Longman yazoo starter teachers book

Yazoo Starter Yazoo is a motivating story-based course for young learners At each level, an appealing cast of characters contextualise the language and make learning fun The Starter level focuses on Listening and Speaking, and provides an alternative entry point for those not yet ready to read and write Teacher’s Book The Teacher’s Book provides • an overview of the course principles and approach • a list of flashcards • step-by-step lesson notes plus optional activities • Pupils’ Book audioscripts S TA R T E R ok Teacher’s Bo The Active Teach CD-ROM provides an interactive version of the Pupils’ Book and includes • class audio • animated Story Times • flashcards for all vocabulary items Pupils’ Book Pupils’ audio CD Activity Book Pupils’ CD-ROM www.pearsonlongman.com CVR_YAZOO_GLOBAL_TB_STRGLB_.indd Teacher’s Book Active Teach CD-ROM Class audio CDs Vocabulary flashcards Danae Kozanoglou Starter Components Danae Kozanoglou 28/01/2011 10:47 S TA R T E R ok Teacher’s Bo Danae Kozanoglou TTL_YAZO_TB_STAGLB_3566.indd 28/01/2011 10:54 Yazoo Starter Unit Vocabulary Language Contents Receptive Language Page Introduction to the Teacher’s Book List of Flashcards Hello! I’m a lion Hello! I’m (Cabu) What’s your name? lion(s), elephant, parrot, I’m (Cabu) I’m a (lion/ boy, girl, banana, girl/boy) Look, (an flower(s), bee(s), elephant and a bee) hippo(s) Trace the … Stand up Sit down Cut out the mask Fold Write your name Decorate your card Stop Look What’s the odd one out? Circle the … in the jungle, It’s red yellow, blue, red, green Look, it’s (yellow) Is it (green)? Yes./No Stick Colour What colour is this? Point to something (+colour), Colour, branch, leaf, apple, Stand up Sit down Ball, What’s this? What colour is it? Story Time Playing dog, ball (+ revision) I’m sorry Thank you (+revision) Oh no game 12 Jungle Fun (revision) (revision) What is it? What’s missing? 14 Five bananas 1–5 three (bees) Plurals: bees, bananas, five (yellow bananas etc etc) How many? Match Take a bite Look, it’s … steps, 16 Here’s your desk teacher, desk, chair, book, door Hello! I’m your teacher Here’s your (desk) Point to … What’s different? What’s this? Draw Circle How many? 20 Story Time The green boy alien, apple (+ revision) Look! Here’s your (+ revision) Go to … please, apple core 24 Jungle Fun (revision) (revision) Is it different? What’s this? 26 It’s a pencil bag, pencil, crayon, rubber What is it? It’s a (bag) It’s (blue) Is it a (pencil)? Stop! Look! What colour is it? Yes./No Stand up! sit down, stand up, clap, turn around, up, down Sit down OK, good Please up and down, in the jungle 32 Story Time Super Ant fish, ant (+ revision) (revision) Listen Now Well done 36 Jungle Fun (revision) (revision) What’s missing? 38 A01_YAZO_TB_STAGLB_3566_INTR.indd 28 27/1/11 11:17:01 Unit Vocabulary Language This is my family mum, dad, brother, sister, me This is my (brother) / (me) Who’s missing? Where’s …’s family? Hello I’m … I’ve got a bike Look I’ve got a (yellow) (train) train, plane, bike, guitar, My favourite toy is my (blue) (bike) What has … got? What have you got? What’s Cabu’s favourite toy? 44 Story Time At the park car, kite (revision) Well done Be careful new 48 Jungle Fun (revision) (revision) What’s the odd one out? 50 I can see a (pink) (bird)! I can see (two) (bags) My favourite colour is (black) What colour is this? What’s your favourite toy? What colour is it? something, Have you got a …? hot, cold 52 very good, How many? Guess how many Let’s count Look! Listen and count What’s missing? apple tree 56 I can see pink, black, orange, a pink bird white, big, small Receptive Language Page 40 10 I’m six! six, seven, eight, nine, ten six (pencils) six (red) (apples) How old are you? I’m … Happy birthday! Story Time Playing cake, balloon (+ revision) (revision) It’s nice It’s my balloon I’m sorry 60 Jungle Fun (revision) (revision) card 62 11 I’ve got two eyes eye, nose, ear, mouth, Look! I’ve got (two) (ears) / (a) (mouth) I can see a … Pass the … Touch the/your … What’s missing? What number is it? What’s the next number? 64 12 I like salad I like (ice cream) ice cream, chips, salad, I don’t like (salad) burger Salad and chips, please Thank you restaurant, Who likes ice cream? 68 What’s this? I like a (red) food Story Time The fairy café fairy, dragon (+ revision) (revision) café Jungle Fun (revision) (revision) Happy New Year! fireworks, sparkler, calendar Happy New Year Look at my Wave your sparklers 76 Family Day family, park family day What’s missing? Who’s missing? 78 My Picture Dictionary A01_YAZO_TB_STAGLB_3566_INTR.indd 72 74 80 27/1/11 11:17:03 Introduction Yazoo is a motivating story-based course for young learners with five levels At each level, an appealing cast of characters contextualise the language and make learning fun The course combines a clear grammar syllabus with a strong focus on communication and progressive skills development Regular Content lessons in Yazoo 1, 2, and 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 provides a gentle introduction to English Yazoo introduces students 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 to the teacher, including full teaching notes, optional activities, digital resources and games 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 Principles of the course Yazoo Starter is for children learning English at 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 Starter is to develop a positive attitude to English through the use of motivating activities, including games, TPR activities, songs, stories and puzzles, and plenty of personalisation Unit structure Yazoo Starter contains a Hello lesson and 12 four-page units, each focusing on a topic Each unit has a clear communicative aim: the children learn words and structures and then put them to use in games and personalisation activities A Story Time lesson and Jungle Fun review lesson are included after each unit, providing an opportunity to consolidate and extend new language in different contexts Yazoo Starter organisation Unit Lesson Lesson Lesson Lesson Unit Lesson Lesson Lesson Lesson Story Time Jungle Fun Two festivals lessons are provided at the back of the Pupils’ Book as well as character mask cut outs Suggestions for using the masks are provided within the teacher’s notes Language presentation In each unit, 4–5 new words are presented through simple pictures The new words are recorded so that children can hear and repeat them The new words and one or two key target