Yazoo Level Yazoo is a motivating story-based course for young learners, which combines a clear grammar syllabus with a strong focus on communication and progressive skills development LEVEL Teacher’s Book The Teacher’s Book provides • an overview of the course principles and approach • a list of classroom games • step-by-step lesson notes plus optional activities • audioscripts and answers for the Pupils’ Book and Activity Book • unit word lists ok Teacher’s Bo The Active Teach CD-ROM provides an interactive version of the Pupils’ Book and includes • classroom audio • animated stories • flashcards for all vocabulary items • printable Teacher’s Resources Pupils’ Book Pupils’ audio CDs Activity Book Pupils’ CD-ROM www.longman.com CVR_YAZOO_GLOBAL_TB_01GLB_3177.indd Teacher’s Book Active Teach CD-ROM Class audio CDs Vocabulary flashcards Rachel Finnie Level Components Rachel Finnie 19/11/2010 14:16 LEVEL ok Teacher’s Bo Rachel Finnie A01_YAZO_TB_01GLB_3177_S01.indd 19/11/2010 14:18 Yazoo Unit Topic Vocabulary Contents Language Page Introduction to the Teacher’s Book i List of Flashcards viii Classroom language ix Classroom games xi Hello girl, boy, animals Hello, I’m … What’s your name? My name’s … Goodbye The alphabet Aa–Zz Letter sounds and names Numbers 1–10 one–ten Colours red, yellow, green, blue, orange, pink, purple, black, white, brown, grey School things pencil, book, ruler, bag, pen, rubber, crayon, pencil case What is it? It’s a (book) mum, dad, sister, brother, friend, elephant, lion, parrot This is my (mum) pupil, school, teacher, secretary, cook This is my (school) Family Social Science: My school How many? 12 13 14 Is it a (pencil)? Yes./No 18 Who’s he/she? He’s/She’s my (friend) 22 24 Review Phonics: /p/ /b/ Pets pets, hamster, guinea pig, rabbit, cat, dog, snake, bird I’ve got/I haven’t got a (rabbit) 26 Parts of the body body, arms, legs, wings, tail, hair, nose, mouth, eyes, ears He’s got (four legs) She hasn’t got (wings) His/Her (eyes are blue) 30 Social Science: People are different! long, short, straight, curly 34 Review Phonics: /k/ /g/ 36 Story Time 1: Look at my pet 38 Toys Having fun Science: Materials small, big, scary toys, doll, robot, car, teddy, plane, train, ball, puzzle 40 Are they your dolls? Yes./No draw, skip, dance, ride a bike, I can (draw) I can’t (ride a bike) sing, jump, climb, swim, fly Can you (jump)? Yes./No 44 metal, plastic, rubber, wood 48 Review Phonics: /t/ /d/ A01_YAZO_TB_01GLB_3177_S01.indd What are they? They’re (brown teddies) 50 19/11/2010 14:18 Unit Topic Vocabulary Language Home bedroom, bathroom, kitchen, Where’s (Cabu)? He/She is/isn’t in the 52 living room, garden, house, (bedroom) high, low Is he in the (garden)? Yes, he is./No, he isn’t Furniture table, bed, chair, cupboard, floor, door, box, shelf Where are my (books)? They’re in/on/under the (bed) Page 56 Is this your (bag)? Are they your (books)? Put your (robot) (on the shelf) Maths: Numbers 11–20 eleven–twenty 60 Review Phonics: /ɵ/ /ð/ 62 Story Time 2: Where’s Molly? 64 10 Food and drink Hobbies Science: Food messy hungry, water, chicken, cheese, salad, biscuits, sandwich, crisps, apples, tomatoes I like/don’t like (salad) dancing, sport, football, karate, gymnastics, turn, shake, left, right Do you like (dancing)? Yes, I do./No, I don’t rice, bread, milk, plant, sausages It’s from animals/plants Do you like (sandwiches)? Yes, I do./No, I don’t 12 Clothes Going away Social Science: Clothes and weather 74 76 T-shirt, skirt, trousers, sweater, shorts, coat, hat, socks, shoes I’m wearing/not wearing (a pink skirt) photo, zoo, surprise, party, shout, home Revision 82 hot, cold, rainy, sunglasses, boots, umbrella It’s (hot) 86 78 Are you wearing (a coat)? Yes, I am./No, I’m not 88 Review Phonics: /ʃ/ Story Time 3: Animals at the zoo! 70 Stand up Sit down Review Phonics: /ʧ/ 11 66 ice cream, carrot, gorilla, zebra The Yazoo Music Show 90 92 Happy New Year! dragon, lantern, present, money, fireworks 94 Book Day story, brave, pirate 96 Wordlist A01_YAZO_TB_01GLB_3177_S01.indd 98 19/11/2010 14:18 Introduction Principles of the course Yazoo is a motivating story-based course for young learners, with five levels (Starter, 1–4) At each level, an appealing cast of characters contextualise the language and make learning fun Yazoo is for children learning English towards the start of the school system At this early stage of learning, it is especially important that the English language classroom is enjoyable and unthreatening A key aim of Yazoo is to develop a positive attitude to English through the use of motivating exercises, including games, TPR activities, songs, stories and puzzles and plenty of personalisation The course combines a clear grammar syllabus with a strong focus on communication and progressive development of skills Regular cross-curricular Content lessons introduce children to subjects across the school curriculum, such as Maths, Science and Social Science Constant in-built recycling and regular Reviews help to ensure that no-one falls behind The wide variety of practice activities throughout the course keep children interested and engaged and also cater for different learning styles: visual, auditory, kinaesthetic, musical and interpersonal Yazoo is appropriate for children who have started learning English in pre-school or for children who have no previous knowledge of the language Yazoo Starter includes prereading and writing tasks while Yazoo reintroduces pupils to the English alphabet and gradually builds learners’ confidence and competence in reading and writing in English On completion of Yazoo 4, children will have attained communication competencies up to level A1 of the Council of Europe’s Common European Framework for Modern Languages (CEF) A full range of support components is provided for the teacher, including full teaching notes, optional activities and games in this Teacher’s Book, as well as digital resources and printable worksheets This ensures that lessons with Yazoo can proceed smoothly, with clear learning objectives, logically staged practice sequences and the option to vary procedures and pace with additional fully correlated materials Syllabus Yazoo focuses initially on listening and speaking skills and on gently developing young learners’ reading and writing skills The sounds and letters of the English alphabet are introduced in the first section along with a reminder of colours, numbers and greetings In the first six units of the Pupils’ Book, practice tasks require learners to tick, cross or match items only to complete tasks Similarly, the Activity Book provides exercises to practise motor skills, word and phrase recognition and tracing After six units, the Pupils’ Book and Activity Book begin to include some simple copying and writing tasks Unit structure In addition to the first section, Yazoo contains 12 four-page units, each focusing on a topic Each unit is divided into a and b lessons, each with a clear communicative aim: the children learn words and structures and then put them to use in games and personalisation exercises A cross-curricular Content lesson and Review lesson are included after each pair of units, providing an opportunity to consolidate and extend new language in different contexts Yazoo organisation Lesson 1a Lesson 1b Lesson 2a Lesson 2b Lesson 3a Lesson 3b Lesson 4a Lesson 4b CLIL Content Review lesson lesson CLIL Content Review lesson lesson Story Time A Story Time lesson is provided after every four units A Music show and two Festivals lessons are provided at the back of the Pupils’ Book The recommended plan for teaching Yazoo