teacher?

AB33 activity 4 Make sentences Do you remember?

about the picture from the beginning of the lesson Elicit some

of the warnings Focus pupils on the activity instructions and then on the split sentences on the page They work individually

to match the sentence halves They check in pairs Check with the class

Unit 3 A day inthe life 43

Trang 34

@ TARGET LANGUAGE

Key language: bank, bus station, café, cinema, hospital, library,

market, shop, sports centre, supermarket, swimming pool, near,

opposite

Additional language: cool, over here, see you, borrow (books),

High Street

Revision: house and home, prepositions, map, food, look at,

Let's ., shoe shop, toy shop

Warmer

four pupils to come to the front Give them instructions, e.g

Sara, stand between Philip and Anthony George, stand behind

Philip Give other instructions to practise all the prepositions

Repeat with another group of four

®@ Introduce near and opposite and demonstrate using pupils/

objects Invite another group of four and give instructions,

including the new prepositions

Presentation

hospital, shop, sports centre, supermarket, swimming pool,

library, market, park) using questions, e.g Where can we do

our shopping? Where can we play sports / watch a film /catch

a bus? Elicit the names of the shops, sports centres, etc locally

to check pupils’ understanding Elicit the words again and

develop a mind map around the topic In the city

PB34 activity 1 Listen Find Meera’s flat

village in the country to a flat in the city) Tell pupils to open

their Pupil’s Book at page 34 Focus on the picture Elicit

what they can see Review map and the new vocabulary Ask

questions with Where to elicit prepositions, e.g Where's the

swimming pool? (behind the sports centre) Direct pupils to

the activity instructions and check understanding Play the CD

They place an eraser on Meera’s flat (behind the park, next to

the library) They check in pairs Play the CD again Check with

the class, Check general comprehension by asking, e.g Where's

the sports centre? (next to the bus station) Where does Meera’s

‘family buy their food? (at the market) What's the name of the

street with lots of shops? (High Street)

MEERA: Look at this map My new flat’s on it

ALEX: Cool! Is there a sports centre near you?

MEERA: Yes, look It’s over here, next to the bus station

SIMON: Wow! And there’s a really big swimming pool behind it!

STELLA: Oh, look Here’s Park Road There's a big library Mmm

Lots of books there

MEERA: Yes, that’s next to the bank, where my dad works

LENNY: What's this, next to the cinema?

MEERA: That's the market We get our fruit there

ALEX: Oh, we go to the supermarket to get our food

SIMON: Mmm Food Come on! Let's go for lunch

ALEX AND LENNY: Yeah, good idea, Simon See you, Meera!

See you, Stellal

MEERA: See you!

STELLA: So where is your flat, Meera?

MEERA: It's here, behind the park, next to the library

PB34 activity 2 Read and say

bubble Two pupils read the statement and answer aloud

Practise other questions and answers in open pairs to check understanding and correct use of prepositions

Then they take turns to say the statement and the place

Ask questions around the class about places where they live Help with new vocabulary if necessary Pupils ask and answer

in open pairs

Extra activity 1 (if time) B34 ACTIVITY 1 Write the words

to the activity instruction and check understanding Pupils work individually They write the words under the pictures They check in pairs and then as a class

Key: bank, bus stop, cinema, bookshop, sports centre, swimming

pool, supermarket

AB34 activity 2 Look at the code Write the secret

message

Check they know how it works Pupils work in pairs to work

‘out the code and complete the message Check with the class

Key: There’s a swimming pool next to the cinema

‘AB34 Now draw the picture

Trang 35

Key language: infinitive of purpose, e.g You go there to buy

food Where do you go to see a film? fruit, vegetables, money,

CD, flowers

Additional language: volleyball

Revision: town, prepositions, doctor; toys, swim, play badminton,

fly akite, buy, tennis

Warmer

the centre of the board and elicit the words from the previous

lesson, e.g bank, library Check for correct pronunciation Ask

‘one or two questions to prepare for Pupil’s Book Activity 4,

e.g Where do you go to watch a film? (cinema) Pupils copy the

mind map into their notebooks

PB35 activity 3 Look at the picture Listen and answer

to the Activity 3 instructions and check understanding Give

them time to study the picture and find the places Play the CD

Do the first one as an example Play the rest of the CD Pupils

whisper the answer to their partner Play the CD again Check

after each one to elicit the answer from the class, or from

groups of pupils

Key: It’s next to the cinema It’s next to the supermarket

It's between the bank and the hospital It's next to the

swimming pool It’s next to the bus station It's next to the

supermarket It's behind the park

CD 1

Where's the park?