structures are then contextualised in a humorous, self-contained cartoon story featuring the Yazoo Starter characters The main characters are three friends - Trumpet, a young elephant, Cabu, a lion cub and Paco, a parrot Additionally, there are two children 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 play in the jungle, go to the jungle school, introduce their families, learn numbers, learn about pets, eat in the jungle restaurant and in general lead the kind of life that young children can easily relate to Through the stories, the children get to know and identify with the characters, and share their adventures The children can act out the stories before moving on to practice activities This helps to reinforce the new language in a fun and non-threatening way Each unit includes a song, which consolidates the target language The tunes are easy to learn and sing Syllabus Yazoo Starter focuses on listening and speaking skills and on developing the recognition and motor skills which will lead to reading and writing in successive levels The Activity Book provides activities to practise motor skills, including matching, drawing, colouring, tracing and sticker-based tasks i A01_YAZO_TB_STAGLB_3566_INTR.indd 27/1/11 11:17:03 Practice Games, fun and motivation Yazoo Starter has been written to ensure that learners enjoy varied and stimulating practice sequences The wide variety of practice activities keep children interested and engaged and also cater for different learning styles Every unit ends with a game or personalisation activity and includes a sticker-based practice task Having fun and keeping children motivated to learn English is a core objective of the materials provided in Yazoo Starter The Activity Book provides further pencil-to-paper practice activities to consolidate 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 activity may be used in class Yazoo Starter provides teachers and learners with plenty of options to vary classroom or home activities The CD-ROM provides learners with fun digital interactive games and activities Songs Songs are one of the best ways for children to learn and remember language 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 Starter have accompanying actions, which also supports kinaesthetic learners The Yazoo Starter songs are available on both the Class Audio CDs and on the Pupils’ audio CD for learners to listen again and sing at home Stories and values In addition to the ongoing adventures of Cabu, Trumpet and Paco, Yazoo Starter also recognises that children are hugely motivated by stories The regular Story Time lessons feature six different illustrated stories where pupils encounter recycled target language in a new context, in addition to a limited amount of new language The stories have been written to highlight different aspects of the primary values curriculum, such as respecting differences, playing safely and sharing Most units include two games 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 Jungle Fun revision lesson includes a quiz or board game to help consolidate new language in a fun context 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 Starter 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, pairwork, 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 appeal to the different intelligences – musical, logical/mathematical, verbal/linguistic, kinaesthetic, visual/spatial, interpersonal and intrapersonal Recycling and review The Yazoo Starter 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 The Jungle Fun review lesson after every two units allows teachers and learners to revise new language and will highlight any weaknesses which may need reviewing The Activity Book also includes a Jungle Fun page featuring extra review activities ii A01_YAZO_TB_STAGLB_3566_INTR.indd 27/1/11 11:17:03 Course components For pupils Pupils’ Book The 88-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 • twelve four-page topic-based units • six two-page Story Time lessons after every two units • six two-page Jungle Fun review lessons after every two units • two Festival lessons: New Year and Family Day • a Picture Dictionary illustrating all the key words from the Pupils’ Book • cut out character masks for drama activities • full-colour stickers for use with the sticker listening tasks Pupils’ Audio CD The Pupils’ audio 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 64-page Activity Book provides further practice and consolidation of the language presented in the Pupils’ Book It comprises: • twelve four-page units with practice activities for all of the key language introduced in the Pupils’ Book • six pages of Story Time activities • six pages of Jungle Fun review activities • two pages of Festivals activities The lesson notes in this Teacher’s Book give guidance on how to use the Activity Book exercises Pupils’ CD-ROM The Yazoo Starter Pupils’ CD-ROM is packaged with the Activity Book and comprises: • interactive language practice activities and games for every unit of the Pupils’ Book • song activities in every unit • animated versions of the Story Time stories • interactive practice activities of Jungle Fun review lessons For Teachers Teacher’s Book This 88-page Teacher’s Book comprises: • this Introduction, which includes a list of flashcards (see page vi) • detailed lesson-by-lesson teaching notes for the Pupils’ Book and Activity Book The lesson-by-lesson notes are presented together with a reduced 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: • • • • • • • Warm-up Presentation of vocabulary Presentation of language Exploitation of the story (acting out) Practice Activity Book – setting homework / quiet class time Ending the lesson Alternative lessons • • • • • • Warm-up Song – consolidation of Lesson Exploitation of the song (sticker activity, TPR, singing) Practice Activity Book – setting homework / quiet class time Ending the lesson Class Audio CDs The Class audio CDs contain all of the audio material in the Pupils’ Book, including the cartoon stories, listening tasks and songs Complete audioscripts for the recordings which are not included on the pages of the Pupils’ Book can be found in the lesson notes Flashcards There are 75 vocabulary flashcards for the key items presented in the Pupils’ Book The flashcards reproduce the vocabulary pictures from each unit of the Pupil’s Book For a list of the flashcards included, please see page vi of this introduction Active Teach for Interactive Whiteboard Yazoo