welcome starter b teacher book pdf

,;j_-="t lf you wish, you can revise the letters a'm Pupils' books open.. The pupils listen and point tothe shapes in their books.. Note: Tell the pupils to bring the headband theymade a

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iln*grm rHE# {ffi*mtmr"mt* & SgFlmfumusi

Module 2: Unirs 3 & 4 (pp 20-31)

ln this module pupils will

read, learn and talk about

r family members

birthday presents

r food

r Cecil Mouse's birthday

r Cecil Mouse's picnic

llsten to

a song about family members

a song practising food items

COMPETENCES

earn how to

r introduce family members

r wish 'Happy Birthday'and give gifts

talk about food preferences

I distinguish between and pronounce the sounds /k/

,r, This is my mummy, Julia

r And I love my mummy so!

o Happy Birthday! This is for you! A CD! Thank you!

o How old are you today? I'm eight years old!

stick or draw pictures of gifts they want to give to

their family and write about them

o write about their favourite food and stick dr draw a

picture of it

ill

Progromme (Contents & Syllobus)

IPS CHRISTIIiAS! (pp 4849)

h thls unit puplls wlll

o lbten to a Ghdsfrnas song

o make an angel for their Ghrisfrnas tree

o exchaqge Chrisfrnas greetings

HAPPY EASTER! (pp 50-5I)

h t|rb unit pupils wlll

o Isilen to an Eastersong

o Cay an Easter game

o nrake an Easter bunny

IHE THREE BlltY GOATS GRUFH (pp 5242l.

r lnilr A.fiyity Book is in full colour and aims to

=nsordate the language that appears in the Pupil's

3ccr hrough various exercises which are designed

c -decl the pupil's sense of achievement and

rntoence At the end of each module, the pupils and

fe :#pr have the chance to recycle and further

;crscrriicrate the new language by playing a Board

3d€ Lef's play!) There is also a Nursery songs

rel=on" which includes some traditional songs

=r-sc*dating the themes of the units The teacher

:ffir ao these songs upon completion of the

reonding units or at any time that he/she thinks

e mopriate In the Activity Book the pupils can find

t€ ra-rd puppets of the Three Billy Goats Gruff

r.sEters They can use them to act out the story

nn Activity Book can be used either in class or for

itrre'rork upon completion of each corresponding

ffi r Fre Pupil's Book

ttG Tcacfieds Book gives step-by-step lesson plans,

rsrlcrcefilent and extension activities, together with

tE z safers to the exercises for both the Pupil's Book

ra l-e Activity Book lt also contains extra ideas on

rH rs present new words and language patterns, as

rd = the tapescripts of the listening activities At the

Tgrrilng of the Teacher's book, the teacher can find

"e +ogramme, an analytical chart of the targets and

;D€fin es of the modules

Tcacfpr's Book also provides notes on how to

ffie story lhe Three Billy Goats Gruff, as well as

c ngEstons for those teachers who wish to put on an

Ere-t'1/ea/ pe rf orm an ce

r fie Teacher's Book, the teacher will also find some

eis-= ctrotoco pi able material Th is i ncl udes :

i >car€ word cards: They are to be used while

resenting/consolidating the English alphabet

itt lffiule lests, one per module

I *uttrcopiable material; These are templates for

tra Craftwork, where necessary, as well as the

codes of Cecil Mouse The Teacher's Book

lrcnnijes detailed explanations as to where and

rnen to use them

u, Phofocopiable instruments for evaluation.' For

urnative eval uation and sum mative eval uation

Tb Pbture Flashcards illustrate new vocabulary

ers thus supporting the spoken words Through the

r=Ftnuous use of flashcards, the teacher does not

rclr.e to resort to translation or lengthy explanations

-1-< a great deal of time is saved and the pupils learn

tuody effeclively and pleasantly

,tashcards can be used for presentation, revision,

*n:irbonal practice and memory games

-r two double-sided posters include the key

euhry of each module thematically They can be

r.sd to present or consolidate the new language

TtE Cassette or CD includes all the recordings for

tc hstening activities in the Pupil's Book and the

Activity Book Pupils are also given a copy of thesame cassette/CD to be able to listen to theserecordings as many times as they want in order toimprove their pronunciation and intonation

The videocassette enables pupils to watch thecharacters come to life and have fun while learning

The Puppet is provided to add to the children'senjoyment of the coursebook and to help lowerinhibitions Children feel less threatened responding

to a puppet and are more willing to participate inactivities The puppet can be used in a variety ofways:

To present new vocabulary (e.9 holding upflashcards/realia, pointing to words, etc)

r To demonstrate actions for TPR songs and chants

o To conduct short exchanges

Key Feotures of o Unit

Each unit consists of six pages Each page is a suggestedlesson, but the division is totally at the teacher's discretionand depends on the pupils' individual needs

New vocabulary is always presented through flashcards,posters or realia before the pupils open their books Thishelps them understand the new language faster and moreefiiciently

Presentation with books closed

o Pin up the relevant poster/flashcards

o Point to each picture and model the word/phrase

o The pupils repeat after you

o Point to the flashcards/items on the poster in randomorder and elicit the new vocabulary from the pupils

Presentation with books open

Play the cassette/CD

o Pupils repeat, chorally and individually

( Rattern Fractice

The new vocabulary is always practised in context throughmeaningfultasks such as drawing, guessing, counting etc

Pattern Practice with books closed

o Present the new language orally Pupils repeat afteryou

o Write it on the board

o Provide prompts and elicit the relevant language fromthe pupils

Erase the example from the board

Point to the prompts in random order and elicit lhecorrect answers from thepupils

