English adventure 1 teacher book

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PUPIUS BOOK
Ihe Pupil'sBookis the centralcomponentof EnglishAdventure.lt is used to
presenteachnew languageitem, and can be backedup with flashcardsand
realia.ThePupil'sBookcontainsstories,songs,communication
activities,
readingtexts,and games.Thereare eight coreteachingunits,reviewunits,
festivalslessonsand magazinepages.Eachpage of rhe Pupil'sBook represents
one lesson.

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THE CD-ROM
The CD-ROMcan be used in the classroomor at home. lt
includesinteractivegamesand activities,usingthe key
languageof EnglishAdventure.lt alsofeaturesall the chants
and songsfrom the Pupil'sBook,to provideextra listening
practiceor simplyallow pupilsto enjoythese recordings
outsidethe classroom.Pupilscan use the CD-ROMin parallel
with the PupilbBookor for revisionlaterin the year.

ACTIVITYBOOK
fhe Activity Book follows the structure of the
PupilbBook and providesreinforcementand

consolidationof the languagetaught in eacft
lesson.Exercisesfocus on the skillsof reading
of English
and writing,raisingpupils'awareness
spelling.Many of the activitiesare puzzlesof the
type that pupilswill know from comics.The
Activity Book can be used in class or for
homework.

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PICTURE CARDS
The Pupilb Bookslor EnglishAdventure Levels 1 and 2 include
cut out picturecardswhich correspondto the key vocabularyof
the course.Eachof the eight core teachingunits containsa
language-practice
or memorisationgame usingthe picturecards.
Additionalactivitiesusing picturecardsappearon pagesTT5-T76.

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TEACHER'SBOOK
The Teacherb
Bookprovideslesson-byJesson
teadringnotescoveringall
the sectionsof the coursematerial.Eacfilessonfollowsa stepby-step

approach,
with ideasfor warm-upsto beginthe lessons,andoptionalextra
activities.Teadrersare shownhow to presentnew wordsandstructures.
usingthe simplestof resources.
Therearealsosuggestions
for language
practiceroutines,
whicficanbe usedandrs.usedto consolidate
and
reactivate.On pagesTT2-T73,
teacherswill find overviewsof the Disney
films whichfeaturein the PupilbBook.

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materialcanbe foundat the backof the

Photocooiable
evaluation
TeacherbBook- a shorttest for eachof the eightcoreunits.Thereare
worksheets
to be usedin conjunction
alsophotocopiable
with the
EnglishAdventurevideoor DVD.

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AUDIO CDs
AND CASSETTES
TheCDsandcassettes
contain
stories,comprehension
activities,
songsandcfrants.Songsare
followedby a repeatof the
musicwithoutvoices,so pupils
cansingthe songskaraoke-style.

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FLASHCARDS
The46 flashcards
correspond
to the key
vocabularyfrom EnglishAdventureLevel1.The
Teadter'sBookexplainshow flashcardscanbe
usedto present,practiseandconsolidate
language
througha varietyof gamesand
activities.

POSTERS
Thesix posterswhich
accompanyEngIish Adventure
Levels1 and2. relateto the
pagesat the backof
magazine
the Pupil'sBook'OurWorld'.
Thesecanbe usedto extend
the language

contentof the
course,andto providenew
contextsfor oralpractice.'Our
World'represents
a flexible
resource,
if
supplementary
teachersneedmaterialfor
extralessons.

VIDEOSAND DVDs
Thevideosfor English
AdventureLevels1 and2 eacfr
Eacfr
containfourepisodes.
episodeis basedarounda
Disneycharacter
or film,andis
(1)a
dividedintothree'sections:
studiopresentation
of a songor
a game(2)a clipof authentic
materialrelatedto
the themeof the episode
(3)a clipfrom the film,
re'scripted
specially
to suit

pupils'comprehension
of
English.
ThisTeadterb
Bookincludesteaching
notesandphotocopiable
activities
that canbe used
alongside
the episodes.
SeepagesT93-T98.