Starter 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 activity for each unit • interactive flashcards for all the vocabulary in the Pupils’ Book, accessible by topic or in alphabetical order iii A01_YAZO_TB_STAGLB_3566_INTR.indd 27/1/11 11:17:03 Teaching with Yazoo Starter Unit and lesson structure Each of the twelve units of the course consists of enough material for up to four lessons The Activity Book provides additional material that can be used in class for quiet time Each unit begins with the presentation of new language through the cartoon story The children act out the story In the second lesson, further listening and speaking practice is provided The third lesson in each unit starts with a song It consolidates the language taught in a new context Lessons usually end with a game and/or a personalisation activity allowing the children to activate the language and relate it to themselves Warm-up 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 unit are always presented in Picture Dictionary style at the top of the Pupils’ Book page, and are also recorded on the audio CD • Use 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 a Whiteboard, using the Flashcards on the Active Teach disk 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 stages of the unit involve a variety of different activities, including further listening activities, speaking activities and games Simple heads down, pen to paper activities are also included, such as drawing and colouring There is an additional interactive practice activity on the Active Teach disk Procedure for games / role plays • Ask the children to look at the photo in their Pupil’s 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 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 iv A01_YAZO_TB_STAGLB_3566_INTR.indd 27/1/11 11:17:03 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 Demonstrate movements if the song lends itself to action • Play the CD Ask the children to sing along and make the movements if appropriate • Some songs involve sticker activities The stickers can be found at the end of the Pupils’ Book Help the children to find the stickers Pause the CD to give them time to place their stickers in the right position on the picture • 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 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 activities Join us at The Great Teachers Primary Place 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 v A01_YAZO_TB_STAGLB_3566_INTR.indd 27/1/11 11:17:03 List of Flashcards Unit Lion (Cabu) Elephant (Trumpet) Parrot (Paco) boy girl banana flower bee hippo Unit yellow blue red green Story Time ball dog Unit one (banana) two (bananas) three (bananas) four (bananas) five (bananas) Unit teacher desk chair book door Story Time alien apple Unit bag pencil crayon rubber Unit 10 six (pencils) seven (pencils) eight (pencils) nine (pencils) ten (pencils) Unit sit down stand up clap turn around Story Time cake balloon Story Time fish ant Unit 11 eye nose ear mouth Unit mum dad brother sister me Unit train plane bike guitar Story Time car kite Unit pink black orange white Unit 12 chips salad ice cream burger pizza Story Time dragon fairy Happy New Year fireworks sparkler calendar Family Day family park vi A01_YAZO_TB_STAGLB_3566_INTR.indd 27/1/11 11:17:03 Unit 11 Lesson Aims: to review vocabulary; to learn and sing a new song Target language: eye, nose, ear, mouth Look! I’ve got (three eyes) and (two mouths) Recycled language: numbers 1–10; objects, animals and colours from previous lessons Receptive language: How many eyes? Draw two noses Materials: Unit 3 fl ashcards (numbers 1–5), Unit 11 fl ashcards (face); Class CD2; paper plates; blank sheets of paper; coloured penicils or markers or crayon; things for decorating plates, scissors, glue Warm-up • Draw a funny face picture on the board with fi ve eyes, four ears, three noses and one mouth Put two fl owers in the hair • Use number fl ashcards 1–5 Hold up the fi rst fl ashcard and say Three The children must fi nd the face part to match the number and say Three noses! Continue until all the fl ashcards are used up Draw and colour Then say • Tell the children to look at the photo of the paper plate Tell them they are going to draw their own monster face like the ones in Exercise 7 Hand out the real paper plates if you have brought them for the children to draw their faces on • Let the children work individually • Invite different children to stand up, hold the plate in front of their faces and describe their monster face using: Look! I’ve got (four eyes) etc Activity Book page 54 Look, draw and colour Then say • Tell the children to look at the key at the top of the page Look and say Two noses • Demonstrate drawing on main face: Draw two noses • Continue in this way or let the children work independently As they work, circulate and talk about their drawings and check their understanding Round-up • Tell the children that you are going to draw one of the characters from the book but they have to tell you what to Listen and point Then sing CD2 Track 18 draw Choose a child to tell you what to draw • Ask children to look at the faces in Exercise 7 Point to the fi rst • Ask Eyes? Nose? Ears? Mouth? As you draw, the children guess who it is The fi rst child to guess correctly wins face and ask How many eyes? etc Repeat for the other two • Tell the children to listen and try to identify the correct face when they hear the description Play the fi rst part of the CD and point to the example Play the rest of the CD, pausing Listen and point Then sing after each description to give the children time to point a b c • Tell the children that they have to listen carefully, as there is one plate face they don’t need to use They choose three out of the four faces Play the CD again to let the children check • Play the CD and sing along with the children Encourage them to point to the parts of each face as they sing CD2 Track 18 Look! Look! I’ve got three eyes And two noses And two mouths c Look! Look! I’ve got four eyes And three noses And two mouths d Draw and colour Then say Look! Look! I’ve got four ears And one nose And one mouth Answers c 2 a 3 b 66 M11_YAZO_TB_STAGLB_3566_S11.indd 66 66 Look! I’ve got (three eyes) and (two mouths) M06_YAZO_PUB_STAGLB_3542_S06.indd 66 05/11/2010 15:08 25/1/11 13:22:43 Unit 11 Lesson Aims: to consolidate parts of the face Target language: I can see (an eye) Recycled language: eye, nose, ear, mouth, numbers 1–10; objects, animals, food