I

VocabularSr

-ru

v l l

, :' = - - 1s at the end of the book containing

: : : ' - - l-, stmas a n d to E a s t e r

- : j -e:s Gruff is a story told in rhyme and

; : r :, , , e l y s o n g s t o p r o v i d e m a x i m u m

: s:-^-., consists of very basic vocabulary

, : : + - - - : to help the pupils understand a n d

=': s also a Picture Dictionary to be used

-' ' '='.-.1ce The story and the songs are

' ' -: :.as*sette/CD, in two versions One with a

- - : : 1- r ole with the whole story on one track

: : : : r i 3 D t h e t e a c h e r w i l l a l s o f i n d t h e

: - -: : rf the songs in case heishe decides to

- ' : :'-,:a: oerformance

- r , ! ' : - e r s Book the teacher will find useful

- : : -: vants to stage the story

= : -cils recycle the key vocabulary of each

=- " + -se of stickers In the Teacher's Book,

- , -::::::-rs as to when to do these activities

3 , - ' " c P r i n c i p l e s o f W e l c o m e S t o r t e r b

- - : -:':- ansed approach caters for the holistic

- -' i' :ne pupils The activities are specially

*: : : the needs of all kinds of learners and

-'::cns in their books as well as through the

- :-,- J,cture flashcards and/or posters

: -:: :-: sounds, pronunciation and intonation of

- - ,=: a-rguage

- - - - late with their peers in English, exchanging

.- -':'ration about everyday matters such as

- : - : -: themselves, identifying school items,

- : ::c-rt food, clothes, etc

-:':-:''lC dialogues, Short exchanges, etc on tape

: - :: :-e set patterns in multi-sensory tasks

' i : :'ai competency through the reproduction of

' - ==:-3nges a n d s o n g s

.=r-" -E-lG lea rn Skills

: : .a- co the following u p o n c o m p l e t i o n o f e a c h

- ,:-"::e better and longer as they are trained t o

listen to dialogues and short texts in order to perform

a task

ii) skim and scan texts and dialogues to locate thenecessary information

iii) develop their writing skills

iv) familiarise themselves with British culture

v) record and assess their progress through the ModuleChecks"

- Social skillsUpon completion of each module the pupils will:

i) want to read fudher in English, encouraged by theenjoyable adventures of Cecil Mouse

ii) experience being part of a group and obeying rulesthrough the games

iii) become more responsible by keeping and updatingtheir Lang u ag e P o rtfo I i o

iv) have a good understanding of British culture and way

of life

- Classroom ManagementEstablish a pleasant environment in your classroom fromthe start Always arrive a few minutes early to welcome yourpupils and have something interesting to do for the earlycomers For example, they can listen to the song you taughtthem the previous time, they can view the video again, orthey can play with the picture flashcards, identifying thevocabulary items you have already taught them

Establish your policies from day one Remind your pupils to:

come to class on time,

o bring their Pupil's Book, Language Portfolio, etc

e raise their hands when they want to ask a question oranswer one,

wait for their classmates to answer your question(s),before they raise their hand to give their answer

Empower your learners by:

o teaching classroom language, that is, the Teacher'sinstructions, such as open your books, close yourbooks, work in palrs etc, the Pupil's instructions, that

is, the rubrics, and the pupils' questions and answers

to the teacher

Classroom language is the language of communicationbetween the teacher and the pupils in the classroom andneeds to be taught from day one

o Give brief and clear oral or written instructions Alwaysgive or read the instructions yourself The pupils shouldnot be asked to read the instructions to the activitie inthe book aloud Read them at a slower pace yourself,providing examples and eliciting examples from thepupils so that they are sure of what they have to do

o In case you decide to assign homework make sure you

do it 10 minutes before the end of the lesson so vou cana) read the instructions,

b) give adequate examples,c) elicit examples from the pupils, andd) ask them if they have any questions 'Only then can we be sure that the pupils will know how to

do their homework

IX

,hr ilirilriltMtrr r9 oneself, greetings, introducing

ll1llllfiilrurililh* d ile +habet aJ

lrrfiilr'nmnu c, A G br apple This is Masid Who's

lillillllrs'' IMm _ta.r boks

Er * Apple, boy, cat, dog, egg, fly

mtu tuppet (Warm-up), the Alphabet

;l@@il' E( - $s of paper with the letters a-f and

lttfi r oilryAE words, twelve clothes pegs

rf,mlrtr E: M@G C sfiilg (Follow-up)

rn iln tii"$-Up

muttum a Mucelreacquaint with the characters,

'nmlr@ucE d and greet others.)

riltltlk @ur rElrE on the board and introduce yourself

m thc ffi Foirt to your name on the board and to

q@r{Ed rd ry Hello, I'm (Mrss Roberts) Say Hello

ryn *en repeat, chorally and individually Have

lllllrmtr mruLnft se at a time, stand up and introduce

ilhMrir,@|es while the rest of the class greets them

-Frcr ifum tTe ilppet of Masid to introduce the exchange

Wrhm'E nnarne? My name's Hold upthe puppet

trlrtr F- n the role of Masid, What's your name? (fry

@ =ra'r€ your voice so it's apparent that it's Masid

wfr{rlltTfq: Arr$ver: My name's (Mrss Robeds) Holding

lFc 1rE€t address the question to a pupil and

iltrar4e them to answer Do the same with the rest

nr fE Jass When you think that the pupils are

iw,rmiirfrr rnugh with the question and answer, give

1lE f,-ots tlte puppet in turn so that they can both ask

ilittr i'srer

L :'Q i5 ENTATION & PRACTICE

Er T) Llsten ond chont Oapescript 01)

ilArlnni"ircs to prcsentlpncfise /effers a-t and theirwords.)

ExtenslonSay a letter from a to f Ask a pupil to look at theAlphabet poster and say the corresponding word.Repeat the procedure as many times as you think isnecessary

Draw a big 2 on the board, point to it mime and say:Open your books at page tilo

Pupils' books open Read and mime the instructions.Make sure the pupils understand what they have to do

Play the chant on the cassette/CD Pupils listen to thechant the first time Then, play the chant again,encouraging the pupils to join in Point to the letters andwords ontheAlphabef poster as they are being spoken.Extension

Once the pupils feel confident enough, invite them torepeat the chant without the cassette/CD, while youpoint to the letters and the words on the Alphabetposter Keep the rhythm by clapping your hands orsnapping your fingers

(Ex D Troce ond colour.