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OB.|ECTIVES
IANGUAGECONTENT
EnglishAdventureLevel 1 assumesno previous
knowledgeof English,thoughteacherswho haveworked
with EnglishAdventureStarterLevelsA and B will find
that the vocabulary
and structuresfrom those earlier
recycled.
booksis systematically
ln EnglishAdventureLevels1 and2, a wide rangeof
functionsare presented:
basiccommunicative
personalinformation,expressingideas,
exchanging
opinionsandfeelings,talkingaboutwhat is happening

at
the moment,talkingaboutdailyroutine,quantityand
possessions,
describingthe surroundings
andthe
weather,and identifyingand sayingthe daysand the
seasons.
New languageis presentedby the Disneycharacters
or
by the host children,Beth.Harry,YasminandJoe.
The languageskillsdevelopedin the Starterlevelsare
reactivated
and extended:askingand answering;
listeningto short passagesfor gist and for specific
information;expressingimmediateneedsin the
classroom;readingmessagesand shorttexts to extract
information;and developingan awarenessof rhythm,
intonation
andstressin oraltexts.In addition,
the skills
of readingand writingnow playa more prominentrole.
The language
andskillswork is basedaroundtopics
which havebeenchosento reflectthe interestsof
childrenin the middlePrimaryschoolyears.Wheretopics
from the Starterlevelsare revisited,new languageand
contextsare presented.

ORGANISATION
OFTHEMATERIAL

At Levels1 and2, the Pupil'sBookconsistsof an
introductoryunit,then eightcore units,punctuatedby
regularreviews.Thethreefestivalslessonscan be
incorporated
into the teachingprogrammeat the
appropriatepointsin the schoolyear.At the backof the
PupilbBooka magazinesection,Our World,is intended
to develoosocio-cultural
themes relatedto the units.


)

conerEAcHtNG
uNtrs

The eight coreteachrngunitsof the Pupil'sBookconsist
of six lessons,eachbasedon a recurringcycleof
presentation,
practiceandextension:
. LessoruI
Presentation
of key languagethrougha cartoon
sequencebasedon a Disneyfilm.All the cartoon
to demonstrate
storieshavebeenwritten specifically
points,usinga minimumof
the keylanguage
vocabulary.
Synopses

of the originalDisneyfilms can
be found on pagesTT2-T73of this TeacherbBook.
. Lessoru2
Presentation
of furthervocabularythrougha songor a
chant.This is followedby a communication
activity
usingthe picturecardsto practisethe new language.
. Lesson3
providesa basisfor listening
illustration
A double-page
Thelessonalsoincludesoronunciation
activities.
work.
problematic
focusingon potentially
sounds.
. Lessoru4
Furtherexploitationof the double-page
illustrationin a
varietyof speakingactivities,focusingon key
structures.
. Lessotrt5
Consolidation
and extensionof key languagein a short
cartoonstripfeaturingBethand Harryandtheirfriends.
The story can be usedfor simpleclassroomrole-play.
. Lessoru6
More extendedreadingpracticethroughFun Facts:a

non-fictiontext relatedto the unit tooic.Teachers
can
for personalisation.
The
use the text as a springboard
PupilsBookunitendswith a projectusingsimple
materials.Projectscan be startedin the classroomand
completedat home,if necessary.
The Activity Bookis structuredto follow lhe Pupil'sBook
basis.lt providesreading
on a page'for-page
practice
comprehension
anda varietyof language
with the emphasison readingandwriting.
activities,
Whereverthe opportunityarises,pupilsare encouraged
to write abouttheir own livesand opinions,or to write
creatively.EachActivity Book unit ends with a selfactivity,in which pupilsare askedto reflecton
evaluation
how well theyhaveassimilated
the targetlanguage
f unctions.