Where's the bus station?

Where's the hospital?

Where's the supermarket?

Where's the sports centre?

Where's the cinema?

Where's the bank?

Where's the swimming pool?

6

speech bubble Two pupils read the question and the answer

aloud, Direct them to the activity instruction and check

understanding Pupils do the activity in open pairs Check for

correct rhythm and intonation in the question (weak forms /

falling tone) and sentence stress in the answer (on the place)

Make sure all pupils in the class ask or answer Pupils work

in pairs, taking turns to ask and answer More confident

pupils can ask about different places Elicit understanding of

impersonal you and that it doesn’t refer to individual pupils

Key: 2 the sports centre, 3 the market/supermarket,

4 the bank, 5 the bus station, 6 the hospital, 7 the park,

8 the swimming pool

PB35 Activity 5 Look at the picture Play the memory

game Ask and answer

Pupil B looks at the picture and asks questions as in Activity 4 Pupil A answers Pupils then swap roles, with A asking and

B answering

AB35 activity 3 Look, read and write

pictures Direct pupils to the activity instruction and check

understanding Pupils work individually and write the shop/

place in pencil They check in pairs Remind them to check the

Pupil’s Book or their notebooks for the spellings Check with

the class by eliciting the word and the spelling for each one

Key: 2 library, 3 sports centre, 4 bank, 5 cinema, 6 bus station,

7 swimming pool, 8 market

AB35 activity 4 Answer the questions about your town

@ Focus pupils on Activity 4 and on the activity instruction

Check they realise they talk about their town/city Pupils ask and answer the questions around the class in open pairs Remind pupils where the places are if they don’t remember Pupils then write the answers in their Activity Books Monitor and help where necessary

Ending the lesson

town is and why

Unit 4 In the city 45

Trang 36

® TARGET LANGUAGE

Key language: must for obligation, impersonal you, study,

exam, tomorrow, tidy, untidy

Additional language: book on doctors, book about football, now

Revision: town, quiet, love + -ing, come back, need to, Let'S

Extra activity 1: The CD script from Pupil’s Book Activity 7

written on a large piece of paper

Warmer

cover the text with paper Elicit what they remember about

the warnings with Dor’ , e.g Don’t play in rivers Don’t cross

between parked cars Don't play football in the street Move

the focus to the classroom Provide three sentences which are

true for their classroom: Don’t talk in class Don't be lazy Don’t

speak in (their mother tongue) Write them on the left of the

board Say Don't talk in class You must be quiet Write the

second sentence next to the first Check pupils understand that

they have similar meanings Repeat for the other sentences

(You must work hard You must speak English) If you have

classroom rules posted on the wall, refer pupils to these as

other examples Elicit/check the concept (obligation / it’s very

important / it’s a rule)

at the pictures Elicit who and where the characters are Ask a

pupil to read the activity instruction aloud and others to take

turns to read the four questions Pupils compare their answers/

predictions in pairs, looking for clues in the picture

@ Play the CD Pupils listen for the answers They check in

sentences for the answers Focus on the sentence We must go

and catch the bus Point out to pupils that must is the same

for all persons (/ must, She must, You must, etc.) Focus pupils

on the Look box Check general comprehension by asking, e.g

Why does Stella say ‘Shh’ to Lenny? (They're in the library and

they must be quiet)

Key: 1 They are in the library 2 They are looking at books

3 He's got a book about football 4 It's five o'clock

CD 1,47

NARRATOR: The children are in the library, looking at books

Lenny: Look at this book, Stella! It's about football

STELLA: Shh, Lenny! We're in a library We must be quiet

LENNY: Oops, sorry

LENNY: Meera, look what I've got

MEERA: That's nice, Lenny

LENNY: It's about football! It’s got lots of pictures of my

favourite players!

MEERA: Shhhh, Lenny You must be quiet in the library!

LENNY: Sorry!

‘ALEX: Hey, Lenny What have you got?

LENNY: It’s a book about football

SIMON: Cool! That's GREAT! Can | see? Look, it says football i: STELLA, MEERA: SHHHH, SIMON! YOU MUST BE QUIET IN THE LIBRARY!

GRANDPA: Come on, everybody It's five o'clock We must go and

catch the bus now

LENNY: OK, OK Can we come back next week?

GRANDPA: Yes, | think so but you must be quiet!