and colours from previous lessons; I’ve got a nose I’ve got two eyes I’ve got two ears and a mouth Receptive language: What number is it? What’s the next number? Materials: Unit 3 fl ashcards (numbers 1–5), big and small doll/teddy bear/puppet; crayons Warm-up • Repeat for the other photos • Demonstrate a game Say I can see a big nose and a big mouth Ask the children to say the number of the correct photo: Three Invite individual children to take your place • Let them continue the game in pairs 10 Draw and say • Ask the children to look at the pictures of Trumpet and Cabu Ask them to join the dots from 1 to 10 to complete each picture • Walk around the class as they work to make sure they understand Help by asking: What number is it? What’s the next number? • When they have fi nished, invite different children to say what they can see, e.g I can see Trumpet I can see a big nose, two eyes and two ears • If there’s time, they can colour in the pictures • Assemble a couple of dolls or teddies/soft toys or puppets 11 Mime and draw Then say One is very small and one is very big Tell the children their names • Ask the children to look at the photo of three children playing a game • Say the face part with big or small and the children must say the name (or point to) the toy Say Big nose The children • Demonstrate the activity Invite a child to come to the front say the name of the toy with the big nose and let him/her choose a number fl ashcard, e.g Three Tell them to hold it up, then point to a part of his/her face, Look and say e.g his/her mouth Ask two other children to come out and draw the correct number of mouths on the board Point to • Ask the children to look at the fi rst photograph Ask What the pictures on the board Invite the class to say Yes if they can you see? and Elicit I can see an eye are correct or No if not • Give each child a blank sheet of paper Invite another child to come to the front and mime This time, the whole class Look and say draws Walk around the class and monitor Then ask a child to hold up his/her sheet of paper Ask the class: What can you see? Elicit the answer, e.g I can see a nose Then ask the class to say Yes if the drawing is correct or No if not 10 Activity Book page 55 Draw and say Join the dots Then say • Ask the children to look at the fi rst picture Ask What can you see? Elicit I can see one eye • Hold up a pencil and say Join the dots Then ask What can you see? Elicit I can see one eye and one mouth • Continue in this way for the other faces • If there’s time, the children can colour the pictures 11 Mime and draw Then say Round-up • Play an alternative version of Trumpet says … • Say Touch your nose and touch your nose Tell the children to do the same Repeat for the other parts of the face • Repeat, but this time make mistakes, e.g Say Touch your mouth but touch your ears Children who copy you miss a turn or are out! I can see (an eye) M06_YAZO_PUB_STAGLB_3542_S06.indd 67 M11_YAZO_TB_STAGLB_3566_S11.indd 67 67 05/11/2010 15:09 67 25/1/11 13:22:47 Unit 12 • Put the children into groups of three to act out the story If possible, bring in toy food or pictures of food to use as props Lesson Activity Book page 56 Aims: to learn food words; to understand and act out the story Target language: ice cream, chips, salad, burger, I like ice cream, I don’t like salad, yum, yummy Recycled language: What’s this? It’s Receptive language: restaurant, Who likes ice cream? Materials: Unit 12 flashcards; Class CD2; coloured character masks; toy food or pictures of food Warm-up • Tell the class they are going to learn some more food words Ask them if they can name any other food in English Ask them to name their favourite foods and introduce yum/ yummy (rubbing your tummy) to show you like something Listen and point Then say CD2 Track 19 • Use the flashcards to present the new words • Ask the children to open their books and look at the pictures in Exercise Play the CD twice The second time, pause after each word and ask the children to repeat • Present yum and yummy for things that they like Say e.g ice cream – yum – I like ice cream Mime to help get the meaning across Say chips and invite the children to respond yum or yummy if they like chips or No! if they don’t Repeat with the other words • Ask the children to look at the pictures in Exercise and point and say the names of the characters • Tell them to find the stickers in the middle of the Activity Book Hold up your book at the correct place to help them • Hold up the first sticker and say Ice cream ask Who likes ice cream? Elicit Trumpet Pretend to be Trumpet and say I like ice cream Then say Stick the ice cream near Trumpet • Continue in this way or let the children work independently • When they’ve finished, say the names of the characters and elicit I like Round-up • Hold up a food flashcard but hide most of it with yellow sticky notes or another flashcard Ask What’s this? The children try to guess Expose more and more of the card until someone says what it is • Continue until they have guessed all the cards Include banana from previous lessons 12 CD2 Track 19 ice cream, chips, salad, burger Listen and point Then say Look and listen CD2 Track 20 • Ask the children to look at the pictures of the story Ask Where are Cabu, Trumpet and Paco today? Present the word restaurant Ask them to point to and name the food items they can see • Play the CD Encourage the children to point to the characters as they speak Look and listen CD2 Track 20 Trumpet: Yummy! Ice cream I like ice cream! Trumpet: Look! Chips I like chips! Paco: I like salad! Yum! Cabu: Yum! I like burgers! I don’t like salad Stick and say Listen again and say CD2 Track 21 • Play the story again Pause for children to repeat • Divide the class into three groups and give each group the role of one character They listen and repeat the lines of their character Invite them to use their character masks Play the CD again 68 M12_YAZO_TB_STAGLB_3566_S12.indd 68 33 68 Listen again and say ice cream, chips, salad, burger I like (ice cream) I don’t like (salad) M06_YAZO_PUB_STAGLB_3542_S06.indd 68 05/11/2010 15:09 27/1/11 11:20:05 Unit 12 Lesson Aims: to practise the new language and vocabulary Target language: I like (burgers) I don’t like (chips) Recycled language: What’s this? ice cream, chips, salad, burger, I like ice cream I don’t like salad yum, yummy, No Receptive language: What you like? Materials: Unit 12 flashcards (ice cream, chips, salad, burger); Class CD2 Warm-up • Ask a child