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THELESSoNSTRUcTURE

Eachlessonhas beendesignedfor a durationof
betweenforty-fiveminutesand an hour,and followsa

basicpattern.The lessonbeginswith a 'Warm-up'
activitywhich presentsno significantchallengebut is
intendedratherto put the classin an Englishframe-ofmind.
Next,the 'Presentation'
sectionsuggestsways in which
new language
itemscanbe presentedusingflashcards,
realiaor othertechniquesthat do not involveIhe Pupil's
Book.lnthisway,pupilsencounterthe soundsof words
and phrasesbeforethey see the writtenforms which are
not alwaysindicativeof pronunciation.
In Lesson1 of eachunit,we see a variationof this
pattern.Here,the 'Presentation'
servesto introducethe
theme of the new unit. Pupilsare invitedto leafthrough
the Pupil'sEookunit to find a jigsawpiecewhichwill
givethem a visualclueto the new topic.
After 'Presentation',
the pupilsturn to the relevantPupil's
Bookpageto listento a story,sing a song,or
communicatewith the teacheror with eachother
throughgames,ask-and-answer
activities,etc.The
corresponding
ActivityBookpageoffersfurtherpractice
and reinforcement.
ActivityBookactivitiesmay be givenfor homework,so
longas pupilsunderstandexactlywhat they haveto do.
lf necessary,
they shouldwrite an instructionin their

own language.
When homeworkis given,we
recommendthat teachersgo throughthe whole exercise
orallywith the class.then askpupilsto write it properly
at home.
The 'Endingthe lesson'sectionpresentsa fun activity
for the lastfew minutesof the lesson.lt is an easy,
whole-classactivity,intendedto finishthe lessonon a
note of cooperationand success.
The 'Optionalactivity'whichendseachpageof the
lessonnotesis an ideafor furtherpracticethrougha
contrastedactivitytype. lt can be usedwith faster
classes,or simplyas an alternativeto other practice
activities.

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AGEGROUP
THEMID-PRIMARY
Teacherswho used the EnglishAdventureStarterbooks
of approachin Levels1 and2,
will noticedifferences
whichtakeaccountof the pupils'personalandcognitive
years(aged7-9
In the mid-Primary
development.
have
new
needsand interests,

children
approximately),
andthey learnin differentways:
. Theyare moreautonomousanddependfar lesson
the teacher.
o Theycontinueto be inquisitive
and receptive,are
easilymotivated,and stillshow an uninhibited
in classactivities.
attitudetowardsparticipation
. Theirinterestsare lessfocusedon the hereand
now.Theyareableto concentrate
for greaterlengths
of time.
. Theirlearningcontinuesto be more intuitivethan
analytical.
Repetition,
recyclingand patientbuilding
on earlieracguisitions
stillplaya keyrole.
. Theystill needactivitiesinvolvingphysicalmovement
and coordination.
. Thevare growingmoresecureemotionally.
The
develooment
of socialrelationsin the classtakeson
a greaterimportance.
. Theaffectiveaspectsof teachingcontinueto be of
importancefor them.
o Theyare stillreceptiveto the world of fantasyand

imagination.
. Theycan now communicatein theirown language
by readingandwriting.Consequently,
in theirwork
in the foreignlanguage,
the four skillscanbe
developedin a morebalanced
and integratedway.
r Theyare reachingan agewhen they canobjectify
theirwork in school.Theycanreflecton how they
learnbest andassesstheirown progress.

DIFFERENTWPES
OF LEARNER
Mucfihasbeenwrittenin recentyearsaboutthe
whichcan existbetweenpupilsin a single
differences
class:differentlevels,differentwaysof learning,different
attitudes,differenttypes of motivation.English
Adventureaddressesthis diversitythroughthe varietyof
Variedwaysof workingactivitytypes presented.

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projects,movement,roleplay,etc.- enableeacl'rpupilto
developtheirabilities
to the maximum.
Research
showsthat to optimiselearning,it is important
to engageboth hemispheres

of the brain.Forthis
reason,the techniquesandstrategiesproposedin
EnglishAdventurecater not only for learnerswith a rightbraindominance- thosewho work well with movement,
feelings,etc.- but alsothosewith a left-brain
dominance:
thosewho work well with logicand
sequencing
tasks.
EnglishAdventureis foundedon an underlying
awarenessthat childrenhavedifferenttalents,all of
whichneedto be giventhe opportunityto succeed.
Further,manyof the lessonsinvolvethe childrenin
activitieswhere languagelearningis not the sole
objective:activitieswhichmayalsobringinto play
powersof logicanddeduction,observation,
memorisation,
etc.Thisprovidesthe childrenwith a
broadframeworkwithinwhicl'rthey can makeprogress
andfeelconfident.
Finally,
by particlpating
in the numerouspairworkand
groupactivitieswhich featurein EnglishAdventure,
pupilswill get to knowtheirclassmates
and learnto
work together,thus developing
their interpersonal
and
socialskills.