during the academic year is as follows: Term – Starter, Units 1, 2, 3, 4, Story Time and Festival lesson Term – Units 5, 6, 7, 8, Story Time and Festival lesson Term – Units 9, 10, 11, 12 and the Music show i A01_YAZO_TB_01GLB_3177_S01.indd 19/11/2010 14:18 Language presentation Practice In Lesson a and b of each unit, four or five new words are presented through simple pictures The new words are recorded so that the children can hear and repeat them In Lesson a, the new words and the target structures are then contextualised in a humourous, self-contained cartoon story featuring the Yazoo characters In Lesson b, the language is presented in a song The tunes are easy to learn and sing Yazoo has been written to ensure that learners enjoy varied and stimulating practice sequences The wide variety of practice exercises keep children interested and engaged and also cater for different learning styles (see below) Every unit ends with a game to activate the language The main characters are three friends – Trumpet, a young elephant, Cabu, a lion cub and Paco, a parrot Additionally, there are two child characters who feature throughout – Rob and Vicky The stories are all set in the jungle, but in contexts that reflect the children’s own world Trumpet, Cabu and Paco make friends with Rob and Vicky, meet their family and pets, play with them and their toys and in general lead the kind of life that young children can easily relate to Through the stories, the children get to know the characters, identify with them and share their adventures The children can act out the stories before moving on to practice exercises This helps to reinforce the new language in a fun and non-threatening way Grammar Grammatical structures are logically sequenced throughout the Yazoo syllabus, with each new item introduced building on a learner’s previous knowledge Grammar items are always introduced in a motivating context – either through the stories or songs A comprehensive practice sequence follows the introduction of each new structure, including practice in the Activity Book Once introduced, new language is regularly recycled in subsequent units, using different contexts For each area of grammar, extra photocopiable resources are provided on Yazoo Active Teach For faster learners these resources provide extension exercises based on a particular structure Where learners are finding some difficulties with the structure, consolidation worksheets provide extra practice Vocabulary As appropriate for the age group, vocabulary is presented visually throughout Yazoo Each language presentation begins by introducing the key vocabulary in pictures Learners then encounter the key vocabulary in the context of the story or song Comprehensive and varied practice sequences in the Pupils’ Book and Activity Book, including sticker exercises, help learners to reinforce and retain new vocabulary A Picture Dictionary is provided at the end of the Pupils’ Book for reinforcement and review exercises Yazoo Active Teach provides vocabulary worksheets for each area of vocabulary which allow children to ‘collect and colour’ new words they have encountered in class The Activity Book provides pencil-to-paper practice exercises to consolidate the new language These may be allocated for homework, but can often also provide the opportunity for quiet time in the classroom The teacher’s notes offer suggestions for when an exercise may be used in class Yazoo provides teachers and learners with plenty of options to vary classroom or home activities The Active Teach disk provides a range of photocopiable worksheets to vary or extend classroom procedures Additionally, the CD-ROM provides learners with fun digital interactive games and exercises Skills development Yazoo provides a range of different reading text types CLIL (Content) lessons recycle key vocabulary and structures by examining topics from other areas of the primary school curriculum, such as Social Science Story Time lessons provide learners with an opportunity to begin to read for pleasure A Writing development syllabus is integrated into Yazoo Activity Book Exercises are designed to practise motor skills, handwriting and word and phrase recognition in the first six units of the book After six units, both the Pupils’ Book and Activity Book begin to include some simple copying and writing tasks Learners are encouraged to practise speaking either in games or through personalisation exercises A Listen and chant exercise in each Review lesson practises key phonics and will aid learners with differentiating sounds and pronunciation Listening exercises are integrated throughout practice sequences Learners can practise listening further at home with parents/carers by using the Pupils’ CD Songs Songs are one of the best ways for children to learn and remember language Yazoo uses songs to present new language in each lesson b of a unit Singing songs helps young learners to build confidence in the language through repetition, and promotes musical skills and development of rhythm Many songs in Yazoo have accompanying actions, which also supports kinaesthetic learners The Yazoo songs are available on both the Class CDs and on the Pupils’ CD for learners to listen again and sing at home All the songs have a ‘karaoke’ version with the music only ii A01_YAZO_TB_01GLB_3177_S01.indd 31/05/11 9:23 PM Games, fun and motivation Recycling and Review Having fun and keeping children motivated to learn English is a core objective of the materials provided in Yazoo All units include two games, which come at the end of each lesson The Yazoo syllabus is structured to ensure that new language can be recycled in subsequent lessons in different contexts This maximises the number of times learners encounter new language and aids with language retention Games provide motivating and meaningful ways of practising the new language in a genuinely communicative context, and are very popular with children Photos are provided to allow teachers to set up games quickly and keep pupils on task Additionally each Review lesson concludes with a fun quiz or board game There is a further list of games on page xi of this Teacher’s Book CLIL (Content and Language Integrated Learning) The regular CLIL lessons in each unit of Yazoo provide learners with an opportunity to learn about other areas of the primary school curriculum such as Social Science or Science in English The lessons follow a guiding principle of CLIL that English in these lessons is used to learn content, in addition to language New language is kept to a minimum to ensure that learners can focus on the topic in hand CLIL lessons can help to promote critical thinking in language learners and provide opportunities for children, even at young ages, to encounter and use newly acquired language in a meaningful way CLIL lessons can also help children who are weaker at language-learning, where they know and understand the content which is being dealt with The children are then able to apply this knowledge in their first language to the CLIL lesson in English Typically, CLIL lessons in Yazoo include work on the four skills – reading, writing, listening and speaking Each CLIL lesson in Yazoo includes a Your Project! task, which allows learners to personalise language and content in a meaningful way and to create a piece of work for the classroom wall or to show parents as a measure of their progress in English A Review lesson at the end of each unit allows teachers and learners to revise new language and will highlight any weaknesses which may need reviewing The recorded Picture Dictionary at the