to hold up the first food flashcard Say and act out: I like chips Yummy Encourage the children to copy you • Ask another child to hold up the next flashcard, but this time he or she has to say the words • Continue until all the flashcards are being held up Listen and number CD2 Track 22 • Ask the children to look at the pictures in Exercise Point to each character, ask the children to name the food and say Yum/Yummy or No! depending on the character’s expression • Ask the children to listen and point to each character as they hear them Play the CD • Play the first part of the CD again and point to the example Play the rest of the CD; the children number the pictures in the correct order Pause after each line to give the children time to write the number in the box Answers a1 b3 c4 d5 e2 CD2 Track 22 Cabu: I like ice cream Cabu: I don’t like salad Trumpet: I like chips Paco: I don’t like burgers Paco: I like salad • Demonstrate the activity on the board Stick food flashcards up and draw an incomplete face under each flashcard Say I like (salad)! and draw a smile on the face Point to, e.g chips and say I don’t like chips! and complete the face • Point to the flashcards again and invite different children to respond I like or I don’t like (burgers) Then invite the child to come up and draw the appropriate face • Ask the children to look at Exercise and draw faces to indicate what they like and don’t like b d Play • Ask the children to look at the photo and model the dialogue for the class to repeat: What’s this? Ice cream I like ice cream • Demonstrate with a group of children Put all the food flashcards on your desk or a table Pick one up Ask What’s this? and invite a child to respond, e.g Chips I like chips If the child likes the food, hand the flashcard to him/her Repeat with the other flashcards • Put the children in pairs or groups of three They practise the dialogue using the pictures in the Pupils’ Book as cues Listen and number a Draw  or  Then say c e Activity Book page 57 Draw or Then say Match and say • Point to Cabu the lion and ask Cabu, what you like? • The children trace the lines to the burger and say I like burgers • Continue in this way for the other characters, or let the children work on their own Play Round-up I like (burgers) I don’t like (chips) What’s this? Ice cream I like ice cream M06_YAZO_PUB_STAGLB_3542_S06.indd 69 M12_YAZO_TB_STAGLB_3566_S12.indd 69 69 05/11/2010 15:09 • Draw two faces on the board: a smiley face and a face with a frown • Hold up a food flashcard and point to the smiley face to elicit I like (chips) Repeat with another flashcard, but point to the face with the frown to elicit I don’t like (ice cream) 69 27/1/11 11:20:11 Unit 12 Lesson Aims: to review vocabulary; to learn and sing a new song Target language: pizza Recycled language: ice cream, chips, salad, burger, No, I like ice cream I don’t like salad Receptive language: I like a (red) food Materials: Unit 12 flashcards; Unit flashcard (banana); Class CD2; stickers for Pupils’ Book page 70; pencils, coloured pencils or crayons Warm-up • Draw a pizza on the board and say Pizza I like pizza Encourage the children to repeat • Hold up a flashcard of food item and say I like salad Demonstrate rubbing your tummy and saying Yum! Yum! • Hold up a flashcard of another food item and say I don’t like (chips) Demonstrate shaking your head and saying: No, no! • Continue in this way, switching between like and don’t like and eliciting the correct respons/actions from the children • Then ask a volunteer to replace you holding up flashcards saying I like / don’t like with the children reacting as before • Play the CD twice, pausing the second time for the children to circle the answers • Ask the children to say the appropriate sentence for each picture, e.g One I like pizza CD2 Track 24 I like pizza I like apples I don’t like burgers Answers 1 2 3 4 5 6 Activity Book page 58 Complete, colour and say • Point and say what Cabu likes and doesn’t like • Tell the children to complete and colour the pictures • Ask the children to talk about the picture, pretending to be Cabu and saying I like / don’t like They could then point and say what they like or don’t like Round-up • Play a guessing game Say I like a red food The children guess – Apples? The child who guesses can then say I like a (yellow) food Listen and stick Then sing CD2 Track 23 • Talk about the pictures in Exercise Tell the children to find the stickers at the back of their Pupils’ Book • Play the CD Pause after each verse to give them time to find the correct sticker, and stick it on the picture • Play the CD again; the children sing along and point to the pictures as they sing • Divide the class into three groups and allocate the roles of Cabu, Trumpet and Paco Each group sings the lines of their character They all sing the chorus CD2 Track 23 Cabu: I like burgers! Yum, yum! Paco: I don’t like chips! No, no! Trumpet: I like ice cream! Mmm, mmm! Cabu: I don’t like salad No, no! All: Burgers, chips, ice cream, salad I like chips I don’t like salad I like bananas Listen and stick Then sing Listen and circle Listen and circle CD2 Track 24 • Ask the children to listen to the CD and circle  (yes) if they hear I like … or  (no) if they hear I don’t like … 70 70 M12_YAZO_TB_STAGLB_3566_S12.indd 70 I like (burgers) I don’t like (chips) M06_YAZO_PUB_STAGLB_3542_S06.indd 70 05/11/2010 15:09 27/1/11 11:20:15 Unit 12 • Tell the children to choose and stick two food items that they like, and two that they don’t like, into the menu • Ask different children to point to their menu, name items and say I like (pizza) etc Lesson Aims: to consolidate and produce the language from the unit in role plays Target language: Salad and chips, please Thank you Recycled language: ice cream, chips, salad, burger, pizza, no, I like ice cream, colours I don’t like salad Receptive language: Materials: Unit 12 flashcards; Unit flashcard (banana); Class CD2; stickers for Pupils’ Book page 71; paper plates crayons; waiters’ hats and aprons; (optional) coloured characters masks Warm-up CD2 Track 24 • Sing and act out the song from Lesson • You could distribute food flashcards to individual children and ask them to hold them up when they’re mentioned in the song Choose and stick Then say • Point to the outline of the menu in your book Tell the children to find the stickers for this exercise at the back of their Pupils’ Book There are six stickers 10 Draw and colour • Hand out the paper plates Point to each child round