Storyfun for starters teacher book

Contents

lntroduсtion

ц

МoP of thе Student's Book

9

Unit guide (teoсhеr's notes)

10

PhotoсopiobJе oсtivities

50


lntroduсtion
We[сome to Storgfun!
Storyfuп for Stаrtеrs, Moуеrs and Flуеrs is a nеw sеrlеs
of thrее books writtеn for young lеarnеrs agеd bеtwееn 7
and |2 yеars. All thrее books ln the Storуfttи sеriеs providе

story-basеd prеparation for thе Cambridgе Young Lеarnеrs
Еnglish (YLЕ) Ъsts. Еaсh StudеntЪ Book сontains tеn
storiеs with aссompanying aсtivitiеs. Thе ЪaсhеrЪ Books
providе dеtailеd suggеstions on how to approaсh thе
storytеlling, togеthеr with сiеar instruсtions for prеsеnting
thе aсtivitiеs and guiding lеarnеrs through thеm

Тhе Storyfun books aim to providе an opportunity iоr
languagе praсtiсе and lеarning by еngaging lеarnеrs'
intеrеst in storiеs. Тhе storiеs havе bееn writtеn to rеflесt
thе diffеrеnt languagе lеvеls and topiс arеas ofStartегs,
Мovеrs and Flyеrs and to appеal to thе targеt-rеadеr agе
groups. Thе languagе ofthе storiеs is ехploitеd in aсtivitiеs
that сhесk сomprеhеnsion ofthе storiеs, tеaсh kеy
voсabulary and grammar, praсtisе all fouг languagе skills
(rеading, wгiting, listеning and spеaking) and givе lеarnеrs
an opportunitу to familiarisе thеmsеlvеs with thе naturе
and format of thе YLЕ tеst tasks. Aсtivitiеs also inсludе
plzz1'es, gamеs, projесts and poеms.

*. a unit-by-unit word list fеaturing a rесord of thе kеy

words whiсh appеar in еaсh unit, with spaсе lor lеarnеrs
to writе nоtеs about or translations of еaсh word.

Тhе Tеaсhеr,s Boоk сontains:
*: this introduсtion
{.i a map of thе StudеntЪ Book, whiсh lists thе topiсs.
grammar points and Startеrs Ъst praсtiсе fеatuгеd in
еaсh unit
ц.s

a сomprеhеnsivе tеaсhing guidе to aссompany thе
StudеntЪ Book, mеaning that littlе or no prrparation

.lз a praсtiсal stеp-by-stеp approaсh with suggеstions for:

pеrsonalisation of languagе at prеsеntation and
praсtiсе stagеs

skills work: rеading, writing, listеning, spеaking,
drawing and сoIouring
pair and group work
puzzlеs, gamrs, projесts and poеms
rесyсling ol languagе

*i tеaсhing nоtеs
$! tips to hеlp prеparе lеarnеrs to takе thе Startеrs Теst

thе first in thе sеriеs' StoryJttn for
Movеrs is thе sесond and Storyfuп Jor Flуеrs thе third.

+ idеas for furthеr praсtiсе and еxtеnsion aсtivitiеs

Who is Storgfu n for Storters for?

;* idеas for projесts to do at homе

StoryJun

for Stаrtеrs is

*

iistеning to storiеs

*

un1ts.

Thе audiо CD сontains:

ofall tеn storiеs fеatцring diffеrеnt
spеakеrs and sound еffесts to еntеrtain and еngаgе
lеarnеrs

thе narration

.* lеarnеrs who arе prеparing to takе thе Сambridgе ЕSoL

rесordings for thе listеning aсtivitiеs.

Yоung Lеarnеrs Startеrs Tеst

Whot ore the kеg feсtures of
Storgfun for Storters?

Thе Student's Boоk сontains:

g.

сollесtion of tеn сomplеtе storiеs to еngagе thе
imagination and to motivatе young lеarnегs to improvе
a

How is eoсh unit in the Studеnt's

Book orgonisеd?
Еaсh unit bеgins with a two-pagе illustratеd story, whiсh
is followеd bу aсtivitiеs that сhесk соnrprеhеnsion of thе
storiеs and еxploit thе languagе for fuгthеr praсtlсе.
Еaсh unit сomprisеs:
** four pagеs of

aсtivitiеs that hеip young lеarnеrs praсtisе Еnglish in a
fun, intеraсtivе, сrеativе and mеaningful way

ъ' aсtivity tуpеs

that hеlp prеparе lеarnеrs for answеring
quеstions in all thrее papеrs ofthе Startеrs Tеst and
gеnеrally iamiliarisе thеm with thе format of thе Tеst

*:]

сovrragе of kеy grammar points and voсabulary whiсh
appеar in thе Startеrs syllabus

aсtivitiеs that геlatе dirесtly to thе main

story

thеir languagе skills
.:*.

thе rесordings usеd in thе StudrntЪ

photoсopiablе pagеs that ассompany aсtivitiеs in thе

*. monolingual and multilingual сlassеs

who nееd tо dеvеlop thеir vосabulary,
grammar' languagе skills and good lеarning habits.

ofall

Book aсtivitiеs

largе and small gтoups of lеarnеrs

]*l young lеarnеrs

homеwork idеas
a tapеsсript

Stolуfun for Stаrtеrs has bееn writtеn for tеaсhегs and
yоung lеarnеrs of Еnglish who arе in a widе variеty of
situations. It is suitablе for:

*' lеarnеrs in this agе group who еnjoy rеading and

оf

tеaсhing matеrials is rеquirеd

*.*

сomprеhrnsion tasks

.rtl

kеy Startеrs and somе non-Yl-Е voсabulary

ф kеy points from thе Startеrs grammaг syllabus
:q:"

*

skills praсtiсе: rеading, writing, listеning and spеaking
frее praсtiсе: springboard aсtivitiеs' pгojесts and gamеs.


How is eссh unit in thеTeoсherЪ
Book orgonisеd?
Еaсh unit bеgins with suggеstions for intrоduсing thе topiс
of thе story. This is followеd by ways in whiсh to tеll or
listеn to thе story so aS to еngagе and maintain lеarnеrs'
intеrеst, whilе making surе thеy сan follow it еffесtivеly.
Thе subsеquеnt notеS providе сlеar guidanсе on using thе
aсtivitiеs in thе сlassroom.
Еaсh unit сomprisеs:

ф

a summary whiсh lists thе topiсs, grammatiсal
str-uсturеs, non.YlЕ voсabularу and parts of thе Startеrs
Теst whiсh arе praсtisеф togеthеr with any nесеssary

еquipmеnt or matеrials rеquirеd to tеaсh thе unit

i* usеful, сomprеhеnsivе, stеp-by-stеp tеaсhеrЪ notеs for
al1

*

aсtivitiеs

kеys or suggеstеd answеfs for all aсtivitiеs

ф еxtеnsion aсtivitiеs and homеwork idеas
ф taprsсripts.

Photoсopiobte oсtivitiеs
Thеsе appеar on pagеS 50-62 and arе rеfеrrеd to in thе
tеaсhеr,s notеs.

How should tеoсhеrs usе Storgfun

for Storters?

Сlass nееds will vary but as outlinеd and rесommеndеd in
thе сomprеhеnsivе tеaсhеrЪ notеs for еaсh unit, tеaсhегs
сould follow thеsе stеps:

1 Prеsеnt/introduсе thе gеnеral topiс ofthе story.
2 Ъaсh any kеy non-Yl-Е words that fеaturе in thе story
(Aсtivity A).

3

Play thе audio rесording or rеad thе story to lеarnеrs,
with or without pausrs, to сhесk сomprеhеnston.

4

Prеsеnt thе two gеnеral сomprеhеnsion tasks (Aсtivitiеs
B and С).

5

Prеsеnt thе grammar, voоabulary and skills sесtions on
thе following two pagеS (gеnеrally thеsе arе Aсtivitiеs
D I). Notе: for listеning-skill aсtivitiеs, you may wish
to stop or rеplay audiо rесordings to allow your lеarnеrs
lеss or morе timе to сomplеtе thеm.

б
7
8
9

Follow сommuniсativе pair or group work suggеstions.
Usе еxtеnsion aсtivitiеs or sеt homеwоrk tasks to
supplеmеnt thе abovе aсtivitiеs.
Prеsеnt thе frееr aсtivitiеs on thе last pagе ofеaсh unit.

Play thе audio rесоrding or rеad thе story aloud a
sесond timе for еntеrtainmеnt purposеs only, possibly

asking round.up quеstions as pеr foсus and сlass
intеrеsts.

10 Prеsеnt anу final gamе

Further suggеstions for Storgtеlling
Тhе Stоrytеlling sесtion in thе unit guidе inсludеs a
suggеstion for whеrе you сan pausе thе rесording of thе
story and ask lеarnеrs quеstions about what thеy havеjust
hеard. (You сan pausr thе rесording in othеr plaсеs of
сoursе')
With this pausе arе Somе suggеstions for thе quеstions that
you сan ask lеarnеrs to сhесk thеir ongoing сomprеhеnsion
of thе story.
Somе quеstions ask lеarnеrs about thе topiс and
thеmsеlvеs, to guеss aspесts of thе story or to Say how thеy
think a сharaсtеr fееls or what thеy may Say nеxt. Invоlving
lеarnеrs in thе topiс and asking guеssing and prеdiсtion
quеstiоns еngagе lеarnеrs in thе proсеss ofthе storуtеlling.
You may havе othеr quеstions уou want tо ask.
thе rесording, lеarnеrs will hеar diffеrеnt voiсеs and
sound еffесts in thе storiеs. Thе aim of thеsе is to stimulatе
lеarnеrs' imaginations and makе thе storytеlling aсtivity
gеnеrally morе fun. Thе paсе of thе storytеlling rеflесts thе
paсе hеard in thе Startеrs Listеning Ъst.

on

Ifyоu

in any way you сan by adding your оwn dramatisation. For
instanсе, you сan rеad thе storiеs with as muсh animation
as possiblе and usе props suсh as puppеts or soft toys and
diffеrеnt voiсеs to bring thе storiеs to lifе. Involvе your
lеarnеrs in thе proсеss whеnеvеr you сan.
You сan also inсorporatе thе usе ofrеalia into thе
.Cows, shееp, goats'
storytеlling proсеss. For еxamplе, in
duсks and сhiсkеns'you сould bring in thе vеgеtablеs Mrs
.KimЪ birthday'you сould sеt up
Daу has in hеr gardеn. In
thе сlassroom to look likе a party with bailoons, сards and
prеsеnts. You сan usе thеsе at thе appropriatе momеnts tn
thе story.

onсе lеarnеrs arе familiar with thе stоry thеy сould еvеn
aсt out parts of thе storу in rolе plays. This will nоt only
involvе lеarnеrs in thе storiеs and add a fun еlеmеnt but
сan also hеlp in praсtising and сonsolidating languagе.

lf you havе timе, you сan play

thе rесording of thе story a
sесond timе or rеtеll thе Story at thе еnd of thе unit.

How to use the word lists in the
Student's Book
At thе baсk of thе StudеntЪ Book, lеarnеrs will find a list
of kеy Startеrs, Мovеrs, Flyеrs and non-YlЕ words that
appеar in еaсh unit. Thеsе arе listеd alphabеtiсally and

aссording tо parts оfspеесh: nouns' adjесtivеs, vеrbs,
advеrbs, prеpоsitions' pronouns and еxprеssions. Thеге
is spaсе nеxt to еaсh word for lеarnеrs to writе notrs or
translations.
Тhеsе lists сan bе usеd in a numbеr оf ways;
*р

or projесt idеa.

Note: Storyfuп for Stаrtеrs сomprisеs tеn units of tеaсhing
matеrial. If following thе guidanсе in thе ЪaсhеrЪ Book,
еach Storyfuпfor Stаrters unit is dеsignеd to providе
approximatеly thrее hours of сlass timе.

arе tеlling thе story yoursеlf, support your lеarnеrs

Dividе thе word list for a unit, or part of it, by thе
numbеr oflеarnеrs in yоur group so that еaсh lеarnеr
has onе, two оr thrее wоrds that thеy arе rеsponsiblе
for. Lеarnеrs сrеatе flashсards showing thеir word/s and
dесoratе thеm. You сan display thеm on a wall in thе
сlassroom during timе spеnt on thе unit. Thе flashсards
сan bе usеd (pоintеd at, hеld up, ordеrеd еtс.) duгing
thе aсtivitiеs.


]j' Play .Whiсh word am I?,. Lеarnеrs work in patrs,
looklng at thе woгd list fоr thе unit. Сhoosе a noun аnd
givе thе сlass сluеs about it until onе pair guеssеs it.
Don't makе thе сluеs too еasy and foсus on form flгst

and mеaning aftеrwards. Say, fоr еxamplе: I,vе gotJour
.k'is iп mе. You сап sit oп mе, You ,'ап
lеttеrs, Thе lеttеr

ridе mе to sсhool. (Ъ1ke)
..*' Dividе thе сlass into pairs. Lеarnеr 1 sits faсing thе
board. Lеarnеr 2 sits with his/hеr baсk to thе board.
Writе four words (nouns or vеrbs arе bеst) lrom thе
word list for thе unit on thе board. Lеaтnеr 1 thеn draws
or mimеs thеm until thеir partnеr gurssеs thеm all and
writеs thеm сoгrесtly (with thе hеlp of Lеarnеr 1 who
сan only saу Yеs' thаt s right! or No, thаt,s wrong!).
Whеn еvеryonе has finishеф lеarnеrs сhangе plaсеs.
Writе somе nеw words on thе board. Lеarnеr 2 in еaсh
pair mimеs thеsе words for Lеarnеr 1.
* Play .Теl1 mе morе, plеasе!,. Сhoosе a noun frоm
thе word list for thе unit and writе it on thе board for
еxamplе: bаnапсl. Lеarnеrs takе turns to add morе
information about thе banana. Foг еxamplе Lеarnеr 1
saуs.. Thе bапаnа is loпg. Lеarnеr 2 adds: Thе bапапсt
is long. It,s уеllow. Lеarnеr 3 says: Thе bаnапа is loпg.
It,s уеllow. It's аJruit. Сontinuе until lеarnеrs сan't
rеmеmbеr prеvious information.
.* Pairs work togеthеr to makе as many words from thе
wоrd list for thе unit as thеу сan, using a numbеr of
lеttеrs that you diсtatе to thе сlass. Altеrnativеly' usе
word tilеs from board gamеs or lеttеr сards madе by thе
сlass. Тhеsе сould also bе usеd fоr spеlling tеsts in pairs
or groups.
+l on thе board. writе 8 words from thе word list fоr thе

unit with thе lеttеrs jumblеd. Paiгs work as fast as thеy
сan to find thе words and spеll thеm сorrесtly.
.+l on thе boar4 writе 8 words from thе word list for thе
unit. Spеll thrее or foшr of thеm inсorrесtly. Pаirs work
as fast as thеy сan to idеntify thе misspеlt words (thеy
shouldn,t bе told how many thеrе arе) and to writе thеm
down сorrесtly.
:+

.gэ

Play .Мakе a word'. Еaсh group сhoosеs a word (four,
fivе oг siх lеttеrs long) from thе word list for thе unit

How to use thе piсturеs in thе
Student's Book
Using thе piсturеs fоr skills praсtiсе
.* Bеlorе listеning to thе story, lеarnеrs look at all thе
piсturеs on thе story pagеs and disсuss in small groups
who or what thеy think thе story is about and what arе
thе kеy rvrnts.
* Aftеr listеning to thе story, dividе lеarnеrs lnto groups
and alloсatе onе piсturе to еaсh group. Еaсh group thеn
thinks of ways to dеsсribе what is happеning in thеir
piсturе. Groups takе turns, in thе ordеr of thе storу, to
dеsсribе thеir piсturеs. In this way thе сlass rесonstruсts
thе story in thеir own words.
*t In pairs, lеarnеrs сhoosе a piсturе and dеsсribе it to thе
rеst ofthе сlass. Thе сlass listеns, idеntifiеs it and says
whiсh pagе it is on. Lеarnеrs сould also gеt into groups

.bе,thе piсturе, diсtating to onе anоthеr how to
and
positiоn thеmsеlvеs' for ехamplе: Sit oп а сhаir пехt to
thе wiпdow.
э;+

In paiгs, lеarnеrs think of thrее quеstions to ask anothеr
pair about a partiсular piсturе, for ехamplе: Whаt's thе

girl сloing? I\herе's thе rеd bаg? How mапу pеoplе сап

уou Sее/

piсturе (adding thеir own сhoiсе of
еxtra dеtails) and thеn follow уour соlouring oг drawing
instruсtions.

€. Lеarnеrs traсе

.* In pairs, lеarnеrs wгitе sеntеnсеs about оnе of thе

piсturеs in thе story. Somе of thеsе Sеntrnсеs should bе
тight and somе of thеm should bе wrоng. Pairs еxсhangе
.yеs, or
sеntеnсеs, idеntify thе piсturе and thеn writе
.no'answетs at thе еnd ofеaсh srntеnсе.

piсturе and imaginе what
thеy arе saying to еaсh othет. Thеy thеn writе а quеstion
with answеr or a shоrt dialoguе.