end of the Pupils’ Book can be used at this point The Activity Book also includes a Review page and concludes with a My English exercise for learners to complete and evaluate their progress Home-school connections Components and exercises are provided throughout Yazoo which will allow parents to review the progress their child is making in English lessons and provide relevant support The My English exercises in the Activity Book Review lessons and self-evaluation worksheets provided on Yazoo Active Teach encourage learners to reflect on their learning as they progress through the course Both the Pupils’ CD and the Pupils’ CD-ROM provide fun exercises and extra practice for learners to use at home Evaluation Yazoo provides a comprehensive range of photocopiable resources designed to measure progress and attainment throughout the school year, which are easily downloadable from Yazoo Active Teach After each unit, a quick photocopiable quiz is provided to check a learner’s progress with new language More extensive attainment tests are provided for use at the end of every four units or at the end of each school term Self-evaluation worksheets are also provided on the Yazoo Active Teach Multiple intelligences No two people absorb and retain information, new skills and knowledge in the same way, which means that English language teaching classrooms are full of children who learn more effectively in different ways! Yazoo has been designed to ensure that a broad range of children’s learning styles are catered for, by providing a wide variety of materials and practice activities Similarly, interaction patterns are also varied, allowing for individual work, pair work, group work and whole-class modes of learning The broad range of presentation types and practice activities give opportunities for children to experiment with different modes of learning and different intelligences – musical, logical/mathematical, verbal/linguistic, kinaesthetic, visual/ special, interpersonal and intrapersonal iii A01_YAZO_TB_01GLB_3177_S01.indd 31/05/11 9:23 PM Course components For pupils Pupils’ Book The 104-page Pupils’ Book presents, practises and revises the target language of the course It comprises: • a two-page Hello lesson introducing the characters to the children • an eight-page Starter section to review the alphabet, numbers and colours • 12 four-page topic-based units, each organised into a lesson a and a lesson b • 6 two-page CLIL Content lessons after every two units • 6 two-page Review lessons after every two units • 3 two-page Story Time lessons after every four units • a Music show to be performed by the children • two Festival lessons: Happy New Year and Book Day • a Picture Dictionary illustrating all the key words from the Pupils’ Book • full-colour stickers for use with the sticker listening exercises Pupils’ CD The Pupils’ CD is packaged with the Pupils’ Book and includes all of the cartoon presentations and songs for children to listen to at home with their parents Activity Book The 80-page Activity Book provides further practice and consolidation of the language presented in the Pupils’ Book It comprises: • a six-page Starter section with practice exercises for the alphabet, numbers and colours • 12 four-page units with practice exercises for all of the key language introduced in the Pupils’ Book • six pages of activities to practice language used in the CLIL Content lessons • six pages of revision exercises including a My English self-evaluation exercise • full-colour cutouts for use in a number of games Suggestions on how to use the cutouts are given in the relevant lessons The lesson notes in this Teacher’s Book give guidance on how to use the Activity Book exercises Pupils’ CD-ROM The Yazoo Pupils’ CD-ROM is packaged with the Activity Book and comprises: • interactive practice exercises of the alphabet, colours and numbers • interactive grammar and vocabulary lessons for every unit of the Pupils’ Book • extra listening practice exercises • song-based exercises in every unit including a karaokestyle exercise in every second unit • interactive practice of CLIL lessons • interactive practice exercises of Review lessons • interactive exercises on phonics • animated versions of the three Story Time stories in the Pupils’ Book for extra reading and listening practice For teachers Teacher’s Book The 112-page Teacher’s Book comprises: • this Introduction, which includes a list of additional ideas for games (see page xi) • detailed lesson-by-lesson teaching notes for the Pupils’ Book and Activity Book • wordlist The lesson-by-lesson notes are presented together with a reduced black and white facsimile of the Pupils’ Book spread, for easy reference Lesson objectives, target language, recycled language and a list of materials required for the lesson are given at the beginning of each lesson spread The teaching notes provide a standard lesson plan, consisting of these stages: Lesson a Warm-up Presentation of vocabulary Presentation of language through a cartoon story Exploitation of the story (acting out) Practice Production – a game Activity Book – setting homework / quiet class time Ending the lesson Lesson b Warm-up Presentation of vocabulary Presentation of language through a song Exploitation of the song (TPR, singing) Practice Production – a game Activity Book – setting homework / quiet class time Ending the lesson Class CDs The Class CDs contain all of the audio material in the Pupils’ Book, including the cartoon stories, listening tasks, songs and Picture Dictionary words Complete audioscripts for the recordings which are not included on the pages of the Pupils’ Book can be found in the lesson notes iv A01_YAZO_TB_01GLB_3177_S01.indd 31/05/11 9:23 PM Flashcards There are 47 flashcards for the Starter section (alphabet, numbers and colours) There are 97 vocabulary flashcards for the key items presented in the Pupils’ Book The flashcards reproduce the vocabulary pictures from each unit of the Pupils’ Book See the list of flashcards on page viii Join us at The Great Teachers Primary Place Active Teach for interactive whiteboards Yazoo Active Teach is designed for use with any interactive whiteboard (IWB) It can also be used with a computer and projector It contains all the Pupils’ Book lesson pages in digital form, together with the class audio material In addition, it provides: • an additional interactive exercise for each Unit • interactive flashcards for all the vocabulary in the Pupils’ Book, accessible by topic or in alphabetical order Yazoo Active Teach also contains the following printable/ photocopiable Teacher’s Resources: Additional activities: • 12 Language Check worksheets – one for each unit of the course • 12 Grammar Consolidation worksheets designed to provide extra practice for children finding difficulties with a particular grammar point • 12 Grammar Extension worksheets designed to provide more challenging practice for children on a particular grammar point • 12 Vocabulary worksheets which group together the key vocabulary areas of the course Evaluation resources: Find inspiring ideas for your primary classroom, discover new techniques and solutions that work, connect with other primary teachers, and share your own stories and creativity The Great Teachers Primary Place is the place to go for free classroom resources and countless activities for primary teachers everywhere Go to www.pearsonlongman.com/primaryplace and register for membership Members of The Great Teachers Primary Place will receive exclusive access to: • free articles on current trends in the primary classroom! • free