(An activity to consolidate letters a-f.)Read and mime the instruc'tions Make sure the pupilsunderstand what they have to do Point to the first letterand ask: Which lefter is iP Elicil: A/el Ask them to trac€the letters and colour in the pictures using a differentcoloured pencil each time or using a colour from theones in the respective pictures Allow the pupils sometime to complete the task Go around the class, helpingthem and commenting on their work

ExtenslonAsk pupils to look at their completed task and say:A

is for apple, B is for boy, etc

lc ronow-up

(MY ATPHABET WASHTNG UNE)

Betore go,ng into class

Prepare slips of paper with the letters a-f and theircorresponding words Bring to class the right number

of clothes pegs (12) and a piece of string

o Hang up the string somewhere in the class where it

T

-, '-'rii : : - : - I :ne letters of the alphabet n-s.

* - : - i : + ' f ' : - s : \ i s f o r n o s e

- i[*-]= ,",o*ta.y: Nose, orange, pen, queen,

: r -E-3ea s: Tne Alphabet poster (Warm-up,

: ' : ' : : : : e s , o n e p e r p u p i l , o f B l n g o g r i d s

- -: ::c'and greet the pupils as they arrive

":: ',- '3 tew letters g-m.)

j - ; -: :rers from the previous l e s s o n P i n u p t h e

* : - :. n' ::,r:r,'on the board, point to each letter and

' : :-: s :c say the letter and, if you wish, the

i -sten and chant Oopescript 03)

:;i :r oresent and practise /effers n-s and their

r"-E s oooks closed Pin up lhe Alphabet poster on

-+ :,:.:': Point to the picture of and read the word

' -

': Say: nose Invite the children to respond

:: r r :SS tnen individually Point to the letter n and

: - :- Invite a choral response to begin with,

: : :': s.: ihat the pupils can see how it is formed

:=:=:: :re procedure and present the rest of the

: - : - : : ^ J their w o r d s (o - s )

i : : e e S i O n

l : ener from n to s Ask a pupil to look at the

- -::€: poster and say the corresponding word

:.:.::: :he procedure as many times as you think is

,;j_-="t lf you wish, you can revise the letters a'm

Pupils' books open Read and mime the instructions.Make sure the pupils understand what they have to do

Play the chant on the cassette/CD Pupils listen to thechant the first time Then, play the chant again,encouraging pupils to join in Point to the letters andwords on theAlphabet poster as they are being spoken.Extension

Once the pupils feel confident enough, invite them torepeat the chant without the cassette/CD, while youpoint to the letters and the words on the Alphabetposter Keep the rhythm by clapping your hands orsnapping your fingers

(Ex 6) Recd ond complete.

1 nose 3 pen

2 robot 4 queen

(An activity to consolidate letters n-s.)Read and mime the instructions Make sure the pupilsunderstand what they have to do Do an example withthe pupils Allow some time for them to complete thetask Then check their answers

5 orange

6 s u n

t l

ExtensionOnce the pupils feel confident enough, write thewords they were taught in this lesson on the board inrandom order Each word should have one lettermissing - preferably not the one missing in Ex 6

Also draw a box on the board and in it write all theletters missing from the words at random order Invitethe pupils to come to the board and fill in the missingletters, choosing from the letters provided in the box

FGLLOW-UP inMHABET BINGOI

/ _

-i' -!, _ 9:j"f: g:Yg : lY "t"-1-i -l

i Draw a grid, four squares across and four squares j

i down (16 squares altogether) and photocopy one grid

r p e r p u p i l

o Hand out the grids Ask the pupils to write 8 letters (a-s)

in any square they like Say the letters (a-s) in randomorder The first pupil to cross out his/her eight letters,calls out Bingo and is the winner

-{ JueSSOn 1

'sE

-

What's this? Show me blue!

rlilhlhm :@mil s (? What colour is your triangle?

'4rmilil

ffirlrnc s I geen square A pink circle

urumm il srtqrred shapes (Follow-up)

dlt *,,,r A"i\!-UP

illtd rl tu cbor and greet the pupils as they arrive

lffinlr ffirury b tetiew the alphabet.)

turnq tE atshabet song (Iapescript 05) from the

$umtrn llodrb, encouraging the pupils to sing along

uttmuG a x.(tl to come to the board Spell a word The

munl ar{gs tfp word Then, ask the pupilto read the

mrc Reped the procedure with as many pupils as

?rimlRsi*rlle

r.{: *dEr A-P-P-L-E

F.-ptl: (Writes fhe /effers and reads out the

word apple.)

Ar;ru'6fes to present and activate the vocabulary of the

l@ss6tr1 j

Er l) Listen Point Repeat (Topescript 06)

J - ' :

= H

Aryfs' books closed Pin up the Colours and

Sases poster on the board Point to the head and

sq4 the word The pupils repeat chorally Do the same

#i!- all the shapes (square, triangle, star, circle)

aan point to the shapes at random and elicit the

mopriate word from the pupils Now, point to the

.wt again and say: Red! A red heart The pupils

Eed chorally Present the rest of the colours in the

sarr'le way (a blue triangle, a white star, a green

ta-a,re, a pink circle) Then, point to the shapes at

?lTdom and ask the pupils to say both the correct

taoe and colour

Pupils' books open Hold up your book, point to andelicit the shapes and the colours

e.g Teacher: What's this?

