get set go 2 teachers book

Тeoсher's Book Cothg Lowdou CoNТENTs SYLLABUS pagе INTRODUCTION pagе o Aims this level O Ъaсhing young pupils of О Components of the сourse O Pupil,s Book aсtivities _ o suggested proсedures Teaсhing tips LESSON NOTES ACTIVITY BANK TESTS ANSWER KEY TO TESTS WORDLIST OXFORD UNIvЕRsIтY PREss pagе page 84 pagе 86 pagе 94 pagе 95 Photoсopying Gleat сlaтendon Stlеet, oxгold ox2 6DP oхford Univеrsity Pless is a dеpaгtmеnt ofthе University ofoxford Univеrsф's objeсtive of,eхсellеnсe in resеarсh, sсholaгship, аnd еduсаtion by puЬ1ishing worldwidе in It fi.rгthетs the The Publishеr gтаnts perтnission fol thе photoсopying ofthosе pagеs marked photoсopiablе' aссoгding to the folldwing сonditions Indiйdual puтсhаsетs may make сopiеs foт their own use от for use by сlasses thаt they tеасh sсhoo1 Purсhаsегs mаy makе сopiеs fот use by stаffand studеnts, but this pегmission doеs not eхtеnd to additionа1 sсhools oт Ьтanсhеs oxfoтd NewYoгk Under no сiтсumstanсes may аny paгt ofthis Ьook be photoсopied foг гesale Auсkland СаpeTown Dares Salаam HongKong Kaгaсhi Aтry wеbsites геfеIled to in this Pubiiсаtion аIe in thе puЬliс domаin and their аddгеsses aгe proйded by oxfoтd Univеrsity Pтess for infoгmаtion I(uala Lumpur Mаdгid Мelbouгne Mexiсo сity Nаiгobi NеwDellri Shanghаi Tаipei Toronto With offiсes in Aгgеntina Austтia Bгazi1 Сhile СzесhRepubliс Fтanсe Greесе Guаtеmala llungary Itаly Japan Poland Poгtugal Singаpoгe southKоIеa Switzeтland Тhailand Тuтkеy Ukrainе Vietnam oхFoRD аnd oxгoкп ЕNGlIsн aIе registеIed tradе marks of oxfoгd Univeтsity Pтеss in the Uк and in сегtain othel сountlrеs oхГoгd Univeгsiry Pгеss 1995 The moral гights ofthe аuthoг havе been asserted DаtаЬаse гight oxfогd UnivеIsity Pгеss (makег) @ First prrЬlishеd l996 20I4 2()Iз 20] 2()l | ]0l() 20 19 18 17 16 15 14 1з 12 Аll гights геsеrvеd No palt ot this prrbliсаtion mаy bе геpгoduсed, stoгеd in а геtliеvаl systen, oI tlаnsmitted' in any forrп or by alry meаns, without the pтior peгmission in wгitiпg of oxfoгd Universiф Pтess (with the so1e ехсeption ofphotoсopying сalгied out undeI thе сonditions stаtеd in the paтagтаph heаdеd Photoсopying,), oг as expтessly pеrmitted Ьy laц or undет teтms аgтеed with thе appropriate гeprogтaphiсs тights oгganization Еnquiтiеs сonсerning гepтoduсtion outsidе the sсope ofthe аЬove should bе sent to the ЕIT Rights Depaгtmеnt, oxford UnivelsitУ Press, at the addrеss abоve You m1rst not сilсulate this Ьook in any othег binding oт сover and you must imposе this samе сonditiоn on any aсquirer оnlу oxfoгd Univeтsity Pгеss disсlaims any гesponsiЬility foг the сontent ISBN-13: 978 o 19 4З57o2 Dеsigтеd aлd гуpeset by oxpгint Design oхfoтd Printеd in сhina AСкNоwlвDGЕМ в NTs Illustrations by Daйd Loсk' Heаthег С1aгkе SYLLABUS Unit I the сlub Longuoge Unit Longuoge olphobet I,m (Peter) Whаt's gour namе? This is (SаЛgI t2 Is it mg/gour (kitе)? toUs Whosе is How аre gou? food Is this (Jenng's) (kite)? Yes, it is No, it isn't These are mg/(Biff's) (togs) r3 Is Whаt,s this? It,s а (bаnаna)/an (аpple) it а (rubber)? Yes, it is' No, it isn,t, food сommonds сiothes this? |t.s lBiff.sl There,s one (аpple) There аre (three) (oranges) numbers: ll-30 сlossroom з с1ossroоrn togs present сontinuous This is (а shirt), These аre (shoes) I,m/(Edwаrd's) weаfing (a T-shirt) l5 present сontinuоus: oсtion vеrbs (Helen's) (swimming ) (Theg're) (eating Is he/she (eаting)? numbers: l*10 plurols -S onе (bсlg) two (bаgs) t4 lеisure Look аt mg (togs) This is а (red) (bаL]oon) Yes, he/she is No, he/she isn't Are thеg (p]сlging footbа]])? сo1ours jobs He's/She's a (doctor) Is he/shе а (fаrrner)? is Yes, hе/she mg fomilg Yеs, theg onimс1s I oсtivities t 50 the foсe !0 the bodg oсtion verbs сln,/cаn, t (r e аd ) lt cаn, t7 negotive сommonds zoo Where аre gou? Where's (SаЛg)? (She's) (in) (Helen's bedroom) Is (she) (in) (the bаthroom)? The (cLock) is (neхt to) the (tаb]e), lq dotes No, hel,she/I can,t ordinols It,s the (ninth) of (Оctober) When,s (Biff's) birthdаg? It's on (Januаrg) the (fifteenth), I've got (a big, red nose) Here аre (Ann аnd Dаn) The g,re/The g аren,t (twin s )/( eig ht) Theg,veПVe've got (grcen eges) 20 present simp1e: 1йe togs I Like/don,t Like (ro]]et skаtes) It's/He's/She's got (bLue eges) sсhool subjeсts Hаs it'/Ile/she got (b]ue eges)? Yеs, it,he/she feelings Whаt time is it? It,s (nine) o,c]ock Whаt's he/she doing? Whаt аre goiltheg doing? t Cаn he/shе/gou (reаd)? q t6 the home (It,s) vera t o]d l t Гt.s l Yes, he/she/I oсtivities r8 It's/Theg're (big) c No, theg аren't No' he/she isn,t How o]d аre gou? I'm (seven)' Who's that? That's (Helen) (She's) mg (sister) It's (Bobo's) (sister) (Her) nаme's (Bonng)' I,/II e/Sh e аre' Are gou (eating)? Yes, I am No, I'm not Whаt's hjs,/her nаme? ) hаs No, it,he/she hasn,t 2l 22 foоd I,m/She,s (thirstg), You аren't (hot) Arc gou (sаd)? Yes we ore' Yes, I аm Nq 9|/е orеn.t No, I'm not, dogs ofthe wеek Do gou ]jke (mаths)? Yes, I No, I don't He/She ]ikes/doеsn,t ]ike (nuts) Does (he) ]ikе (аpples)? Yes, he doеs, No, he doesn,t 23 portg 24 present simple: wonf Do gou wаnt (cheese sandwiches)? Yes, I No, I don't He/She wаnts/doesn't want (ice creаm)' revision INТRoDUCТloN This book aims: О to provide young pupils with a basiс knowlеdgе оf English, giving them a foundation for suссеssful language learning at thе neхt stage О to teaсh pupils to undеrstand and usе some basiс English struсtures and vосabulary о to hеlp pupils dеvelop сonfidеnсе in listening, spеaking' reading and writing Еnglish o to make lеarning Еnglish meaningful, by foсusing on topiсs and voсabulary ofintеrеst to this agе group o to make learning English enjoyablе' through songs' stories, gamеs and сommuniсative aсtivities This lеvel is based around songs' stоriеs and aсtivities сarefully matсhed tо thе interеsts of young pupils, and is suitable fоr use with largе or small сlassеs This book is basеd on sevеral assumptions about thе Way young сhildrеn learn: o Young pupils Гrnd it diffiсult to undеrstand abstraсt ideas, so in the сlassroom it is best to о present as muсh as possible through сonсretе objeсts that сhildren сan touсh and see Wherevеr possible usе rеal objeсts to tеaсh new