reproducible activity sheets to download and use in your classroom! • free Teacher Primary Packs filled with posters, story cards, and games to use in your classroom! • exclusive access to professional development via print materials and web conferences • 12 Quiz worksheets for use after each unit • 12 I can it! self-evaluation worksheets for use after each unit • six Progress Reviews for use after each pair of units • three Attainment Tests for use after every four units v A01_YAZO_TB_01GLB_3177_S01.indd 31/05/11 9:23 PM Teaching with Yazoo Unit and lesson structure Each of the 12 units of the course consist of two lessons – lesson a and lesson b However, in teaching situations with fewer hours available, it is possible to extend the unit over four teaching periods The Activity Book provides additional material that can be used in class for quiet time or alternatively for homework Lesson a presents new language through the cartoon story The children act out the story and then further listening and speaking practice is provided Lesson b presents new language through a song As the book progresses, more of the language taught in earlier lessons is recycled Each lesson ends with a game allowing the children to activate the language and relate it to themselves Warm-up – getting started It is a good idea to signal the beginning of the lesson clearly and start with a warm-up activity that is enjoyable and involves the whole class The step-by-step teaching notes suggest a variety of warm-up activities Procedure for presenting vocabulary The new words for each lesson are always presented in Picture Dictionary style at the top of the Pupils’ Book page and are also on the CD • Use the flashcards or classroom objects to present the new words and their meaning (Relating the new words to tangible objects in the classroom also helps to make the words more memorable for the children.) • Tell the children to open their books and look at the pictures Play the CD The children point, listen and repeat • Hold up the flashcards again in random order and elicit the words • You can also present the vocabulary on an IWB, using the flashcards on Yazoo Active Teach Procedure for cartoon stories • Invite the children to look at the pictures Use L1 to ask questions about the pictures and prompt discussion • Play the CD The children listen and point to each character as they are speaking Ask simple questions in L1/English to check understanding • Play the CD again, pausing after each line for the children to repeat • Divide the class into groups, and give each group the role of a character Play the CD again The children repeat their parts Encourage them to copy the characters’ voice and intonation and to mime some of the actions • Let the children practise in groups Invite a group or groups to perform for the class Practice The practice stage of the lesson involves a variety of different activities, including further listening activities, speaking activities and games Simple heads down, pencil-to-paper activities are also included, such as drawing and colouring There is an additional interactive practice activity on Yazoo Active Teach Procedure for games/role plays • Ask the children to look at the photo in their Pupils’ Book and describe in L1 what is happening Elicit what they think the children are saying • Demonstrate the game with a child or group, until everyone knows what to • Let the children play the game in groups or pairs, if they are able to so Make sure they understand turn taking and when the game finishes • If you feel that they are not ready for pair work, play the game as a team game, or with pairs / groups in front of the class Procedure for teaching songs • Invite the children to look at the picture(s) and talk about what they can see, saying who the characters are and what they are doing • Play the CD The children listen and follow in their books They can also clap the rhythm • Recite the lines of the song rhythmically like a chant Say each line and ask the children to repeat Demonstrate the movements if the song lends itself to action • Play the CD Ask the children to sing along and make the movements • For some of the songs, you can divide the class into groups and give them a part to sing • Use the lesson flashcards and hold them up as the words are heard in the song • Use the karaoke version (music only) when the children are confident with the words of the song Ending the lesson Always end the lesson on a positive and cheerful note The step-by-step teaching notes suggest a variety of round-up exercises Procedure for alphabet lessons in the Starter section Each Alphabet lesson presents six letters in initial position in three words e.g apple, ball, car Before the children open their Pupils’ Books, you can follow these stages to present the alphabet words and letters for the lesson • Word presentation Use the Alphabet flashcards picture side up, to present the alphabet words for the lesson • Letters and sounds presentation Introduce the letters and their names and sounds using the board vi A01_YAZO_TB_01GLB_3177_S01.indd 19/11/2010 14:18 Social Science: Clothes and Weather Aim: to learn about the weather Target language: sunglasses, boots, hot, cold, rainy, clothes, weather Recycled language: hat, T-shirt, shorts, coat, sweater, trousers, umbrella; I’m wearing … Have you got …? Materials: class CD, drawing paper for each child (optional) Warm-up • Start by talking with the children about weather Talk about the different types of weather throughout the year Talk about why the weather is important (for things to grow, for holidays, for sports events, etc) Find out what the children’s favourite kind of weather is and why Encourage the idea that the weather affects our lives in lots of different ways • Play the first part again CD Pause after the first sentence and ask the children which word matches (cold) • Continue, pausing after every sentence to allow time for the children to say the words Don’t correct them at all • Say Listen and check Play the rest of the CD and ask the children to check their answers CD3 Track 33 I’m wearing trousers I’ve got my sunglasses I’m wearing a sweater I’ve got my umbrella I’m wearing shorts I’m wearing boots Listen and check I’m wearing trousers It’s cold I’ve got my sunglasses It’s hot I’m wearing a sweater It’s cold I’ve got my umbrella It’s rainy I’m wearing shorts It’s hot I’m wearing boots It’s rainy Activity Book page 66 Look and write • The children look at the pictures and write the correct words Listen, read and point CD3 Track 32 • The children open their books at the lesson page Ask them to read the speech bubble at the top of the page • Ask the children to look at the photos Talk about each photo Ask the children what the children are wearing in each photo Write the words hot, cold, rainy on the board Ask the children to find those words on the page • Play the CD all the way through and let the children follow in their books • Ask the children to look at picture Read the boy’s speech bubble and ask the children to repeat • Say Listen, read and point Play the CD again, this time pausing after each item for the children to point to the picture and repeat the speech bubble • Say rainy Invite volunteers to say the letter of the picture and read the speech bubble Repeat with cold and hot Social Science What’s the weather like? Listen, read and point I’m wearing a hat, a T-shirt and shorts I’ve got my sunglasses I’m wearing a hat, a coat, a sweater and trousers Extra! Ask the children to describe the weather today It’s hot Listen and say Hot, Cold or Rainy Listen and check CD3 