PB36 activity 8 Listen and say ‘yes’ or ‘no’

understanding Elicit that they whisper to their partner the

first time Play the CD Pupils listen and whisper Play the CD again Pause after each one Elicit the response (yes/no) from the class and a correct sentence for ‘no’ responses If pupils

can’t remember (this is not a test of memory), play the CD for

Activity 7 again

Key: 1 No - they're at the library 2 Yes 3 No — he's got a book about football 4 Yes 5 No — they must catch a bus 6 Yes

The children are at the bank

You must be quiet in the library

Lenny’s got a book about art

The book's got lots of pictures of Lenny’s favourite football players

5 Grandpa Star and the children must catch a plane

6 The children want to come back next week

on the activity instruction and check understanding Elicit the

answer for the first one as an example (library) Pupils work individually and circle the correct answer in pencil They check

in pairs Check with the class Elicit other examples for each

one, e.g 1 cinema, Key: 2 b, 3c, 4 C, 5 C, 6 a, 7 b, 8 a

AB36 ACTIVITY 6 Read and match

® Focus pupils on Activity 6 Elicit what they can see in the picture (Suzy’s bedroom) and elicit/teach untidy/tidy Say

Suzy’s bedroom is very untidy She must tidy it Direct pupils to the activity instruction and check understanding Pupils work

individually They can ask their partner for help They check

in groups of three Monitor and check pupils’ work

You must put your pencils in your pencil case You must put

your books in your bag You must put your hands on your desk

You must stand up.

Trang 37

Key language: must for obligation, can for permission

Revision: town, school, clothes, lunch

Extra activity 1: Photocopiable activity 4a (see page 93), one

copy for each pupil copied onto thin card and one set for

yourself, scissors

Warmer

@ Review must by asking What must you do at home to help your

mum and dad? Pupils respond / must Write the ideas on the

board

PB37 activity g Read and match Then listen and check

the pictures and elicit what they can see Direct pupils to the

activity instructions and to the sentences Check understanding

Pupils match the sentences with the pictures They write

the numbers and letters in their books They check in pairs

Check with the class Elicit/teach the difference between must

(obligation / it’s very important / it’s a rule) and can (permission)

Provide other examples which are in daily use in the classroom,

eg You must do your homework You can work with a partner

Note pupils are only familiar with can for ability

Key: 2 —f,3 — b, 4— 8, 5 — @, 6€

As in Pupils Book

PB37 AcTiviTY 10 Sing the song

with actions Encourage them to use appropriate intonation for

the dad and the girl Repeat the song with the class until they are

confident Make two groups: dads and girls They sing the song

in role and then swap roles and repeat

Now sing the song again (Karaoke version)

B37 activity 7 Read and tick What must children do

at school?

on the school rules Pupils take turns to read them aloud,

including We must at the beginning of each one Tell pupils to

choose which rules they like They compare in pairs (they don’t

have to agree)

B37 activity 8 Now listen and check Write sentences

of another colour next to the sentences they hear on the CD Play the CD Pupils check in pairs Play the CD again Check

with the class by eliciting the sentences from the CD Pupils write the sentences in their books They follow the model

1 We must answer the teacher's questions

2 We must listen to the teacher

3 We must come to class with a pencil

4 We must put our hands up to speak

5 We must do our homework

6 We must speak English in class

AB37 What must you do at school?

© Brainstorm with pupils some of their responses to the question What must you do at school? Keep them positive or recast pupils’ ideas so that they can use must Individually, pupils choose the four they think are most important for making the school a happy and fair place They write them in their Activity Books Monitor and check

Ending the lesson

I must clean my room, help my mum and feed my hamster, etc

Stop the chain when it gets to about six activities and start another one with, e.g At school ./ At the swimming pool

Unit 4 Inthe city 47

Trang 38

Key language: syllable, stress

Additional language: find a time

Revision: town, home, sports, family, jobs, can (permission), must

Photocopiable activity 4b (see page 94) for Activity 13, one

photocopy (cut in half) for each pair of pupils

Extra activity 2: Two or three rolled up newspapers

Warmer

'® Say Look and think Write these words at random across

the board: money, currency, price Say: Think about the

sounds How are they different? Supply syllable if pupils don't

remember the word Clap to show the syllables in the words to

reinforce the concept Elicit other words of one, two and three

syllables from the class

they can see in the picture Focus pupils on the activity

instruction Tell pupils to point the first time they listen and to

say the word quietly to themselves Play the CD Pupils point

and quietly repeat the words Play the CD again for pupils to

PB38 activity 12 Listen Repeat and clap

to show the syllables and the stress in each word Demonstrate

by clapping the words, clapping more loudly for the stressed

syllables, Play the CD again with the class Pupils clap loudly

and quietly to indicate the stress Elicit what they notice about

where the stress falls in the two- and three-syllable words (on

the first syllable)