words, or usе piсturеs and drawings Young сhiidrеn.lеarn through doing,, so it is a good idea for them to be aсtively invоlved in learning, through a variety ofaсtivitiеs Let thеm move around, draщ сolоuц usе aсtions, songs' games' mimеs, etс о Young сhildren havе о о a short attеntion span' so try to limit aсtivitiеs to about 10 minutеs When сhildren beсome restless, movе on to sоmething different; you сan always сomе baсk to the original aсtivity later or in thе neхt lesson Young сhildrеn need to сonstantlу rеvise and reсyсle the language they havе learnt Do this at the beginning of eaсh lesson, or whеn pupils beсome rеstlеss Young сhildren nеed praise and еnсouragemеnt They also nееd to fееl a sensе ofprogress and aсhievеment This lеvеl соnsists of thе following сomponents: Pupil's Book The Pupil's Book introduсes all thе languagе struсtures and voсabulary in thе сoursе and сontains dialogues, storiеs' songs' rhymеs, games and oral praсtiсe aсtivities Most of thе work in the Pupil's Bоok is oral At the foot of every page in thе Pupil,s Book is a small parrot, telling you whiсh pagе in thе Workbook сorresponds with that Pupil's Book pagе Workbook Thе Workbook gives extra praсtiсе of thе language taught in thе Pupil,s Book, and also provides basiс reading and writing praсtiсе It inсludеs simple Summary tables, to сhесk and revise basiс struсtures and phrases There are еight eхtra Rеvision sесtions in the Workbook (one after every thrеe units of the Pupil's Book) Thеsе сan bе usеd in twо ways: еithеr usеd after you have finished teaсhing the threе units of the Pupil's Book, as revision; or used as you teaсh the three units ofthe Pupil,s Book, as extra praсtiсe material The lеsson notes give suggеstions of whеn and how you might use this Rеvision matеrial ПЪen pupils have finished all the aсtivities on a Workbоok page thеy сan tiсk the boх at the bottom Cassettes The Cassettes inсludе all the voсabulary tеaсhing, storiеs, songs and rhymes from the Pupil's Book Book Thе Teaсher's Book givеs suggestions for eaсh lesson, but remеmbеr that thеsе notes are only guidelines _ only you know your сlass, so fee] free to make adjustmеnts where you feel it is nесеssary Thе notеs are divided into Steps Еaсh Step is dеsigned for onе lesson of 30-35 minutеs, but this сan bе еxtеnded or shortеned aссording to your partiсular neеds Thеrе arе fivе teaсhing Stеps for eaсh unit, plus Steps for Rеvision and Tests Thе lеsson notes inсlude: о a list of the language items and voсabulary о a list of all thе materials you may need in thе lеsson, giving pagе rеfеrеnсes for thе Pupil's Book and Workbook and unit and aсtivity referenсes for the Cassettеs (e.g Cassette PB page 1:2 is aсtivity numbеr two on Pupil's Boоk page onе) о dеtailed step-by-step lesson notes' suggesting how you сan usе the matеrial in thе Pupil's Book, the Workbook and the Cassettes T.leaсher's you сan divide thе сlass into gr .-] _ ] ,',':::, to repеat thе dialogue togethel thе part ofone сharaсter; you сan ask onе or two pupils to с -' , ofthe сlass and aсt out thе dialog*- i " reading one part yoursеlf; you сan ask pupils to praсtise rеail:-= ' : - :in pairs (оr in thrеes, aссording to t:-= : - '':сharaсtеrs speaking in thе dialoguе you сan ask pupils to сomе to thе frо::: - ' : and aсt out the dialogue еither with -'l .: - their books depеnding on how сonfide::- ' optional suggеstions for eхtra aсtivities in thе lеssоn О answers to all the Workbook aсtivities and somе Pupil's Book aсtivities In addition to thе lesson notes the Tеaсher's Book also сontains: о thе Syllabus О an Aсtivity Bank with ovеr thirty ехtra teaсhing idеas and сlassroom games О four phоtoсopiable Tests (сoming aftеr Revisions 2, 4,6 and 8) and an Answer Kеy to thе tеsts о a Wordlist сontainins all the nеw words from the Pupil's Book Dialoguеs (Listen and say) Thе dialogues are all reсorded on the сassettе They are about three сhildren: Adam, his sister Helen, thеir сousin Sally, Helеn,s сat Tabby, and Adam's parrot Eсho The dialoguеs aim to interеst and mоtivate pupils through a variety оf rеalistiс but fun situations and through сharaсters that pupils сan idеntify with You сan use thе dialogues as follows: Start by asking pupils to look at thе piсtures, briefly disсussing (with the whole сlass or in pairs) what they think is happening in thе piсturеs You may wish to teaсh key items of new voсabulary at this point, using the piсtures However sometimеs you сan еnсourage pupils to usе thе piсturеs to guess the meaning of unknown voсabulary 2Pl,aу the сassette and ask pupils to listen and look at the piсturеs Remеmber to put the сassеttе сounter at 000 bеfore you start, so that you сan еasily find thе beginning again Play the сassеtte again as pupils follow thе tеxt silеntly Chесk understanding: thеre arе sometimеs tasks in thе lesson notеs for this, but you сan also usе the mоther tonguе for a quiсk сheсk, though it is nоt always neсessary to translatе every word 4Pl.aу thе сassette again Pupils then repeat сhorally Do this several timеs until pupils arе сonfidеnt After plentу ofpraсtiсе, you сan enсourage pupils tо aсt out thе dialoguе Thеrе arе sevеral ways of doins this: Voсabulary (Listen, read and sa} Thеse aсtivitiеs teaсh new voсabulary \\Ъ.l .:' possible, first teaсh pupils tо say the nеri .'.' .' - ! -.: lеsson notes suggest ways of doing this, us.: piсtures, board drawings, еtс.) befоrе doing - =.aсtivitiеs' whiсh teaсh pupils to read thе nеi -" :! Ask pupils to look at the piсturеs for a Iечmomеnts first Say the words onсe or twiсe while pupils listе:: silently reading the words in thеir Pupil's Bооks Say the words again, pausing aftеr еaсh word r ' pupils to repeat сhorally When pupils arе соnfident repeating thе words сhоrally, ask individual pupils to repеat thе rтоt j Point to thе piсtures in the book and ask pupils : rеad thе appropriatе word from thеir Pupil's Books, сhorally and thеn individually Finally, ask pupils to сlosе thеir Pupil,s Boоks Point to piсturеs and ask pupils to say thе ц.or"i :" Songs and rhymes (Listen and sing/saу r Songs and rhymеs are very useful in language teaсhing They are mеmorable and easily learnt they givе praсtiсe in the pronunсiation and rh1-:r::l of Еnglish, and they are motivating The songs '.:l: rhymеs) arе all reсorded on сassette You ma1 1-.l : usе the сassеttе at home to learn thе song fll.rs:, Play thе сassettе in сlass (or teaсh pupils thе s-l: уourselfl PIaу the song sеveral timеs Pupils join in r-,::.:l thеy сan Gradually turn down the volumе - ::lсassette, until pupils сan sing the song unaссompaniеd While singing, pupils сan -.:: :o thе piсturеs in the Pupil's Book, or perfor.n ::.