Track 33 • Explain that the children are going to listen then say the correct word according to what they hear the children are wearing each time Remind them this is about the children in Exercise • Play the first part of the CD all the way through for children to listen I’m wearing a coat and boots I’ve got my umbrella It’s cold It’s rainy 86 Listen and say Hot , Cold or Rainy Listen and check eighty-six M06_YAZO_PUB_01GLB_3146_S06.indd 86 2/7/10 14:37:47 86 M07_YAZO_TB_01GLB_3177_U11.indd 86 15/11/2010 13:47 Look and circle Then say • Ask the children to look at the pictures Elicit what the children are wearing in each one • Ask the children to say what each weather symbol means Explain that they will look at the larger picture then circle the smaller weather icon that matches each time • Say Look and circle The children complete that part of the exercise Walk round and help where necessary • Ask the children to read the example sentence Go round the class eliciting other sentences from different children Play the game • Ask the children to look at the picture Elicit what they see Explain they are going to work in pairs and take turns to mime weather Their partner asks questions to find out what the weather is • Elicit some questions the children could ask • The children play the game in pairs Walk round and help where necessary • Invite some pairs to the front to play the game in front of the class You could extend the game to a class activity and have different children at the front to mime for the class The children ask questions and guess Look and circle Then say Play the game Have you got an umbrella? No, I haven’t Are you wearing a sweater? Yes, I am Is it cold? • Ask the children to look at the photo Ask what the boy is drawing (himself wearing clothes for rainy weather) • Distribute the drawing paper or children can use their notebooks • Ask the children to draw a picture of themselves dressed for hot, cold or rainy weather • When all the children have finished drawing, ask them to read the example speech bubble as a class • Choose children to come to the front with their pictures They say what they’re wearing and what the weather is like, using the example as a model • Display the pictures on the classroom wall Activity Book page 66 Look at Read and number • The children read the sentences and look at the pictures They write the matching sentence numbers next to each picture Round-up • Ask the children to stand by their desks Call out weather words The children mime being in that weather each time My Picture Dictionary CD3 Track 37 See Introduction page vii You can use the Picture Dictionary to review the key words from this lesson now (Pupils’ Book page 104) C l o t h e s a n d We a t h e r Your Project! Draw and say I’m wearing a hat It’s cold Yes, it is! Your Project! Draw and say I’m wearing a hat, a coat and boots I’ve got an umbrella eighty-seven M06_YAZO_PUB_01GLB_3146_S06.indd 87 87 2/7/10 14:38:02 87 M07_YAZO_TB_01GLB_3177_U11.indd 87 15/11/2010 13:47 Review • Ask the children to focus on the example sentences • Elicit the other sentences from different children Aims: to practise/consolidate target language, words and structures from the book; to pronounce the /ʃ/ sound Recycled language: vocabulary and structures from Units 11 and 12 Receptive language: shiny Materials: class CD, photocopiable Progress Review 11 & 12, 1–12 written on small pieces of paper, a bag (optional) Warm-up • Make up clues for different vocabulary words the children know For example It’s a pet It’s got four legs It’s small It’s brown and white, etc Children guess whenever they like (Is it a cat? [No, it isn’t.] Is it a hamster? [Yes, it is.]) Include food words, animal words, body words, house words, etc Then ask different children to make up the clue for the others to guess Listen and circle CD3 Track 34 • The children open their books at the lesson page Ask them to look at the pictures Elicit what they see in each one Explain they are going to listen to short dialogues then circle the picture in each set of three that matches the dialogue each time • Play the CD all the way through for the children to listen • Play the CD again Pause after each section for the children to circle the picture • Check the answers by calling out the numbers and asking the children to tell you the picture they circled Extra! Go round the class Each child says two sentences about what they are and are not wearing today • This activity helps to practise the /ʃ/ sound • Ask the children to look at the picture and tell you what they can see • Play the CD for the children to listen • Play the CD again Ask how many /ʃ/ sounds the children heard (five) The children repeat • Ask pupils if they can remember the word beginning with /ʃ/ that they learned in Lesson 12b (shout) CD3 Track 35 sh sh sh, sh sh sh A shirt, shorts, A shirt, shorts, shiny shoes for Shona, shiny shoes for Shona A shirt, shorts and shiny shoes for Shona! A shirt, shorts and shiny shoes for Shona! St o r y T i m e Review CD3 Track 34 Hello, Emma Can you play with me today? Yes, I can Let’s go to the zoo The zoo? Yes, let’s go Look at the elephants They’re big Have you got your crayons? Yes, they’re in my bag Let’s draw the elephants Good idea I’ve got two apples in my bag Do you like apples? Yes, I love apples Here you are Thank you I like the zoo Yes, but it’s time to go home Yes, let’s go home I’m hungry Look and tick or cross Then say Listen and circle Look and tick or cross Then say shoes ✔ sweater shorts ✘ trousers trousers coat I’m wearing shoes hat • Ask the children to look at the picture Elicit what Emma is wearing Ask Is Emma wearing shorts? Is Emma wearing shoes? • Give the children time to tick or cross the boxes for numbers 3–10, and then go through the answers as a class Listen and chant CD3 Track 35 T-shirt skirt 10 socks Listen and chant Rubric As 88 I’m not wearing shorts hi r t , shor ts and shiny shoes f or Shona! twenty-two eighty-eight M06_YAZO_PUB_01GLB_3146_S06.indd 88 2/7/10 14:38:18 88 M07_YAZO_TB_01GLB_3177_U11.indd 88 15/11/2010 13:47 Activity Book page 67 Do the quiz • Ask the children to look at the pictures Call out a number between and 12 and a child's name and the child says what is in the picture Repeat for all twelve pictures (You can write the numbers 1–12 on small pieces of paper and draw them out of a bag to add to the atmosphere of the game.) • Explain to the children that they are going to play a team game Divide the class into two teams, A and B Say a number and ask a child in Team A to say and complete the sentence or answer the question in the picture If they don't know the answer, they can ask their team mates Give two points if the child answers with a full sentence and one point if the child has help or doesn't answer with a full sentence If the answer is wrong, ask the other team • Then ask Team B a question and so on until all the questions have been asked The team with the highest score wins Answers It’s a cupboard He’s in the garden It’s red/orange cheese cat/pet eyes (She’s) Katy Mr Kuma They’re crayons 10 ride a bike 11 shorts 12 gymnastics Look at Tom and write • The children look at the picture of Tom and write the words to complete the sentences to describe the picture Trace and check Now colour • This is a self-assessment activity The children look at the pictures and trace the correct words They then check with you to see if their answer is correct and put a tick or cross in each box accordingly • The children then colour the correct face depending on the number of correct answers Round-up • Ask different children