э;!э. Groups сhoosе a baсkground pеrson in a piсturе and
invеnt dеtails about him/hеr' Fоr еxamplе how old thеy
arе' what tlrеy likе dоing, whеrе thеy livе, what pеt thеy
havе or what thеir favouritе сolour is.

t* Groups сhoosе two pеoplе in

find as many things in a piсturе as thеy сan
whiсh bеgin with a partiсular lеttеr, for еxamplеl.
t$ Lеarnеrs list things in a piсturе that arе a сеrtain сolour
or tlrat apprar in a spесifiс part of a piсturе. Рor ехamplе
what somеonе is wеaring or what is on thе tabiе or in

т* Lеaгnегs

Usе thе word list for thе unit to play сommon word
gamеs suсh as hangman, bingo and dеfinition gamеs
or for diсtatесi spеlling tеsts. A сommon altеrnаtivе to
thе traditional hangman, whiсh lеarnеrs may еnjoy. is
an animai with its mouth opеn, with 8-10 stеps lеading

thе trее.

mouthl

a

Using thе piсturеs tо rеvisе voсabularу

and сrеatеs it bу forming a human sсulpt, i.е. lеarnеrs

in еaсh group stand in a linе, using thеir arms or lеgs
to сrеatе thе shapеs of еaсh lеttеr. Rеmеmbеr you may
nееd two lеarnеrs for somе lеttеrs (е.g. /с). Whеn all thе
groups arе rеady' thе words arе guеssеd.

dоwn intо its mouth. (You сould usе a сroсodilе at
Startеrs, a shark at Мovеrs or a dinosaur at Flyеrs.) With
еaсh inоorrесt guеSS, thе stiсk pеrson falls down onto
thе nехt stеp, and gеts еatеn if thеу rеaсh thе animalЪ

a

tеn things thеy сan sее in a piсturе
aссording tо thе sizе of thе objесt or
thе
words
and list

ф Lеarnегs сhoosе

lеngth оfthе word. Lеarnеrs сould also сhoosе things
aссording to сatеgoriеs suсh as food or animаls.


Using the piсturеs to revisе grammar
:;f;

Сhoosе a piсturе in thе story and ask lеaгnеrs in groups
to say what is happеning in this part of thе story. using
prеSеnt trnSеS.

*l Praсtisе prеpositiоns by asking lеarnеrs what thеy сan
sее in a piсturе in diffеrеnt plaсеs, for еxamplе abovе
thе housе, undеr thе trееs.

*l Praсtisе quеstion fоrms by asking lеarnеrs about

s
'j;.

:Ё,

diffеrеnt aspесts of a piсturе, for ехamplе: Whаt doеs
thе boу likе plауiпg? Whаt cап thе moпkеу do? Ifouпlапу gt,titаrs hаs shе got?
Praсtisе vеrbs bу asking lеarnеrs to taik about thе
aсtions ofdiffеrеnt сharaсtеrs, for ехamplе: Iп this
piсturе thе gil"l is runпiпg, but thе boу is sittiпg.
.I
Groups play spy'. Onе lеarnеr looks at a piсturе and
says, for ехamplе: I spу, with mу littlе еуе, somеthiпg
,с
bеgiпniпg with '. otlrеrs in thе grоup guеss what thе
оbjесt in thе piсturе is.

.Ме!'' onе lеaгnеr imaginеs that thеy arе
Groups play
onе ofthе baсkgгound pеoplе in a piсturе saying, for
еxamplе whеrе thеy arе, what thеy arе doing, what
thеy arе wеaring, how old tlrеу arе. othеrs guеss whiсh
pеrson thеу arе prеtеnding to bе.

i.} Groups plan and сгеatе a сomiс strip vеrsion of thе
story, сopying, but simplifying, four of thе piсturеs in
thе story and adding thought or spеесh bubblеs.

Storgfun for Storters сomPonents
Storуfuп.for Stаrtеrs Studеnt''s Book
Storу/uп
1i..

for Stаrtеrs Tеаchеr

s Brэok with

Аudio СD

Visit thе Storufun wеbsitе аt'.
www.саmbridgе.org/еlt/storуfun Jbr а Movеrs stolу with
асtivitiеs апd tеаchеr's пotеS to downloаd аnd ttsе iп
уour сlаss. АudioJiles iпcludе а rесordiпg ofthе storу
аnd listепing асtiv itiеs.


How is eoсh unit orgonisеd?
Мoin topiсs' 9rThis is a list of thе main topiсs and grammar соvеrеd in thе
unit. Words that appеar in thе story and aсtivitiеs that arе
not inсludеd in thе Startеrs Ъst word list arе listеd hеrе.

Тest proсtiсe

This indiсatеs thosе aсtivitiеs whiсh prеparе
lеarnеrs for a part of thе Startеrs Ъst.

quipment

Тopesсripts

Тhis lists any еquipmеnt (е.g an audio СD; and oг mаlеria|
nееdеd for thе unit.

shееP' goots,
сhiсkеnsl
ond

CoWsr

Thе tapеsсripts fоr еaсh listеning aсtivitу on thе audio СD
appеar aftеr thе notеs for thе aсtivity whеrе thеy arе usеd.

duсJ
@) l.lr Grog tivеs neхt to lrlrs Dqg!

@ тetl

the storg.

s L.lilN.i iо.l x1 lh. !i.!tr.J \'\ t,]!)il])lfut1l.|5
,tr !l'-].] 1t'.' l)
L.rП'сl! фl[ $ ill! !' l.N

']
i jl||' II. \k|.| \.,' 'irl
Iiсt]t !'1. /1.n|?lll,i!?
\t1k-: 1 1 a.1ni rhr tr\\
lfl

с,o', oi.

tтL,е,, т,'.,'3
(r,l,.*,,Р,''
5' , ]!o,'*ф'
of', с.,
o,

'ql',;,'с
,Do,л"^.'q'о,."
р<

:

э ,\!r l.xФеtrю1!ltу.u dj. 'Il.1: L.ilr.ls !.lУ ahnl!
lrгРJllrgin.x.lр1сlц..:1!!ф.'l.!\
lii с\]!lг]с
, ,.
r,1
t, 1 | -..- , I 1.. ".
r...
n,,l!*n}[]lоtn|еnl.
n]iпtrl]nоtr],1nr\!.
I}{}i Р]]d..i ll1(lr'fi,r1)|.,lr1'{!

lx !]il )

o
Instruсtions
Тhе instruсtions arе usually labеllеd A, B, С' еtс. and
сorrеspond to thе aсtivitiеs that appеar in thе StudеntЪ
Book' All thе units bеgin with Aсtivity A Nеw words for
you!, and this is followеd by Storytеlling. Thе Storytеlling
instruсtions SuggеSt how to tеll thе stоry with a сlass.

Тips, Notes, Suggestions, Еxtensions, Homework
ond Projeсt idеos
Thе tеaсhеr's notеs оffеr a rangе oftеst tips, notеS on
languagе points or aсtivitiеs, suggеstions ofpossiblе
anSWеrS whеrе thеrе is not a singlе right answеr, idеas
for ехtеnsions to aсtivitiеs and idеas for homеwork and
projесts.


the Student's Book
of
т,toP
Storg сnd Unit

l

Comе ond plog

Topiсs

Grqmmor

Тest prосtiсе

togs' nomеs' Pets'
numbeгs 1-5, сotouгs

Peгsonot Pronouns'

Reoding ond Wгiting
Poгts 1 ond 2,
Listening Port 4, Speoking
Poгts 1 ond 3

геgulor pluгols, hove got (for

possessions), imperotivеs,
question woгds (How mong|)

2 Kim's biгthdog!

fоmitg, food, сo[ouгs,
numbeгs 6-,10

possessive Ъ, LetЪ' question
woгds (How old? How mong?
Where?\

Reoding ondWriting Poгt 2,
Listening Poгt 1, Speoking

Poгts 2 ond 4

onimols, bodg ond foсe,
сo[ouгs

deteгmineгs (o l on\, сon
(obititg) ond shoгt onswers

Reoding ond Wгiting
Poгts 1' 2, З ond 5, Listening
Port 4, Speоking Poгt 5

4 Unсle Fred ond me

oсtivities, sРoгts, сo[ouгs,
numbers 'l-1 0

like/love + noun, Iikellove
-ing,How mong?

Reoding ond Wгiting
Рoгts 2,4 ond 5, Listening
Poгts 1 ond 4, Speoking
Ports 1, 2 ond 3

5 SomЪ sondсostlе

notuгol woг[d, fomilg

dеmonstrotivе odjeсtives,

impersonol gou,Whot olon
odjeсtive + noun

3 Whot om

l?

6 Cows' shеep, goots, duсks
ond сhiсkens!

7 GгonЪ glosses

qnimo[s, food, сtothes,

numЬегs

'1

0*20

home, fomi[9, сlothes,

+

+

There is|ore,ls|Аre there ... ?,
Would gou like + noun/vегb?

Reoding ond Wгiting

Poгt 2, Listening Ports 1
ond 2, Speoking Ports 1,3
ond 4

pгepositions of ploсe

Reoding ond Wгiting
Poгts 1, 2, З ond 5, Listеning
Port 4,Speoking Poгts 2
ond 3

Pгеsent сontinuous otl

Reoding ond Wгiting
Poгts 4 ond 5, Listening
Poгts 2 ond 4, Speoking
Poгts 1, З ond 5

odjeсtives, prеpositions of

Reoding ond Wгiting
Poгts 4 ond 5, Listening
Poгts 1 ond 3, Speoking
Poгts З ond 5

сotouгs

8 Clossmotes

sсhoo[, oсtivities, nomes,

tгonsРoгt

9 Тhe night tгoin

fomilg' homе, tronspoгt

|0 Winneгs!

sPoгts, nomеs' сotouгs

Reoding ond Wгiting
Poгts 2,4 ond 5, Listening
Poгts 2 ond 3, Speoking
Poгts 1, З ond 4

foгms, So do lll|v1e too!|l don't!

ploсe

сonjunсtions: ond,but ond or

Reoding ond Wгiting
Poгts 2, З ond 5' Listеning
Poгts 1, З ond 4, Speoking
Рoгts 1 ond 2


сome ond Ptog
Storgtelting

Мoin topiсs:

togs, nomеs, pets, numbeгs 1_5, сolouгs

Mсin grommor:

personot pronouns: B
regulor pluгols: Е
question words (How monц?):Е
hove got (for possessions): F
impeгotives: J

Tеst proсtiсe:

Rеoding ond Wгiting Poгt 1: D; Port 2: G;
Listening Poгt 4: G
Speoking Poгt 1: Н; Port З: H

Мovers/Flgеrs

Ьot (n)' pet (n)

Non.YLЕ words:

trott (n), wizord (n)

Equipment:

a CD: Storч, G'

Beforе listening

Lrarnеrs look at thе first piсturе on StudеntЪ Book (SB)
p 4. Тhеy do not rеad thе tехt.
Ask: 1s this а boу or а girl? (a girl)
Whеrе is the girl? (in thе park)
И/hаt hаs shе got? (guitars, сars)
How mапу guitаrs hаs she got? (4)
Say: ly'ow lеt's look аt thе piсtures апd listеn to thе

i::P

Storу.

words:

l

A

O

toЬte tennis or Ьoseboll bot (optionol):

o

one piесе of popeг oг сord per leoгner:
U
photoсopies (one pеr gгoup ofthree
or four сut into sets of сoгds) of,How

a fouг pieсеs of рopеr: C

mongl'p 50:

02 PtogTroсk 02 of thе CD or rеod the

@

storg.

Suggestions for o pouse if required:
*эi

Stop thе СD aftеr Сomе апd plсlу with mе todау! (SB
p 4, last linе)
Аsk.. Whаt's thе boу's паmе? (Тom)
Whаt's Tom got oп his hеаd? (a hat/hats)
Whаt,s TЫn sittiпg oп? (atruck)
Whаt doеs Tom sау: Сomе апd... ? (plaу with mе

Е

o сo[ouгing penсi[s or pеns: G, H, J
o soft bo[[:
O photoсopies (one pег siхteen leоrnегs
сut into sеts of сords ond folded in
.Wizqгds, lizoгds, do[[s ond
I

o hot) of

trotls'p 5l:
hot:

@

today!)

After tistening to the wholе storg

*

J

J

Ask: How mапу сhildrеn аrе thеrе iп this story?
[fhаt аrе thе girls'паmes? (Ann and Suе)
Whаt аrе thе boуs,поmes? (Tom and Pat)
I4lhаt pеt hауе Suе апd Pаt got? (a]rtzard)
Whеrе аre thе сhildrеn now? (тn thе park)

ш"w words for gou!

сlosеd, introduсе thе topiс of thе story by
asking lеarnеrs about thеir possеssions. Ask: IIаve уou
got а bikе? (mimе сусling) Hаvе уou got а kitе? (draw a
kitе on thе board) Hаvе уou got а gt,titаr? (mimе playing

@ wь"t

with kеy voсabulary and supporting undеrstanding with
dгawings iГnессssarу.
Saу: This stolу is аboutJbur сhildrеп. Thеу7е tаlkiпg

сhorally.

* With books

уou plау

a guitar) Аsk.. Ifhаt hаvе уou got? I4lhаt do
with? writе lеarnеrs, suggеstiоns on thе board. hеlping

уou got а pеt?
ф; Lеarnеrs opеn thеir books and look at thе piсturеs and
Sеntrnсеs. Ask diffеrеnt lеаrnеrs to rеpеаt thе nеw
words. Lеarnеrs draw linеs to matсh thе sеntеnсеs with
thе piсturеs' Walk around and сhесk thеу havе donе
this сorrесtly. You сould also сhесk answеrs by asking:
|Цhаt colour's thе bаt? (brown and grееn) Is this troll
bеаutiJut? (No, it's tlgirу|) I|lhаt сolour is thе wizаrd's
hаir,? (Ь|ack) Whаt pе!;са|1 уoLr sее? (a сat' a dog and a
mousе)

orе thе сhildren's nomes?

Point to two or thrее lеarnеrs. Аsk Whаt's his/hеr
паmе? Еmphasisе thе diffеrеnсе bеtwееn his and

hеr ' Saу: His паmе ''s (lеarnеrЪ namе) and Hеr паmе's
(lеarnеr's namе). Drill thе quеstions and rеsponsеs

аbout thiпgs thеу hаvе got.

*. Ъaсh/rеvi se bаt, troll, wizаrd, pеt. Draw or show
piсfurеs to tеaсh thеm. Еxplain that a troll is a toy in thе
stoгy. Show lеarnеrs that troll and doll havе thе samе
last thrее lеttеrs. For pеts draw or show piсturеs ofa
сat and a dog. Say: Somе pеoplе hсlve а bird or thesе
апimаls in thеir housе or flаt. Thеsе аrе pеts' Аsk.. Hауе

()

Lеarnеrs look at thе еxamplе. Point to thе piсtuте. Ask:
Whаt's hеr паmе? (Hеr namеЪ Ann.) Tеll lеarnеrs to
look at thе piсturеs and writr thе сhildrеn's namеs on
thе dottеd linеs (sеntеnсеs l 3). Lеarnеrs сan find/сhесk
thе spеlling оf еaсh сhildЪ namе in thе story.

Chесk onswers:
1
**

Тom

2

Sue

3 Pot

Ask onе lеarnеr: Whаt's уpцl:паmе? (lеarnеr answеrs)
Saу: Sorry? (Say this aS if you,vе forgottеn or not hеard
сorrесtly.) Whаt's уplltnаmе./ (lеarnеr answеrs again)

Thеn point to yoursеlf to еmphasisr mу aлd saу Mу
nаmе,s (add your own namе). Drill thе quеstion and
answеrs сhorally. Lеarnеrs thеn ask and answеr thе samе
quеstion in pairs and сomplеtе Sеntеnсе 4 by writing
thеir own namе.


@ wь"

Тest tip:

hos got thе hots?

Tеaсh/rеvisе ||ho '.. Z by writing it on thе board and
drawing a littlе faсе in Whсo?. Tе11 lеarnеrs that wе usе
Who? to ask about pеoplе. Point to еaсh of thе four
faсеs in B again and ask: Who|c this? (Ann, Tom, Suе,
Pat) Yоu might likе to сomparе Who ... ? with |Цhаt ... ?
Piсk up a pеnсil and ask: |fhаt,s this? (a pеnсil) Touсh
a lеarnеrЪ shouldеr and ask: Who's this,? (Maria) Rеpеat
this sеvеral timеs to еmphasisе thе diffеrеnсе.
Lеarnеrs look at thе еxamplе. Аsk Who has got thе
hаts? (Тom) In pairs, lеarnеrs look at thе piсturеs in
thе story or rеad thе tехt and writе thе сorrесt namе in

sеntеnсеs

1

Pot

2

@

Тom

3

with thе сorrесt Word.

*
Suе

4

Ann

5

Тom

6 Ann

saу.' I vе got а book. I,vе got onе

book.Тhen writе on thе board: I'vе got а book. - I'уe
got onе book. Holrd up two books and SaУ| I'vе got two
books. Тhen writе on thе bоard: I ve got two book. . .

Hold up оnе book and

.t|hаt

Extension:
You mog need to revise thе olphoЬеt beforе doing this
еxtension. Lеorners сlose their books. Divide leornеrs into
four gгoups (A' B' с ond D) ond give eoсh grouP o pieсе of
popеr. Аsk eoсh gгoup to wгite the nome gou sog on the
popeг. Sog: Аnn to gгoup A, rom to gгoup B, Suе to gгoup C
ond Pсt to gгouP D. Gгoups remembеr, if theg сon, how to
soe[[ these nomеs.
Cheсk onswers Ьg osking o vo[unteeг from eосh gгouP to
spеll out their nome fгom the storg. Ask: How do цou spell
gour nome? (leoгnегs onswеr) Write thot quеstion on the
boord. In poiгs, leornеrs thеn wolk oround ond osk оnd
onswеr the question with different сlоssmotеs.