ACTIVELEARNING
ln EnglishAdventure,the pupilsare encouragedto play
as activea roleas possibleso that they will feel more
important,theirmotivationand interestwill increase,
and
theirlearning
will be moremeaningful.
Developing
an
activerolein the learningprocessfostersa senseof
promotesconfidencein
responsibility
andcooperation,
the pupil'sown capacityto learna new language,
and
teachesa numberof skillsand strategiesnecessary
for a
moreautonomous
type of learning.
EnglishAdventurealsotakes into accountthe interests
and needsof the pupils,thus fosteringa positiveattitude
to learning.
The Teacher
s Bookincludesdetailed
teachingnotesto helppromotethis way of workingin
the classroom.


THETEACHINGMETHODOIOGY
)

l coMMuNrcAnvEAPPRoAGH

At this stageof their learning,the pupilscan expectnot
just to learnEnglishreceptively,
but alsoto use the
languageto expressthemselvesand exchange
information.ln EnglishAdventureLevels1 and 2, the
focus is on communicationas well as knowledgeof the
language.lt is this instrumentalaspectof language
learningwhich makesthe classroomnot just somewhere
to learn,but alsothe placewhere pupilscome to learn
aboutthemselvesand the world aroundthem, where
they sharethis knowledgewith others,where they
developcognitiveskillsand matureas individuals.

THE FOURSKILLS
ln EnglishAdventureLevels1 and 2, the four language
skillsplaya more equalrolethan they did in the Starter
levels.
Listening:Thelisteningmaterialincludesa wide variety
of songs,cfiants,dialogues,stories,gradedlistening
activities.In listeningactivities,
texts and pronunciation
pupilsare encouragedto listenfor general
to listenfor specificinformation,and to
comprehension,
listenin orderto becomefamiliarwith the rhvthmand
stresspatternsof the new language.Speaking: English
Adventureoffers many opportunitiesto practiseand

developspeakingskills.In Lesson5 of eachunit,they
are invitedto do role playsbasedon cartoonstories.In
Lesson6, they havethe opportunityto personalise
the
languagethey havelearntand to talk aboutthemselves.
The pronunciation
activitiesin Lesson3 are a lightheartedway for pupilsto practisesoundsthey may be
The pronunciation
unfamiliarwith in their own language.
modelsallowfor work on stressand intonation.
Reading:The readingtexts in EnglishAdventureare
chosenfor their appealto the age group.Eachhas been
Accompanying
editedfor easeof understanding.
illustrations
and photosguidethe lessconfidentreader.
It is importantfor the childrento recognisethat they
don't needto understandeveryword in the text to be
ableto follow it.Theyare encouragedto readfor an
overallunderstanding,
and to extractspecificinformation
in orderto answerquestions.Wdting: ThroughEnglish

AdventureLevels1 and 2, the pupils move from writing
simplewords and sentencesto producingtheir own
shorttexts basedon a structuredframework.Most
writing is done inthe Activity Book Notebookscan be
usedfor initialdrafts.Duringwritingactivities,the
teachershouldcirculateand monitor.Involvepupilsin
correctingtheir own work: pointto mistakesand help

them to reachthe correctversionthemselves.

SOCIO.CULTURALASPECTS
ln EnglishAdventureLevels1 and 2, teacherswill notice
an increasedfocus on the socieculturalaspectsof
a language
is a complex
language
learning.Learning
processinvolvingcognitive,affectiveand socialfactorsall of which determinethe child'sprogress.The pupils
don't simplylearna language:they alsoencounterwith a
whole new way of seeingthe world.Thisaspectof
languagelearningcan becomemore enrichingfor the
childrenwhen they startto comparethis new cultural
realitywith life in their own country.
ln the magazine
section- OurWorld- pupilsare
presentedwith customs,traditions,types of organisation
which may differ
and personaland socialrelationships
from thosethey havegrown up with. The aim is to
nurturea curiosityfor othercultures,to encouragean
open attitudetowardsspeakersof other languages,and
to preparethe pupilsto functionin a culturally
heterogeneous
environment.