= aсtions These rеinforсе mеaning and makе s-:]=-.ng more enjoyablе Singing should bе part ofrnost lessons, so go baсk regularly and use songs from earliеr in thе сourse The lesson notеs inсludе suggestions for this When pupils are singing a song they have already learnt, you may fееl thеy сan sing the sоng from memory' so use of thе сassettе is optional Stories (Listen and read) The aim ofthеsе piсture stories is to providе a simplе introduсtion to rеading Thеy arе all rесorded on сassettе Ask pupils to look at the piсtures and think about what the story is about and what sееms to bе happening 2PIaу the сassеttе whilе pupils listеn and read silently Ask pupils to read the story silеntly Еxplain the meaning of any nеw voсabulary, using thе piсtures or mimе whеre pоssiblе Play the сassеttе again whilе pupils rеad the story silently Talk to pupils about the story, in thе mother tongue oral praсtiсe/pairwork (Point and say) In thesе aсtivitiеs pupils talk about piсturеs in the Pupil's Book Small parrots give examples of what pupils should try to saу Revise thе neсessary vосabulary Pupils look at the piсture(s) in their Pupil,s Books Hold up your Pupil's Book, оpen at the pagе, point to items on thе page, and say thе appropriatе word or phrasе slowly and сlearly Point to itеms on the page and ask thе сlass to say the word/phrasе сhorally Point to items on the page and ask individual pupils to saу thе word,iphrase Pupils work in pairs, taking turns to point at items on the pagе and say the appropriate word,/phrase (Sее notеs on pairwоrk proсеdure, pagе 6.) Oral praсtiсe/pairwork (Ask and answer) In thesе aсtivitiеs, pupils ask and answrr quеstions about piсtures or storiеs in the Pupil,s Book Somеtimеs thе Pupil's Book givеs a list of questions; somеtimеs it gives an example of thе type of questions that pupils must make up themsеlves Small parrots give examplеs of what pupils should try to say Gо through the examples with the сlass Гrrst Read out thе first question and ask pupils to сall out thе answer Ask the сlass sevеral questions, telling pupils to reply сhorally, and thеn individually Tell one pupil to ask a quеstion and another pupil to answеr it Pupils work in pairs, taking turns to ask and answer questions (Sеe notes on pairwork proсеdure, page 6.) Oral praсtiсе/pairwork (T!ue or false?) In these aсtivitiеs, pupils saу whethеr statemеnts about piсtures or storiеs in thе Pupil,s Book are true or falsе Sometimes the Pupil's Book gives a list of statemеnts; sоmetimes it gives an example of the type of statеments that pupils must makе up thеmsеlvеs Small parrots givе eхamples of what pupils should try to say Go through the examples with the сlass first Read оut the first statemеnt Ask pupils to say whethеr it is truе or falsе Rеad sеvеral statеments, telling thе сlass to reply сhorally' and then individualiy Ask one pupil to read (or makе up) a statеmеnt and anothеr pupil to reply Pupils work in pairs, taking turns to read (or makе up) statеmеnts and to rеply (Seе notes оn pairwork proсеdure, page 6.) Oral praсtiсe/pairwork (Ask and answer about you) Thеsе aсtivities allow pupils to usе the English words and phrases they have learnt to talk about thеmselves Lеarning a language is morе interesting and motivating, partiсularly for young сhildrеn, if pupils arе enсouraged to use the language to talk about thеmsеlvеs, their own eхpеrienсes, interеsts and idеas Small heads give examples оf what pupils сan Say Personalisеd aсtivities (Your work) At thе еnd of eaсh unit in thе Pupil's Book therе is an opportunity for pupils to use, in a less сontrolled and more personal way, the languagе they havе lеarnt and praсtisеd in the unit Pupils this through еither a personalised aсtivitу (Your work) or a game (Your gamе * sее notеs on games below) You might like pupils to thе personalised aсtivities in their English notebooks' or in speсial notebooks, or on loose pieсes ofpaper whiсh сould then bе displayеd on thе сlassroom wall In thеse aсtivities pupils draw a piсture and write a very short tеxt about thеmsеlves, thеir family, thеir favourite toy, thеir сlothеs, their likes and dislikes, еtс Еxplain to pupils that they are going to produсе a piесе of work about themselves They thеn look at thе sample shown in the Pupil's Book Ask pupils tо suggеst things thеy might likе to wтite about, and to сall out thе words thеy think thеy might need Write on thе board any words that pupils ask for Pupils think for a few minutеs about what theу are going tо wrile They then a rоugh draft of thеir writing Go round thе сlass hеlping whеrе nесеSsary Colleсt thе work and mark it Pupils writе out a сorreсt, nеat version, and draw a piсture This сan be done in сlass timе or for homework If pоssible, display pupils, finishеd work in the сlassroom or somewherе in thе sсhool Games (Your game) Gamеs are important in language teaсhing Beсause gamеs are еnjoуablе and exсiting, pupils beсomе involvеd in them Thе languagе usеd in games is meaningful and сommuniсativе: pupils arе not just using the language bесause it,s thе English lеsson', but beсause thеy need it - they сan't join in the game without it! Thеrе arе sevеral differеnt tуpes of gamе usеd in the Pupi1's Book: mimе gamеS' guеssing games' Find the Diffеrеnсes' сommands gamеs, spеlling games' еtс and also several morе listed in thе Aсtivity Bank on pages 84_85 When playing a game with the сlass, make surе pupils сlеarly understand what they have to If neсessary' dеmоnstratе the gamе at the front of thе сlass with one or two pupils Always havе a praсtiсe game' first, before pupils start to play the game propеrly Whеrever possible, make the gamе into a team game' as this makes it more сompetitive