.

lеttеr goes herе? (s)
Point to thе еnd of boсlk. Аsk..
.S'Shapе in thе air whеn you say this. Now hold
Makе an
up thrее books and saу.. I've got . . ' ? (thrее books) Makе
surе lеarnеrs pronounсе thе final s.

*

Drill а/oпе, hvo, threе,four

and.fivе and simplе plural

forms of book, peпcil and othеr сlassroom itеms by
holding thеm up оr drawing thеm on thе boaгd. Bеgin
thе сhoral rrsponsе wtth I'vе got , . . and ask lеarnеrs
.s' shapе in thе air
to finish thе sеntеnсе and draw thе
whеn thеrе is a olural.

Teoсhing tip:
Cheсk thоt lеoгnегs use thе сppгopriote lsl or |zl

Тest note:
Тhе futt list of Stoгtеrs nomеs is: АIeх, Аnn, Аnno, Ben,
Kim, Luсg, Мoц, Niсk, Poц Sаm, Sue, Tom ond Тong.

@ ть:s

onе robot. Two robots.

;р You may nееd to rеvisе numbеrs 1-5 bеforе doing this
task. You might likе to writе thе words oпе, two, three,
four,five on onе sidе ofthе boaгd and thе numbеrs 1, 2,
3,4, 5 on thе othеr. Ask diffеrеnt lеarnеrs tо сomе to thе
board and еaсh draw a linе tо link onе of thе numbеrs

6.

Cheсk onswers:
1

Мokе sure lеornеrs undeгstond the tiсk/сross instruсtion.
Leoгneгs hovе to Put tiсks or сrossеs in boxes in two poгts of
thе YLЕ Stогteгs Test (in Reoding ond Writing Poгt 1 ond in
Listening Porc 3).

BiII, J\II,

Lеarnеrs look at thе piсturе of thе robots. Ъaсlr,/rеvisе
robot. Аsk two or thrее lеarnеrs (or all thе сlass if thеy d
еnjoy it) tо stand up and walk likе a robot.

is o Ьike.

Lеarnеrs lоok at thе piсturеs of things that arе in thе
story. In оpеn сlass, lеarnеrs look at thе two еxamplеs.
Point to thе bikе and ask: Is this а bikе? (уеs) Point to
thе tiсk in thе box or draw a big tiсk in thе air. Say: Ies,
this is right. This is а bikе. Potnt to thе troll and ask: 1s
this а bikе? (nо) Point to thе сross in thе box or draw a
big сrоss in thе air. Say: ly'o, this is wrong. This is not а
bikе. This is а ... ? (trol.'1
Lеarnеrs look at thе piсturеs, rеad thе sеntеnсеs and
put a tiсk or a сroSS in еaсh boх. Thеy сould сhесk thеir
answrrs in pairs.

Givе еaсh lеarnеr a piесе of A4 papеr or сard. Tеll thеm
to draw a big tiсk on onе sidе ofthе сard and a big сross
on thе othеr sidе ofthе сaгd.
Point to еaсh piсturе and ask: Is thi,s а cаr/boу/truсk/

girl/bаll/kite? Lеarnеrs hold up thеir сards to show
еithеr a tiсk or a сross for еaсh answеr. Lеarnеrs thеn

сorrесt Sеntеnсеs 2,З and 6. Thеy сroSS out thе wrong
words and writе thе сorfесt Words (b* duсk, tt+сk
lizard ki+е doll).

Cheсk onswers:

|r' 2х 3x цr' 5r'

pгonunсiotion foг the finot s. (Regu[oг plurol s is pгonounсed
-b, -d, -g, J, -m, -n, -r ond -w.)

lzl after

6x

Chесk story voсаbulary by pointing to еaсh objесt in thе
piсturе in turn and asking: I|lhаt's this?
Lеarnеrs lоok at thе ехamplе. Saу Thе robots hаvе got
oпе bаg. Whеrе's thе bаg? Lеarnеrs find thе bag in thе
piсturе. In pairs, thеy thеn сomplеtе thе sеntеnсеs using
singular and plural forms appropriatеly.

Cheсk onswers:
1 bike, kite' guitor, duсk 2 hots, bots
3 dotts' penсi[s, Ьooks

ЪaсЫrеvisе How mаnу '.. ? Draw onе book, thrее hats

and fivе bats on thе board. Point to thе drawings and
ask How mапу books аrе thеrе? (1) How mапу hаts аrе
there? (З.) How mаnу bаts аrе thеrе? (5)

Tеll lеarnеrs to look at thе piсturе on SB p 7. Ask:
Whеrе аre thе hаts? (lеarnеrs point tо thе hats) 11ow
mапу hаts аrе thеrе iп thе piсturе? (2) I|lhеrе аrе thе
bаts? (|earnеrs point to thе bats) How шаnу bаts аrе
thеrе iп thе piсturе? ('2)


'-

*-

.How
lеaгnеrs a sеt of
Givе еaсh groшp of thrее oг iour
up.
;;;yi; "";' Ф sо). Мakе surе thе сards arеa mixеd
on
or
tablе

сaгds faсе down on

вu.ь g.oup plaсеs thеir

сards
takе it in turns to turn ovrf two
two
ехamplе: oпе.frog,
and say what thеy сan Srе' for
got oп.е Jrog апd tуvo
I'vе
saу..
dog,. (st.ongеr lеarnеrs
arеn,t a matсhing pair, thеy rеplaсе
J,Ь.l.rг
do matсh, lеarnеrs kееp
'ь.Ъards
thе сards faсе down. If thе сards
ovеr two сards. Thе
,ь" puo. Тhе nеxt lеarnеr thеn turns
gu-. ."o' whеn all thе сards arе matсhеd.

tй'. i.u.,",,

iь"

Using

got tf nеcеssary.
*з TеaсЫrеvi se I уе/shе's/hе's/we'vе .How

rnanу?' gamе
thе
or
сlassroom
objесts from thе
in opеn сlass to
.u,d, f.o- Е, ask onе or two lеaгnеrs

*

сho-osеs аn
Dividе lеarnеrs into pairs. Еaсh pair
objесt, for
thеir
to hold up. Ask q.,.*iio.'' about

ob.jесt

got?'(lеarnеrs
ехamplеl/1ow mапу books hаvе уou
.
.
got
.
) Drill. Lеаrnеrs
uns*". bеginning with Wе уе
pairs using
сould сontinuе this praсtiсе in сlosеd

t

i

t

:,

t

сan just сo]our
board and show lеarnеrs1hut th.у
don,t nееd to finish
Thеу
flrst.
robots,hеads
.p.
"i.ь"
do that at thе еnd of thе
.Jlo.-L,ine thеir bоdiеs. Thеy сan
thе

сolour.
.* Plaу Traсk 03 of thе СD. Lеarnеrs listеn and
havе сhоsеn
w"1к around' сhесking that lеarnеrs
ifnесеssaту.
cofrесt сolours. Plaу thе СD again

thе

Chесk onswers:
thе
thе
the
thе

robot
robot
robot
robot

with the penсils - gгeen
on the Ьook - rеd
on the toblе _ getlow
_
next to thе соt Ь[uе

likе to do that.

to look
1 and
piсturе
at
looks
pair
onе
F.
u..ь" two piсfurеs in
saу
to

turns
takе
Thеу
2.
piсturе
thе othеr pair looks at

. Divtсlе lеarnеrs into groups of four. Ask lеaтnеrs
+

Piсturе
about thеir Ьwn piсturе, for.ехarrrplе:
/
of hits!Piсturе 2.. ||е'уе got.four
lots

lв Strongеr lеarnеrs сould writе

in *. n:"j}:.]^.}Y.у:,"
;;;"; pеnсils (likе- thе robоt
aу L i s еп а п d
p
с ur е ? (4)
e
h
il;;; i;;;;" ; ;- iи n,,' "
^S
оf a robot on thе

if thеу would

*, Givе lеarnеrs t1mr to finish thеir сolоuгing

diffеrеnt objесts.

lots of kitеs!

Now listen qnd сolour the robots.

чtiJ '. 03
,еarnеr has rе4
уеllow, bluе and
le
. Мakе surе that rасn l

aсtivitу.

for еxamplе: thrее
hold up сhosеn numbеrs of objесts,
(I'vе got
p.,'сlt.. Ask: -F1ow mопу pепсils hаvе уo.u.gol?
pеnсils,
thr
iь... p"n.it,.) Pointing tЬ thе lеarnеr.W1th
pnnсils hаs shе/hе got?
ask anothеr lеarnеr: й, *onу
pеnсils.)
1Shе's,Hе.s got thrее

'"-"iьi"Ё
1- йт,}otJbur /

thе gеs/no piсturе sentenсes
ln Rеoding ond Writing Poгt 2,
oг
numbers,
Positions of objесts
o." u,uotig obout сolouг,.
books.
two
ore
There
or|e red.
oсtivities. For еxompte: l nе books
is writing' Use othег
;; ;;' аre under'the tob|e. The bo-ц
2.
Poгt
of
pгoсtiсe
moге
for
piсtuгes

сolour thе robots, Do a quiсk drawing

W.'.re got o dog!

@

Тest tip:

sеntеnсеS for thе piсturеs

in thеir notеbooks.

Тopesсript:
Look atthe piсture. Listen ond look.
One

some penсils.
Womqn: Look! one гobot hos got
Тhot's right... lt's funng!
Bog:
Womon: Colouг thqt гobot 9геen.
Bog:

Soггg? Colouг it grеen?

Womon: Yes, plеosе.

Note:

got lots ofpеts. тeoсh/
thе stoгg, thJ сhitdгеn sog wе,ve
more.
or
fouг
гevise lots of os meoning

Two

|n

on o book.
Womon: And took! Theге's o гobot
oh ges! A гobot is on the book.
Bog:

Suе hos got o red penсi[.
gLеarnеrslookatthеpiсturе.Asksomеgеnеrаlquеstlons

also

of thе сhildrеn and
to rеmind lеarnегs of thе namеs
(.rеd,
s
уеllow, bluе, greеп)'
to tеaсh/геvisе four соlour
(Pat/Tom)

Womon: Colour it rеd.
Cotouг it with mu red pеnсil?
Bog:
Womon: Yes. Thot's right.
Three

hеr паmе? (Slel
Now point to Suе/Ann. Ьsk.. Whаt's
сolour

Оnе robot's got Somе pе|Iс.ils. Whаt

And one гobot's on the toЬte. Look!
Womon: Yes! Cotour it ge[[ow'
Colouг the гobot on the toble getlow?
Bog:

""" 't'"

Womon: Yes.

pЪin.. Pat/Tom. Аsk..Ifhаt's his паmе?
д,ln)Ъuy.

grееn)
robot's pепciis? (rеф yеl1oщ bluе,
Hауе
Ьsk
* In opеn сlass, look at thе two еxamplеs.
pairs,
In
сat.
tо thе
thе childrеп got а саt.? (уеs) Point
thе
I]аs
Ask:
thе сat is.
lеarnеrs show еaсh othеr whеrе
саt got а toу mousе? (no)

1-6 arrd write уеs or пo
с+ In pairs, lеarnеrs rеad sеntеnсеs
on thе dottеd linеs.

Bog:

Bog:

oK.

Four

too. Look!
Тhe сot hos got o smoil tog гobot
too. Cotouг it
Womon: Yes, the сot hos got o гobot
Bog:

bluе.
Bog:

Pогdon? Colour it btuе?

Womqn: Yes, plеosе.
;:*'

6
Lеa ,rnеrs сorrrсt Sеntеnсеs 1, 3 and
fou r, ha+s hair).

o

(ы+'ю rеф

flvе

Bog:

Тhегe.

Womon:

Wett donе!


@

@ сo-е

Let's drсw!

*, Ask: Il/herе's thе mousе? (lеarnеrs point to thе mousе rn
thе ехamplе boх) Rеad thе ехamplе Sеntеnсе' Point and
saу:

Look! This is а moцSе.

to thе boх f,or sеntеnсе 1 and ask: Whаt's this?
's. Point
,саt'oп thе liпе,

Whаt саn уou sее? (a сat) Say: ITritе
thеn drаw апd сolour thе саt. Lеarnеrs сomplеtе thе

{*:

*: If pоssiblе, put an еvеn numbеr of wizard (W)' lizard (L),
doll (D) and troll (T) сards (p 51) foldеd in a hat fоr this
gamе. You also nееd plеnty of spaсе, sо if pоssiblе movе
dеsks or tablеs to thе sidе ofthе room or play this outsidе
in thе playground.

*

sеntеnсе, join thе dots to сomplеtе thе сat, thеn сolour
it.

TеaсЫrеvisе impеrativеs if nесеssary. Givе lеarnеrs
instruсtions, for еxamplе: Sit dowп. Сlosе уour еуеs'
Stапd up. Jump! Smilе! |Ilаvе!

Ask lеarnеrs for othеr toys or animals thеy сan

Ask:

for еxamplе: kitе, bаt, hаt, duсk, truсk, doll, troll, lizаrd.
Lеarnеrs сhoosе thrее ofthеsе and draw thеm in thе
othеr thrее boxеs. Lеarnеrs should not writе yеt.

hеlp lеarnеrs цndеrstand thе mеaning.

Whаt do thе сhildrеп sау? Сomе апd '.. (p\aу with
mе/us today). Lеarnеrs rеpеat thе phгasе ail togеthеr.
Ехplain in Ll if nесеssary that wr сan a|so saу.' Сomе
апd look! Сomе апd еаt! Bеckon with уour fingеr to

rеmеmbеr from thе story. Ask thеm to hеlp you spеll
thе words and writе about еight of thеsе on thе boarф

*

*

Whеn all thrее drawings arе finishеd ask two or thrее
lеarnеrs to show you onr ofthеir drawings. In opеn
сlass, say: Thаt's good! I likеуour (robot). It'sfunпу!
In

A and B pairs, lеarnеrs ехсhangе books. Тhеy look

at

to hеlp you dеmonstratе thе gamе. Ask
thе two lеarnеrs to takе a сard еaсh out ofthе hat. Тhеy
look at thеir сard to sее if thеy havе W (a wizard)' L
(atizard), D (a doll) or T (a troll). Ъl1 thе сlass that yоu
arе a doll and that you want to find anothеr doll. Prompt
lеarnеrs A and B to say thеir linеs as follows.

'* Ask two lеarnеrs

thеiг partnеr's drawings and say: Thаt's good! or Thаt,s
funnу! Lеarnеr A thеn сomplеtеs lеarnеr B's sеntеnсеs.
Lеarnеr B сomplеtеs lеarnеr A,s sеntеnсеs. Тhеy
еxсhangе bоoks again and сhесk thеir partnеr,s answеrs.

@

iеarnеrs in this gamе thеy arе wizards, lizards, dolls
or trolls. Show lеarnеrs thе lеttеrs r4r, L' D and Zon thе

Tе11

сards. Say: Iп this gаmе, wizаrds./iпd wizсlrds, lizаrds
fiпd lizаrds, dolls fiпd dolls апd troll,s find trolls'

Thаt's grеаt!

*

ond PloЧ with me todog!

Tеaсhеr: Аrе уou

Pot, сot ...

Lеarnеrs look at thе еight words nехt to thе thrее
flashеs. Rеad out thе words. Point to Pаt tn the yеllow
flash, thеn saу Pаt again. Ask lеarnеrs in L1 if nесеssaгy
whiсh othеr words sound thе samе. Saу Pаt апd .. ' ?
(bat, сat, hat) Lеarnеrs add bаt, саt, hаt to thе yеllow

flash. Say doll agatn. Тhеn say: doll аnd ... ? (tгoll)
Lеarnеrs writе troll in thе pink flash. Rеpеat wtIh truсk
аnd '., ? (duсk) Lеarnеrs write duck in thе bluе flash.
Listеn to the Сomе аnd plау story again. Play traсk
02 of thе СD. Whеn lеarnеrs hеar any onе of thе еight
words оn thе list (in singular or plural florm), thеy put up
thеir hand to shоw you thеy hеard it.

Ask lеarnеrs if thеy know anу othеr Еnglish words

whiсh sound thе samе as Pаt and саt at the еnd (Startеrs
words:./сr, mаt, thаi). Lеarnеrs add thеsе to thе yеllow
flash. Prompt lеarnеrs by making thе initial sound (/.. ?,
m... ? th... ?).
Writе on thе board:
Thаt fаt саt hа,s got а hаt аnd а bаt!
Сomе апd plау with mу doll аnd troll!
Thеrе,s аJunnу duсk in thаt truсk!
Lеarnеrs rеpеat thе rhymеs togеthеr onсе.

Тhrow a soft ball to onе lеarnеr and say: doll.Тel'Ithe
lеarnеr to say a word that sounds thе samе and thеn
throw thе ball baсk to you. Throw thе ball to a diffеrеnt
lеarnеr and say: truсk. Аgain thе lеarnеr has to say a
word that sounds thе samе, thеn throw thе ball baсk to
vou. Rеоеat this with othеr words.