EVALUATION
Evaluation
can provideimportantinformationnot only on

the performanceof the childrenbut alsoon teaching
The evaluationmaterialincluded
methodsand materials.
in EnglishAdventurehas been designedto analyse
pupils'progress,with the aim of reinforcingthe positive
aspectsand identifyingareasfor improvement.
Forfomative evaluation, it is advisablethat both the
pupils'workand the classroomactivities(methodology,
materials,etc.)are monitoredon an ongoingbasis.To
this end, an activityrecordsheet is providedon pageTT9

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the faceof the unknown,andso promotelearning.
. The languagecontentof the storiesis variedand
stimulating:idealmaterialfor developingreceptive
and productive
skills.
. Takentogetherwith the follow-upexploitation,
the
storiesoffera more holisticapproachto teachingand
learning,
in whichthe fourskillscombineas in few
otherclassroomactivities.
. Storiesoften presentpupilswith socio-cultural
parallelsand otherways of understanding
reality,
helpingthem to reflecton theirown culture.
. Storiescan promotepositivelearninghabits,most

notablyextensivereading.

of the TeachersBook.Thiscan be photocopiedand
allowing
completedat keypointsin the pupils'learning,
teachersto comparedifferentactivitiesin terms of
suitabilityand effectiveness.
To carryout summative evaluation,teacherswillfind
evaluation
sheetson pagesTSFT92
eight photocopiable
of the TeachersBook,corresponding
to eachof the core
units.As traditionaltests cangive riseto stress,with
for pupils'motivation,the
negativeconsequences
EnglishAdventuretests are made up of activitytypes
with whichpupilswill alreadybe familiar.
Pupilscan be involvedin correctingevaluation
sheets,to
makethem awareof theirprogress.
As we move up the levelsof EnglishAdventure,seftThe pupils
evaluationassumesincreasingimportance.
progress,
evenif
are now moreableto thinkabouttheir
fashion.
To helppupils
and intuitive
onlyin a generalised

the finalitem in eachunit of
assesstheir performance,
the ActivityEookprovidesan opportunityfor pupilsto
assesstheir knowledgeof the keyfunctionstaught.
Pupilsusecoloursratherthannumerical
scoresto
representtheirachievements.

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SONGSANDcHANTS

Songsand chantsare includedin eachunit of English
AdventureLevels1 and2, to developlisteningand oral
skills.Childrengenerally
enjoysinging,so songsand
chantshelpcreatea positivelearning
environment.
Their
repetitivestructuremakesthem easyto understandand
retain.Theyalsoprovidea good modelfor intonationand
stresspatterns.
The lessonnotesprovideplentyof suggestionsfor
workingwith songsand chants.

AND RESOURCES
COREACTIVITIES

)

sroRles

Storiesare amongthe most motivatingof languageappealing
as theydo to children's
teachingresources,
imagination
and emotions.In EnglbhAdventureLevels1
and2, eachunitbeginswith a specially
scriptedstory
featuringDisneycharacters,
whichservesto present
some of the keylanguageof the unit.The storiesare
andhighlyvisual.Therecordedmaterial,
self-contained
with its varietyof voicesand soundeffects,ensuresthat
with new itemsof language
is
the pupils'firstencounter
properlycontextualised.
Theseopeningstoriesofferseveraladvantages:
o Thevpresentlanguagewithina narrative
structureof
a typepupilswill be familiarwith throughfilmsand
television.lf they knowthe relevantDisneyfilm, they
will recognisethe characters
and probablyremember
the story.Thisfamiliaritycan helpto reduceanxietyin

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+ GAMES
Gamesare partof everydayexperiencefor childrenof
this age group,and theirvaluecanoften exceedthat of
practising
point.Gamesare included
a specificlanguage
in eachunit of EnglishAdventureLevels1 and 2.They
canbe playedin pairsor in groups.
Theimportance
of gamesin the PrimaryEnglish
classroomcannotbe overstated:
. Theyfacilitate
authenticcommunication,
in whichthe
pupilsarefocusedon achieving
an extralinguistic
objectiveratherthan on practisinglanguageforms.
r Theygiveteachersthe opportunityto circulateand
evaluate
of theirpupils,
the progressanddifficulties
in a relaxedcontext.
o Theymay be competitiveor cooperative.
Competition
is stimulating
for the pupilsif usedin a
controlledway.Cooperation
can be promotedby
settingup a finalgoalfor whole-classgames,or by