1 radio, 2 school, 3 playground, 4 park, 5 cinema, 6 station, 7 map,

8 city, 9 street, 10 afternoon, 11 question, 12 motorbike, 13 dirty,

14 walk, 15 fruit, 16 beautiful

PB38 activity 13 Ask and answer Find a time when Vicky

and Sam can play tennis

@ Focus pupils on Activity 13 and on the activity instructions

Check understanding If you didn’t do Extra activity 1, review

use and meaning of must with reference to school rules,

etc Divide the class into pairs A and B Hand out a copy of

Photocopiable activity 4b (see page 94) to each pair: Vicky's

diary to one pupil and Sam’s to the other Pupils take turns to ask

and answer about the two children, following the model on the

's Box Teacher's Book 3

Pupil’s Book page, and find a time when they can play tennis Remind pupils not to look at each other's diaries Monitor and help/prompt Elicit the answer from the class (Thursday)

AB38 activity g Listen and write ‘1’, 2’ or 3’

to the activity instruction and elicit what the numbers refer to

(number of syllables) Play the CD Stop after number 1 and check (3) Play the rest of the CD Pupils write the numbers They check in pairs Play the CD again Check with the class Key: 2: 1, 3: 1, 4: 2, 5: 3, 6:1, 7: 2, 8: 1, 9: 3, 10: 2, 11:1, 12: 2, 13: 2, 14: 1, 15: 3, 16: 1, 17: 2, 1: 3

1 Saturday, 2 night, 3 straight, 4 evening, 5 seventy, 6 home,

7 morning, 8 stairs, 9 forty-two, 10 downstairs, 11 park,

12 thirteen, 13 village, 14 bank, 15 twenty-one, 16 beard,

17 Wednesday, 18 afternoon AB38 Activity 10 Put the words in groups

@ Focus pupils on Activity 10 Check they understand the

instructions (groups = word families) They work in pairs and write the words in pencil in the correct column Pairs check

with pairs Check with the class

Key:

Jobs: farmer, teacher, dentist, nurse, driver

Places: cinema, shop, hospital, library, café

Home: basement, downstairs, floor, balcony, lift Family: uncle, daughter, parent, aunt, grandson

Extra activity 2 (if time) Joke box

° Focus pupils on the Joke box Tell the joke to pupils as they follow in their books Mime and use your voice to convey the meaning of the joke and the fact that it is a joke If pupils don’t get the joke the first time, tell it again

Ending the lesson

of the lesson Divide the class into four They each take a line The first time they chant and clap The second time they only clap They should be able to hear that all the lines are the same rhythm.

Trang 39

Key language: language from the unit, bank robber, look for,

Hands up! Give me

Additional language: | really need ., so

Revision: episode, cash, money, Lock and Key, No problem, must,

shopping, lovely day, Let's go, Don’t touch

Warmer

bubbles from previous episodes and write them on the board

Elicit from pupils who said them and what's happening in

that episode

Story

PB39 LOCK AND KEY

episode this is (5) Focus them on the Wanted notice on the

computer screen (they will remember what this is if they did

Extra activity 2 for Pupil’s Book page 24) Use the picture to

teach bank robber Set the pre-listening questions: What's the

bank robber's name? Does Mrs Potts’ friend like shopping? Do

Lock and Key catch the bank robber? Play the CD Pupils look

and listen They check in pairs Check with the class (Lottie

Cash, Yes, she loves it, No, they catch Mrs Potts’ friend!)

Play the CD again Pupils listen and repeat Encourage them

to say the words with intonation and feeling

e.g Why must Mrs Potts’ friend go to the bank? (she needs

some money) Where are they going shopping? (in the city)

Who does Key think he sees? (Lottie Cash) What does Lock

say? (We must stop her) Elicit what Key's favourite phrase is

(No problem, Lock) Ask if it's true (no)

B39 DO YOU REMEMBER?