to stand up and mime being their favourite story character from the book The other children guess Extra! Talk with the children about the things they have learned in this book and what they can now say in English My Picture Dictionary CD3 Tracks 36 and 37 See Introduction page vii Use the Picture Dictionary to review the target vocabulary from the previous two units (Pupils’ Book page 102) You can also review the key words from the cross-curricular lesson now (Pupils’ Book page 104) If there is time, play the audio CD in class Ask the children to listen to their Pupils’ CD at home and learn the words in preparation for Progress Review 11 & 12 Do the quiz What is it? Where’s Rob? Photocopiable Resources What colour is it? • You can use Progress Review 11 & 12 as a test in class See the Active Teach Resources section 10 11 I can’t I’m wearing I like 12 I’ve got a My favourite sport is What are they? Her are green What’s his name? Who’s she? twenty-three M06_YAZO_PUB_01GLB_3146_S06.indd 89 89 2/7/10 14:38:33 89 M07_YAZO_TB_01GLB_3177_U11.indd 89 15/11/2010 13:47 Story Time 3: Animals at the zoo! Aim: to read a story together about animals at a zoo Target language: ice cream, carrot, zebra Recycled language: favourite, animal, gorilla, rabbit, black, white, zoom, mum, sandwich, girl, jump, please, thank you; I like … I’m wearing … I’m a … I can … Can I have …? Here you are Receptive language: dress, Look at me!, Here’s a … for you Materials: class CD, photocopiable Attainment Test to 12 Extra! Ask different children to come to the front They act out being one of the characters in the story The other children guess the character Choose and write • Ask the children to look at the example Make sure they understand that they are going to write the animal word each time • Ask the children to complete the other sentences • Check answers by choosing different children to read a sentence each Warm-up • Write these sentence stems on the board: I’m wearing … , I can … , I like … , I’ve got … Point to them at random Each time, ask for volunteers to say a sentence starting with that sentence stem Listen, point and say CD3 Track 38 • The children open their books at the lesson page • Say Listen, point and say Play the CD The children repeat the words • Write anagrams of the words on the board Invite children to the front to write the letters in the right order for each word St o r y T i m e Listen and read CD3 Track 39 • Ask the children to read the title of the story then tell you what they think the story might be about • Ask the children to look at the story pictures and tell you as much about what they can see in each one as possible • Say Listen and read Play the CD and ask the children to follow the words in their books • Play the CD again, pausing after each story frame for the children to read the dialogue • Put the class in groups of four and allocate parts (Mum, Danny, Karen, Molly) The children read the story again in their parts Encourage them to be as much like their character as they can • Ask some questions about the story Ask What are Danny’s favourite animals? (gorillas) Who likes zebras? (Karen) What animal is Molly pretending to be? (a rabbit) What is Mum buying? (ice cream) Who wants a sandwich? (Danny) Why does Mum give Molly a carrot? (Because Molly is pretending to be a rabbit.) My favourite animals are gorillas I like zebras I like rabbits Look! I’m wearing a black and white dress I’m a zebra! Look at me I’m a gorilla! I can jump I’m a rabbit! Listen, point and say Choose and write zebras 90 rabbits I like gorillas gorillas Listen and read I like I like ninety M06_YAZO_PUB_01GLB_3146_S06.indd 90 2/7/10 14:38:59 90 M07_YAZO_TB_01GLB_3177_U11.indd 90 15/11/2010 13:48 Circle and write • Ask the children to look at the wordsnake and to see if they can find three types of food They don’t say what the words are at this stage • Ask the children to circle the words in the word snake Explain that they are going to complete the sentences according to the story • The children complete the exercise • Check answers by asking the children to read the sentences out loud Round-up • Play the CD of the story again The children act out the story however they like Photocopiable Resources • The children can now Attainment Test to 12 See the Active Teach Resources section ice cream carrot Mum, can I have an ice cream, please? gorilla Yes, here you are I’m a rabbit! zebra Yes, here Can I have a sandwich, Mum? you are I’m a rabbit! Here you are, rabbit Here’s a carrot for you! Oh no, I’m not a rabbit I’m a girl! Thank you, Mum! OK Here’s an ice cream for you Circle and write Here’s a for you, Karen nd wichc r ar oti ce crea m Here’s an for you, rabbit sa Here’s a for you, Danny ninety-one M06_YAZO_PUB_01GLB_3146_S06.indd 91 91 2/7/10 14:39:19 91 M07_YAZO_TB_01GLB_3177_U11.indd 91 15/11/2010 13:48 The Yazoo Music Show Aim: to consolidate book vocabulary and grammar in an enjoyable way Target language: vocabulary and grammar from Yazoo Materials: class CD, dressing up props (if possible) Warm-up • Play ‘Hangman’ with the names of the characters from the book The Yazoo Music Show CD3 Track 40 • Ask the children to open their books at pages 92-93 Talk about the picture Elicit that the children are on a stage Some of the children are wearing masks of the characters in the book They are performing a musical show • Read the dialogue of the musical aloud with the class • Play the CD Pause after every spoken section and ask the children to repeat Let them listen to the songs and encourage them to perform appropriate actions • Play the CD again and ask the children to join in with the words and the songs The 92 Child 1: Hello! I’m Child 2: Hello! I’m All sing: Here’s Trumpet (Unit 2b) Child 1: Look! I’ve got a pet Have you got a pet? Child 2: Yes, I have! All sing: Have you got a cat? (Unit 3b) Child 1: This is my favourite toy What’s your favourite toy? Child 2: My favourite toy is my doll! All sing: Are they your dolls? (Unit 5b) Child 1: Trumpet, can you dance? Trumpet: Yes, I can! Child 2: Cabu, can you climb a tree? Cabu: Yes, I can Yazoo Mus ic ninety-two Z01_YAZO_PUB_01GLB_3146_Z01 copy.indd 92 5/30/11 4:19:33 PM 92 M08_YAZO_TB_01GLB_3177_END.indd 92 30/05/11 5:27 PM • Divide the class into six groups and allocate one of the songs from the musical to each group • Allocate roles to various children in the class: Cabu, Trumpet, Paco, children • The children perform the musical The actors read their parts and each group sings the song it has been allocated If possible, make space in the classroom for the performance to be done in one large area (or ask if you can use a hall or gymnasium in the school) • Make the whole thing fun and praise the children’s efforts azoo Extra! Many schools invite the parents to end-of-year parties Consider having an end-of-term concert/party and getting children to perform this show in front of their family and friends Music Show Child 1: Can you fly? Trumpet and Cabu: No, I can’t! Paco: I can! I can fly! All sing: Can you jump up and down? (Unit 6b) Child 1: I like singing! Child 2: I like dancing! All: Let’s play! All sing: Stand up! (Unit 10b) Child 2: Let’s have a party! All sing: Let’s have a party! (Unit 12b) All: Thank you! Goodbye! ninety-three Z01_YAZO_PUB_01GLB_3146_Z01 copy.indd 93 93 93 5/30/11 4:19:57 PM 93 M08_YAZO_TB_01GLB_3177_END.indd 93 30/05/11 5:27 PM Happy New Year! Aim: to learn about New Year traditions Target language: dragon, lantern, present, money, head, fireworks; Happy New Year! Recycled language: red, numbers 1–10, money, look, dance, sing, play, friend, doll; I’ve/he’s/she’s