the class and say salad – chips – burger – ice cream – pizza – banana Each child should draw the food you name on his/ her plate 11 Play • Ask the children to look at the photo in Exercise 11 Model the dialogue and ask them to repeat: Salad and chips, please Thank you • Ask a pair of children to come to the front to be waiters at a counter (table) (If you like, they can wear waiter/waitress hats and aprons.) Then ask other children to order food from them Remind them to say please and thank you When the children receive their food they can rub their tummies and say I like yum yum • Put the children into groups of four Two can be the waiters and two can be the customers They order and receive the food as practised before Then they swap • Ask the children to the same • Swap roles and play again Activity Book page 59 Choose and stick Then say 10 Draw and colour Look and draw the food • Use the coloured character masks Ask the children to put them on to say what Trumpet, Paco and Cabu like or don’t like according to the table on page 59 • Then tell the children that they need to look at the table and only draw the things on the plate that each character likes • As the children work, circulate, checking their work and asking questions • When they’ve finished, they can talk about their plates as if they are the characters: I like burgers Then they can pretend to eat the food on their plates • If there’s time, they can colour their pictures Round-up 11 • Put all the food flashcards from the lesson on the board • Divide the children into two teams A child from Team says I like (chips) A child from Team has to come to the board and point to the correct flashcard • Continue with Team The teams get a point for each correct choice Play I like (bananas) I don’t like (pizza) Salad and chips, please Thank you M06_YAZO_PUB_STAGLB_3542_S06.indd 71 M12_YAZO_TB_STAGLB_3566_S12.indd 71 71 05/11/2010 15:10 71 27/1/11 11:20:20 Story Time Aims: to understand and act out a longer story; to consolidate language; to expose children to the value of eating healthy food Target language: dragon, fairy Recycled language: food, face parts, numbers, big, Hello, I’m , please, thank you, I like/don’t like, I’ve got, my favourite, can you see ? Receptive language: café Materials: Unit 11 flashcards (face), Unit 12 flashcards (food); Class CD2; reuse paper plates from Unit 12 Lesson 4, fairy wings, wand and dragon mask as story props; crayons Warm-up • In L1, talk about places people go out to eat Talk about what happens at a café – what kinds of food people eat there etc • Say Hands up if you’ve been to a café! Princess: Er, can you see two big eyes? Prince: Mmm, I’ve got ice cream! Princess: Can you see a big nose? Princess: Can you see a big mouth? It’s a dragon!!! Prince: Oh no Princess: I don’t like dragons Fairy: Salad? Prince: No, thank you Act out • If possible, reuse the food plates that the children made in Unit 12, Lesson If possible, also bring in fairy wings, a wand and a dragon mask • Ask for child volunteers to come to the front Assign roles • Play the story and the children mime the actions • Do this several times with children at the front of the class or divide the class into groups, assign roles and get all the children to mime the play simultaneously • Encourage the children to say the words if possible Listen and point Then say CD2 Track 25 • Tell the children that they are going to hear a story about a very special kind of café where special people work Hold up a flashcard of the fairy and say What’s this? A fairy • Repeat for dragon • The children point to the pictures at the top of page 73 as they listen to the CD and repeat the words • Ask the children to find the fairy and the dragon in the story pictures St o r y T i m e CD2 Track 25 a dragon a fairy 2 Look and listen CD1 Track 26 • Assign roles to groups of children and when their characters are speaking they stand up You could also encourage them to repeat the words CD2 Track 26 Fairy: Hello I’m a fairy Prince: Hello fairy One pizza, two burgers, chips, and three ice creams please Fairy: One pizza, two burgers, chips and three ice creams Prince: Thank you Princess: One apple, one banana and one salad, please Fairy: One apple, one banana and one salad Princess: Thank you Prince: Mmm, I like pizza – my favourite! 72 72 M12_YAZO_TB_STAGLB_3566_S12.indd 72 Listen and point Then say Look and listen dragon, fairy My favourite!; please; No, thank you M06_YAZO_PUB_STAGLB_3542_S06.indd 72 05/11/2010 15:10 27/1/11 11:20:25 Activity Book page 60 Round-up Colour the healthy food Then say • In L1, talk about healthy and unhealthy foods Why should we eat healthy foods? • Ask the children to look at the picture of the food from the fairy café Point and elicit the names of each food Then ask if it’s good for you or not Look at the princess Has she been eating healthy food? • Tell the children to colour the healthy foods only • As they work, circulate and make sure that they understand the concept You can also talk about the colours they’ve chosen • Ask individual children to point and say which foods are healthy Pretend to eat the healthy food • Play a version of What’s the time, Mr Wolf with a dragon • You or a child put on the dragon mask and turn your back to the children Then children say Hello, Dragon • Say Take three steps The children step and say One, two, three • Continue until the children are very close then say Run! You try to catch one or two of the children Then they join you and you continue until all the children are caught Act out Values: eat healthy food M06_YAZO_PUB_STAGLB_3542_S06.indd 73 M12_YAZO_TB_STAGLB_3566_S12.indd 73 73 05/11/2010 15:10 73 27/1/11 11:20:29 Jungle Fun Aims: to revise language from Units 11 and 12 Target language: (revision) Recycled language: 1–10, face parts, food, colours, I like / don’t like ; My favourite food is (cake); Look! Receptive language: What’s your favourite food? Materials: Class CD2; card, pencils, coloured pencils or crayons, scissors, glue, decorations, paper for drawing Stick and say • Ask the children to look at the pictures in Exercise Tell them to find the stickers at the back of their Pupils’ Book • Hold up your book at the correct page to help them The children stick the stickers in the correct place on each character’s face • When they have finished, ask the children to point to the picture of Ms Maru Pretend that you are Ms Maru by imitating her voice, point to parts of her face and say Look! I’ve got a big mouth! I’ve