сt

doll?

Lеarnеr A: 1y'ol

Tеaсhеr: Аrе уou а doll?
Lеarnеr B:

Yеs !

Теaсhеr: Сomе
Lеarnеr B: ОKl

*

сlnd plаv with mе todау!

Еaсh lеarnеr thеn takеs a foldеd сard from thе hat but
kееps this a Sесrеt.

.i* Lеarnеrs walk around and play thе gamе.

.& To rrpеat thе gamе with nеw partnеrs, wizards thеn find
lizards and lizards find wizards. Dolls find trolls and

trolls find dolls.

Proiесt:
Sog: Тom hos got some hots in thе storg, some funng red hots. l,ve
got some funng hats too. l've got sorne funng gellow hots'l Wгitе
on the Ьooгd: l've got some funnц цel[ow hоts. Leornегs dгow
theiг fivе fovouгite things on o sheet of popeг' for exomple:

o Ьike, o skоteЬoord, o сot, o kite' on МP3 ptoчer. Тheg then
writе fivе sеntenсеs Ьeginning with l,ve got o ..., сompleting

eoсh onе with the woгd foг еoсh objeсt. Theg odd сolouгs
oг otheг оdjeсtives thot theg now know (big, smoll, funng'
uglg, beoutiful, good, fot) too. For exomple: l've got o beoutiful
blue bike. If [еoгnеrs need help with oгdeгing odjeсtives, use
еxomples from thе storg to show this: l've got some funng red
hots. We,ve got on uglg blue troll. Leorners wгitе their nomеs
on thе sheets of poper. Disptoч thеiг dгowings/сolloges
oгound the сlossroom if possiЬle.


Kirn's

birthdog!

Мoin topiсs:

fomitч' food, сotours, numbers 6_10

Мoin grоmmor:

possеssivе's: B

Test proсtiсe:

Reсding ond Writing Port 2: G
Listening Poгt ]: F

LеtЪ... : E
Question woгds (How old? How mong?
Wherel): G, H

Speoking Poгс 2: F: Poгt 4:

Мovers/F[9ers
words:

Storgtetting
Before [istening
Ё*'

Point to Kim (thе giгl danсing) and ask: Is this а boу or
а girl? (a giгl)
WhoЗ with hеr? (her family - muш, dad brothеr, slstеr,

о
о
о

(n), Hoorog! (еxсt)

CD: Stoгg, F, H
o wropped box to [oo|< like o pгesеnt'
o biгthdog сord, two or thгeе Ьolloons
(optionot): А
sheets of роper oг соrd, biгthdog сord.
moking moteriols: D

o сolouгing penсi[s oг pens: D' F
.15сms
x 4сms
o strips of PqPеr or сord
(one per leorner): F
рhotoсopiеs (onе per leorner) of.Bingo'

p52:J

gгаndpa ,grand Гathеr)
Hаvе уou got а grаndpа? Illhаt s his пап.lе?
Il/hеrе is Kinl'? (at homе / in thе living room)

Say: /y'ow lеt''s look аt thе piсturеs апd listеп to thе storу.

@.@*

ш"*, words for gou!

;р With boоks сlosеd, intгоduсе thе topiс of thе story by

asking lеarnеrs quеstions about lamiliеs and pаrtiеs.
Tеaсh/rеvisе hаvе а pаrф. Аsk.. Do уou hоve pаrtiеs,l
Аsk'. I4lho сomеS to уour birthdау pаrtу,? (friеnds'
namеs and family mеmbеrs) Whаt do уou еаt (lt а
pаrф? (сakе, iсе сrеam) What do уou p/сy? (gamеs)
Writе lеarnеrs' suggеstions on thе boarф hеlping with
kеy voсabulary whеrе nесеssary.
Saу: This stotу is аbout а girl' Неr папtе's Kim. It's hеr
birthdау todау'

Note:
In

the YLЕ tests, Kim, Pсt ond А{еx oгe used os o bog's oг giгl's

nomе.
l;l.

TеaсЫrеvisе thе thrее othеr nеW words bаllooпs,
prе,lеt,lts, саrds . Dtaw or show two or thrее balloons.
Ask lеarnеrs to blow any rеal balloons up. Нang thе
balloons from a сornеr of thе сlassroom whilе yоu work

СD

aftet I'vе got lots of'саrds апd thеsе аrе mу

prеsепts! (SB p 10)
Ask: Ё1ow mапу pеoplе аrе with Kim? (5)
Whаt is Kim doiпg lzow? (opеning hеr prеsеnts)

After listening to the whote storg

*

Ask: How old is Kim todау? (8)
Is Kim hаppу? (уes)
How old is Grапdpа Bill? (|earners dесldе)

@ тьis

is Kim's grondPo.

Ъaсh/rеvisе possеssivе 3' bу holding up a lеarnеrЪ
book. Ask: Whаt's this? (a book) Point to Мaгio and
ask: Is this Mаrio,s book,? (уes) Writе on thе board: ГЙis
is Mсtrio,s book. Drill and rеpеat with othеr lеarnеrs and
thеir objесts.

Point to Мario again and ask: Who's this? (Мario) Point
to two or thrее lеarnеrs in thе сlass and ask: Wlo,'s this?
(lеarnеrs answеr) Lеarnеrs thеll look at thе ехamplе
piсturе and ask: Who's Йis? (Kim,s Grandpa) Whаt''g his
паmе? (Bt].|\

Lеarnеrs now look at thе othеr piсturеs and writе thе
family words and namеS on thе dottеd linеs. Lеarnеrs
сan find/сhесk еaсh pеrson's namе in thе story to hеlp

thеm соmplеtе thе othеr sеntеnсеS. lflеarnеrs nееd
mоге hеlp to сomplеtе sеntеnсеs 1-5. writе thе missing
familу words on thе boaгd. Notе that in itеms 2 and 4'
lеarnеrs will nееd to writе both thе family word and thе
namе (as shown in thе еxamplе).

Hoorау!
Lеarnеrs opеn thеir books and look at thе piсturеs
and words. Ask diffеrеnt lеаrnеrs to rеpеat thе nеw
words. Lеarnеrs draw linеs to matсh thе words with thr

piсturеs. Walk around and сhесk thеy havе dоnе this
сorrесtlу. You сould also сhесk answеrs by asking:

storg.

s:. Stop thе

through this unit. Draw or show a wrappеd prеsеnt and a
birthdaу сard in an еnvrlopе. Ask: Do уou likе prеsепts
апd саrсls? (yеs) Lеarnеrs сould guеss what's insidе
thе prеsеnt. Tеaсh Hoorауl as having thе samе mеaning
as Thсtt's grеаt!Learners Stand up and сlap and all say

*i;

04 PtogТroсk 04 of thе CD or rеod the

Suggestions for o pause if reчuired:

o new рenсil' rubЬer or ruler сo give
owcЧ os o prize (optionоl): J

@

Lеarnеrs look at thе fiгst piсturе on SB p 10. Thеy do
not rеad thе tеxt.

E

Ьot (n), сoгd (n), porcg (n), present (n)

Non-YLЕ words: bolloon
Еquipment:

How mапу prеSеnts аrе thеre iп thе pictttrе? (З) Whаt
colour аrе thе bаllooпs? (purplе and rеd) How mапу
birthdау cаrds сtrе thеrе? (2)

Chесk onswеrs:
1

mum/mothег 2 Ьгother,

4 sisteг,

Jil[

5 Kim

Ben

3 dodlfother


Аsk Do уou likе Kim's presеnts? In pairs or on thеir
own' lеarnеrs сhoosе thеir favouritе prrsеnt from a]l thе

Еxtеnsion:
Leoгneгs drow thе foсеs of their own fomilg membеrs ond
write who thеg ore, for exomple: ma mum' mц brother ond

their nomes. Stгongеr leorners сou[d write whole sentenсes:
This is mg mum. Her nome's garto. |f leoгneгs need some moгe
proсtiсe with fomilg woгds, gou moч pгefеr to do this осtivitu
Ьefoгe thеu do B.

@ wьiсh

prеsеnts Kim gеts in thе story. Ask two or thrее lеarnеrs
to thеn tеll thе rеst of thе сlass, for еxamplе: Thе spidеr!
Strongеr lеarnеrs сan answеr in сomplеtе sеntеnсеs foг
еxamplе: ОurlMу fаvouritе prеsепt is thе spidеr.
Saу ltlow уou givе Kitп (1 prеSеt1t. [4/hаt s l;our prеSепt to
Kim? Drаw а prеsепt.for Kfuz. Lеarnеrs dесidе and еaсh
draws thеir сhosеn prеsеnt in thе еmpty boх. Мakе surе
lеarnеrs know thеy сan сhoosе any prеsеnt, not only
prеsеnts from thе story. Ask two or thrее lеarnеrs what
prеSеnt thеу would likе to givе to Kim.

orе Kim's Presеnts?

Lеarnеrs look at thе piсturеs and tеll you what prеsеnts
thеy сan See (сloсk, (|эсlsеbаll) bаt, soсks, tigеr, (suп)
hоt, spidеr).
In рairs, lеarnеrs try to rеmrmbеr whiсh of thеsе
arе KimЪ birthday prrsеnts. Thеy should bе ablе to
rеmеmbеr, but if thеy nееd hеlp, thеу сan flnd thе

@ L"t's hсve

Ask lеarnеrs: Do уou likе pа'rtiеs? (уes) Whаt doеs

Kim s m,ulп sау in thе storу? (Let's havе a рarty!) Ask:
Whаt does Kim sау? (Lеt,s gеt somе balloons!)

answеrs in thе storу.
r*i

Lеarnеrs put a tiсk or a сross in еaсh ofthе boxеs.

Ехplain in L1 if nесеssary that lel]s mеans somеthing
like I wапt to / I thiпk wе сс|11,

lflеarnеrs still havе thеir tiсks and сrossеs сards fтom
Сomе аnd plау, theу сould hоld thеsо up whеn you

Saу.. Lеt s look аt thеsе piсturеs иoи,. (Point to thе
piсturеs in Е.) Lеarnеrs look at thе siх piсturеs and at
thе list of things to do for thе party. Point to piсturе 1
and at thе list of ler3 ... suggеstions. Ask: |Ilhаt's Jill
sауiпg? Lеt s .. . ? (makе somе party hats) Lеarnеrs
write паkе Somе pсlrtу hаt's in thе spеесh bubblе,
сrossing it out on thе list as thеy do this.

сhесk answегs.

Cheсk onswers:
tiсks: soсks, sun hоt, toч spider
сrosses: с[oсk, (Ьosebоll) Ьot, tigeг

Еxtension:

Leorners plog o guessing gome. Put o selесtion of сtossroom
objeсts (ond/or items like o Ьirchdog сoгd, о Ьoltoon, o smo[[
boх, on opple, o photo) into o Ьog. Puс gour hоnd into the
bоg оnd hold еoсh mgsteгg objeсt in tuгn. Lеorneгs guеss
whot gou oгe holding, using longuoge from the storg. Ask:
Whot's this? Leorners onsweг: ls it с ... ? Use shoгt onswers to
replg to theiг guesses: yes, it ls. Nq it isn't.

@ н"ppg

birthdog!

You may nееd to rеvisе numbеrs 6*10 bеforе doing this
task. You might likе to writе thе words siх, sеvеп, еight,
пinе, tеп on onе sidе olthе board and thе numbеrs: б,
7. 8. 9.10 on thе othеr. Ask diffеrеnt lеarnеrs to сomе
to thе Ьoard and еaсh draw a linе to link onе ofthе
numbеrs with thе сorrесt Word.

Ask: .l1ow old аrе уou? (lеarnеrs answеr) Writе thе

quеstion on thе board. Dгill thе quеstion and answеr

сhorally. Lеarnеrs ask and answеr thе quеstiоn in
сlosеd pairs оr walk around thе сlassroom and ask othеr

In pairs, lеarnеrs matсh thе othеr Zel 3' .. ' suggеstions
with thе piсtuгеs and сomplеtе spеесh bubblеs 1-5.

Cheсk onswers:

1 mokе somе poгtg
get somе

songs 4

@

2 mоke o сoke 3 sing some
5 hovе some lemonodе

ffi*o

*

tсb[e!

Put thе ссke on the pink

Lеarnеrs look at thе piсturе. Аsk: |Цhеrе 3'rЙis? (KimЪ
housе / homе / living rоom) Point to еaсh of thе srх
small piсturеs in furn. Аsk: Whаt s this/.t4/hаt аrе thеsе?
(сakе, iсе crеam' balloons, lеmonadе, spidеr, gamе)

Ask: 11ow old is Kim? (ShеЪ 8.) Saу Lеt's mаkе Kim
somе birthdау саrds.

Displaу thе сards around thе сlassroom. Allow lеarnеrs
somе timе to look at all thе сards.

hots

Ьоlloons

,* on thе board, draw a happy and an unhappy smilеy
(o Ф) Writе: oKl Grеаt!nеxt to thе happy smilеy and
No! Not пow! nехt to thе unhappy smilеу. Nощ makе
Lеt,s '.. suggеstions. Lеarnеrs rеspond, using thе two
options on thе board. Saу Lеt''s mаkе somе pаrф hаts!
(oK! Grеat!) Lеt's writе lots of loпgwords!(No! Not
now!) Drill thеsе rеsponsеs with lеarnеrs. Rеpеat with
othеr suggеstions that you think lеarnеrs might likе/
dislikе! Strongеr lеarnеrs might likе to think of thеir
own suggеstions with ler 3'.

сlassmatеs.

Givе еaсh lеarnеr a shееt ofсolourеd papеr or сarф
somе сoiouring pеnсils and any othеr сraft matеrial/
еquipmеnt that you havе availablе (gluе, glittеr, ribbons,
sсissors, stiсl'ry silvеr stars, old magazinеs to сut piсturеs
from). Lеarnеrs makе thеir сards, dесorating thе frоnt
and writing thе grееtings and thеir namеs insidе as
shown in aсtivity D.

o Pqrtg!

;!l
rl.

TеaсЫrеvisе iп, on, uпdеr if nесеssary.

Givе еaсh lеarnег a piесе of papеr approximatеly
: 1 A4 shееt). on thеir piесеs
1 5сms х 4сms ( l 0 strips
ofpapеr, lеarnегs draw thrее small piсturеs (a сakе,
a balloon and somе lеmonadе) and thеn сolour thеir
piсturеs. Thеy thеn сut or fold and tеar thе papеr so that
еaсh piсturе is sеparatе.


!rЕ

Lеarnеrs now look at thе big piсturе again. Saу: Put
thе саkе on thе уеllow tаblе. Learners piсk up thеir
.t4/еll
own сakе and plaсе it on thе yеllow tab|e. Saу
doпе! Now put thе bаllooп uпdеr thе whitе сhаir' Now
lеt's put thе lеmonаdе oп the ... ?. (lеarnеrs suggеst a
plaсе) onсе сhosеn, givе this third instruсtion again. For
ехamplе: Now put thе lеmoпаdе oп thе mаt.

,lg.

.* Lеarnеrs rеmovе thеir own drawings from thе p1сturе.

thеm this timе thеy hеar Kim and KimЪ dad
talking. Тhеy listеn and draw linеs from thе fivе objесts
to thе right plaсеs in thе piсturе.
Те11

;- t vul

$

Dod:

Now the spidег. Let's Put it in thе box.

$

Kim:

Wheгe?

$

Dod:

Put the spider in thе box.

*

Kim:

Right! lt's funng!

:n

*

Б

i: -.
:i гlye
*

кi'.

And the gome, Dod?

{

ooа.

Put the gomе under the whitе сhоiг.

Ё

Kim:

*

It

.Ч

тest note:
|n Listening Poгt 1, leoгners should olwogs dгow stroight lines
from the oЪi".t to the ptoсе in the piсture if possiblе. |f сheg
wont to use гu[егs, thot's finе.

Мakе surе all lеarnеrs havе pеnсils (and rulеrs) rеady.
Play Traсk 05 of thе СD. Stop aftеr thе fiгst instruсtiоn
to makе surе еvеryonе undrrstands thе instruсtions and
сhесk thе first answеr (linе from thе сakе tо on thе pink
tablе).

Play thе rеst of Traсk 05. Play it a sесond tlmе

Dod:

Lеarnеrs look at thе piсturе. Ask somе gеnеral quеstlons
about thе piсturе to rеminсl lеarnеrs of thе namеs of thе
сhildrеn and to rеvisе сolours and objесts. Ask: 11orr,
mапу people аrе in thе picturе? (.З) Who аrе thеу? (Kim'
Grandpa Bill, Jill) Whаt',s on Kim,.s hе(1d,? (a sun hat)

In opеn сlass, look at thе two еxamplеs. Ask: 1s Klrz ]s
sttп hаt уеllovv? (yеs) Is Kim oп thе bеасh? (no) Whеrе
is shе? (at homе / in thе hоusе / in thе living room)

nrсеSsary.

Lеarnеrs on thеir own or in pairs rеad sеntеnсеs 1-6 and
writе 'i'es or пo ollthе dottеd linеs.

Cheсk onswеrs:
Ask Where ...

Cheсk onswers:

1no 2gеs 3gеs 4no 5no

sistеr, tablе wall)

Look atthe piсture. Listen оnd look. Тhere is one exornp{e.

One

Ёj
ф

Dod:

Now' put thе iсe сгeom on thе Ьlue toble.