got … Receptive language: China, Scotland, New Year’s Day, make Materials: class CD, magazine/book pictures (optional), drawing paper for each child (optional), sheets of A4 paper in different colours (one sheet per child), scissors, glue Warm-up • Have a class discussion (L1) about what the children at New Year Explain that different countries have different ways of celebrating the New Year and they all different things at midnight on New Year’s Eve – 31st December Listen and read CD3 Track 42 • Ask the children to look at the pictures Ask them to say what they can see in each pair of pictures Which pair of pictures they like the best? Why? • Play the CD all the way through for the children to listen • Say Listen and read Play the CD again This time, the children to follow the words in their books • Play the CD again Pause after each frame and ask the children to read the dialogue • Put the class into two groups Allocate a picture to each group Ask the groups to read the speech bubbles for their picture out loud • Ask some questions about the pictures and text Ask What has got a red head? (the dragon) Who’s got a present? (the girl) What is the present? (money) Where is the picture bottom left? (Scotland) What they say in Scotland? (Happy New Year!) Listen, point and say CD3 Track 41 • With books closed, draw the items on the board or hold up magazine pictures or pictures from a book to present the new vocabulary Ask the children to say the word in L1 each time Say the English word The children repeat the words • The children open their books at the lesson page Ask them to look at the pictures • Say Listen and point Play the CD once The children point to each picture as they listen • Say Listen, point and say Play the CD again, pausing after each word for the children to point to the picture and repeat • Say the words in random order and ask the children to point to the corresponding picture and repeat the word Listen, point and say Listen and read dragon Extra! lantern money fireworks Look at the dragon! He’s got a red head China Ask the children if they like fireworks Make sure they are aware of firework safety rules See what they know and reinforce the safety rules (You can look them up on the internet.) present Look at my lantern! I’ve got a present Money! Scotland Look at the fireworks! Listen! 94 10, 9, 8, 7, 6, 5, 4, 3, 2, … Happy New Year! ninety-four Z01_YAZO_PUB_01GLB_3146_Z01.indd 94 2/7/10 14:52:13 94 M08_YAZO_TB_01GLB_3177_END.indd 94 15/11/2010 13:44 Read and match • Ask the children to look at the pictures and say what they can see in each one • Focus on the example and explain that the children are going to match the pictures with the sentences • Ask the children to compete the exercise • Check the answers by asking different children to read out the sentences The other children call out the correct letter each time Extra! Distribute the drawing paper (optional) Ask the children to draw and colour their own New Year picture Invite children to the front to show the class their picture and talk about it Read and match I’ve got a present It’s a doll a c Make a lantern Then say • Distribute the paper and scissors • Tell the children they are going to make a lantern like the one in the photo • Demonstrate making the lantern: cut a thin strip off the short edge of the paper and put this aside Fold the paper longways Make a series of cuts upwards from the fold line, but not cut all the way to the edge each time Unfold the paper and glue the short edges together Glue the strip of paper to the top of the lantern to make a handle • Ask the children to make their lanterns Supervise and help where necessary • Invite children to show the rest of the class their lantern and to talk about it, like the child in the photograph • Hang up the finished lanterns around the classroom • The children sing the song from Exercise again – this time, in a round Divide the class into four groups One group starts singing the song Group two starts singing when group one reaches the end of the second line Group three starts when group two reaches the end of the second line, etc Each group sings the song twice d The dragon is green • Ask the children to look at the picture Elicit what they can see Encourage them to be as descriptive as they can • Play the CD all the way through for the children to listen • Play the CD again Ask the children to follow the words in their books • Play the CD again This time, the children sing along If possible let them hold hands, either in one large circle or several small ones – like the children in the picture – as they sing Round-up b c My lantern is yellow and blue The fireworks are red and white Listen and sing CD3 Tracks 43 and 44 Listen and sing My Picture Dictionary CD3 Track 37 See Introduction page vii You can use the Picture Dictionary to review the key words from this lesson now (Pupils’ Book page 104) Happy New Year! Happy New Year! Dance and sing and play! Dance with your friends Sing with your friends It’s New Year’s Day! Make a lantern Then say Look! This is my lantern It’s red! ninety-five Z01_YAZO_PUB_01GLB_3146_Z01.indd 95 95 2/7/10 14:53:13 95 M08_YAZO_TB_01GLB_3177_END.indd 95 15/11/2010 13:44 Book Day Aim: to learn about Book Day Target language: story, brave, pirate, day, mouse Recycled language: book, school, favourite, queen, animal, toy, girl, boy, car, plane, cat, train, dog Receptive language: great Materials: class CD, three or four sheets of A4 paper per child, scissors, glue, ribbon or string for each child (about 25 cm long), hole punch or stapler, a selection of pictures from magazines that may be useful (animals, toys, food, transport, children, etc.), drawing paper, colouring pens Warm-up • Have a class discussion (L1) about books Ask how many books the children have got and what sort of books they are Find out if the children read pages from a book every day Do they have English books at home? Explain that there is a special International Book Day every year on 23rd April – the birthday of the famous fairy tale writer, Hans Christian Anderson Listen and read CD3 Track 46 • Give the children a minute to look at the pictures Ask them to say what they can see in each one, in as much detail as possible • Play the CD all the way through for the children to listen • Play the CD again The children follow the words in their books • Play the CD again, pausing after each frame for the children to read the dialogue out loud • Ask some questions about the pictures and text Ask What day is it? (Book Day) Who is Despereaux? (a mouse) What is Clare’s favourite book? (The Snow Queen) What is Simon? (a pirate) Extra! Put the class in groups of four They allocate parts (boy 1, boy 2, girl, teacher) and act out the story in their groups Listen, point and say CD3 Track 45 • With books closed, present the new vocabulary You may need to write the words on the board and use L1 to explain meaning • The children open their books at the lesson page Ask them to look at the pictures • Say Listen and point Play the CD once The children point to each picture as they listen • Say Listen, point and say Play the CD again, pausing after each word for the children to point to the picture and repeat • Say the words in random order and ask the children to point to the corresponding picture and repeat the word Listen, point and say Listen and read story It’s Book Day at school! brave pirate Extra! Ask the children if they know any stories (or films) about pirates See if they can tell you a little bit about them Look at all the books What’s your favourite book, Clare? I like