Class: A red heaft etcPlay the cassette/CD The pupils listen and point tothe shapes in their books Play the cassette/CDagain, making pauses The pupils listen and repeat,chorally and individually Check their pronunciationand intonation

? Gx.2) Listen Draw Talk with gour |riend ffopescript 07)

(Activities to practise shapes and colours.)Pupils' books closed Point to the shapes on theposter, one at a time Ask a pupil: What colour is your(triangle)? Elicit the answer: (Blue!) Write the questionand answer on the board The pupils repeat, chorallyand individually Repeat the procedure with the rest ofthe shapes

Puplls' books open Play the cassette/CD Thepupils listen and follow the exchange in their books

Play the cassette/CD again, making pauses Thepupils repeat, chorally and individually Check theirpronunciation and intonation

Refer the pupils to the picture and explain the task

Ask the pupils to draw shapes on a sheet of paper andcolour them Allow some time for the pupils to do so

Then, the pupils, in pairs, ask and answer about theirdrawings Go round the class while the pupils aredoing the task to provide any necessary help Then,ask some pairs to report back to the class

e.g Pupil 1: What colour is your (circle)?

Pupil2: Red! etc

lc rouow-up (sHnpe Hurvr)

Before going into class

Prepare a grid as shown below and photocopy one pergroup Prepare a set of coloured shapes, one per group

:'' :," ::'re door and greet the pupils as they arrive.

:- ?::',-:i to review colours.)

l-n '-.t photocopy stars (as many as the pupils)

-:,-': :'-: one star to each pupil and ask them to

: : :,-r- :-eq-l any colour they have learned Play the

i: : -:,"i Lesson 2 (lapescript 08) and ask the

: *;iis :c hold up their star when they hear the

:r:' :,3iding colour, Play the song again and

+f cr:,,-a3e the pupils to sing along

' : l i f f i 4 , 1 ; p , 7 : 4 [ { l f - " [ id :i':es to presentlrevise numbers 1-10.)

ir 4) Sing ond do (Tapescript 09)

>:o,ils' books closed Write the numbers 1-10 on the

:,:,a': one at a time Point to and say each number

+ :-oils repeat after you Point to the numbers

=:=- - and say them faster this time The pupils repeat

r:':'=-.r' Point to the numbers in random order and

:*ii :-e pupils to say the appropriate words Then,

r., rdrvidual pupils to count first from one to ten and

:-+- cackwards

l'-=,,, a large 8 on the board Point to it, mime and

;=, Cpen your books at page eight

$.rpils' books open Point to and elicit the numbers

-: r up your book and point to the picture of Masid

=-,: ris sister, Bibi Say: Look! Ihis is Masid and his

: ::er Bibi They're doing the jive! Read the song, a

: -'ase at a time The pupils repeat after you

Four, five, do the /Ve (holding hands with yourpartner touch one shoulder then the other)

Sri seven, eight, wait, wait, wait! (make a stop signwith the palm of your hand)

Nine, ten, /et's stafi again! (beckon)Play the song The pupils, in pairs, sing and do theactions

VariationThe pupils are in pairs The first pupil says and showsthe numbers on his/her fingers and the other pupildoes the actions Then, the pupils change roles andthe activity is resumed

(Ex 5) Let's ptag!

(A Circle-Time activity to consolidate numbers 1-7 0.)Refer the pupils to the illustration, read the questionand explain/elicit what it means Explain that they aregoing to play a game Have the pupils sit in a circle.Tell the pupils that they will close their eyes and count

to ten out loud with you While they have their eyesclosed, you will pat someone on the shoulder andhe/she will go out of the class When they open theireyes again they will have to tell you who is missingfrom the circle Play the game for as long as you wish

e g Teacher: Who is missing?

Who can it be?

Who can count to ten with me?

Teacher & Class: One, tvvo, ten

Teacher: John, who is mrsslng?

John: Mary

Teacher: That's right etc

i ( l i i l " i ' , ' ' , ' r l 1 ' ' l l r , ' ,

-Bring a soft ball or prepare one out of paper

Have the pupils stand in a circle with you in thecentre Throw the ball to a pupil and say a number.The pupil throws the ball back to you while saying thenext number Demonstrate this yourself first After awhile ask a pupil to take your place and resume thegame Keep changing the pupil in the centre

e.g Teacher: (throwing the ballto a pupil) Five!

Pupil: (throwing the ball back to the teache)

- r<50n 5

lilhltttt*&mm gr$ with British culture (to learn about

lth flffiq fui- To develop writing skills through

I rumtmmrm mlilr ilhrili'ls abouttheir favourite colou)

I lhllllffifffill@; lUft thrcrite colour is yellow

1tffi[n "l+t 4f,-M-UP

ltffi rofiQ b revFuw the language taught in Lesson 4.)

- fuEsnedthe projects (Follow-up: My House)the

;ut firre rnade in the previous lesson without

ffidng tnh names Ask the pupils to identify their

,lrom iDllr@ilb d outfrom the Cecil Mouse episode.

- I[ttm a iFge 10 on the board Point to it, mime and

ry' fui pur books at page ten

f, m-{COME TO BRITAIN!

lflurlsres b familiarise pupils with British cufture and

Fil tljr own.)

M

-[E boolts open Hold up your book and point to

tmE ild its colours as you read outthe text Read

illlltlttc M 4a!n with pauses The pupils repeat, chorally

rrrrc r6*Adly Check the pupils' intonation and

onotrurcatbn Then, pupils read the text aloud

Optional project workAsk the pupils to draw and colour the flag of theircountry Help them with the colours if necessary Ask

use of Ll if necessary

Then, they can present their drawing in class Theycan also use the text in their books as a modelto talkabout their own flag

[c" pno"rrcr rrmr

(A pe rso n al i sati o n activity )

Read Then, write about gou.