got a small nose, two small ears and two small eyes • Invite the children to put on their character mask for Trumpet Invite different children to point to different parts of their face and say Look! I’ve got a big nose, and two big ears I’ve got a mouth and two eyes • Repeat for Paco and Cabu Match, draw and colour Then say • Point and say the colours of the plates • Then point to a food and ask What’s this? What colour is it? Match to the plate • Then the children draw and colour the food Draw and make Then say • Ask the children to look at the picture of the class collage with you • Then make your own Ask the children to draw and colour food that they like and don’t like • Then the children stick their pictures under the correct pictures Elict: I like / don’t like food • When they have finished, ask all the children individually: What’s your favourite food? Elicit My favourite food is Draw Then play J u n g l e Fu n • Ask the children to look at the photos Elicit in L1 what they are doing: the girl is drawing a picture of the boy’s face • Put the children into pairs Tell them to take turns to draw each other’s face, then colour their picture Set a time limit • Ask some of the children to stand up, hold up the picture they have drawn and talk about it, e.g This is (name) Look! A nose, a mouth, two blue eyes, two ears 74 74 M12_YAZO_TB_STAGLB_3566_S12.indd 74 Stick and say Draw Then play Units 11 and 12 review M06_YAZO_PUB_STAGLB_3542_S06.indd 74 05/11/2010 15:10 27/1/11 11:20:34 Activity Book page 61 Look, count and circle Then say • Ask the children to look at the big picture Tell them that they have to find and count the things below • Do an example with them Find and count the items then show them how you circle the number and say Seven ears • Ask the children to work in pairs Let them work independently, but circulate and check their work • When they have found all the items, check the answers with the whole class Answers ten eyes six ears three noses six mouths one burger four (plates of) chips two ice creams eight (bowls of) salad seven bananas 10 nine apples Round-up Play Trumpet Says – touching the parts of the face when Trumpet says but not touching if he doesn’t say Match, draw and colour Then say Draw and make Then say I like (cake) I don’t like (burgers) My favourite food is (chips) M06_YAZO_PUB_STAGLB_3542_S06.indd 75 M12_YAZO_TB_STAGLB_3566_S12.indd 75 75 05/11/2010 15:11 75 27/1/11 11:20:37 Happy New Year Lesson Aims: to learn about New Year traditions Target language: Happy New Year, fireworks, sparkler, calendar Recycled language: numbers 1–10 Receptive language: backwards Materials: flashcards (fireworks, sparklers, calendar, numbers 1–10); a real calendar, party hats (optional), Class CD2; streamers or bits of paper to throw in the air Warm-up • In L1, talk about what the children for New Year’s Eve and why we celebrate the new year Hold up a calendar and talk about when we celebrate the new year • Explain that in most English-speaking countries we have fireworks to celebrate the new year at midnight, when everybody shouts Happy New Year People often wear funny hats and sometimes children hold sparklers In some households they have parties or go out to street parties Some people also have special foods for their New Year celebrations but this varies Often the children don’t participate too much because they fall asleep before midnight However on New Year’s day, children are often involved in making resolutions for the new year – things they will better or try harder with Activity Book page 62 • Spread flashcards 1–10 out in random order then ask the children to help you put them in order • Tell the children that when people celebrate on New Year’s Eve, they count backwards until midnight then shout: Happy New Year There are fireworks and they sometimes throw streamers etc • If you like, get the children to wear party hats and hold streamers • Ask ten children to hold a number flashcard and count down with each one holding the numbers up in turn When you reach one, everyone shouts: Happy New Year and they throw the streamers • You can this several times • Ask the children to look at the picture in the Activity Book The animals are at a New Year’s Eve party • Tell the children to find the numbers and colour them Then point and say them backwards and once again, shout out Happy New Year at the end Round-up • Use the calendar to point to numbers 1–10 • Then find New Year’s Day on the calendar Listen and point Then say CD2 Track 27 • Hold up a flashcard of the fireworks Say What’s this? (Fireworks.) Ask the children to repeat • Repeat for sparkler and calendar • The children point to the pictures at the top of page 76 as they listen to the CD and repeat the words CD2 Track 27 fireworks a sparkler a calendar Find and colour the numbers Then count backwards 1 Listen and point Then say Stick and say Stick and say • Ask the children to find the stickers for this exercise at the back of their Pupils’ Book • Tell the children to stick on the fireworks sticker and say fireworks • They then the same for sparkler and calendar 76 76 M12_YAZO_TB_STAGLB_3566_S12.indd 76 fireworks, sparkler, calendar Z01_YAZO_PUB_STAGLB_3542_Z01.indd 76 05/11/2010 15:21 27/1/11 11:20:44 Happy New Year • Tell the children to point and say the words for the pictures with them • Play the CD Pause after each verse to give them time to write the correct number beside each picture • Play the CD again; the children sing along and point to the pictures or the actions as they sing Play it again Lesson Aims: to sing a song; to make a fireworks picture Target language: Recycled language: fireworks, sparkler, calendar, Happy New Year, Look at (the firework) Receptive language: Wave your sparklers Materials: Class CD2; large paper for painting; brightly coloured crayons; black or dark blue paint; party hats, streamers CD2 Track 28 Happy New Year, Happy New Year, Look at the calendar Warm-up • Pretend that you’re holding a sparkler Explain that often when you use sparklers you light them off each other’s sparklers • Pretend to hold up a sparkler Say Look at my sparkler Ask another child to join you and light his/her pretend sparkler He or she calls another and lights their pretend sparkler • Continue until all the children have lit their pretend sparklers Say Wave your sparklers Then say Look at the fireworks Everyone pretends to look at the fireworks • Then count down as in the previous lesson and shout out: Happy New Year! Listen and number