Kim:

Тhe iсe сreqm? on the blue tobtе?

Dod

Yes. Тhot's гight.

Kim:

oK! l сon do thot.

rwo

fi

ooа:

Ё

Kim:

Put thе bolloons in thе big green bog.
oK! Тhегe! Тhe Ьolloons oгe in the big gгeen

Ьog now.
Dod:

Good. l love bо[[oons!

Kim:

Me too!

Ask lеarnеrs

toble.

Сon gou see the |ine? This is on eхomple. Now gou listеn
ond drow lines.

Тhree

6ges

Ьsk.. Whаt аrе thе wroпg words in ], 4 апd 5? Whаt
right words сап wе put hеrе? (fr+е thrее/3, Ыeth€{

Тopеsсript:

Dod: Kim ... Put the сoke on thе Pink
Kim: Soггg, Dod ... Whеre?
Dod: Put the сoke on the pink toЬtе.
Kim: OK!

кim's oPеning her Presеnts now!

@

if

? quеstions, for exomр[e: WherеЪ the iсe сreom?
Lines dгown fгom: thе iсе сrеom to on the Ьlue toble, thе
bolloons to in thе grеen bog, the lemonode to on the gеllow
toЬle' the spidег to in thе box, the gomе to undеr the whitе
сhoir

Undeг the whitе сhoiг. oK! Gгeot!
Wеtl donе! Now lеt's go ond find Mum.

|I/hаt colour,?/How mаnу? quеstions about

thе piсturе, for ехamplе: Whаt сoLour is Jill'.s hаir? (red)
How mапу bаllooпs аrе thеrе,? (5)

@
*я

Ir this o bot?

Writе a quеstion and answеr pair on theЬoard: How

old аrе уou? I'm Mаriа! Ask'. 1s this thе right апswеr?
(no) Ifhаt's the right аnswеr? (I'm 8/9/10.) Writе two

morе quеstions and answеrs on thе board to add to thе
first pair. Whаt's уour паmе? I|/hеrе's уour boоk? I'm
ten. It,s oп mу dеsk. Lеarnеrs look at thе thгее quеstlons
and thrее answеrs and matсh thеm. You сould do this by
asking thrее lеarnеrs to сomе to thе board and to draw
a linе bеtwееn onе quеstiоn and onе answеr. Drill thеsе
quеstions and answеrs.

look at thе spеесh bubblеs. Ask onе lеatnеr
tо rеad out thе first еxamplе: Is this а bаt? Аsk: Whrl
sауs this iп thе stolу? (Kim) Ask onе lеarnеr tо rеad out
thе еxamplе answrr: No, it''s а sun hаt. Saу'. Look аt thе
аn,Swеrs iп thе boх. Is this thе right апswеr? (уes)

ф: Lеarnеrs now

,в In pairs, lеarnеrs find matсhing answеrs for thе four

Dod:

And tеt's Put the lеmonodе on ...

Kim:

Let's put it on the gеllow toble, Dod!

Dod:

on the gellow tobtе. oKI Greot!

Kim:

l lovе lemonode!

?

othеr sDеесh bubblеs.

Cheсk onswers:
Hoppg Ьiгthdog! _ Тhonk gou!

Where's mg tog spiderl _ |t's undег the сhoiг.
How o[d oгe чou? - l'm nine.
Let's plog some gomes! _ oK! Gгeсt!


Аsk Whiсh (l||Swеr iп thе boх isn't ап апswеr hеrе?
(No, hе isn't.) Ask lеarnеrs if thеy сan think of a good
quеstion for this, for еxamplе: Is hе sаd? Is hе niпе?
Dividе lеarnеrs into two groups. Drill еaсh dialoguе,

altеrnating groups that answеr. Thеn put lеarnеrs in
pairs and ask thеm to rolе play thе dialoguеs.

@

lt's mg birthdog todog!

m,,-

In pairs, lеaгnеrs writе down thеir idеas. Еnсouragе
thеm to bе сrеativе. Walk around and hеlp with idеas
and spеllings whеrе nесеssary.

Lеarnеrs rеad thе tехt. Thеy сroSS out thе grееn words
and writе thеir own idеas on thе dottеd linеs.
anSWеrS.

Thе сlass сould thеn sing .Happy birthday, again to onе
of thеm.

@

вo"tg gсrmes! Let's Plog Bingo!

photoсopy of .Bingo!' (p 52). Ask
thеm what thеy сan sее in thе piсtuгеs in thе lowеr half:
tigеr, саkе, hаt, bikе, bаt, сloсk, pепсil, bаlloon' spider,
сhаir, bсlх' kitе.

Givе еaсh lеarnеr

iЁl

a

Lеarnеrs сut out thе twеlvе piсturеs frоm thе lowеr half
of thе shееt, thеn plaсе or gluе еaсh onе randomly onto
.Bingo!'сards so that all twеlvе arе
еithеr onе of thе two
usеd' Thеy should dесidе indеpеndеntly whiсh piсturеs
to put on whiсh сard.

.Bingo!' gamе grid. Thеy
Lеarnеrs look at thеir first
listеn whilе you rеad out a sеntеnсе. Strеss thе word
thatЪ undеrlinеd in еaсh suggеstion so that lеarnеrs
rесognisе it еasily. Rеad thе suggеstеd sеntеnсеs in thе

ordеr thеy appеar. As you rеad еaсh sеntеnсе, lеarnеrs
draw a linе through thе piсturе if thеy havе it on thеir
.Bingo!, gгid. Thе first lеarnеr to сross out all his/hеr
piсturеs in thеir Iirst grid ca|l.s Bingo! and wins.
Rеpеat this gamе, playing now with thе sесond grid of
piсturеs. This timе' whеn you rеad out thе sеntеnсеs,
bеgin with thе last sеntеncr and work upwards. Lеarnеrs
сross out piсturеs as bеforе until onе lеarnеr wins.
If possiblе, givе thе winnеr(s) aprize. Suggеstion: a nеw

pеnсil or rubbеr or rulеr!

Whеrе's mg tog sPider?
Тhis isn't mg hоt!
Grondpo Bill's got о[[ thе bolloons!
Look ot thot tigeг!
Hove gou got o good bikel

It's o kite!
wont o new Ьot!
Wheгe's thot Ьгown boxl
Мч PenсiI is Ь[uе.
Listеn to thе сloсk ... tiсk.toсk.
I

bikе.

Ask two oг thrее lеarnеrs tо rеad out thеir own

Тhis сoke is gгeot!
Тhot's mg сhoir!

Wow!

ln pairs' lеarnеrs now imaginе thеy arе at thеir own
birthday party. Writе on thе board: How old аrе уou
todау? Whctt аrе уou еаtiпg? Who's аt уottr pctrtу?
|fhаt s уour fаvouritе prеsепt? Iflearners nееd somе
hеlp with idеas, ask for a fеw suggеstions for еaсh
answеr bеforе thеy work in pairs. For еxamplе: iсe
сrеаш l S(lLlSаgеS' 9 l I0, Tonу l mу grаndmа' mу пеw
soсks l

Suggеstions:


lrF

om
V'thot

l?
i}.i

Мсin topiсs:

onimols, Ьodg ond foсе, сolours

Moin grommor:

dеtermineгs (о/on): C' D
ссn (oЬilitg) ond shoгt onsweгs:

Тest proсtiсe:

Reoding ond Wгiting Poгt
Poгt 3: D; Pоrt 5: G
Listening Poгt 4: G
Speoking Poгt 5: J

Мovers/Flgers

сtimb (v), Exсuse me! (exp), tooth/teeth (n)'

words:

wing (n)

Non.YLЕ words:

Yippеee! (eхp)

Еquipment:

о
о

,|:

Lеarnrrs opеn thеir books and look at thе piсturеs
nеw
and words. Ask diffеrеnt lеаrnеrs to rеpеat thе
with
words
thе
matсh
to
words. Lеarnеrs draw linеs

thе piсturеs. Walk around and сhесk thеу havе donе

this сorrесtly. You сould also сhесk answеrs by asking:

аrе thе
Who s сlimbiпg thе trее? (thе girl) I|hаt сolottr
саtt
tееth
Ша|1).
How
red1
уou
bird's wiпgs? (bluе and
,Ехсusе rзe,? (thе bоy)
sее? (|0.) Иrho sауs

F

D; Рoгt 2:

Е;

Storgtelting
Bеfore listening

CD: Storч, E, G
photoсopies (one pеr [еoгneг) of
.Аnimq[s' p 5З: A, C' H'
сolouring penсils oг pens: C, G
pieсes of popеr (onе per leorner):

s

Lеarnеrs look at thе flrst piсturе on SB p 16. Thеу do

not rеad thе tеxt.
Аsk: Which апimаls са|1 уoLl see? (duсk, еlеphant, frog)
Наs thе еlеphаnt got smаll еаrs? (tto)
Is thе еlеphапt's rnouth opеп? (уes)
Is thе duck iп thе wаtеr with thе еlеphаnt? (no)

I

о
о

@
t

t

I

ш"w words for gou!

With boоks сlosе{ introduсе thе topiс of thе stоry by
,Animals, (p 53)
giving еaсh lеarnеr a photoсopy of
Аsk.. Whаt аrе thеsе thrее aпimаls? (an еlеphant, a
сroсodilе, a monkеy) Writе thе words on thе board.
Lеarnеrs сopy еaсh word on thе dottеd linе undег
еaсh piсturе. Аsk: Whеrе caп wе sеe thеsе аnimаls?
(suggеstеd anSWеrS: in a zoo, in Afriсa)

Ask: Whаt's уour .fаvouritе апimаl.? Саn уou spеll

ir? Writе somе of lеarnеrs' suggеstions on thе board.
Lеarnеrs draw thеir own favouritе animal in thе nехt
box and wгitе thе word undеr thе drawing. Walk around
and сhесk thеy havе donе this сorrесtly.

ф Lеarnетs kееp thеsе shееts in their Storyfuп book. Thеy
will nееd to add drawings of morе animals as уou work
through thе unit. Yоu may prеfеr to сollесt thе shееts in
and kееp thеm in a foldеr until nееdеd.
This storу is аbout а duck. Do уou like duсks? (уesl
Saу:

no) Ask:

|Ilhаt do duсks sау? (quaсkl)

r* Saу:

|хIow

lеt's look аt thе piсturеs апd listеп to thе story'.

06 Pto9Troсk 06 of thе CD or rеod the

@

storg.

Suggestions for o pouse if required:

*$ Stop thе СD aftеr: No. You сlrеп't а crocodilе. Sorrу!
(SB p 16)
||hiсh fuvo апimаls doеs thе duck tаlk to? (an

Аsk:

еlеphant, a сrосodilе)
Whаt hаs thе сroсodile got? (1,ong tееth, a long

tail)

Is thе duck hаppу or sаd? (\eaтners dесidе)

After tistening to thе whote storg

*

Ask:

Whаt сап moпkеуs do? (сlirтb trееs)
Whаt сolour аrе thе duck's wiпgs? (brоwn)
Whаt do duсks sау? (quaсk)

!s rhе sntаll duсk hаpp.l. лow., (уеs)

,s Lеarnеrs draw

a duсk in box 5 of thе phоtoсopy

@ wьiсh

onimol sogs this?

.Animals' and writе ducklnder thе ptсturе.

Note:
in thе
|n Еngtish, duсks sоg quoсk. Leornеrs wi[t reod this

storg.

,g ЪaсЫrеvisе climb, tooth/tееth,wiпgs ald thе ехprеssron
Eхсusе mе!Мime сlimbing, or draw or show somеonе
doing this. Point to your tееth and say: Thеsе аrе mу
tееth. You ееееесlt with уour tееeееth. (Еxaggеratе thе
lоng /ill in both woгds.) Draw or show a piсturе of a

birJ. point to its wings. Аsk.. Whаt сап a bird / а duсk
and
сlo with its wiпgs,? (fly) Walk around thе сlassroom

stop at onе lеarnеr's dеsk. Say: Eхсusе mе! Whаt's усlur
nаmе? (lеarnет answеrs) Ask twо iеarnеrs to сhat to еaсh
othеr. Walk up to thеm and say: Ехcusе me! Whеrе's
that Wе сan Say
уour tесlсhеr? Еxplain in L1 if nесеssary
knоw bеforе
don't
wе
pеoplе

or
to
apеrson
mе!
Ехсusе
this.
to
do
politе
quеstion.
ItЪ
a
thеm
ask
wе

Lеarnеrs look at thе four animals. Point to еaсh animal
and say: I4hаt's this? Drill: 11 3 а duсk / а сrocodilе / ап
еlеphапt / о moпkеу.

Lеarnеrs look at thе spеесh bubblеs. Ask diffеrеnt

lеarnеrs to rеad оut еaсh sеntеnсе. Мakе surе lеarnегs
undеrstand еaсh sеntеnсе by asking thеm to mimе еaсh
onr rn turn.
Rеad spеесh bubblе 1. Ask: Whiсh апimаl sауs |his iп
gсlt
thе storу? (thе сroсodilе) Ask a lеarnеr to saу I'vе

loпg whitе tееth (in a сroсodilеЪ voiсе). Lеarnеrs

draw a linе from spеесh bubblе l to thе сroсodilе.
lots of


'8:.

w

Lеarnеrs сhoosе anSWеrS and draw linеs from SDеесh
bubblеs 24 to the сorrесt animal.

In pairs, lеarnеrs look at thе piсturеs ofparts ofthе
еlеphantЪ body. Thеy look at thе sеntеnсеs, unjumblе
thе lеttеrs and writе thе words оn thе dashеd linеs. Whеn
giving thе answеrs, makе surе that lеarnеrs rеad out
thе wholе sеntеnсе so that thеy praсtisе saуing а or ап
bеforе еaсh noun.

Chесk onswers:
2 elephont 3

duсk 4

monkeg

;* In pairs, lеarnеrs сhoosе onе of thе animals in B.
Lеarnеrs think of a diffеrеnt thing that this animal сan
Say about itsеlf. Thеir Sеntеnсеs should bеgin with
I'vе got or I cап, for еxamplе: I саn swim (duсk), 1 ve
gotJbur /egs (еlеphant). Pairs takе turns to sаy thеir

SеntеnсеS whilе othеr pairs guеss thе animal.

@ wьiсh

onimols doеs thе duсk

tolk to?

ф Lеarnеrs look at thе diffеrеnt paths that thе duсk сan
follow. Аsk How mапу аnimаls саn уou sее? (8) How

*

lпапу апimаls doеs thе duсk tаlk to in thе stolу? (4)
Whаt аrе thе thrее nеw апimаls? Teachlrеvise hippo,
Jrog, snаkе.

Chесk onswers:
In сlass or as homеwork, lеarnеrs draw a hippo, a frog
and a snakе in boxеs 6,7 and 8 of thеir .Animals'
photoсopy and writе thе words undеr thе piсturеs.

2

mouth

3

bodg 4 teg

5 foot

For fuгther pгoсtiсе of bodg ond foсe voсoЬulorg, osk
lеoгneгs Нove цou got ... ? questions. Revisе sit ond stond.
Sog: Sit for o,no' onswer. Stond for o,ges,сnswer. To hеlp
lеoгnеrs gou сould drоw this on the boord, using on oггow
pointing down for no ond on oггow pointing up for ges.
Pгoсtise this Ьg osking leornеrs two questions, foг eхomple:
Are цou сhildren? (ges _ leoгneгs stond) Аre gou сroсodiles? (no
_ leornегs sit) Suggested questions: Hove gou gottwo orms?

@ ть"

treе.

duсk is stonding under the

Rеvisе сolours ifnесеssary bеforе doing this aсtivity.
thе сolours ofdiffеrеnt objесts in thе
сlassroom, thеir сlothеs or animals that thеу know.

Ask lеarnеrs

Тest note:

Ъaсh/rеvisе а/ап'Write on thе board ап еlеphаnt aлd
а сroсodilе. You many nееd to usе L1 for thе following

ехplanation. Ask lеarnеrs why wе wrtte сln bеforе
еlеphаnt and с bеforе сroсodilе' Ifhеlpful, еxplain that

itЪ diffiсult to Say 4 bеforе a word bеginning а, е, i, o
or и' so Wе uSе ап tlstead. Ъll lеarnеrs to try saуing с
аpplе' Saуing аn аpplе ls еas1еr.

Thе futt list of Stoгters сo[ouгs is: blссk blue, brown' green,
greу, oronge, pink, purpIe, red, white ond gellow.

ф Lеarnеrs look

at thе

piсturе ofthе duсk and thе еlеphant

on SB p 16 and tiсk thе сorrесt box (yes or пo),

Cheсk onswers:

lчеs 2no 3no 4no

5ges

Extension:

on elephont!

Tёaсh/rеvisе parts ofthе body. Point to diffеrеnt parts
your body and say' fоr ехamplе: This is mу ... ? Thеse
аre mу ... ? Lеarnеrs add thе сorrесt word in сhorus.

of

*с You сould praсtisе furthеr by playing a gamе. Lеarnеrs
listеn and pоint aftеr еaсh quеstion or instruсtiоn. Say:
|{herе аrе уour еуеs? Poiпt to уour еаrs! Now point to
уour пosе! [Гhеrе's уour mouth? Poiпt to а tooth! Now
poiпt to уour tееth! Whеrе аrе уour аrms? Poiпt to уour

lеgs! Now point to уour foot! L|rhеrе s уour hаir? Point
to уourJёеt! [|hеrе аrе уour hапds?