this book It’s about a queen 96 My favourite book is The Tale of Despereaux Despereaux is a mouse He’s brave I like the story! Look at Simon! He’s a pirate! You look great, Simon! ninety-six Z01_YAZO_PUB_01GLB_3146_Z01.indd 96 2/7/10 14:54:05 96 M08_YAZO_TB_01GLB_3177_END.indd 96 15/11/2010 13:44 What’s your favourite book? Draw and say • Ask the children to think about what their favourite book is Ask some children to tell you their choices – provide English translations if necessary • Distribute the drawing paper and ask the children to draw a cover picture for their favourite book • Invite children to come to the front to show the class their pictures and say what their favourite book is They can talk about the picture too, if they want to Listen and sing CD3 Tracks 47 and 48 • Ask the children to look at the picture and say what they can see • Play the CD all the way through for the children to listen • Play the CD again This time, pause after each verse and ask the children to read the words • Play the CD again and ask the children to sing along Encourage them to mime the nouns (animals, toys, school, etc.) as they sing Make a book • Distribute the paper, scissors and ribbon/string • Demonstrate making the book Fold each sheet of paper in half, short edges together Put the folded sheets one on top of the other Use a hole punch to make holes a little way in from the fold Thread a piece of ribbon or string through the holes and tie it to secure the book pages If you don’t have a hole punch, you can staple the sheets together along or close to the fold Write the title of your book and your name on the front, then draw a suitable picture or cut and paste a picture if you prefer • Ask the children to make their books Supervise and help where necessary Make the holes or staple the pages for each child • Explain that the children think of a title for their book Then they can write and draw or stick whatever they like on the different pages of the book, as long as it matches their chosen topic/title • Invite children to show the rest of the class their book and to talk about it, like the child in the photograph Round-up • Have a class vote for a favourite book that you have in the classroom Read (or ask children to read) some paragraphs from the book My Picture Dictionary CD3 Track 37 See Introduction page vii You can use the Picture Dictionary to review the key words from this lesson now (Pupils’ Book page 104) What’s your favourite book? Draw and say This is my favourite book! Listen and sing I love books I love books Books about animals Books about toys Books about school And girls and boys I love books I love books Books about cars Books about planes Books about cats And dogs and trains I love books I love books I love all my books! Make a book Look This is my book ninety-seven Z01_YAZO_PUB_01GLB_3146_Z01.indd 97 97 2/7/10 14:54:47 97 M08_YAZO_TB_01GLB_3177_END.indd 97 15/11/2010 13:44 Wordlist Welcome girl boy animals Alphabet apple ball car dog egg fish gorilla horse insect jelly kite lorry monkey nut orange pen queen rabbit star tree umbrella violin watch fox yo-yo zebra Numbers one (1) two (2) three (3) four (4) five (5) six (6) seven (7) eight (8) nine (9) ten (10) Colours red yellow green blue orange pink purple black white brown grey Unit 1a pencil book ruler bag Unit 1b pen rubber crayon pencil case Unit 2a mum dad sister brother Unit 2b friend elephant lion parrot Social Science My school teacher pupil secretary cook Unit 3a pet hamster guinea pig rabbit Unit 3b cat dog snake bird Unit 4a body arms legs wings tail Unit 4b hair nose mouth eyes ears Social Science People are different! long short straight curly Story Time 1: Look at my pet small big scary sweet Unit 5a toys doll robot car teddy 98 M08_YAZO_TB_01GLB_3177_END.indd 98 15/11/2010 13:44 Unit 5b plane train ball puzzle Unit 6a draw skip dance ride a bike sing Unit 6b jump climb swim fly Science Materials metal plastic rubber wooden Unit 7a bedroom bathroom kitchen living room Maths Numbers 11–20 eleven (11) twelve (12) thirteen (13) fourteen (14) fifteen (15) sixteen (16) seventeen (17) eighteen (18) nineteen (19) twenty (20) milk eggs plant food Unit 11a T-shirt skirt trousers sweater shorts Story Time 2: Where’s Molly? messy tidy up Unit 11b coat hat socks shoes Unit 9a hungry water chicken cheese salad biscuits Unit 12a photo zoo surprise party Unit 9b sandwiches crisps apples tomatoes Unit 12b shout home goodbye [pls check] Unit 7b garden house high low Unit 10a dancing sport football karate gymnastics Social Science Clothes and weather sunglasses boots umbrella hot cold rainy Unit 8a table bed chair cupboard Unit 10b turn shake left right Story Time 3: Animals at the zoo! ice cream carrot gorilla zebra Unit 8b floor door box shelf Science Food pasta bread sausages Book Day story brave pirate 99 M08_YAZO_TB_01GLB_3177_END.indd 99 15/11/2010 13:44 Pearson Education Limited Edinburgh Gate Harlow Essex CM20 2JE England and Associated Companies throughout the world www.pearsonlongman.com © Pearson Education Limited 2011 The right of Rachel Finnie to be identified as author of this Work has been asserted by her in accordance with the Copyright, Designs and Patents Act 1988 All rights reserved; no part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise without the prior written permission of the Publishers First published 2011 ISBN-13: 978-1-4082-3317-7 Set in VagRounded Printed in Slovakia by Neografia Acknowledgements The publisher would like to thank the following for their kind permission to reproduce their photographs: (Key: b-bottom; c-centre; l-left; r-right; t-top) Alamy Images: AA World Travel Library 94bl, Art Directors & TRIP 34 (a), 103cl (boy), Beyond Fotomedia GmbH 22 (c), 103 (secretary), Blend Images 34 (b), 103cl (girl), D Hurst 49/5, Andrei Nekrassov 48 (a), 103bl, Toddlerstock 49/1; DK Images: Stephen Oliver 49/3; Getty Images: Brand New Images 94br; iStockphoto: Joe Belanger 48 (d), 103br, Mark Evans 48 (b), 103 (robot), Fertnig 34/d, 103cr (boy), Chris Hepburn 49/4, Prill Mediendesign & Fotografie 49/6; Pearson Education Ltd: Studio / Clark Wiseman 86tr; Photolibrary.com: Blue Jean Images 94tr, Corbis 22 (b), 103 (teacher), Image100 48tr, 48c, Stockbroker 22 (d), 103tr, Steve Vidler 94tl; PunchStock: Digital Vision 22 (a), 103tl, Photodisc 22tr, 34tr; Shutterstock: Quayside 49/2; Thinkstock: Comstock 34 (c), 103cr (girl), Digital Vision 60tr, Photos.com 74tr All other images © Pearson Education / Trevor Clifford Every effort has been made to trace the copyright holders and we apologise in advance for any unintentional omissions We would be pleased to insert the appropriate acknowledgement in any subsequent edition of this publication Illustrated by A3 Drawing Factory (Bright Agency); Graham Smith (Bright Agency); Claire Mumford (Beehive Illustration); Mark Brierley (Beehive Illustration); GS Animation/ Grupa Smacznego M08_YAZO_TB_01GLB_3177_END.indd 100 15/11/2010 13:44 ... circle CD1 Track 38 Look and match Stand up a 16 Sit down b Shake your head c sixteen M 01_ YAZO_PUB_01GLB_ 314 6_S 01. indd 16 2/7 /10 15 :16 :55 16 M02_YAZO_TB_01GLB_ 317 7_U 01. indd 16 15 /11 /2 010 14 :09 Lesson... necessary It’s a ruler 14 Thank you Here you are Listen again Then act out fourteen M 01_ YAZO_PUB_01GLB_ 314 6_S 01. indd 14 2/7 /10 15 :16 :30 14 M02_YAZO_TB_01GLB_ 317 7_U 01. indd 14 15 /11 /2 010 14 :09 Lesson Warm-up... several times with different sets of letters 11 M 01_ YAZO_TB_01GLB_ 317 7_INTR.indd 11 15 /11 /2 010 14 :12 Numbers 1 10 Aim: to learn/review the numbers to 10 Target language: one, two, three, four,