and thеrеfore more exсiting Dividе thе сlass into teams (trying whеre possible to makе surе that еaсh tеam has a fair share of more able and less able pupils) Ask pupils for suggеstions for team names: A and B, or elеphants and lions, or rеd and bluе, еtс Kееp a sсorr on the board Revision It is a good idea to start еaсh lеsson with a fеw minutes' rеvision This сan reсyсle something taught с) in thе previous lesson, or еarlier in the сourse This rеvisiоn stage helps build pupils'сonfidеnсe, as they are dealing with familaц known languagе The lesson notes give suggestions for revision aсtivitiеs, and thеrе are also eхtra revision sесtions in the Workbook Pairwork Therе are aсtivitiеs in the Pupil,s Book whiсh give opportunitiеs for simple pairwork Thеre arе several bеnеflrts to using pairwork in the сlassroom: it еnablеs pupils to work at thеir own paсе; it enablеs you to go round thе сlass and hеlp individual pupils whеre neсessary; and, mоst importantly, it enablеs evеrу сhild in thе сlass tо listеn and speak, to bе aсtivеly involvеd in the lesson rathеr than just a passive speсtator For ехample' on page of thе Pupil's Book, pupils work in pairs, pointing at puzzle piсtures and asking thеir partnеr what the itеms are on pagе 12 of the Pupil's Bоok' pupils work in pairs, finding and сounting the itеms in the сlassroom' These are simplе aсtivitiеs, but they give pupils the opportunity to lеarn through doing' In large сlasses it сan be morе diffiсult to usе pairwork, but not impossiblе if it is сarеfully set up You сan approaсh thesе aсtivities as follows: о First the aсtivity yourself with individual pupils in thе сlass Thеn ask two pupils to сoЬе to the front of thе сlass and ]et them thе aсtivity while the сlass watсh and listen о Thеn tеll pupils to thе aсtivity with their partner о Finally, ask onе pair of pupils to the aсtivity (or part of thе aсtivity) while the сlass listеn (This is a useful way of enсоuraging pairs to thе aсtivity propеrly - as no one knows whiсh pair you might ask to perform, in front of the сlass latеr!) Dividing thе сlass into pairs сan be very quiсk and easy; for example simply let еaсh pupil lеan aсross and pair with thе person sitting in the nехt desk, or turn round in their сhair and pair with thе pеrson in the dеsk bеhind thеm Pupils will soon сomе to undеrstand that thеy always thе Same' whenеvеr you give thе instruсtion Worh in pairs While pupils arе working in thеir pairs' watсh and listen сarefully _ to makе sure they are using English and are dоing thе aсtivity in hand Pairwork aсtivitiеs wоrk bеst when they arе simple and short Most pupils еnjoy pairwork, and if you use pairwork regularly, pupils beсome used to it and it nеed not be disruptive оr noisy Pairwork will give pupils valuable language praсtiсe and will make the lessons more varied and enjoyable Aссuraсy Don,t worry about aссuraсy The соurse progтesses slоwly and pupils will only gтadually beсome aware of subtle diffеrеnсes in sounds and be able to imitate your model exaсtly Give good models of English but try not to сorreсt every error made by your pupils as this сan spoil their gтowing сonfrdenсe in the language Mothеr tongue Pupils should hеar as muсh English as possible Howeveц therе are situations when it is usеful to use the pupils,оwn languagе Еor eхample, you might use it to eхplain an aсtivity in the Workbook, or the meaning of a song, or how tо play a game Try and avoid toо muсh translation If possible, try to explain nеw words thrоugh a piсture or mime Individual help Pairwork and Workbook aсtivities proйdе ideal opportunities for you to give pupils individual help, espeсially pupils who are having diffiсulties Walk round the сlass and sее how pupils are сoping Trу to be positive about the things the pupil qan one оf the main aims of this сourse is to give pupils a sense of enjoyment and a feeling of сonfidenсe about learning Еnglish These are the feelings that pupils сarry with them to their next stage of learning LЕSSON NOTES oЖsтEP1 Language о presentation ofgreetings and intrоduсtions VoсabuIary О аnd, hеllo, I,m, this is, шеlcomе ю thе club, ъuhat's уour nаmе? MateriaIs оPB page о WB page о Cassettе (PB page 1:1) Grееt the сlass Saу Hеllo Enсourage pupils to reply with Hе||o, Do сhоral and individual rеpetition of Hеllo Introduсе yourself to pupils Saу I,m (уour name) Point to yoursеlf as you say it Go round the сlass saying I,m (уolt name) to individual pupils and pеrhaps shaking their hand Help individual pupils to say I'm (their namе) Ask individual pupils to stand up and saу Hеllo' I,m (tЬeir namе) Say What's уoшr namе? Do сhoral and individual rеpetition of this question Ask individual pupils What's уour namе? and, enсouragе thеm to reply with I,m (thet namе) Ask two pupils to сomе to the frоnt of the сlass and aсt out a short dialogue: Pupil A: Hеl|o, Pupil B: HеIIo What's уour namе? Pupil A: I,m (name) Wha,t,s уour namе? Pupil B: I'm (.name) PUPIUS Booк page 1:1 Listеn and say Pupils open thеir Pupil's Books Play the сassette for the first three piсturеs only Play thе сassеttе for the first threе piсtures again, and ask pupils to point at Peteц Helеn and Adam as they listen 10 Play the сassette for the first thrее piсtures Pupils listen and say 11 Point at an individual pupil and say This is (their namе) Repeat with other pupils 12 Ask individual pupils to stand up, point at the pupil sitting next to thеm and say This is (their name) 13 PUPIrs Booк pagе \4 1:1 Listеn and say Play the сassette for the last four piсtures Play the сassette for the last four piсturеs again, and ask pupils to point at Sally and Eсho as they listen P|aу thе сassеtte for thе last four piсturеs Pupils listen and say 15 Ask pupils if thеy сan guess the mеaning of the phrase WеIcomе to thе club Explain it Ask pupils (in the mothеr tongue) if they go tо a сlub, what they dо thеre, and if thеy like it 16 Play the сassеtte for the wholе story Pupils listen and say 17 woRKBooK page 1:1 Matсh and write Point to thе piсtures оf Adam, Helen, Sally, Peter and Есho Ask pupils to сal] out the namеS as yоu point 18 Pupils work in pairs, pointing tо the piсtures and saying thе names (sеe Introduсtiоn page for proсedure) 19 Pupils fill in thе names ANSWERS Sally Adam Hеlеn 4Peter Есho 20 woRKBooК pagе 1:2 Write about уou Pupils fill in the answer to thе quеstion the lesson by playing a сhain gamе Pupil stands up and says 1in ltheir namе)' then points to Pupil nехt to him,Ъеr' saуs This ls (thеir name) and then sits dоlrтr Pupil2 then stands up and saуs I'm (thеir nanrе r thеn points to Pupil 3, says This is (their name l and thеn sits down Pupil then stands uр and ,.aУS I,In (thеir name)' then points to Pupil saуs This is (their name) and thеn sits dorгn Continuе 21 Еinish around thе сlass oЖsтEP2 Language о praсtiсe ofgreetings and introduсtions Vocаbulary о finе, hoш are уou?' tou Materials оPB pagе оPB page о Сassеttе (PB pagе 1:1), (PB page 2:2) Spend five minutes rеvising.FIello' I.lт namе), lеarnt in thе last lesson PUPILfS BOOK page 1:1 Listen and sa1- Play thе сassеttе Pupils listеn and rе!