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within smallergroupsof
encouraging
cooperation
pupilsplayingtogether.
Eachteactingunit hasa corresponding
set of picture
games.
for
language
The TeadterbBook
cardsintended
includesextraideasfor usingthe cards.See pages
r75-176.

)

nnraruDGRAFTWoRK

Artisticand creativeactivitiesare includedin all the units
as partof the main lessonprocedure,or in the
Theseactivitieshave
suggestionsfor extraactivities.
designed,
requiring
minimalpreparation
beenrealistically
andthe simolestof materials.

)

uuronruATroN
ANDcoMMUNtcATroN
(rCTl
TECHNOLOGY

We now facethe challengeof teachingour pupilsto use
andas a means
ICI as a learning
tool in the classroom
of accessinginformationoutside.Eachlevelof English
Adventureincludesan optionalCD-ROM,on whichthe
languageof the coreteachingunitsis reinforcedthrough
interactiveexercises.
The activitiesrun oarallelto the
teachingunitsand providean opportunityfor
learning,
in the classroom
autonomous
or at home.

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F

UNIT

o

Hello!

o

Toys

o

NEWVOCABUIARY

NEWSTRUCTURES RECYCLED
LANGUAGE

.
.
.
.

. l'm (Beth).Whatsyour
name?
. l'm (9).How old are
you?
. My favouritecolour/
dayis...

Numbers
1-15
Colours
Classroom

items
Daysof the week

o ball, caL cowboy, dinosauc
dog, doll, spaceman, teddy
bear, toy
. big, small

a
O

a

Itb, lt isn't...
ls it a (dofl? ls it
(purple)?
What'smy favourite
toy?

. Colours

RECEPnVE
LANGUAGE

c What is it? Where's
,.' ?
t bike,computer
game

Monsiers

o dtin, ean eye, face, hair;
mouth, nose, teeth
. monstel scary

o I've got (big ears). I
haven'tgot .. .

. Colours
. Numbers

o

. arm, bodv foot, feet, fingeq
hair, hand, head, leg
c long, short

. He/Shebgot...
. He / Shehasn't got ..

. l'vegot...
. big, small
r Faceparts

. Everyoneb
different.
. beast, boots, hat,
lots of

c in, on, under

. bathroom, bedroom, kitchen,
living room
. Furniture
o genie, spider
r Numbers16-20

. Where's
... ?

. lt's ..

boat, cup, genie, hat,
magic lamp, magician, ring, spider

Everyone's
difiercnt!

@

lfs mogic!

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a
a

Lookat me!
Thatb great!

UNIT

NEWVOCABUIARY

NEWSTRUCTURES

RECYCLED
IANGUAGE

RECEPTIVE
I.ANGUAGE

o

. climb, dance, flr1,hide, jump,
ride, run, swim, walk
. Wildanimals

c l can/ can't .. .
. lt can ...
. Canyou ... ?

. big, long, smalL short
. I'm

t You'rea .. .
. Be careful.
o fast, grass, horse,
juggle, jungle,
scooteL sticky, tree,

walls

I cqn do
fhot!

o

I like
spoghetli

o

o lots of healthy
food, lundt box
. We're hungry.
t lfeel si*.

o banana,bread, dteese,
&icken, chocolate, fish, ice
cream, milk,pizza,peas, salad,
sandwidt, spaghetti

. mum, dad,brothef sistef
grannq grandad,baby

. Haveyougota...?
. Here you are.

. boots, dress, glasses,hat,
ieans,scarf, shitt, shot'ts,skitt,

sweateL trainers, trousers,
T-shirt,shoes

. What are you wearing? . Colours
. I'm / He's/ Sheb
wearing...