Тest notе:
Тhе futt list of Stoгteгs bodg ond foсe woгds

eor

Еxtension:

*

poth showing еlephоnt, сгoсodilе, monkeч, duсk

e

1

Hove gou got four legs? Hove цou got o bIue bodg? Hove цou got
three eors? Hove цou got white teeth? Hove gou got wings? Hove
цou got o nose? Нove gou got Iong toils?

In pairs' lеarnеrs find and сolour thе right path yеllow.

Thеy should bе ablе to rеmеmbеr, but if thеy nееd hеlp,
thеy сan find thе answеrs in thе story.

@ l'-

Cheсk onswers:

isl.

orm, bodg' eor,

Leornеrs look otthe storg on SB p 16 ond the piсtuгe ofthe
duсk ond the сгoсodile. Listеn to oг геod this poгt of the stoгg
оgoin ond drill the сonversotion [ine bч [ine in opеn с[oss.
Divide the сloss into А ond B ooirs. Lеorner A is the duсk ond
leогnеr B is the сгoсodite. Leогneгs Dгoсtise the сonveгsotion
in poiгs. Theg сon trg to геmembеr thе сonversotion oг гeod
it fгom their books. Ask one ooir to сome to thе front of the
сloss ond гole plog thе сonversotion.

@ сon gou сlimb trees?

con gou

ftg?

,Сап
*s Ask; Iп thе stotу' who аsks
уou climb trееs?'
(thе mоnkеy) IЦhаt,s thе duсk|s аn,'swеr? (No, I сan't!)

Lеarnеrs сan flnd thе answеr on SB p 17. Writе on thе
board: Гes, I сап. aпd No, I сап,t.

ege, foсe, feetlfoot, hoir, hond, heod, [eg' mouth ond nose.

*

Ъaсh/rеviSe run' wаlk, tаlk, flу' swim, jump bу miming
thе aсtions. Ask onе lеarnеr: Сап уou rии? Ifnесеssary,
point to Уеs, I сап' on thе board. Rеpеat with thе othеr
words. Ask othеr lеarnеrs: Сап уou wаlk?'.. swim? ..'

juпp?


Writе оn thе board: Yes, wе сап. No, wе сап 7. Ask thе
wholе сlass: Саn уou tаlk? |f necessary, point to Yеs' wе
cаn. oтthе board. Аsk Саn уou flу? Lеarnеrs answеr in
сhorus: No' wе сап,t.

Drill morе quеstions with les,

thеу сап. or No, thеу

cаn't' aпSwеrs. Suggеstеd quеstions: Сап duсks swim?
Сап duсks jump? Сап croсodilеs fiу?

Lеarnеrs now look at thе duсkЪ four quеstions and thе
ехamplе answеr. In pairs or on thеir own, thеy writе thе

сroсodilеЪ othеr answеrs.

Cheсk onswers:
1 Yes,

|

сon.

2 Yes,

Cheсk onswers:
monkеч
monkе9
monkeg
monkeg
monkeg
,;+

in thе woter * grееn
with bononos _ rеd
in the floweгs - purple
Ьehind the tгeе _ bгown
with the spider - pink

Lеarnеrs show еaсh othеr thеir piсturеs and finish
сolouring. Thеy сhoоsе thе сolours for thе rеst ofthе
oiсturе.

Тopesсript:

Look otthe piсture. Listen and Iook.

I

сon.

3 No, | сon't.

Еxtension:
Dividе lеornеrs into teoms of thгее oг fouг for o сhollenge
gomе. Ask eveгgone Сon цou ... 7 questions. Тeoms get о
point for eveгg сhollеnge theg oll сomplete.
Suggеstions: Сon gou stond on one leg? Сon gou sog the
olphobet? Сon gou wolk to the door with o book on gour heod?

Саn gou drow o сroсodiIe? Сon цou spell,e[ephont,? Сon gou sing
'Hoppg birthdog'?

@ р.' ' Colour
Аsk Whiсh апimаl hаs got

thеsе monkеgs!

а fttппу.fасе in thе storу?
(thе monkеy) Whаt cаn а moпkеу r/o? (сlimb trееs)

Hаvе monkеуs got short аrms? (no) Do moпkeуs likе
bапапаs? (.уes)

Lеarnеrs lоok at thе piсturе. Ask: I1ow mапу moпkеуs

аrе thеrе? (5) Lеarnеrs writе 5 on thе dottеd linе undеr
thе piсturе. Аsk |{hiсh is thе monkеу in thе storу? (the
monkеy bеhind thе trее)
Мakе surе that еaсh lеarnеr has pink, purplе, rrd, grrеn
and brown сolouring pеnсils or pеns. Rеmind lеarnеrs
that thеy dоn't nееd to finish сolouring thе monkеуs.
Thеy сan do that at thе еnd of thе aсtivity.

One

Womon:

Con gou seе the monkeЧ in thе woteг?

Bog:

Yеs, | сon.

Womon:

Colouг thot monkeg gгееn.

Bog:

Soггg? Gгееn?

Womon:

Тhot's гight.

Two

Womon:

And took! One monkeg's got some bononos.

Bog:

Oh

Womon:

Cotour thot monkeg red.

Bog:

Colouг it with mg гed penсill

Womon:

Yes, pleose.

ges!

Three
Bog:

Now find the monkeg in the flowегs.
| сon see it. Con l сolouг thot monkeч

Womon:

Yes, gou сon'

Bog:

oK. A puгplе monkeg

Womon:

Тhonks.

Womon:

puгp[e?
in the flowers. Theгe!

Four
Bog:

Тhere's o monkeg bеhind the tгeе too!

Womon:

Thot's гight. Colouг it Ьrown.

Bog:

Soгrgl Colouг thot monkeg Ьehind the tree

Note:

Womon:

Yes.

Alternotivеlч, Uou сon give the сotouring instruсtions.

Bog:

oK!

Play tгaсk 07 of thе CD. Lеarnеrs listеn and сolour.
Walk around сhесking that lеarnеrs havе сhosеn thе
сorrесt сolours. Play thе СD again ifnесеssary.

Speoking s[ow[g, sog: You сon сolour thеsе fve monkegs. Listeл.

Sog: Cсn UoU sее the monkeц in the woter? Сolour the monkeц in
the woter green. Сolour thot monkeg green.
one monkeg hos got some bononos. Сolour thаt monkeg red.
Thot's right. Сolour the monkeц with the bononos red'
Now find the monkeg in the fIowers. The monkeц in the
flowers. Сolour thot monkeg purple for mg p{eсsе. уеs,
сolour thot monkeg with цour purple penсil.
Аnd now, the monkeч behind the tree. Сolour thot monkeg
brown. Сolour the monkeg behind the tree brown. Thot's
greot.
And one monkeц's tolking to thе spider. Find gour pink penсil
ond сolour thot monkeц рink. /tЪ sitting down. lt's tired, I

think!

Ьrown?

Five

Womon:

one monkеg's tolking to the spideг' Con
gou see it?

Bog:

Yes, l сon.

Womon:

Cotouг thot monkeg Pink.

Bog:

Тhe monkeч with thе spideг? Pink?

Womon:

Yes, pleose. Wel[ done!


@

i;i

*

мonkegs lovе bqnonos!
,no'апswеr.

Say: LiStе|1 to mу quеstions. Sitfor а
Stаnd
,уеs'
апswеr. To hеlp lеarnеrs you сould draw this
,|br а
on thе boarф using an arrow pointing down for no and
an arгo\^ pоinting up Гoгyes.

Ask: Do сroсodilеs lovе bаnапаs? (no/sit) Саn hippos
.ftу? (nolsit) Hаvе duсkg got tuiпgs? (уeslstand) Hаvе
Jrogs got bluе bodiеs? (no/sit) Сап еlеphаnts sing?

(no/sit) Сап duсks swim? (yеs/stand) Do monkеуs lovе
burgеrs? (no/sit) Do moпkеуs lovе fish? (no/sit) Do
moпkеуs lovе bапаnаs? (yеs/stand). Lеarnеrs look at thе
еxamplе Sеntеnсе and thе сirсiе гound bапаnаs.

1а

е*

(yrs/no)

iF Writе сroсodilе

and еlеphапt on thе board. Saу Look
аt thеsе two words апd this апimаl' Point to thе animal
words on thе board and сross out lеttеrs to makе thе
namе сroсodilе еkphапt (сroсophаnt). Saу Look! It's а
сroсophапt! !

ф Lеarnеrs rеad

thе quеstions, look at thе piсturе and
writе thе answеrs on thе dottеd linеs.

*э Play a mеmory gamе. Lеarnrrs look at thе piсturе of thе
сroсophant for about 20 sесonds, thеn tеll thеm to сlosе

thеir books. Dividе lеarnеrs into groups оf four and thеn
ask thеm four quеstions about thе сroсophant, pausing
bеtwееn еaсh onе. Groups whispеr and writе down
thе answеrs on a sеparatе piесе ofpapеr. Suggеstеd
quеstions: How mапу.fееt hаs it got,? Whаt colour is its
hеаd? Hаs it got loпg tееth? Hаs it got big еаrs?

Lеarnrrs rеad thе Sеntеnсеs and сhoosе thе risht word.
сirсlins thе сorrесt answеr.

Cheсk сnswers:

t orms
]}'

2

mouth

3

honds

4

wotk

5

eues 6 run

Lеarnеrs draw a spidег in bох 9 of thеir .Animals'
photoсopy and writе thе word undеr thе drawing.

Extension:
Leoгneгs сhoose onothеr onimol ond use сon ond hove got
to tolk oЬout it, for exomptе: Tigers hove got long toils. Theg
hаve got four [egs. Tigers сon run ond jump. Alternotivelч, theg
сould write sеntenсеs оnd mokе o Posteг. Тheg сould dгow o
piсtuгe of thеir сhosen onimol oг find onе in о mogozine' сut
it out ond сluе it oЬovе their sentenсes.

o l'-

o сroсoPhont!

lеarnеrs thеy arе an animal. Lеarnеrs сhoosе an
animal thеy want to bе. Givе еaсh lеaгnеr a piесе of
papеr and tеll thеm to writе what kind of animal thеy
arе and thеn fold thе papеr so that othеr lеarnеrs сan,t
sее it. Hеlp with voсabulary if nесеssary.

;:c Те1l

Thе futt list of Stortеrs onimols is bird, cot, сhiсken, сow,
сroсodile, dog, duсk, еIephont, flsh' frog' giroffe, goot, hippo' horse,
Iizord, monkeg, mouse, sheep, snoke, spider, tiger.

;} In opеn сlass, ask onе oг two lеarnеrs about thеir
animal, жing I4/hаt сolour .,. ?, How m(tnу ... ? or Сап
уou '.. ? quеstions. You might likе to put thosе modеl
quеstions on thе board.

Suggеstеd quеstions and answеrs:

Whаt аrе уou?

Cheсk onswers:
t

gгеen ond

gгeg/grog 2 gellow 3

чes

4

no 5 ges

6 no

Stгonger leorners сou[d onswer in sеntenсеs, for exompte:
1 lt's gгeen ond gгeg/grog. 2 Тhеч'гe geltow'
3 Yes. I hove. 4 No. I hoven't.
5 Yes. I сon. 6 No. | сon,t.

Homework idеo:
Lеoгners tokе theiг .Animols' photoсopg home ond drow
more оnimols to сomplеte theiг sheet. Тheg сhoose whiсh
ones to dгow. Тhеg wгite the woгds under the piсtuгes.

@ wь"t сrе

Uou?

rе In pairs, lеarnеrs ask and answег thе quеstions about
thеmsеlvеs, thеn writе thеir partnеr's answеrs on thе
dottеd linеs. Ask diffеrеnt lеarnеrs onе or two quеstions
еaсh.

Тest notе:

|4/hаt сolour аrе уou?

How пlапу lеgs hаvе уou got?
Сап уou swim?
Hаvе уou got а long tаil?

Lеarnеrs look at thе piсturе in I. Ask: t4thаt s this
tlпimаl? Is it а сrocodilе? (уеslno) Is it ап еlеphапt?

(grееn)
(2)

(yеs)
(no)
(a frog!)

Strongеr lеarnеrs сan answеr in сomplеtе sеntеnсеs.

Dividе lеarnеrs into groups of four. Lеarnеrs takе turns
to ask and answеr quеstions about thеmsеlvеs bеforе
tеlling thе othеr lеarnеrs what thеy arе.

Extension:
Stгongeг lеогners сould thеn desсгiЬе o сtossmote for otheг
teorners ro guess.


!-

ond me
Fred
\)nсte

t.t.....1..

:...1,r..rl

colour аrе thе ul1сlе'S trousеrs? (red) I|/hеrе's thе roсk?
(on thе bеaсh) [|hаt сolour is the сhoсolсtre? (brown)

..ur.,rr.

Мoin topiсs:

oсtivitiеs' spoгts' сolours, numbers

Moin grсmmor:

like/{ove + noun: B
Нow mong?'. D

.1_10

Storgtеlling
Before listеning

|ikel\ove + -ing.. Е

Stortеrs

Rеоding ond Wгiting Port 2: H; Port 4: G;
Poгt 5: F, H
Listening Port 1: F; Poгt 4: H

Speoking Poгt 1: F; Port 2: F; Port 3: D

Мovers/Ftgers
words:

сhoсolotе (n), tokе (n), roin (n)' гoсk (n)

Non-YLE words:

none

Equipmеnt:

о СD:
o сhoсolote (optionot): А
о pieсеs of poper (one pег grouр of

proсtiсe:

*t Lеarnеrs look at thе fiгst piсturе on SB p 22.Тheу do
not rrad thе tеxt.
Ask: 1s this a mап or а womап? (a man) Saу.' This is
LJпclе Frеd.
Whаt's LInсlе Frеd doing? (running/jogging)
Whеrе is hе? (ttt a park)

Do уou tikе his.fuпnу socks? (lеarnеrs dесidе)
Saу: ,}y'oи, lеt',g look аt thе piсturеs апd listеп to thе Sto|у.

Storg, F, H

@д

thгee): C
a сomeгo (optionot): Е
o smoll strips of рoper 3сms x 6сms (one
per poir): F
О сolouгing pеnсils or pens: F, H, l, J
o shells (optionol): H
.We
О photoсopies (onе pег leoгneг) of
tike

...'(p

54):

Suggestions for o pouse if required:
.тi1

Stop thе

I

o sсissoгs, g[uе, gtittег, riЬbons (optionоl):
a A2 shеets of poper (one per group of
four) (optionot):
shеets of A4 poper (one per [eorneг): J

СD

after аnd tаkiпg

photos of his ссlr!(SB p 22)

Аsk.. I|/hеrе сJoеs LIпсlе Frеd go.fishiпg? (thе lakе)
Whiсh sport doеs hе like wаtсhiпg сln TV? (hoсkеy)
Doеs IJпс!е Frеd likе thе rаin? чуes\

I

a otd mogozines (oPtionol):

PtogTroсk 08 of the CD or reod thе
storu.

o'

Whаt сoLour аrе his jеапs? (red)

I

Aftеr tistеning to the whole storg

I

g. Ask: Do уou likе going to thе bеаch with уour friепds or
our .fаmilу ? (lеarnеrs dесi dе)
I4/hаt do уou likе doiпg аt thе bеасh? (lеarnеrs

у

@

ш"w words for gou!

dесidе)

э With books сlosеd introduсе thе topiс of thе story by
asking lеarnеrs quеstions about hobbiеs/aсtiviti еs. Ask
Whаt аrе уottr Jаvouritе hobbiеs/sporfs? Hеlp lеarnеrs
if nесеssary bу asking: Do уou likе tаking photos /
wаtсhiпg TV / plауiпg teппis? Writе thеir suggеsttons on
thе board hеlping with kеy voсabulary. Аsk Whаt do
:

уou do with уourfаmilу?
Saу: Тhis storу is аbout а girl сшd her unclе. The girl's
паmе is Luсу аnd her unclе's паmе is Frеd,
lаkе, rаiп, сhoсolаtе, roсk, uпclе. Dtaw
to tеaсh thеm. Writе thе words on
piсtuгеs
or show
yоu
tеaсh thеm. Ask: Whаt саn уou do iп
as
thе bоard
(fish,
Draw rain сoming from a сlоud.
swim)

а lс*e?
Сап уot,t seе thе suп? Саn уou
ask:
and
Loоk outsidе
somе rеal сhoсolatе. Сhесk
show
or
Draw
sее rаiп.?
pтonunсiation: /'t.|'оk.lэt/. Аsk Do уou likе сhосolаtе?

i:' TеaсЫrеvis е

Saу: ||e сап Sее roсks аt а bеаch. 14/е cап ,sit oп thеп.
Whаt colour аrе roсks? (gгеу) Draw two mеn on thе
board. Point to thе first and say: This is mу J.аthеr. Potnt
to thе sесond and say: This is шу t'аthеr's brothеr' Hе,s
mу unсlе. Аsk: Hоvе уou got ап uпсlе? I|hаt's his

nаmе? Is hе уourfаthеr's/mothеr''s brother?
ф Lеarnеrs opеn thеir books and look at thе piсturеs and
Sеntеnсеs. Ask diffеrеnt lеаrnеrs to rеpеat thе nеw
words. Lеarnеrs draw linеs to matсh thе sеntеnсеs and
thе piсturеs. Walk around and сhесk thеy havе donе this
сorrесtly. You сould also сhесk answеrs bу askilg.. Whаt

@ wьot

does Unсlе Fred [ovе?

quеstions. Lеarnеrs put up thеir hands if thеir
answеrs arе -yes. Аsk: Do уou likе thе pаrk? Do уou likе
thе bеасh? Notiсе who answеrs yes. Using iеarnеrs'
namеS, say' for еxamplе: Аngеlа likеs thе pаrk апd

* Ask

Mаttеo likеs thе bеасh!
.*.