Then sing CD2 Track 28 Happy New Year, Happy New Year, Wave your sparkler Listen … 10, 9, 8, 7, 6, 5, 4, 3, 2, 1, Happy New Year! Happy New Year, Happy New Year, Look at the fireworks! HAPPY NEW YEAR! Colour and make • Tell the children to look at the firework picture • Ask the children to use bright crayons to make the fireworks Then paint over the whole painting with the black or dark blue paint • Make a display with the paintings Ask the children to present their paintings: Look at my fireworks Listen and number Then sing Round-up • Make a circle with the children Ask them to put on their party hats again Give them streamers • Sing the song and throw the streamers after they say Happy New Year! Colour and make Happy New Year! Look at the calendar! Wave your sparkler! Z01_YAZO_PUB_STAGLB_3542_Z01.indd 77 M12_YAZO_TB_STAGLB_3566_S12.indd 77 77 05/11/2010 15:22 77 27/1/11 11:20:50 Family Day Lesson Aims: to learn about family day Target language: family, park Recycled language: mum, dad, brother, sister, kite, ball, face vocabulary Receptive language: What’s missing? Who’s missing? Materials: flashcards (family, park); Unit flashcard (family); Class CD2 Warm-up • In L1, talk about what family day is, a special day for families to think about being together and building good relations Family day is not a traditional holiday and is celebrated in many different ways in different places: sometimes there are public events for families or families just spend special time together and enjoy each other’s company and doing things like going to the park It’s important to remember how important families are for children • Ask the children what kinds of things they like doing with their families or carers Activity Book page 63 Look and complete • Ask the children to try to remember things from the Pupils’ Book page picture of the park Let them look at it for 10 seconds • Tell them to look at page 63 Ask What’s missing? • Ask the children to work individually or in pairs to find what’s missing and draw it in • Take up the answers Say Mum What’s missing? Elicit Eyes • Continue for each of the family members Round-up • Fan out all the family flashcards, then say Close your eyes Take one out • Say Open your eyes Who’s missing? The children say who’s missing Listen and point Then say CD2 Track 29 • Hold up a flashcard of the family Say What’s this? A family Ask the children to repeat • Repeat for park • The children point to the pictures at the top of page 78 as they listen to the CD and repeat the words CD2 Track 29 a family a park Listen and point Then say Look and find Then say Look and find Then say • Ask the children to point and say the words at the bottom of the page • They identify the family members in the picture: It’s the sister, etc • They then need to look and find the things along the bottom of the page in the big picture They point and say Look, the sister’s kite etc 78 78 M12_YAZO_TB_STAGLB_3566_S12.indd 78 family, park kite, sister, nose, brother, ball, dad, bike, mum Z01_YAZO_PUB_STAGLB_3542_Z01.indd 78 05/11/2010 15:22 27/1/11 11:20:55 Family Day Lesson Aims: to sing a song; to make a flag Target language: family day Recycled language: clap, sister, brother Receptive language: holding hands, dance, hop, tap, play, take a bow, mother, father Materials: Unit flashcard (family); Class CD2; paper for making flags; crayons; decorations for flags, sticks for flags Warm-up • Divide the children into four groups: mums, dads, sisters, brothers Give each group the corresponding flashcard • Say and demonstrate the following actions: hold hands, dance, clap, hop, tap, play • Then give a series of instructions to the different groups: Mums dance, etc Listen and point Then sing CD2 Track 30 • Tell the children to point to the words on the page as you say them: hold hands, clap, dance, jump, say ‘wow’, take a bow, hop • Play the CD Pause after each verse to explain and give them time to point to each picture and the actions • Play the CD again; the children to the actions or possibly sing along Play it again and ask the groups formed earlier to act them out CD2 Track 30 In the park, The families play, Holding hands, It’s family day Father, father, Take a bow, Little sister, Jump and say WOW In the park, The families play, Holding hands, It’s family day Mother, mother, Dance and clap, Brother, brother, Hop and tap Listen and point Then sing In the park, The families play, Holding hands, It’s family day 4 Draw and make • Tell the children to look at the family flag that a child has made Discuss the decorations and why the child might have chosen them • Ask the children to make a flag for their parents or carers • As the children work, circulate and help them Discuss why they are including certain pictures on their flags • Ask the children to present their flags to the class Draw and make Round-up • Make a family day parade • Play the song Ask the children to march around the class waving their flags holding hands, Family Day Z01_YAZO_PUB_STAGLB_3542_Z01.indd 79 M12_YAZO_TB_STAGLB_3566_S12.indd 79 79 05/11/2010 15:22 79 27/1/11 11:20:59 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 Danae Kozanoglou 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: 978-1-4082-3356-6 Set in VagRounded Infant Printed in Slovakia by Neografia Photo 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: AfriPics.com 67/3, Reimer 67/1, tbkmedia.de 67/4; Ardea: Gavin Parsons 67/2; Trevor Clifford: 5, 11, 15, 27, 38, 39, 47, 51, 58, 63, 75, 77, 79; Josephina Svania: 9, 19, 21, 22, 29, 31, 33, 35, 43, 57, 59, 65, 67/5, 67b, 69, 71, 74 All other images © Pearson Education 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 Robin Edmonds, Beehive; Anna Godwin, Beehive; GS Animation/Grupa Smacznego; HL Studios; Katherina Chrysohoou; Victor Moschopoulos/chickenworks; Pedro Penizzotto, Beehive M12_YAZO_TB_STAGLB_3566_S12.indd 80 27/1/11 11:20:59 ... Activity Book page 17 Find, circle and say • Explain in L1 that the children have to find the odd one out • Look at the first row of items and say it with the children: book, book, chair, book, book. .. Teacher’s Book give guidance on how to use the Activity Book exercises Pupils’ CD-ROM The Yazoo Starter Pupils’ CD-ROM is packaged with the Activity Book and comprises: • interactive language practice... musical skills and development of rhythm Many songs in Yazoo Starter have accompanying actions, which also supports kinaesthetic learners The Yazoo Starter songs are available on both the Class Audio