. apple, ghost, Halloween,hat,
lantern, mask, witch, wizard

. HaveI got... ?

ftly tomily

o

Whcfs he
weoting?

o
o
o

. can
t Heb/ Shesgot ...
o Partsof the body

. big band, cra^/, the
same, tall, twin,
wiggle, write,

fingerprints,
footprints, handprints
.
.
.
.
.
.

mV your clothes
onTV
Let me see.
Very funny!
Be careful.
lts late.

. I'vegot..., l'm ..

l-lolloween

Chdslrnos
Eosfer

. candle,card, Christmas,
Father Christmas,present,
reindeenstal tree
. dlocolate egg, flower, rabbit,
sweets, treats, wall

. Colours

. How many... ?

. Wheres... ?, How
many... ?, Whos
got... ?

x|ll


dJo

LESSON 1
Newtarget language Hello,I'm (+ name).What's
your name?
'l-15
Numbers

Presentotion
. Beginthe lessonby smilingand wavingto the class.
Pointto yourselfand say:Hello,I'm... . followedby
your name.Encouragepupilsto replyHello.
. Shakehandswith individuals
and introduceyourself
them to replywith theirown name,
again.Encourage
them to greettheir
e.g. Hello,I'm Paolo.Encourage
in the sameway.
neighbours

. Finally,say:Hello,I'm ... .to the whole classand
them to chorusthe reply,all sayingtheir
encourage
own namesat the sametime.

1io

P B p o s e s 2 o n d 3Q L i s t e n o n d p o i n t

. Pupilslookat the pictureon pages2 and 3. Ask them
(in L1)what theycan see.What do theythink is
(Bethand hertwo brothersare movingin
happening?
next door to Yasmin.)
. Playthe recording.
Pupilslistenand pointto the
as they speak.Playthe recordingagainand
characters
askpupilsto follow the wordsin the bookwith their
fingers.
. Dividethe classinto four groupsand giveeachgroup
a role:Yasmin,Harry,Bethand Joe.Playthe recording
againand askpupilsto speakwith theircharacter.
Changethe rolesand playthe dialogueagain.Havethe
four groupsreadthe partsagain,thistime withoutthe
recording.
Proctice
. Ask pupilsto chainaroundthe classHello,I'm Mario.
What'syour name?Hello, I'm Nina.What'syour name?
Pointto pupilsat randomto continuethe chain,so

that everyoneis readyto answerat any time.

pB poges2 ond 3

@ Listen ond count
. Playthe recording.
Pupilspointto the numbersasthey
hearthem. Playthe recordingagainand askpupilsto
join in with the chant.

Proctice
. Giveeachpupila pieceof paper.Askthem(in Ll)to
choosea numberbetween1 and 15 and to write it
them
down. Collectup the papersand redistribute
randomly.
. In English,
between1 and 15 at
calloutnumbers
randomand askpupilsto standup when they hear
theirnumber,holdingup theirpaperso you cancheck.
Wheneveryoneis standing,callout numbersagainand
havethem sit down.
. Redistribute
the numbersand repeat,but thistime ask
a pupilto takeyour placeand callout the numbers.

AB pose2 O Reod ond motch
. Pupilsdrawlinesto linkthe faceswith the correct
speechbubble.Theycanreferto pages2 and3 of the

Pupil3Book.
AB pose2 e, Look ond motch
. Pupilsmatchthe wordswith the correctnumerals.
Ending the lesson
. Havethe pupilssit in a bigcircle.
Holda ballandsay:
Hello,l'm ... . What'syourname?Throwthe ballto a
pupil.Thatpupilmustreply:Hello,I'm ... . What'syour
child.
name?andthenthrowtheballto another
Continue
untilallthe pupilshavespoken.

On the board,draw three empty boxes.In the
first box,write: I and elicit one. Pointto the
secondbox,elicit two. Pointto the third box,
elicit three.Rubout the numbersand write,
e.g. 7 in the middlebox. Pointto the first box
and elicitsr'xthen the third box and elicit erght.
Repeat,writing different numbersin the first,
secondor third boxes,until all the numbersfrom
1 to 15 havebeenpractised.

Presentotion
. tuk (in L'l) if anyoneknowshow to count in English.
pupilsto
encouraging
Begincountingslowlyin English,
countwith you if theycan.Countslowlyon your
fingersas far as ten.