Refer the pupils to the project on page 10 andcomment on the pictures Ask the pupils, in L1 if

think of

Explain to the pupils that they have to do the same fortheir favourite colour on page 11 Alternatively, youcan ask the pupils to produce their project on a piece

them to bring or make drawings and colour them Goround the class as the pupils work on their projectsand provide any necessary help

4 l -e!san 1

rillllllt|Innnnnu iln mW'S.Fe numberS 11-20.

d!{mmuury: lbtls; What's twelve plus two? Fourteen

The pupils repeat after you Then, say twelve plus two

The pupils repeat after you Then, write 12 + 2 = ? andask Whaf's twelve plus two? The pupils repeat, chorallyand individually Write another addition on the boardand invite the pupils to ask and answer chorally and/orindividually Erase the model question from the boardand repeat the procedure with some more additions

Pupils' books open Play the cassette/CD Thepupils listen to the exchange Play the cassette/CDagain with pauses for the pupils to repeat chorallyand individually Ask the pupils to do the additions

Go round the class to provide any necessary help

Check the pupils' answers Then, the pupils ask andanswer in pairs

A: What's ten plus one?

ie F*LLOW-UF {FJUSABER ffilNG*J

o Hand out the grids Ask the pupils to write any sixnumbers from 11-20 in random order Call out numbers11-20 in random order The pupils cross out thenumbers as they hear them The first pupilto cross outall the numbers calls out Bingo and is the winner

Note: Tell the pupils to bring the headband theymade as a project in Unit 1 Lesson 2 for the next

flr[,flltrflfi r'$d th= d@r and greet the pupils as they arrive.

ilrililr' Mfls,'dti w rstiew the language taught in Unit 1.)

mrrultm lre :r-+*Ls to present their project from Lesson 5

l"rnnnr "ll ,&sk indMdual pupils to tell the class what

rflilllr[iflllil iimilcLrte colour is.

0@

ilIiltulrrffi fi s-r'r€y about the class'favourite colour.

I ;.::, :'.TATION & PRACTICE

lllllin[ilmrlw@es tu present and activate the vocabulary of the

iitilfllMmrr.,,

iE!" 1l f{rite Listen and repeat.

"lwmrript 11)

ndr" books closed Write on the board the

lr!ilrilTm 'l 1-20, one at a time Point to, read and say

'lf,,rp rr r'rbers The pupils repeat, chorally and

rmdilurum-all$ Say a number Ask a pupilto come to the

mmm rornt to and say the correct word

Ecndixr

eurrm:c a number on the board and say the word Ask

liltnw eucris to call out yes or no

* g -acfrer: (pointing to number 18) Eighteen

Dugls: Yes/

-=cher: (pointing to number 12) Twenty

Fr-rpils: No/ etc

inmrw a ierge 12 on the board Point to it, mime and

irutrir- 3c,erl yOUr bOOkS at page twelve

ormifis' books open Hold up your book and point to

.1rfirm 1-rnrbers and words in Ex 1 Explain the task to

ffef*re gisi$F€r mef* *$ses

Draw a grid, three squares across and two squaresdown (6 squares altogether) and photocopy one grid

p e r p u p i l

{ -esson 3

,ltlffinn :l rtod.rce school objects To distinguish

'rilluilm smob€gL pencil case

lluuurtu $rE€ls d paper, one per pupil (Ex 5) Slips

rillrtllm@tr ffir &te words of the lesson (Follow-up)

1 ; \ I UP

furnc ay fc door and greet the pupils as they

f,tlnmm,

lfl/fur diry b EUiew the language taught in Lesson 2.)

@r'B lre srp from Lesson 2 (l-apescript 13) and ask

llttnG @!sfs b sing and do the actions Play it as many

flltrlmws @ you feel is necessary

4m mduidral pupils to come to the front and mime

tur miiEa The class must guess what the pupil is

@rilE:.

: ;:SENTATION & P R A C T I C E

P[r ffilury to present and activate the vocabulary of

;irflm *4eo.l_l

El- 5) Listen Point Repeat (Tapescript14)

hF boolrs closed Pin the following flashcards

.llc Jr the board: pen, book, pencil, eraser,

sllueE4 ruler, schoolbag, pencilcase Point to the

.M, one at a time, and say the corresponding

,ron:s- The pupils repeat after you Hand out the

Mtovarious pupils Askthe pupilsto cometo

tjre !€d, one at a time, show their flashcard and say

lte sresponding word Ask the rest of the class for

usnfrcailion

E4nion

-ane a flashcard (e.9 schoolbag) and partly cover it

$or it to the pupils Ask: What's this? Elicit: lt's a

pupils listen, point in their books and repeat

o Now, draw and talk with gour Jriend.

Hand out a sheet of paper to each pupil Ask them todraw any classroom object they like from the ones in

Ex 5 Read out the exchange in Ex 5 The pupilsrepeat chorally Then, pupils in pairs, act out similarexchanges about their drawings Demonstrate thisyourself first

e.g Teacher: What's this?

Pupil: /t's a (uler) elc

Gx 6) Read and sag Then, write.

(An activity to identify the sounds il and /0/.)Say and write the numbers, two, three, ten andthirteen on the board Have the pupils listen andrepeat a couple of times Elicit the difference betweenthe sounds ltl and /0/ Then, ask the pupils to write thewords in the correct column

t /t/ th teltwo threeten thirteen

IC FGLLOW-UP

B*fare gofrigr in{c cf,=ss

Write the words of the lesson on slips of paper

o Hand out the slips of paper with the words to variouspupils Pin up the flashcards with the school items onthe board Point to a flashcard and ask the pupil whohas the corresponding word to come to the boardand stick their slip of paper next to the flashcard

Repeat the activity with as many pupils as you think isnecessary

Note: lf you wish, the pupils can do the At School!

activity from the Sficker Sfop (p 64) Ask the pupils toshow you the stickers before sticking them on thecorresponding square

-{ EO,n 5

Tnttrilnffil' [rqscfrcolbag there is

Scfroolitems

lilme

@O HEwtE language bught in Lesson 4.)

r Hpilsbtte pupils Ask them to read and act

Lir@rl1h ffigr.r fom Lesson 4.

haQe 16 m the board Point to it, mime and

ry:rffilurDoorrs at page sxfeen

'ffiCOfiTE TO BRITAIN!