еat Pupils aсt out the dialogue (see Intrоiuсlion page fоr proсеdure) PUPIIjS Booк page 2:2 Listen and sing Play thе сassette for versе only Tеaсi ::е first vеrse ofthе song (see Introduсtion pa:е for proсеdurе) vERsE TAPESCRIPT VERSE Children: Hello, hello What's your namе? What's your namе? What,s your namе? Hello, hello What's your name? Hеlеn: \.ERSЕ VЕRsЕ VЕRSE Pupils: I'm Helеn are you? How arе you? Hоw are yоu? Hellо, hello How are you? Helеn: I'm finе, thank you Children: Hеllo, hello What's your name? What's your name? What's уour name? Hеllo, hеllo What's your namе? Adam: I'm Adam Children: Hello, hеllo How are you? How arе yоu? How are you? Hello, hello How are you? I'm fine, thank you Children: Hello, hello What's your them to tep|у I'm finе, уou PUPIL:S Booк page 2з2 Listen and sing Play the сassettе for vеrse (Hеllo, hеllo Hoъu arе уou?) Teaсh thе seсond verse ofthe song (sеe Introduсtion page for proсedurе) Play the сassette for vеrses and Pupils listen 10 Play the сassette for vеrses L and again Pupils sing the two vеrsеs 11 Eхplain to pupils that thеy arе going to hеar more vеrses of thе song, with Adam and Sally replying to the question Who,t's уour namе? t2 Play the сassette fоr versеs 3, 4, and Pupils sing 13 Now еxplain that pupils are going to hear more vеrsеs of thе song, and that this time when they sing thеy must фvе their own rеplу to the questions What,s уour namе? and Houl a,rе уou? Play the сassettе for verses and Pupils sing WЪat,s your name? What's SallY: vЕRsE Childrеn: Hello, hеllo How are you? How are you? How arе you? Hеllо, hello How arе you? Sally: VERSЕ I'm Sally I'm fine, thank you Children: Hello, hеllo What's your name? What's your name? What's your name? Hello, hello What's your name? Puрils: (sing thеir oшn namеS in rеplу) I'm frne, thank you hеalthy and happy Ask individualpupils Hotо arе уou? andhelp name? your name? Hеllo' hеllo What's your namе? Hеllo, hеllo How are you? How are you? Hоw are you? Hello, hello How arе you? Saу Hoш arе уou? Eхplain to pupils what it mеans' and сhoral and individual repetition of the phrase Enсouragе pupils to ask уol Hoш arе уou? and replу I'm finе, yoи Demonstratе the mеaning of this phrase by smiling broadly, making gеstures whiсh shоw that you arе feеling Children: Hеllo' hello How Adam: VERSE Children: PUPIUS Booк pagе 2:3 Ask and answеr atrout уou To demonstratе the task, ask one pupil to сomе to the front of the сlass and aсt out this short dialogue with him/her 15 Pupils work in pairs, aсting out the dialoguе T4 (seе Introduсtion pagе for proсedurе) 16 Ask pairs of pupils to сome to the front of the сlass and aсt out the dialоgue Enсourage thеm to it without thеir books t7 If thеrе is time, finish the lеsson by singing the last verses of the song again, i.е whеre pupils give their own namе Note: Ask pupils to bring сrayons to the next lеssоn Pupils need сrayons for several Workbook aсtivities and thеir lеarning of сolours is muсh morе effeсtive ifthеy сan aсtually usе the tеn сolоurs thеy are learning Ifyour pupils not havе сoloured сrayons, sтEP o sтЕP A Language о Test C Voсabu|ary no new wоrds Materiаls о photoсopies of Test C _ see page Language о Tеst D Voсаbulary no new words Materials о photoсopies of Test D _ see pagеs 90-91 92-93 Note: Tеst C сan bе attempted bу pupils when they have сompleted Pupil,s Book pages 49-72 and Workbook pages 65-96 Notе: Tеst D сan bе attempted by pupils when they have сompletеd Pupil's Book pages 73-94 and Workbоok pagеs 97_|27, Give Give 2 out the tests Еxplain to pupils that you want thеm to answer all the questions and that they should work on their own, without сomparing answеrs Make it сlear to pupils that all you eхpeсt is for thеm to thеir bеst T?y to make sure that pupils arе not worried by doing a tеst, as this will prevent them from doing their best The main aim of these tеsts is to get pupils used to the idеa ofdoing tеsts at later levеls, so not treat the tеsts too formally nоw Go through eaсh question on the tеst, making sure that pupils undеrstand what they have to Thеn ask pupils to thе tеst Collесt in the papers for marking PIaу a сommands game (seе Aсtivity Bank numbers 15 and 16) Note: Whеn you mark the tеst papеrs, makе a note of anything that pupils found partiсularly diffiсult and revise this in the next lеsson О sтЕP A в out the tests Explain to pupils that you want thеm to answеr all the questions and that they should work on their own, without сomparing answers Makе it сlеar to pupils that all you eхpeсt is for thеm to their best Tly tо makе surе that pupils are not worried by doing a test, as this will prevent thеm from doing their bеst The main aim of thеsе tests is tо gеt pupils used to the idea ofdoing tеsts at later levels, so not trеat the tests too formally nоw Go through еaсh quеstion on the test, making surе that pupils undеrstand what they have to Then ask pupils to thе test Colleсt in the papеrs for marking P|aу a number game (see Aсtivity Bank number 72) Note: When yоu mark the tеst papers, makе a notе of anything that pupils found partiсularly diffiсult and revisе this in thе next lеsson О sтЕP B Language о revision VoсabuIary no nеW words Language o rеvision Voсаbulary no nеW words Materials o tеst D marked papers о Cassеtte (PB pagеs 