Brainstorm the words from the unit with pupils and write them

as a mind map Elicit the spellings from the class Include:

bank, bus station, cinema, library, market, supermarket, sports

centre, swimming pool Accept other words if pupils give them

activity in previous units They study the words on the right in

silence, using the pictures to help They fold the page down the

middle so that they can see the pictures and the gaps for the

words Without looking, they write the words in pencil, using the pictures to help They check in pairs, asking, e.g How do

you spell ‘cinema’? They don't look at the words on the right

When pupils have finished, they can either correct their own work or swap books with their friend and check their partner's

AB39 CAN DO

the sentences together Read the first sentence Elicit what this

means with examples and elicit/remind them of the activities they did in this unit when they wrote city words Review what the three faces mean (not very well / OK / very well) Remind

pupils they colour in the one they think is true for them

Repeat for the second sentence, eliciting/reminding them

of the activities they did in this unit when they talked about places in their city Pupils colour in a face Repeat for the third sentence, eliciting things they must do in school and at home Pupils colour in a face

of three and take turns to show their work for / talk about

each one

Ending the lesson

Unit 4 In the city 49

Trang 40

@ TARGET LANGUAGE

Key language: money, currency, coins, notes, pence, pound,

add, take away (subtract), price, pay, metal, Middle East,

How much ?, total, menu, numbers

Additional language: What else ? the first people to use

‘metal coins lived ., money box

Revision: food, want

CD of a song about money, e.g: Money, money, money (Abba),

Money (Pink Floyd), any British notes and/or coins you have /

can find, your local currency

Note: Check the exchange rate of your currency against

pounds sterling

Warmer

@ Play the CD quietly in the background Put some of your local

currency (coins and notes) on the desk Say Look I've got some

money I'm rich! Hold up the coins and notes Elicit from pupils

in English how much they're worth, e.g That's 10 euros That's

50 cents Elicit names of money used in any other countries

Elicit what the CD is about - money!

map and elicit if they know where this is Ask a pupil to read

‘out the fact Check understanding of the concept and also

check understanding of metal

PB40 activity 1 Read and answer the questions

notes If you have some of these coins and notes, show them

to the pupils and let them handle and look at them Hold up your book and point to the different coins on the page Say what each one is and pupils repeat Encourage pupils to ask questions about the money on the page (or in their hands)

them to listen Ask What's our currency called? / What's the currency in the USA called? to check understanding of currency Say/read Look at the coins How many different metal

coins are there? Lead the counting with the pupils, showing

your book as you count (eight) Read the second question

Elicit the answer (purple)

Say Let’s add the coins Show/draw/write each coin on the

board and lead the addition with the class Say Wow! The total’s £3.88, Now you try Add the notes What's the total?

Pupils do the addition and check in pairs Check with the class (£85) Tell them what that’s worth in your currency

Note: A £5 coin is legal tender, but is rarely seen or used

A £100 note exists, but is not often seen or used

so Kid's Box Teacher's Book 3

PB40 activity 2 Read and do the sums

@ Doa few simple sums on the board to teach add, take away

Do a few quick mental sums around the class, e.g What's five add six? What's ten take away four? Demonstrate Activity 2 using a simple problem Say I've got three pounds | want to

buy a Lock and Key comic It's two pounds fifty After | buy the comic, how much have | got? (sop) Check understanding/use

of How much ?

© Focus pupils on Activity 2 Say This is like the Lock and Key comic problem Read the problem aloud for pupils Check understanding of price with reference to your problem, and money box with reference to the picture Focus pupils on the

questions Ask two pupils to read them aloud Check pupils

understand what the questions are asking and where they

find the information (the money is on the page) They work

in pairs or individually and work out the answers Monitor

and support/prompt Check with the class

Key: 1: £7.15, 2: 70 pence

Note: Some pupils may find this difficult because it's Maths,

not because it’s English

AB40 activity 1 Think and write the words

them on Activity 1 and use examples on the board to show them what to do Pair pupils with stronger and weaker

logical-mathematical intelligences They work on the problem

together, Monitor and help Check with the class and elicit the

spelling for each number Elicit the answer to the question

Key: fourteen, sixty, seventy, nineteen, thirty, fifty, forty, ninety; bus station

AB40 activity 2 Look at the menu Read and answer

(a menu) Check understanding of menu and of the foods Pupils read the problems and answer the questions Check

understanding of What else ? by demonstration, e.g refer

to the problem in the Pupil’s Book Say Peter buys the computer game He has 70 pence What can he buy with 70 pence? Or

what else can he buy?

problems and the menu and answer the questions Pairs check

with pairs Check with the class

Key: 1a £6.05 (six pounds, five), 1b fish, rice and salad, 2a £4.35 (four pounds, thirty-five), 2b a burger

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