Sbldliafise pupils with British culture and

ffiEantt.)

- H

ilhifltd.

i lluFctwork

,ffi ilF Ffas to draw and colour in their school

llh, $l an present their drawing in class They

cr&tsethe text in their books as a model and

.ry&f teiown school.

l r

L* -

$=i]#_:-(A pe rsonal i sation activity )

Read Then, write about gou.

Refer the pupils to the project on page 16 andcomment on the pictures Ask the pupils, in L1 ifnecessary, what other items can be found in aschoolbag

Explain to the pupils that they have to do the same fortheir school items on page 17 Alternatively, you canask the pupils to produce their project on a piece ofpaper They can do drawings and colour them in Goround the class as the pupils work on their projectsand provide any necessary help

r,.',,,: l,*,,],,,1F1 1

:MllrilN 3E-r ?rriliy members.

-*1s s n'ny mummy, Julia This is

Mfimr qmrllllt|e' -'rs s my mummy and these are

firrr!4s

l*fr-,rrnrn/, daddy, sister, brother

3c.-re of a family (Ex 1), a

riltfilrllllltr, lll,ilrlllil'-.ernber (Follow-up).

r

-r1l

nilfili ,rtli il _ lF,

lll#fiil: ;ur "iirc Er md greet the pupils as they arrive

',ililffirrr lrimri,trffilrutlul @ iare# the language taught in Unit 2.)

tirnr, rl1rm ouc* m p{esent their project from Lesson 5

illrrilrnil',Jl ,m rndrqd.lal pupils to tell the class what is in

,mff

ilmjfifi@dfi,nnE

nri|lnrflIlEhr A' ON & PRACTICE

rtkurnmfG -seft & activate the vocabular of the

'illllllMmmEdlllrrt5 crErfl on the board simple sketches of a

;i/*'qilmT'ili trie ri€nbers of the family you have drawn on

'filrilrilri tu@mr,t rr Grrdom order The pupils say the family

mrrrurrrlrlrw SEd up the activity to make it fun for the

iullliltwl&,,

,,,rrrmutrrr* a mge 20 on the board Point to it, mime and

,flulrlrl fo .lanr books at page twenty!

miludb bds open Play the cassetteiOD The

irrrrurrnrlrru i"#ri and repeat, chorally and individually

,,;llltrrmmrn trie a+lb'pronunciation and intonation Then,

,rrrultlL lillfirm lods to draw lineS tO match the wOrds to the

rnrlnre!@Erting people in the picture Check the

Ask the pupils to draw members of their family(mummy, daddy, brother andlor slsfer) Allow sometime for the pupils to do so Then, the pupils in pairs,present their family to their partner Check round theclass Then, ask some pupils to report back to theclass

lC FOLLOW-UP |FAMTLY PRoFTLES

o Show the pupils the poster you have prepared.Present the family member to the class Ask thepupils to do the same for one member of their family.e.g Teacher: (showing the poster) This is my

mummy and these are her favouritethings

Prepare a poster with a simple sketch of a member ofyour family with some drawings that show e.g theirfavourite food, etc

{r 3

Tdy, ball, car, doll, radio, CD

rmm',fl[ sre letters missing Ask the pupils to

llllhil ffi t: pr.rfiils' answers

qF=arfTAnoN & PMcTtcE

,,ffibprgserrt to'4s.)

{t ,&t S fisEn and number Sag.

rmfuipt 19)

s*.€dclG

;n# E dosed Pin up on the board the

d ffiy, ball, car, doll, radio and C4 one

io n h R*rt to and say the words The pupils

mEt ffiy and individually Point to the toys in

flumr@m ader and ask the pupils to say the

r@M@nEE words

:lirm ilrE Ey flashcards on your desk Ask a pupil to

ilmrr E! te front of the class and have the following

rorrlgewith him/her:

gl$ Ti* fer (giving the flashcard of the doll) Ihls is

for you!

Prpil: A doll! Thank you!

fri@the activity with as many pupils as you wish

Draw a large 22 on the board Point to it, mime andsay: Open your books at page twenty-two!

pupils listen and write the number Pause thecassette/CD if you think the pupils need more time to

Individual pupils read the words

chorally and individually Check their pronunciationand intonation

Pin up the toy flashcards on the board Invite a pair ofpupils to come to the front of the class The pupilchooses a toy flashcard and gives it to his/herpartner, practising the pattern Repeat the activity with

as many pupils as you wish

lc Follow-up (rxrs rs ron vour)

colour them in and give them to their classmates

e.g Pupil 1: Ihis isforyou!

Pupil 2: A car Thankyou! etcNote: lf you wish, you can ask the pupils to do the MyThings! activity from the Sticker Stop (p 65) lf you do

so, ask the pupils to show you the stickers forverification before sticking them on the correspondingsquares

1 a c a r 3 a t e d d y

2 a b a l l 4 a C D

{ J.cngon 5

lr#lhmn lillllfto,ffide the language of the unit To

umtrrrflSure mls with British culture: to learn about

rffirlilfrtilnmurglfn pr*d work: writing about what gifts

b nsrbers of their familY

- s-: This doll is for mY sister This

rilffiniirufflyb lwievt the language taught in Lesson 4.)

ffuuMllh d qrt the Cecil Mouse episode

l@ten n rEge 24 on the board Point to it, mime and

ilffi@.COME TO BRITAIN!

rffi b hmiliarise pupils with British culture and

- fiM,

mmilmrb tre pupils that there are some special days

tmnr mmumrrb and daddies They're called Mofher's

Mf,frmEs h their country and what they usually do

,mffiirfirEn b the pictures that show gifts prepared by

rM b trdr mother and father Read the text The

lnffitnmesbrthe pupils to repeat after you Then, the

mumilD ild the text aloud

prolect work

,qil ilte pupils to draw and colour a card for their

nnrmuinnnrn ad/or dad They can write Happy Mothelsl

Iiililffs oay! on it and give iVthem to their parents'

ic PRoJEcT TIME

(A pe rso nal i sati o n activ itY )

Recd Then, write about gou.