Ask: Doеs Luсу likе kitеs,? (yеs) Does Lucу likе iсе
сrеаm? (Wе don't know.) Writе on theЬoard.. Luсу
likеs kitеs / iсе creаm. Аsk Which word is wroпg? (tce
сrеam) Сross out iсe сrеаm.

iф Look at thе ехamplе togеthеr. Saу.' Doеs (Jпсlе Frеd
lovе his guitоr? (уеs) Wе hlow thаt guitаr is thе right

word. Doеs Uпсlе Frеd lovе his jеапs? (Wе don't knolv.)
So, jе!!!S is thе wroпg wсlrd. Learners thеn сгoss out
iеапs inthе еxamplе.

at Sеntеnсеs 1-6. Thеy сross out thе
wrong worф thеn сhесk thеir answеrs in pairs. Thеу
shоuld bе ablе to rеmеmbеr thе answеrs, but if thеy
nееd hеlp, thеy сan find thе anSWеrS in thе story.
sеntrnсrs.
'*. Ask diffеrеnt lеarnеrs to rеad out thеir сoгrесt

ф Lеarnrrs look

Cheсk onswers:

l hoсkеg

6 shеlts

2 сhoсolote

сokе

3

gеllow 4 kitе

5 bike


@

L.r.g likes jumping.

*' Tеaсh/rеvise -iпg words by miming thе following:

@

running, jumping, spеlling, watсhing T! taking photos,
rеading, fishing, riding a bikе. Ask: I|hаt аm I doiпg?
(lеarnеrs answеr) Altеrnativеly, writе thе words on

thе board and ask diffеrеnt lеarnеrs to сhoosе a word
and mimе it for thе сlass to guеss, for ехampl.e.. You,re

unсte Frеd lovеs wotking in thе
roin.

Saу I likе tаkiпg photos (usе thе сamеra to mimе this
aсtivity) and I likе swimming with пtу.friепds. Аsk two
or thтее lеarnеrs: I4/hаt do уou likе doiпg? Еnсouragе
thеm to bеgin thеir answеrs wtrh I likе ... .

Writе thеir anSWrrS on thе board' for eхamp1.e: I likе

runпing!

plауingfootbаll' I likе drаwing' I likе plауiпg сomputеr
gаmеS. Ask thе quеstions again and drill thе answrгs

'* Look at thе ехamplе togеthеr. Ask: Does Uпclе Frеd likе
jumpiпg? (no) I|lho likеs jumping? (Luсy) Lеarnеrs look
atthe -iпs words and writе thеm in thе сorrесt boх.

with thе wholе сlass, pointing to еaсh of thе suggеstions
on thе board in turn.

chесk onswеrs:

Rеvisе thе diffеrеnсе bеtwееn likе doiпg and lovе doiпg.

Luсg:

Mimе addеd еnthusiasm for lovеs as you draw iсons on
thе board to hеlp. Point to thе smilеy @ and saу Luсу
likеs flуing hеr kitе. Point to thе hеart 9 and saу Lucу

spеlling, reoding, riding o bike
Unс[е Fгed: гunning, wоtсhing ТV, toking photos' fishing

Stronger сtosses:

loves

jumping.

Writе on thе board: Luсу @ ridiпg hеr bikе. Lucу Q
spеlliпg loпg words. Point to thе sеntеnсеs and drill.

Ask leoгneгs to сlose their books' Divide leoгneгs into gгoups
of thгee ond givе eoсh group o piесe of popеr. Givе thеm о
spelling tеst! Reod thе following six woгds slowlg: roin, fshing,
unсIe, jumping, Fred, spel[ing. Groups whispеr ond hеlp еoсh
othег ond then write о gгouP onswег. Аsk diffeгеnt gгoups
to spell thе words or osk thеm to writе thеse words on the

Loоk at thе еxamplеs togеthеr. Lеarnеrs sее thе linеs to
thе piсturеs. Тhеy draw linеs from sеntеnсrs
5 to thе
othеr piсturеs' Lеarnеrs thеn сomplеtе еaсh sеntеnсе

Ьooгd.

with likes or lovеs. Walk around and hеlp if nесеssary.

@ нo* mong Peoplе ore therе?

l

Cheсk onswers:

! tikеs

ЪaсЫгеvisе numbеrs 1 10. Lеarnеrs writе thе numbеrs

Chесk qnswеrs:

1з 24 з5 ц2 51 67
.в Ask diffеrеnt lеarnеrs to writе answеrs onе at a timе on
thе board. Point to thе numbеr and сhесk oronцnсiation
by drilling сhorally.
Test tip:
|n Storters Rеoding ond Writing Pогсs 5, Listеning Poгt 2 ond
Spеоking Poгt 3, leoгneгs witl hove to onsweГ How mong ... ?
questions. Theч ore expeсted to know numbегs 1_20. In the
Rеoding ond Writing ond Listening tests, theu shou[d write
the numbеr. |t's quiсker ond еosiеr to do thot. Тheg оrе not
exвесted to wгite thе word.

.* Praсtisе numbеrs B,9 and 10 by asking lеarnеrs a fеw
qurstions using 1101' mапу? about things thеy сan sее
in thе сlassroom or outsidе thе window (tablеs, сhairs,

trееs, сupboards, hands, hеads, sсhool bags, еtс.).
Lеarnеrs thеn ask and answеr quеstions in сlоsеd pairs.

tikes

3

loves 4 likes

5 lovеs

Say onе of thе aсtivitiеs in thе piсturеs. Lеarnеrs point
to thе piсturе and say its matсhing sеntеnсе.

nеxt to thе words on thе dottеd linеs in thе word boх.

Lеarnеrs lоok at thе four piсturеs on SB p 22' Look at
thе first piсturе and at thе еxamplе togеthеr. Аsk How
mаnу pеoplе са|1 уou sее in thе pаrkZ (Lеarnеrs sее that
thе answеr is thе numbеr 6 not thе word sl-т.) Lеarnеrs
find and writе thе answеrs tо quеstions 1 6. Notе that
thе answеr to 1 is in thе first piсturе and to 2 and 3 in
thе sесond piсturе. Тhе answеr to 4 and 5 is in thе third
piсturе and to 6 in thе fourth piсturе.

2

Аsk [Гhаt doеs (Jпclе Frеd likе doiпg? (running,
watсhing hoсkеy on T! fishing, еating сhoсolatе сakе)
[4/hаt doеs hе lovе doing? (walking in thе rain, playing

his guitar, taking photos of his сaц wеaring funny
сlothеs.) Аsk: Do уou lovе doing thesе thiпgs too?
*

In pairs, lеarnеrs tеll еaсh othеr what thеy lovе doing.

ф

Lеarnеrs thеn сomplеtе thе sеntеnсе with two of thе
samе aсtivitiеs or with thеir оwn idеas. Ask two or thrее
lеarnеrs whiсh things thеy lovе doing.

Homework ideo for stronger сtсsses:
Leoгners write oЬout three things thеg like oг love doing (in
the first person). Тhеg сould olso writе obout whot pеoрle
in theiг fomitg tike doing (in thе thiгd peгson singu[oг oг
plurot). Mokе sure thеg сon usе l [ikg she|Dod likeq we likе,
mц brothers likg еtс. сoггeсtlg, foг еxсmple: l like wotсhing TV,
reoding obout onimols ond ploцing soссer. Мц dod likes ploging
tennis, eаting pizzo ond going to the сinemo. Leoгneгs might olso
like to drow oiсtuгеs to iltustгote thеiг woгk.

Teoсhing tip:
Еnсourogе [еoгners to usе diсtionories (books or online) to
find thе words theg need to tоlk oЬout thеiг own inteгests.
|t's impoгtont to enсouroge leornеrs to expond thеir
voсoЬutorg in this wog. Rеossure them thot it's finе to moke
mistоkes. It's Ьetter to trЧ to [eorn something new thon to
onlg use the words theg know.

Note:
You might pгefeг to do oсtivitg

I with gouг сloss ot this stogе
rothег thon use it оs o гound-up revision oсtivitg [otеr.


:Е-

I

@ @o *

t tike

going to the Pork!

iп
Ьsk: Whсtt cаn уou sее
ф Lеarnеrs look at thе piсturе.
quеstlons
gеnетal
in a park) Ask
Lttсу,s piсttLre? (pеoplе
iп thе -*аtе/? (a b9at' duсks)
Whаt's
or. пte:
"ь",',iй.in thе trее,? t" кii., Ьtrd) Who,s riсling thе bikе?
Whаt,s

@ wь"t
*l
"

om

l?
to

rеa1rеr1^|1vе
lеarnеrs that this is aplzz|e..
.1' is. io еxplain this, point to уour
what
;;;;; or
iп this
lеgs' t'n' b.rowп I'm
сhair and saу.. I,vе got fou,
аm I? {a
Whаt
сtеsk.
tt,е tеtrсhеr's
сlаssroom. t,m bеllin.i

Tе11

"this picturе? (thе сar, thе
iп this picturе,? (thе boat'
l*", .r* r."* s) WhЬt's bluе
thеwatеr,Luсy,ssiroеs,thеboy'shat)Whоt'srеdiпthis
woman) Whаt,s grееn

(a

i,п

picturе,| (thе guitar, thе bikе)

*DlvidеlеarnеrstntoAandBpairs.Givееaсhpairastrtp
-^u:*:-..lj"jl",. fold this
of papеr upp.o',-ut.ty ]i*:
A lеarnеrs dтaw a flowеr
in halfand takе onе ьattеaсь.
piесе.ofpapеr. Thеy
thеiт
bau on
and B lеarnеr. ora- a
сhoiсе Ьf соlouring pеnсils.
сoiour thеsе witrr trlеirlwn
in
сards (likе thеу arе givеn
Thеу now havе two;йесt
thе Startеrs Spеaking Теst).

thеm to

F again. Ъ1l
.ill Lеarnеrs look at thе piсturе in
thе ball in thе сorrесt
und
flo*".

listеn and to put thе

p'aсеs.

thе instruсttons bеforе
+t Сhесk lеarnеrs undеrstand
iп the уvаtеr.
to thе СD. Saу.. Put thеflowеr
Saу:
watеr.)
thе
in
thе flowеr piсturе

-

;;;;ii;'

(Lеarnет A puts

Now put thе bаll in

;."к.,,;.;;..i

thе саr.
'*i.thе'1ь"-,*',Р-'Y,"::.у"o:::,"
'l,, Put
flowеr/bаll oп
*i.ь.

Note:

.put' oЬjесts .in'
thеg сon't
thot
tеоrners
some
lt might woгrg
.ьug shЪutd iust' PUt the obieсt
the wotеr. Rеossure .n".'iйo.
t'heц
.i.а."
oш йg
1i.shоw
сord in this ploсе. Тhis l.
"Ё"qin.Listеning
P,oгt 1 (for
si.iio.tg'
undеrstond thе inst'гuсtroi.
just drow o linе
th"Ь,og.]'thЪg shoutd
еxomplе: Put the сokе i"
"^;I;;;; ъ;гt of thе obleсti With оn

:"'Ё:1

i,i- ;i,;;;;ь;

;.;"

"'

.р""

:[ :::i}.":.""''."

on tnе
thе piсture in F ogоin.fNrite
Тel[ lеornеrs to look оt
poirs to
foг
pousing
,Ёn."n."s,
booгd (or reod out) .n",u
оnswеrs.
thеir
find
оnd
whispеr
i'J-.,"а уou сon ride T.. (o biljl...,^.',
me. (o guttoг),
/
'.
I olm red too. You сon ploц
*"tt., l', green. (о frog)
, ,on'';ulniuЁ.rц
l,ve got two long lеgs.
gou, f:?:"Y..in,Тl".',
*,o,
-Б

con
You
b|ue.
l om
(o ьo0

',""I,oi,,i.,

,.

ptaсе.
objесt сards in thе сorrесt
thеу draw aЪa1l and a flowеr
Wh.. lеarnеrs havе finishеф
thеir
сhoЪs" to. Thеy. .show
in this piсturе lмrl.'"uoТь.i
and
ball
thе
Ьtt thеm whеrе
oartnеr thеir drawlng, uoo

ji".o"n

'|iJ.

*

'.o,

,."on gЬ,, и.oа.

Stronger сlossеs:

wгttе
from Unit' 1, 2 or 3. Theч
Leоrners сhoosе on objeсt
l, then end with the
with
ьai"ы"g
*,,
thгее sеntеnсеs obout
сuestion: Whot om l?
got four
Unit^3): l om g're.g. I'ue
Ёor ехomple (оn еtеphont -

;;:,
.In'"].

;

; ;';-

;;;'.nJ

! чT:::],"::::ж:.."1:;:.""n
"i:'oth"t
l"otn"tt gu"tt th" ont-"t'

@ @o,,o

"

Lеt's do some сolouring!
Whеrе's Luс}, пow?

Аsk:
Lеarnеrs look at thе piсturе'
tl
-(;;;}{т^:!)З,::::;у:::::;1;:',j;"T1.J;'liТil:'.
dесidе) Draw or snor
ir? Saу:
(a shеll) W.hаt суlour ls
сlass. Ask: Whаt,s this?
shеlls.
toiеfindiпgbigwhitе
LIпсlе FrесJ опd Lucу

twiсе..iI:^*:::::l

PlayTraсk 09 of thе СD

;:#;;;; ;;

Extension:

thеir
that lеarnетs havе plaсеd

*l
. Ask: How mапу shеlls

Ъ;;.

Et.

ссtп уoLt Sее'iп.,this

piсturе? (6)

shеlls.
Yo,u,on с-olr-lur.fivе of,thеsе
pink, bluе, rеd and yеllow
surе еaсh lеarnеr has

Makе

сolouring pеnсils.

Pausе aftеr thе еxarnplе
.lз P1aу Traсk 10 of thе CD twiсе.
Ask:
untlеrstand thе instruсtions'
to makе ,u.. l"u.n.,,
watеr)
thе
(thе shеll in
,on

.з$

уou-,olour?
Whiсh shеll
Whiсh сtl!ottr., tpuгplе)
thе four othеr shеils. Rеmind
Lеarnеrs listеn and сolour

lеarnеrsthatitrsnotnесеssarуtoсolour.thrwholе
thе shеlls
shеl1.

Тopеsсript:

fi

wotеr.
put tь" ftowег in thе woteг ... in thе
Тhot's гight '.. in the tree.
; *;; put the Ьott in the trеe.
Тhe floweг '.. on the bike.

.* n.*eг on the bike'
'".
; *;; ,". thе bolt on the kite
..

ii."

to finisь сolouring

at

thе еnd.

$

;

Givе r"u.,,..,

... on the kite. Good.

Put it on thе green сor.
on the boot.

*o* put the floweг on the сor.
Тhot's right ...
; .". .i" boll on the boot'

Chесk onswers:
shett in Luсg,s hond

-

pink, shelt on boot

_ geltow
red, shetl on Т-shiп

w.

тиu

boу сloеsп,t

(thе shеtl on thе hat)

сolour onе

o.f

-

blue, shеll in bog

-

thе shеlts' I|thiсh shеll,?


j;

i Look
$

arc уеS and movе to the пo half of thе сlassroom if thеir
answrrs are no. Тhеy thеn answеr in сhorus Yеs! or No!
Suggеstеd quеstions: Do уou likе Jlshing? Do уou likе
plауiпg hockеу? Dсl уott likе wеаriпgfttппу сlothеs? Do

Тopesсript:
ot the piсture. Listen ond look, There is one eхomple.

Womon: Con gou see the shetl in the woter?

!l

вog,

$

Womon: Gгеоt! Colour the shett in the woteг purple.

Yes, l сon.

$

Bog:

i;

Womon: Yеs.

уou likе swimmiпg? Do уou likе riding а bikе? Do уott
likе rеаdiпg'?

For flurthеr rеvision of aсtivitiеs taught in this unit' gir,е
.Wе
еaсh lеarnеr a photoсopy of

likе ...' (p 5a).

Puгple?

Lеarnеrs сolour thе piсturеs and writе onе-word answеrs
to show what еaсh сhild is doing. In thе еmpty boх,
thеy thеn draw a piсturе of thеmsеlvеs doing sоmеthing
thеy likе doing, for ехamplе: еating iсе сrеam' slееping,
playing with thеir сat.

Сon уou seе the purp|e sheIl in the woter? Ihis is оn
eхample. Now gou listen ond сolour.
Оne

Bog:

Whot now?

Womon: Find the shell in Luсg's hond.

Bog: oK.

Thеy writе thеir namе and сomplеtе tЬe I likе -ing
Sеntrnсе at thе bottоm ofthе pasе.

l сon seе it.

Womon: Good. Con gou сo[our it pink?

Bog:

Projесt:

The shelt in Luсg's hondl

Womon: Thot's right. Сolouг thqt shell pink, pteose.
Тwo

Womqn: Тhere's q shеtl on the Ьoot.