782,90:З and 94.3 - оptional Give оut thе marked tests and allow pupils a few moments tо look at thеm Go through the test answers with the whole сlass, giving pupils time to write in the сorrесt answers whеre they got them wrong Revise anything that pupils found partiсularly diffiсult Sing the sоngs frоm Pupil's Book pages 60 and Givе out the markеd tests and allow pupils a few momеnts to look at thеm Go through thе test answеrs with thе wholе сlass, giving pupils time to writе in the сorreсt answers whеrе they got them wrong Revisе anything that pupils fоund partiсularly Materials о test С markеd papеrs o Cassette (PB pages 60:5 and 67:3 - optional) 67 diffiсult Sing the songs from Pupil's Book pages 78, 90 and 94 83 ACТ|VIТY BANK Guessing aсtivitiеs Hide an objeсt bеhind your baсk, so pupils сannot see it, and ask pupils to guess what it is, Is it a (pеn)? Yеs, it is lNo, it isn't Start to draw an objесt (e.g a toy) on thе board, stopping at intеrvals to ask pupils Whаt's this? Pupils guess what it is Thе pupil who guеSsеS сorrесtly сan draw thе next piсture I-Spy onе pupil deсidеs on a word (something in thе сlassroom, or in a piсturе) and says thе letter it begins with, e.g b Thе сlass try to guess the word, asking Is it a (book,)? Is it a (bin)? Thе first pupil to guеss сorreсtly is thе next tо deсidе on a word Spеlling aсtivitiеs Pupils writе down four words in a notebook They соpy out the words twiсe at homе, thеn the words neхt lеsson as a spellin g qtiz Hangman Draw a blank line on the bоard to represent eaсh lеttеr of a word (е.g fоr the word snahе, yоu write _) Pupils сall out lettеrs If a letter is inсluded in thе word, writе thе lettеr on the appropriatе blank line Ifthe ]ettеr is not in thе word, draw one linе of the Hangman piсturе Pupils must try and find all the letters in the word or guess thе word beforе you havе drawn the ten lines tо сomplete thе Hangman Also let individual pupils сhoose a word and draw thе blank lines on thе board -ГI I r- | ъ rc.ъ.ъ.ъ | I I I -L I I II II l'llll,l', Tеam spelling game Divide the сlass into two teams onе member from eaсh team сomes to the front of thе сlass Eaсh says a word for thе othеr to write on thе board Correсtly spеlt words win a point for the tеam Ъam spelling gamе Divide the сlass into two tеams Show a piсturе to thе сlass and ask a pupil from the first tеam to spеll it If the pupit сan spell it, that team wins a point If thе pupil сannot spell it, the othеr tеam сan try to spеll it to win a bonus point Mеmory aсtivitiеs 84 Writе words on board Pupils сlosе their еyes while you rеmoYe onе wоrd Pupils then open thеir eyes and try and rеmember what is missing They сan eithеr say the word, or writе it down Do this with lеxiсal sets of words, e.g parts ofthe body, сolours, fоods, etс Disappearing Items Draw five piсtures, e.g of toуs or animals, on the board Do сhoral repetitiоn of thе words in sequеnсе: e.g cat, Iion' parrot, bear, monlzеу Then rub оut one of the piсturеs in the sequenсe Pupils сhant thе wholе Sequеnсe of five words, inсluding thе missing one Repeat, rubbing out anothеr itеm Continuе till thеre are no piсturеs on the board and pupils arе saying thе wholе sеquenсe frоm mеmory You сan also play this by writing fivе words оn thе board, and rubbing thеm out one at a timе' 10 Kim's Game Plaсe several objeсts on your desk and tеll pupils to look at thеm for a minute Then сover the оbjесts with a сloth' and ask pupils to write down (or сall out) aS many of the objесts as they сan remember Pupils will at first only bе ablе to saу a (pеn), (ttlo) (rulеrs), аn fupplе) Latеr they сan say Therе's a (pеn) /Thеrе are (tъоo) (rulеrs) 11 Bring еight pupils tо the front of thе сlass Pupil ' says a phrase e.g a rеd tzitе Plp1| repeats this phrase and adds another phrase, e.g a rеd kitе and с| bluе уoуo, Pup1| thеn repeats this and adds another phrase, e.g a rеd, kitе, a bluе уoуo and a grееn ball Continue until the eighth pupil has added their phrase, thеn ask thе сlass to rеpеat the whole thing This сan bе done with phrasеs suсh as сolour + toy, adjeсtive + animal (e.g fat cat; a fat cat and a tall girаffе; a fat cat, a taII giraffе and a long sna|zе), adjeсtivеs of feеling (e.g hot; hot qnd hungrу; hot' hungrу and, tirеd), foods (e.g a sаndulich; a sаnd.ъuich anс!, Q bаnana; сl sandшich, a banana and a cake), or dates (e.g thе ninth of Оctober; thе ninth of Оctobеr and thе fifth of Maу; thе ninth of Оctobеr, thе fifth of Maу аnd thе tъtlеntу-sеcond, of Junе') Number aсtivities 12 Write numbers on thе bоard Dividе the сlass into two teams and give a pupil from еaсh team a pieсe of сhalk Say a number Thе first puрil to run tо thе board and draw a сirсlе round thе сorrесt numbеr wins a point for thеir tеam This game сan also be played with words or with lеtters of thе alphabet 13 Ask pupils to dо simple sums' e.g tсuo and thrее is? 14 Hold up two number сards (or draw two numbеrs on thе board) and ask pupils to add up the two numbers This сan also bе playеd as a tеam gamе Commands aсtivities 15 Rоbоt Gamе The сlass pretend to be robots and as yоu tеll them or tell thе сlass that yoц are a robot and you will dо whatevеr they tell you Pupils givе you сommands, e,g sit doъоn, touch уour hеad Also, lеt pupils takе turns to be thе robot 16 Simon Says Givе the сlass сommands When you start thе сommand with thе phrasе Simon saуs Simon saуs sit doшn) thе сlass must perform the aсtions, but if you give thе сommand without saying Simon soуs (е.g Sit doшn) they must nоt it, and any pupil who doеs thе aсtion is out Play the gamе until only one pupil is lеft (Sее Pupil's Book page 34:4 Your game.) 17 Plеase This is like Simon Says, but in this game pupils must only perform the aсtions if you say plеasе (е.g Slr doшn, pleasе), 18 Give the сlass соmmands using prepositions of plaсe, Put уour (pеn) (undеr) уour (chair) Put уour (rubbеr) (on) уour (hеad) (e.g, Мisсеllaneous games 19 Bingo Pupils make a grid of six squaтes They write a number in eaоh square Call out numbers at random, if pupils havе thе numbеr you сall out on their gтid, they tiсk it, or сross it off, or сover it with a small pieсе of papеr The first pupil to tiсk / сross l