Refer the pupils to the project on page twenty-fourand comment on the pictures Ask the pupils, in Ll if

members of their family

Explain to the pupils that they have to do the sarne on

produce their project on a piece of paper They canuse pictures or drawings Go round the class as thepupils work on their projects and provide anynecessary help

fish, carrots, yummy, yuk.

:ui:(lttnu rEGriCs: My Food poster, a smiley and a

,'rutlilp r-lln w ffollow-up).

: ; , U P

l$rMrlli tril fie door and greet the pupils as they arrive

',!!lili affiril4 tu review the language taught in Unit 3.)

rrlrL rflrm lFe 3-rFtb to present their project from Lesson 5

,.mi I, ls< rdMdual pupils to tell the class about the

lnilll'lr ier rave drawn for members of their family

iill; ;i :: :'.TATION & PRACTICE

Arilrilr /rF-,tr n present & activate the vocabulary of the

illllllllluiiJr"

Listen ond circle Sog (Tapescript22)

r.,uda;" closed Pin up on the board the My

':rrr]'rllrn :d:b1!ef and present the food items (cake,

irrl"irililrHr*ef, eggS, blSCUitS, ChOCOlate, appleS, fiSh,

,ilwr-:G; :r€ at a time The pupils repeat after you

;rulmr r tre food items in random order Individual

;utulll@lilrrn :cnne to the board, read and say the

imrl'wcrdrng word

r3lcnurqr

t|lttu.qrnc tr-E bod items On the board Allow the pupils

iilirr'rw rre to look at them Then, ask the pupils to

;llrrse fer eyes Erase one of the words Ask the

ltrr,,,Lruile E coen their eyes and tell you which food item

ttt nrssrrE Hepeat the activity with the other food

ll]lffrn5

ltrau a a,ge I on the board Point to it, mime and

iliiirur -:,c:Er- lrrur books at page twenty-Six!

(Ex D Listen Talk wlth gour Iriend.

Puplls' books open Play the cassette/CD The pupilslisten and follow the exchange in their books Play thecassette/CD again making pauses The pupils repeat,chorally and individually Check their pronunciationand intonation Then, the pupils make similarexchanges about the food items in Ex 1 Check roundthe class Ask some pairs to report back to the class

FOLLOW-UP (YUMMY OR YUK?)

o Pin up on the board the two faces you have prepared.Invite the pupils to come to the board, write a fooditem they like and don't like under the correspondingfaces and present them to the class As an extension,you can have a survey on which food item is mosflylikedidisliked

e.g Pupil 1: I like chicken, yummy! I don't like fish,

yuk! etc

lc.

one on two strips of paper

lrl ri rtlenrfir icod items To express food

riiiiltillttilili!fl tqil fl liiili}il1,'llll;

dimuqF r@G Jo pu like ice-cream?Yes, ldo!/

liiirirur: ;lurr Lhm m and greet the pupils as they arrive

,",x ruu,mrilrflit0r t .r=fEry food items.)

I rr,; "'; :r-., li'*-lTlON & PRACTICE

,*,,1,;lr1[11rir]llt[fftt :f-=set7t food items.)

iik 5 saen ond number Sag.

- umrrogc:sr 25)

,lrhillMlllui r@ closed Pin up the My Food poster on

'!il lmmrt ro resent the words (ice cream, chips,

'rfriri riu,.'lrs w-a, bread), one at a time Point to and

ilrrri1 lrw rlTs The pupils repeat, chorally and

|1llllfi,$lrillr.i ]i|tnrilft|ll, fuint tO the fOOd itemS in fandOm Ofdef

r:lri: ifritiil rie r*ib to say the appropriate words.

't!4![tEqt

rlliilril'rl|fil, fiE rcd ftems on the board Allow the pupils

ill|flllf|Iiltflti illtrlrrE B ktok at them Then, ask the pupils to

,,,,urinn1rfiri :cen feir eyes and tell you which food item

rmuluwilrlrrc e€peat the activity with the other food

ffmn|llfi,

,llrmw : itr:e 28 on the board Point to it, mime and

,iirdrl )aw rzr books atpagetwenty-eight!

'rrltlilrlmriiiru mots open Play the cassette/CD The

,,,,,iililiilrrrlllu rr<F.fl and Write the nUmbef PaUSe the

,rffimumrm ff you think the pupils need more time to

riilr ilc >ed( the pupils' answers Then, play the

;runuuirmm@, D again with pauses for the pupils to

,,flun{tiirul ]ecfi their pronunciation and intonation.

(Ex O Listen Tolk with Vour frlend.

(Tapescript 26)

(An activity to consolidate food items and explessfood preferences.)

POSTERPupils' books closed Ask, then write on the board:

Do you like piza? The pupils repeat after you Nod,say and write: Yeg I do!The pupils repeat after you

Next, shake your head, say and write: No, I don't!Thepupils repeat after you Point to a food item on the MyFood poster Invite a pupil to ask you if you like it

Answer the question Repeat the procedure withsome more food items

e.g Pupil 1: Do you like bread?

Teacher: No, ldon't!

Pupil2: Do you like milk?

Teacher: Yes, I do!

Pupils' books open Play the cassette/CD Thepupils listen and repeat, chorally and individually.Check their pronunciation and intonation The pupils,

in pairs, use the food items in Ex 5 to ask and answerquestions Check round the class Ask some pairs toreport back to the class

t

Divide the class into groups Ask them to work togetherand decide on the food items they all like and make ashopping list with those food items Then, the groupsread out their shopping list to the rest of the class

ff you wish, you can ask the pupils to do the Yummy!

activity from the Sticker Stop (p 66) lf you do so, askthe pupils to show you the stickers for verificationbefore sticking them on the corresponding squares

- 1 , - e s s o n 5

'$rurltlrfltilril -: :onsolidate the language of the unit To

rnfr iiiiir*rs€:upils with British culture: to learn about

iii a-rc ?rips, a popular meal in Britain To

rrir';,11'"* rillring skills through project work: writing

il ,,'i :-Er ravourite food

lrtltrqruryr focus: My favourite food is pizza!