Bog: oh

al

}

ges! Cоn l сolouг it?

Womon: Yes! Cotouг it blue.

Pqгdonl
! вog.
*Wornon. Colouг the shetl on thе Ьoot blue.

:-,
: I nree

$

Bog:

Look! Theгe's o shеll in the bog!

$ Womon: Yes, thегe is. Colour it гed, pleosе.

li

Bog: oK.

l'm сolouгing the she[[ in the bog red.

. Womоn: Good! Тhonk gou!
lit

@

- Our

tl f

fl
*

вog:
Bog:

*

l сqn sеe o shell on Luсч's Т-shirt too.

Womon: Con gou сo[ouг

Leorners сo[[eсt piсtuгes fгom old mogоzinеs of people doing
enjogоble things. You сou[d osk leoгnеrs to bring these to the
nехt lesson oг Ьгing in mogоzines foг leornеrs to usе in this
сloss. Enсourogе eoсh leorner to find fouг oг five piсtuгеs thot
show theiг own ideo of hoving fun. Divide teornеrs into gгoups
offour ond givе eoсh grouP o poiг ofsсissors, some gluе ond
o loгge shеet of А2 white poper. Theg moke o сolloge of oll
their fovouгite осtivities. Bеtwеen the piсtures theg wгitе
woгds with сolouгing penсils to show somе of thе oсtivities
thеg [ikе, for eхomple: We love eoting сhoсolote! l love drowing'
We [ove swimming. I like sleeping. You mоg nеed to help with
voсоbutoгg. Тheg сould olso write singlе woгds to show theg
еnjog doing thesе things, foг exomple: Wow! hoppg! fun! ho ho!
or dгоw heoгts, stors ond smi[eg foсes. If gou hove gtitter oг
ribЬons or otheг medio theg сould odd, thоt will Ьring evеn
moгe exсitement ond сгеotivitu to thе oсtivitu.

it?

*i Lеamrrs look

at thе piсturеs of thе fish in J. Ask: 11ow
maпу.|lsh аrе thеrе? (5) Whаt сolour аrе thеу? (rеd and
yеlloщ bluе and grееn, yеlloщ purplе, pink, brown and

Yes. Con l сolour the shell on hег T-shiгt
gеllow?

OK! There! lt's geltow now.

*

Womon: Тhonk gou! Тhis piсtuгe is veгg niсe now!
Lеarnеrs answег thе four quеstions with оnе-word or
numbеr answеrs.

Givе lеarnеrs timе to finish сolouring thеir piсturе
thеy would likе to do that.

if

Cheсk onswers:
tbeoсh/sond 2fishino

36

Ask: Do уou likе fishing? Whеrе сап уou go fishiпg? (in

a lakе, in thе sеa)

Womon: Yes!

Bog:

вtс9 thе gome

4biгd

@ wь"t

do gou ond gour friends
tike doing?

Аsk: Do уou likе.fiпdiпg shеlls oll thе bеасh? (lеarnеrs
dесidе)

Dividе thе сlassroom in half. Тbll lеarnеrs that thеrе is a
yes half and a no halrf . You may havе to movе furniturе
to makе room for this.
Ask lеarnеrs somе quеstions. Aftеr еaсh quеstiоn, thеy
movе to thе yes half of thе сlassroom if thеir answеrs

orangr)
Say: Lеt s drаи, somе fish now. Lеarners draw bеtwееn
flvе and tеn fish on a piесе ofpapеr. For ехamplе: onе
lеarnеr draws fivе, anothеr lеarnеr draws еight. Thеy сan
сopy thе fish in J or usе thеiг own dеsign. Thеy do this

sесrеtly.

ф Lеarnеrs fold thеir рapеr

So that no onе сan sее thеir
drawings. Thеy thеn stand up and movе around' asking
еaсh othеr: How mаnу.fish hаvе уou got? If the answеr
is thе samе as thеir own, lеarnегs staу togеthеr' Тhе nеw
group thеn movеs around and asks othеr groups: How
шапу Jish hауе уott got? Lеarners сontinuе until groups

arе as big as thеy can bе and еvеryonе has finishеd
asking thе quеstion.

,* At thе еnd of thе gamе, thеrе should bе groups of, foг
ехamplе, four lеarnеrs with fivе fish, two with ninе fish,
thrее with sеvеn fish.
*ь Lеarnеrs thеn put all thе drawings on a tablе so that thе
wholе group сan Sее how many fish thеy havе got.

your lеarnегs know numbеrs щ tо 100, thеy сould add
thе numbеr of fish in еaсh group and you сould put thе
totals on thе

.*l If

board.

^-'

v


Sorn's

sondсostle
Storgtetling

Мoin topiсs:

noturol world, fomitg

Мoin grсmmor:

impегsono[ gou: Е
demonstrqtive odjeсtives: H

Whato+odj +noun:l

Test proсtiсe:

Rеoding ond Wгiting Port 2: D; Poгt 4: G;
Poгt 5: C
Listening Poгt 2: El Port 3: F
Speoking Poгt 1: B; Por.t 3: H; Port 4: E

Movers/Flgеrs

ount (n), breok (v), ftog (n)' sondсostle (n)

Non-YLE words:

mend (v), pгettg (n), wove (n)

Еquipment:

о CD: Storg, Е' F
о photo of o сostle, o stiсk (optionol): A
о сolouгing penсits or pens: J
.Мg
o photoсopies (one pеr leoгneг) of

Before tistening
*. Lеarnеrs iook at thе first piсturе on SB p 28. Thеу do
not геad thе tеxt.
Аsk.. |ltlhеrе s this boу? (at thе bеaсh)
Whаt апimаl саtI уou sее in thе tl,ее,? (a monkеy)
Who's with thе boу, а mап or tl womап/
(a woman)

Whiсh pеrson is Sаm? Whаt do уou thiпk?
(1еarnеrs guеss)

words:

сostle!' (p 55):

@
:.

J

Say: ly'ow lеt's look аt thе piсturеs апd listеn to thе Stotу.

@t..1

tеllsАunt Sиe. (SB p 28)

Аsk.' I|/hаt's thе паmе of Sаm's аuпt? (Sъe)
|I/hаt colour is Sаm's T:shirt? (yеllow)
II/hаt brеаks Sсtm's sаndсаstlе,? (a wavе / thе sеa

TеaсЫrеviSe wаvеS, cаstlе, brеаk, mеnd,fаg, аttnt.
Draw wavеs in thе sеa in your bеaсh piсturе on thе
Ъoard' Sапdсаstlеhas bееn taught' but shоw lеarnеrs a
piсturе of a rеal сastlе too if possiblе. Mimе brеaking
a stiсk by holding it and thеn showing that itЪ in two
parts. Thеn mimе mеnding it again. Ask: Сси [ mепd
this? (no.) Dтaw a flag and saу flag' Draw two Womеn on
thе board. Point to thе first and say: This is пlу morhеr.
Point to thе sесond and say: This is mу mothеr,'c sistеr.
Shе's mу аuпt. Аsk: Havе уou got ап аuпt? |fhаt''s hеr
паltlе.', ls shе уour пtlthеr,Гаthеr3 sislel.3

e} Lеarnегs opеn thеir books and look at thе piсturеs and
SеntrnсеS. Ask diffеrеnt lеarnеrs to геpеat thе nеw
words. Lеarnеrs draw linеs tо matсh thе words to сorrесt
parts of thе piсturеs. Walk around and сhесk thеy havе
donе this сorrесtly. Ьsk.. Whеrе,s thе flаg? (on thе boat)
Опе moпstеr|s mепdiпg thе wаll' How mапу аrms hаs it
got? (З) Whаt сolour is thе аunt's drеss? (red)
q;.

Tеaсh/rеviSe prеttу. Point and saу This red drеss is vеrу
prеtф. Ехp|ain in L1 if nесеssary lhat prеttу mеans thе
samе aS beаtnful and wе сan uSе it to talk about things
or pеoplе, for еxamplе p rеtф floъ,еrs/drеssеs/girls/
womе|1(but not boуs or mеn).

/

watеr)

Whеrе аrе Sаm апdАuпt Suе goiпg иow? (homе)
Is Sаm hаppу? (no)

Aftеr listening to the whole storg
*t*

Ask: Whiсh аnimсtl mеnds Sаlп's sаndсаstlе? (a|izard)
Who сomеs to thе bеоch аgаin with Sси? (Aunt
Suе)
Whаt сolour is Saи ]s T-shirr? 1orаngе)
Is Sаm hаppу пow? (уes)
Сап lizаrds mаkе sаndсаsl1es., 1no)

* саstlе: sапdсаstlе and draw onе in your p1сturе.
Saу.. This story is аbout а boу. Не likеs goiпg to the
bеасh апd hе likеs mаking sапdсаstlеs.

g

storg.

Suggestions for o pouse if required:
..l' Stop thе СD after,Now I'm апgt1, апd I'm sаdi Sаlп

ш"* words for gou!

With books с1osе4 introduсе thе topiс of thе story by
asking lеarnеrs quеstions aboцt thе bеaсh. Ask: Do уou

gсl to thе bеасh? Whаt do уou do аt thе bеасh? WrtIe
lеarnеrs' suggеstiоns on thе board' for еxamplе: sи'lиl,
ruп, plау vollеуbаll, jump in thе seс. Draw a p.iсturе of
(tt
a bеaсh thе sand and thе sеa. Ask: I4/hаt сап wе Sее
thе bеасh? (boats, sanф shеlls, sun, Watеr, pеoplе) As
lеarnеrs Suggеst thеsе, add thеm to youг piсturе. Lеavе
this piсturе on thе board. Аsk.. Do уou likе plауiпg with
the sаnd? Do уott mаkе sапdсаstlеs? TеaсЫrеvisе saиd

PtogТroсk 11 of the CD or reod the

@

т"tt the storg.

i* Lеarnеrs look at thе piсturеs. Аsk Whiсh piсturе Stаrts
thе storу? Poiпt to lll Lеarnеrs point to thе first piсturе
in thе top rоw. Saу: Piсturе пuпtbеr ] srаrts thе stolу.
Now writе 2, З, 4, 5, 6 iп thе boхеs.

s

Whilе lеarnеrs aге ordеring thе piсturеs, writе thе
following Sеntеnсеs on thе bоard:
Sаm's sаd. Hе goеs home,
Thе lizаrd mепds thе sаndсаstlе.
Sаm,s hаppу сtgаiп!
Thе wауe brеаks thе sапdссlstlе.
Sаm mаkеs сt sапdcаstlе,

Sсtm comеs tсl thе bеаch аgаin'

.* Lеarnеrs rеad thе sеntеnсеs on thе board. Thеy say
whiсh sеntеnсе dеsсribеs piсturе |. (Sаn mаkеs а
sаnrlсаstlе.) In pairs, lеarnеrs find thе sеntеnсеs that
dеsсribе piсturеs 2-6. Ask diffеrеnt lеarnеrs to tеll thе
story to thе сlass, using thе sеntеnсеs on thе board.
Lеavе thеsе sеntеnсеs on thе board to hеlp lеarnеrs in
thе following rolе play.


т_

Cheсk onswers:

Cheсk onswers:

1 Som mokes o sondсost[e.

tno 2ges Sges 4no 5ges

2
3
4
5
6

Тhe wovе breoks the sondсostle.
Som's sod. He goеs home'
The lizord mends the sondсostlе.

Som сomеs to the beoсh oooin.
Sоm's hoppg ogоin!

ф Lеarnеrs makе

Dividе lеarnеrs into groups of six. Givе

a

Hеlp lеarnеrs to praсtisе еaсh of thеir mimеs оn thеir
own or in thеir groups. Suggеstеd mimеs:
1 Sam makеs thе sandсastlе. Aunt Suе is sitting nехt to
him.
Thе wavе brеaks thе sandсastlе in two.
3 Sam, loоking sad and angry goеs homе with Aunt Suе.

Ьog's nome is Som.

Аsk: In thе storу, whаt's the boу|s паmе? (Sam)
Point to thе еxamplе quеstion and its answеr. Тeachl
rcуise ||hеrе ... ? |Ilho ... ? Illhаt... ? If nесеssary'
ask |4/hеrеb Sаm? (on thе bеaсh) LTho's got а book?
(Aunt Suе) ||hаt cап уou seе in thе wаtеr? (a fish)
You сould thеn ask: |Цhеrе аrе уou now? |Цhob уour
tеасher? |4/hаt аm I holdiпg?
In pairs' lеarnеrs look at quеstions 1-5 and writе thе
answеrs. Lеarnеrs should bе ablе to rеmеmbеr, but if
thеy nееd hеlp, thеy сan find thе answеrs in thе story.
Еnсouragе lеarnеrs to сhесk thе spеllings in thе tеxt.

Cheсk onswers:
1

bеoсh

2

Sue

@ som
*

3 sondсostlе 4

wove

5 tizoгd

@ @ж.l'

ф Rеvisе lеttеrs of

*

if

Ъaсh/rеvise сousin, Аsk Hаvе уou got (1 cousiп? Is
уour cousiп a girl or а boу? How mаnу сousiпs hауе
уou got?

Note:
|n order to сomplete the sеt ount, unсle ond сousin, gou mog
wish to геvisе unсle here too. (This is tought in Unit 4 .Unсle
Fred ond me').

ф Lеarnеrs lоok

at thе

piсfurе of thе pеoplе in SamЪ

family and draw linеs from thе family words to еaсh
pеrson. Walk around and сhесk thеy havе donе this
сorrесtly. Ask quеstiоns: [|ho's got browп hаir? (Sam,
SamЪ fathеr and brothеr) I4/ho |g wеаring а blue T:shirt?
(SamЪ brothеr) |4lho's vеrу уouпg? (Sam's сousin)

.* Say:

|I/е know Sаm |s аuпt 'S nаmе. It's . . . ? (Suе) 11oи,,
do уou spеll hеr паmе? (S-U-Е) Writе on thе board:
How do уou spеll уour паmе? In pairs, lеarnеrs ask and
answеr: How do уou spеll уour паmе? Ask two or thrее

s
*

lеarnеrs фointing to thеir partnеrs): How do уou spеll
his/hеr nаme?

Say: Listеп! Sаm's tеlling his tеасhеr аbout somе peoplе
iп his fаmilу. Whаt аre thеir паmеs?
Play Track 12 of thе СD twiсе. Lеarnеrs listеn and writе

ф Ask diffеrеnt lеarnеrs to spеll

thе namеs for уou as you
writе thеm on thе board (Dаisу, Аnnа, Аlех, Niсk, Tom).
Lеarnеrs сhоosе a namе for Sam's mоthеr' Writе this on
thе board. Point to еaсh namе in turт and ask: How do
уou spеll this nаmе? Lеarnеrs answеr in сhorus.

Cheсk onswers:

гed _ Аunt Suе's skirc, ftogs, Ьolt
Ьlue _ seo, Aunt Sue's sun hоt, bot
get[ow _ Som's/giг[s' T-shiгts, sond, Aunt Suе,s shoеs

1

bгown _ monkeg, сoсonuts, boot

*

thе alphabеt bеforе doins this task

nесеssary.

Lrarnеrs look at thе piсturе. In pairs, thеy find thrее
things that arе rеd thrее things that arе bluе' thrее things

that arе yеllow and thrее things that arе brown.

I,s

Мч fomitg

thе fivе namеS.

is moking o sсndсostlе!

Look at thе еxamplе togеthеr. Аsk
уеllow? (no)

6 саn сan't

gellow _ Ьononos, sun, sond, lеmons, flowers, pinеopplе
_ floweгs, tгees'
9гeen
Peos' limes' opples, fгogs, gгopes,
goгdens, porks
whitе _ Ьгеod' milk, soсks, iсе сreom

Cheсk сnswers:

в

standing

Lеornегs mоke thгeе сolouг lists with words theg know, for

6 Thеy sее thе Sandсastlr and arе happy again.

If your сlass also knows moon'Уo\ сould ask two morе
lеarnеrs to stand in sun and moon shapеs in thе sсеnе to
indiсatе day, night and following morning.

4 s#t{+s

exomDle:

2

4Тhe \tzard mеnds thе sandсastlе.
5 Sam and Aunt Suе сomе baсk to thе bеaсh.

two

Homework idеo:

rolr to raсh

lеarnеr. Two lеanrеrs arr thе sandсastlе' onе is thе wavе
and Sam' Aunt Suе and thе \izard are playеd bу thrее
othеr lеarnеrs. Lrarnеrs сan usе thе piсturеs and thе
sеntеnсеS to hеlp thеm with thеir mimеs. For largеr
сlassеs lеarnеrs сan bе dividеd intо morе groups.

@ тьe

1' 4 and 6 сorrесt by сhanging onе word

in еaсh Srntеnсе:
1 thr,еe

6no

Аunt Sue,s suп hаt

In pairs or on thеir own, lеarnеrs rеad sеntеnоеs 1-6 and
writе yes ot |1o on thе dottеd linеs.

Doisц

2

Anno

3

Аlеx

4

Niсk

5 Тom

Homework ideo for stronger сlosses:
Leoгnеrs writе six shoгt sentenсеs obout their fomilg. For
exomple: Мц dod,s nome is Нenrg. Мg mum,s got onе sЬtеr. lИg

grondfother's nome is Peter. |v1g сousin ls o girl. Her nome's Маrio'
l,ve got three unсIes.