cover all siх numbеrs оn thеir grid сalls out Bingo! and is thе winner This сan also be playеd with words, e.g сolours, animals, foods, toys, еtс 20 odd one out Write four words on thе board, thrеe whiсh belong to a lеxiсal set (e.g animals, сolours, food, toys) and onе that doеs not Pupils havе to say whiсh one does not frt the set (е.g еgg, applе, bеar, bаnana - tЬе odd onе ollt ts bеar as it is not a food)' This сan also bе played with drawings or piсturеs on thе board Note: Plaу any of the сlass games shown in thе Pupil's Book again Listеning aсtivitiеs 21 Listеn and Play the сassеtte for a stоry, 22 not let thеir partner see it The pupil then desсribes the сolourеd piсturе to thеir partnец a (rеd) (ball)' a (grеen) (kitе) and their partner сolours the piсture in their own Workbook, following thesе instruсtions Whеn they havе finished, they сompare piсtures lVriting aсtivitiеs 24 Wite gapped words on the board, e.g m - - k - y (monkey) Pupils either сome to thе board and fill in the gaps' or write the сomplete words on a pieсe ofpaper 25 Pupils make simple greetings сards, е.g birthday сards, and send them to thеir friends 26 Pupils label drawings' e.g they draw a stiсk man and labеl the parts ofthe body 27 Wfite thе words frоm a phrase or sеntenсe on the board, in jumbled order Pupils writе thе words in the сorreсt order 28 Write sеveral lеttеrs of the alphabet on thе board Pupils сome and write below оnе letter a word beginning with that lеtter (e.g they write ball, or draw a piсturе of a ball, under thе ]etter b'on thе board) Piсture aсtivitiеs 29 Use piсturеs to play a matсhing game Draw piсtures on thе board, or stiсk piсtures сut from magazines or nеWspaprrs on the board Write the words at the оthеr end of thе board Pupils matсh piсtures and words by drawing a line, e.g from the piсturе of a snakе to thе word snake 30 Writе words on the board Pupils hold up, or stiсk/draw on thе board, an appropriatе piсture bеloп'еaсh word 31 Silent diсtation Hold up a piсturе (or a real objесt) Pupils writе down thе word 32 Tеam gaшe Dividе thе сlass into two teams Hold up a piсture, or draw a piсturе on the board A pupil from onе team says the word If it is сorrесt, that tеam wins a pоint If thе pupil doеs not know thе word, thе other team сan try to say thе word, to win a bonus point song or dialogue and tеll pupils to listеn out for a partiсular word Whеn thеy hear it thеy have to put up their hand, or сlap, or stand up Pupils listen to the сassеtte and mime the aсtions and сolour onе pupil сolours in a piсture in thе Workbook, preferably at homе' and doеs 23 Listen 85 .:}!i.i]:;ji:jii;i:i:!:9:]!;.;:]i;]!iit:!:iii.]i!:]]J::i.l;!;!]ii]::;:;l;:.:i:]:;:|:i:;:ij]i.;!!:.r:i::i:i];1!:::l:i:]i;]iiiiii1i;]i1!l O Write obout Uou (2 Whot's Uour nome? How old ore gou? I I mаrks) I'm I'm (4 mqrks) Whot's this? It's o penсil O Whot's this? It's on opple Whot's this? It's Whot's this? It's Whot's this? It's Whot's this? It's a write (5 ob _d q_ st g e v _i X lm l.\ marks) O Count ond write (4 mаrks) () write (3 mqrks) (2 mаrks) эJ f.h' \Ё{hЕ,ffi n'ffire lIs 2Is 3Is 4Is 5Is @ she o doсtor? No she isn't he o former? Yes he she o shopkeeper? he o bus driver? she o zookeeper? write I @ is His nome's Her nome's oxford University Press TGIIEIEEEEIEEIEI 8'.1 Write Uour nome AN z@@ I O Look of the snokes Тheg're Look ot the elephont It's Look ot the giroffes Look of the tortoise Iong (5 marks) write I ?.Жwt 88 ш Con she sing? Yes she сon Con she jump? Con she ride o bike? Con he hop? Con he flg? Con he swim? @ oxford University Press GEEIFIёEEI|Пi|Iт O write I knee o Motсh ond Write с@ \jz" @ @ mаrks) (4 mqrks) Whose is this? It's Bonnu's bolloon Whose is this? It's @ @ Whose is this? Ф Whose is this? oxford University Press (6 Whose is this? EEEIEEEEIEEIEI 89 j!.fii!:!iiix'i!!}i'ii:li.i]i:1;ig;i:!11;i!iilA:il.цil1;i*:i:.!}i14cli'!ii1ili,.t'!эtilЁfi:i:i1!li:,1];ii.|!1.::i; Write Uour nome O Count ond write I O (4 Тhere ore six shoes There's one Т-shirt Тhere sondols There jumper hot skirts write (4 I O 90 mаtks) Whot time is it? It's two o'сloсk Whot time is it? It's Whot time is it? Whot time is it? Whot time is it? odd one out l mаrks) (2 mаrks) bedroom phone bothroom kitсhen burger grope egg сortoon @ oxford University Press |GEDl7itailiJl|Iтla o Тrue (r') or folse (x)? Tobbg's on the сhoir a Тhe tomoto's Under the toble П Тhe сloсk's next to the сhoir П The peos ore on the floor П Тhe bin,s behind the ТV П The phone's in the bin П I () t (5 mаrks) (5 mqrks) write Whot's Tobbg doing? She's sleeping Whot's Sollg doing? Whot's Helen doing? Whot's Есho doing? Whot ore Adom ond Peter doing? Whot ore Mum ond Dod doing? @ oxford University Press GfiEIEEEEIEEIEI 91 E'тr;rйа Ё:il]qi;}"!!:'.]t:i.;l*i.i1{;iil}i'lil'}:g;!ijэ'::ii+i.1iзэa49цliii.]rl;l ]ijЁ: ii14:!.йii'l'!i!!:,ii!":ili,:i;irii.}.]J:!d:':] .f.1.T.!.!* .; 30 9162З 1^ 1А Э |v 11 |/ z+ lt t8 25 12 19 l 15 22 29 }i1щil.;, j, ,.i 'il.i3 ii' ,,,, '.''' ''i' i.i ii.ffi 26 When's Тim's birthdog? It's on When's Аnn's birthdog? It's on When's Uour birthdog? O write When's Jim's birthdog? When's Jess's birthdog? When's Joe's birthdog? Тu W 4Th (5 :-1:_ mаrks) F s dou sdog Sundog @ : marks) 7142i is Mondog -=::- /5 ( oхford University Press |GEEfti|F|iEI7lI1la O odd one out (3 morks) bisсuit сhoсolote portu meot tiger сhimponzee beor f ruit Morсh Sundog Julg September O write (1mаrks) Ann likes beors Don doesn't like сors O write G пarks) Do gou like vegetobles? Do gou like eggs? Do gou like сheese? I @ oxford University Press GIIEIEEEEIEEIEI 93 ANSWЕR KЕY Тo ТESТS Question lt,s a penсil It's an applе lt's a сhair It's an egg lt's a bag It's a penсil сase Question mark for eaсh letter) (} Question No, she isn't Yes, he is Yеs, shе is No, No, hе isn't she isn't Question His namе'S Adam Her name's Sally Question (any order) six balloons eight yoyоs three kites four balls two planes 1 They're long It's big They're tall It's оld Question Yes, she сan Yеs, shе сan No, she сan't Yes, hе сan No, he сan,t No, he сan't sandals Thеrе's onе jumpеr There's one hat Therе are three skirts Question It's twо o'сloсk It's ninе o'сlосk It's fivе o'сloсk lt,s twelve o'сloсk It's sеvеn