,n*mr mrdy to review the language taught in Lesson 4.)

;.nune d otrt the Cecil Mouse episode.

' ';rrrutrr n arge 30 on the board Point to it, mime and

It&ur"'

G t your books at page thifi!

lfrIflI ',:.:OME TO BRITAIN!

n{ilillrrl|$@es to tamiliarise pupils with British culture and

lrill,ElnErrE tidr own.)

"' flw@,

nu* bo*s open Pointto the picture and explain to

rlllnfl{i rulrulis ftat people in the UK like fish and chips Ask

ntnnmr frfey eatthis meal in their country Read the text

-'',nE rlEt'rs listen and follow the lines Read the text

tttqiiruflilrtlr ffih pauses for the pupils to repeat after you

-tmrumr fr pupils read the text aloud

1m*m{ prolect wOrk

{ilruilil tE ryils to draw and colour in a popular dish in

fillltffiiltr ;arf:try.

lc PRoJEcT TIME

(A personal isation activity.)

Recd Then, write about gou.

Refer the pupils to the project on p 30 and comment

on the picture Ask the pupils, in L1 if necessary, whattheir favourite food is

Explain to the pupils that they have to do the same on

p 31 Alternatively, you can ask the pupils to producetheir project on a piece of paper They can usepictures or drawings Go round the class as the pupils

help

to report back to the class.

l1 rri : :-e door and greet the pupils as they arrive :i ' i ' -' i

r. r" -, ro review the language taught in Unit 4.)

iiiri -; :rrpils to present their project from Lesson 5

, r r-<rr ndividual pupils to tell the class what their I

'-r '1.= ,:,cd is Prepare slips of paper with the items of clothing (shorts,

trousers, a shirt, a T-shirt, a skirt, a dress)

; r ' , ' r ; 1 , -

, ,rr r( := present & activate the vocabulary of the the class Give each pupil a slip of paper with an item

rrriiirr" of clothing The pupils show their slip of paper and

read aloud the word written on it Then ask the class

' Lsten Pornt Repeot oapescript 28)

l,"J:::: llili,il?i:aT,l['"i"H'i::[:iT"fl 3;il

Ask individual pupils who has got which item of

rr il,ril,r,$ Bo*oks crosed pin up the My ctothes poster clothing' Repeat the activity with other pupils'

i :"* :':ard and present the clothes (shorfs,

-: r litirr,: a shirt, a T-shirt, a skirt, a dress,) one at a

',,i : :"tpils repeat after you Point to the items of

r'Irr" r,: r^ random order Individual pupils come to

; :,a,:: read and say the corresponding word

:lut llftllitF siiruoril

' r'- - 3'ns of clothing worn by pupils Elicit what

N ills -e, ed in English.

riiilr{, i ia'ge 34 on the board Pointto it, mime and

ilirl :E€,- v,our books at page thifi-four!

,,,ruilitrlrrls books open Point to the heads of Milly Jo

, " ri e \ray and read their names The pupils repeat

lllrrllrrrr :'- ray the cassette/CD The pupils listen and

riir-T :'e* :he cassette/CD again The pupils listen

l 'roe.a'i chorally and individually Check the

itilt t) :r:'r'tLlnciation and intonation,

€ Less*m S

{*ms: To identify items of clothing

-mguage focus: Have you got a coat? No, I

"illffir€fl't! Have you got boots? Yes, I have You're

-:'"r!

ier'g€t vocabulary: Coat, jacket, scarf, hat, shoes,

:iirIrfiS.

#ARfuT.#F

Wait by the door and greet the pupils as they arrive

(An activiU to review clothes items.)

Hay the song from the previous lesson fl-apescript 30)

The pupils listen and sing along

FAffiSgh$YeT$#$\# & ffffiS.{T$4tr

(Activities to present clothes.)

(Ex 4) Listen and circle Sag (Topescript32)

:,+$TE*

on the board and present the words (coat, jacket,

scart, hat, shoes, boots), one at a time Point to and

say the words The pupils repeat, chorally and

individually Point to the items of clothing in random

order and ask the pupils to say the appropriate

words

Extension

Write the items of clothing on the board Allow the

pupils some time to look at them Then, ask the pupils

to close their eyes Erase one of the words Ask the

pupils to open their eyes and tell you which item of

clothing is missing Repeat the activity with the other

items

Draw a large 36 on the board Point to it, mime and

say: Open your books at page thifi-six!

pupils listen and circle the correct word Pause the

(Ex 5) Listen Tolk with Vour friend.

(Topescript 33)

(An activity to consolidate item$ of clothing.)Play the cassette/CD The pupils listen and repeat,chorally and individually Check their pronunciationand intonation The pupils work in pairs One pupilthinks of a teddy from the ones in Ex 4 and the otherhas to find who that teddy is by asking questions.Then, the pupils change roles and resume theactivity Check round the class Ask some pairs toreport back to the class

ffiefme'e $[G$p?Se $m$e * s

Prepare slips of paper with items of clothing and thefollowing table:

Give each pupil a slip of paper with an item of clothing

as well as a photocopy of the table Explain theactivity The pupils go round asking their classmateswhat item of clothing they have got and fill in theirtable Then, the pupils report back to the class

lf you wish, the pupils can do the My C/ofhes activityfrom the Sticker Sfop (p 67) lf you do so, ask thepupils to show them to you for verification beforesticking them on the corresponding squares

I

irta materials: My Clothes poster Slips of paper

Inrrrn a table with items of clothing (Follow-up)