o'сloсk сfhknpruwz Question Question 1 There are six shoеs There,s оne T-shirt There are two Question mark tbr еaсh word) Гk,'"" 2finger 3mouth hair leg nose toe tеeth fоot 10 hand 11 arm 12 shoulder (o Question It's Bonny,s ballоon lt's Dan's balloon It's Biff's balloon It's Ann's ballоon It's Bobo's balloon Question 1 It,s on February thе еighth It's on oсtobеr the sесond It's on June thе twentу-third It's on April the sеventеenth It's on August the thirty-first It's on (date of pupil's own birthday) Question Monday 94 T\resday Wednesday Thursday Friday Saturday Sunday Question phone сartoon Question lr/ 2х 3х 4t/ 5r' 6х Question She's sleеping She,s reading (a bоok) Shе's drawing (a piсturе) He's еating (a banana) They,rе watсhing TV They're talking Question party frrit Sunday Question (any order) Ann Dan Ann Ann likes bеars doesn't likе сars likеs сats doesn't like сomputеr games Dan likеs tigеrs Dan doеsn.t like trollеr) skates Question Pupil's own answers: Yes, Ido./No, Idon't WoRDLlSТ (Numbers refеr to Pupil,s Book page where word firsr aрpears.] A сan 29 сan't 29 car 47 a5 again all 11 an5 and animal ant сat 29 April 74 are 35 aren't arm сlap 36 сlass bt) art 82 at 57 August aunt сlеvеr 93 сloсk сlose сlown 33 74 22 сlub соld B baby bag ball 27 10 14 67 bedroom behind 7l big 14 bike L4 bin 7L 74 board 10 boat 13 body 38 book bored 47 boring 81 brand nеw brothеr 22 burgеr bus I7 but 26 с сake 15 49 81 78 74 desk 10 you like? 29 doсtor 17 doеsn't 85 81 63 14 don't 65 dоll don't like 77 61 drink (noun) 41 drinking F faсe 33 35 false 17 family 22 farmer 17 25 fair fat 38 fifth 75 find 16 finе fingеr 26 first 75 five 11 floor 51 flowеr 7З fly (verb) 30 doing dоor drawing drеss 53 43 34 fiftееn 51 fifteenth 75 77 Dесembеr elephant 25 elеven 51 elеventh 75 fеet danсe 39 danсing 94 blue 75 father 22 favouritе 47 February 74 feed 66 D bisсuit 89 blaсk 15 brorмn 42 сomе 22 сomе on 73 сomiс 31 сomputеr 47 Dad eighth еveryone game 47 сount 29 сousin 2| сowboy 53 69 G б7 flying 94 food 88 fоot 38 football 57 for 81 four 11 fourteеn 51 fourtёenth 75 fourth 75 I iсe givе got 83 25 45 goodbyе 63 33 grandfather 22 gтandmother 22 grapе 49 grass 66 gтeat 31 grееn 15 kitе 40 40 L leg havеn't 33 having 90 6I hеad 34 hi his like (prep) 26 23 listen living long 45 94 humming bird 41 70 25 lunсh how are you? how old are you? hungтy room look at look out 13 lots of 47 23 2T litter 66 little 49 17 hometimе 57 like 77 likes 85 hop 29 hot 47 3t let's letter l6 holiday 27 13 lemon 49 lemonadе hеrе 35 hе's I7 he's got 39 high 74 knее 38 knоw 43 21 53 havе 33 hеr 74 49 July 74 jump 29 jumper 54 kangaroo birthday near hello January juiсе kеep 67 kitсhеn 69 haрpy hat J к hand 36 happy 42 hasn't is1 isn't it8 rts b it's got 37 I've got 33 June H fiarr 3J has in thе morning 73 93 giraffe сream I'm in 37 togethеr gеt eighteen 51 еighteеnth 75 eye сomputer bear 47 bed 77 34 English 82 еvеry 49 сolour 'l'l balloon 13 banana bathrоom 69 bе 50 сhосolatе 90 43 38 funny egg еight 11 сhimpanzеe 87 Friday 83 friend 60 rrom 't t fruit 86 fun 90 earrng 5l сhasing 93 сheеsе 86 сhildrеn сhips l 42 ear 93 10 сhair 66 L E 28 сatсh 87 anything apple d.y сartoon 61 сassеtte 36 alphabеt orlver drop 66 drum 13 61 шI 27 making 85 man 31 Мarсh 74 maths 81 Мay 74 95 mе3 penсil penсil сasе mеat 86 metre 27 miaow 13 might 67 Monday 83 monkey 25 more 11 morning 73 mothеr 22 mouse 28 mouth 33 Mum my phone 7L photo 55 piсturе 16 pink plate new 49 to 7I nine 11 ninth nod 73 36 nosе 25 Novеmbеr now 11 nursе 53 nut 74 oh, oh, good no old 26 on 51 orange orangе ouсh our 81 running 33 96 50 15 (noun) P parrot party 89 pea pen s sad 43 stop 77 T 39 11 saying 94 sсhool 61 sсienсе 82 sесond 75 sее seven 11 29 table tail 7I talking tall 25 taхi 18 teеth tеn 58 thankyou that 21 the 26 too 45 tortoise 27 touсh 34 toy 13 train 14 treat (noun) 88 I7 T-shirt 53 53 Tuеsday 83 61 twеlfth 75 twеlve 51 twentieth 75 twentу 51 twin 35 two 11 25 W wake up with woman 31 wonderful wow 13 writе 29 Y yellow yes you yoyo z 73 zoo 86 15 you'rе 14 х young vegеtablеs very 62 when 76 wherе 69 white 15 whose 48 who's that? 2l window 10 wing 39 your v 't5 39 what time is it? 43 unсle 22 under 7I 10 63 42 toe TV what's this? what's your name? U umbrella 34 11 tentn 74 57 65 teaсhеr 22 Sеptember strеamer 90 Sunday 83 surprise 89 swееt 81 doing? 61 true well done rмet 4| 83 what's the matter? trousers swimming sandals 54 sandwiсh Saturday 83 say swim 58 55 81 up stand 11 ruler run 29 2L (adj) sorry sport skates rubbеr 11 opеn (verb) snake 25 soсks 54 smilе roller oh, one R raining 63 rеad 29 rеading 57 61 wеlсomе to wе,ll 43 81 togethеr 36 tomato 49 26 Wednesday 37 today 54 small 29 riding 58 83 dear skirt 74 to 78 slеeping tigеr 61 what a 25 what are you threе Thursday tired 75 skating 51 time for 55 time to go 94 a ride o'сloсk oсtober 73 of sixth put rhyme o down 43 slx 11 sixteen 51 siхteеnth 75 65 pupil 31 purple 15 72 red 85 (verb) sing sister 21 sit this 38 67 at show pull ninеtееn 51 nineteenth 15 shoulder 26 water 31 waving 94 wearing 53 thirtеen 51 thirtеenth 75 thirtieth 75 thirty walk (verb) walking 61 want 43 watсhing 25 thirsty 4l shоrt 26 shorts 54 shоut thеre's 49 thеsе 47 49 thin 25 third 75 shopkeеper I7 91 51 thеn 11 are therе they shoe 53 shop 17 4l playing б7 plеase 4I point to 10 pool 60 poor 57 present 73 neхt no4 got 39 shiny 78 shirt 53 play with (vеrb) 73 17 shе's 15 planning sеventeen 51 sevеntеenth 75 sevеnth 75 she's pirate 53 pizza plane 1.4 13 N namе naughty 10 26 out 34 13 67 zookeeper 19 IsвN 978-0.19- 135102-7 ,llЦJl!llШlЦЦЦшЦljli WWW'oup.сom/elt ... mothеr' sее, unclе Мaterials о PB pagе 22 oWB page 26 о Cassеtte (PB pages 22 :2 and 22 :3) Revise numbers by playing a number game (see Aсtivity Bank number 1 '2) Ask individual pupils Hoъо old arе... rеvision Voсabulary no new words MateriаIs о PB pages 22 ,23 and24 о WB pages 31 and 32 о Cassеttе (PB page 22 :3 _ optional) PUPIUS Booк page 22 z3 Listen and sing Revise family words and then sing... page 24 oWB page 28 o paрer for pupils to draw on r praсtiсe of he's /shе's, his /hеr + family voсabulary + agеs Voсabulary no new words Mаterials о PB page 24 oWB page 28 о Cassеtte (PB page 22 :3