T2


LESSON 2
New target language red,yellow,blue, green,

black,white,purple,brown,
pink,orange
l'm (+ age).Howold areyou?
Recycledtarget
language

Numbers
1-15

Receptivelanguage

Whois it? Whatcolouris it?

Worm-up
. Encourage
pupils
to introduce
themselves
to their
neighbours
andasktheirname,e.g.Hello,I'm Nina.
What'syourname?
Presentotion

o Pointto redobjectsaroundthe classroom
(clothes,
pens,
word:
red.
After
etc.)
and
say
the
a few
bags,
pupilsto repeatredafteryou.
examples,
encourage
Proceed
in the samewaywithyellowandb/ue.
. Trypointing
blueandaskingRedZPupils
to something
maycorrectyou,if theydo not,say:No,blue.Pointto
yellowandask:Yellow?
Confirmby saying:
something
yellow.Asksimilar
questions
Yes,
usingallthree
colours.
ai o PBpose3

O Listen ond point.
Then sog
o Playthefirstpartof the recording.
Pupils
listenand
pointto the wordsastheyhearthem.
. Playthe secondpartof the recording
(Nowsay)Pupils
repeatthe words.
4
RECORDING
Red,yellow,blue,green,black,white,purple,
brown,pink,orange.
Now say- Red.Yellow.Blue.Green.Black.White.
Purple.Brown.Pink.Orange.
. Before
the lesson,
maketencolourflashcards:
simple
of card,eachcoloured
a singlecolour.Holdup
squares
the flashcards
oneby oneandelicitthe correctcolour,
asking:Whatcolouris it?
1r:

. Playthe recording.
pointto eachchildasthey

Pupils
hearthemspeak.
. Playthe recording
aftereachlinefor the
again,pausing
pupilsto repeat.Encourage
themto answerHarry's
question
with theirownages.
o Askindividual
pupils:
Howoldareyou?Elicitfull replies
l'm eight.Pupilsthenchainaroundthe classHowold
areyou?l'm nine.Howold areyou?etc.
I o

AB pose3 O Listen ond write

. Playthe recordingand havepupilswrite the correct
agesin the speechbubbles.Theycan referto page2
for the spellings.
KEY 1. seven2. eight 3. nine 4. six
RECORDING 6
YASMTN Hello. l'm Yasmin.l'm 7.
BETH
Hello. l'm Beth. l'm 8.
HARRY Hello. l'm Harry.l'm 9.
JoE
Hello.l'm Joe.l'm 5.

AB pose3 O Read ond cotour
. Eachpupilwill needa setof tencoloured
pencils
in the
readthewordsandcolourthe
Pupils
targetcolours.
Whiletheyareworking,walkround
starsaccordingly.
theclass
andchecktheirwork.Pickup different
pencils
coloured
andaskthemto saythecolour.
Ending the lesson
. PlayTouchthecolour.
Pointto eachpupilandsaya
in anyorder.Whenpupils
colour.
Thencallout colours
heartheircolour,
theymustfindandtouchsomething
thatcolour.

Stickthe colourflashcardson the board.Nextto
eachcolour,stickone of the numberflashcards.
Callout a numberor a colour,and askpupilsto
call out the corresponding
colouror number.
After a while, changethe numbersso that all

fifteen havebeenused.

PBposeI

O Listen ond point.
Then onswer
. Tellpupils(inLl)that theyaregoingto learnhowto
givetheiragein English
andto askotherpeoplehow
old theyare.
. Lookat the pictures
of thefourchildren
andelicittheir
names:
holdup yourbook,pointto eachpicturein
turn,and ask:Whois it?

T3


r
RECORDING8

LESSON3
New target langupge computet;pencil,pen,r9tle4
book,bag
Plural-s.Wordorder:a red
ruler etc.
Whatcolouris my (pencil)?
Recycled

target
language

Numbers

language Whatisit?Howmany... ?
Receptive

PRESENTER 1

BETH

PREsENTER
2
yAsMrN
l'm Yasmin.What colour is my pen?
It's black.
What colour is my ruler? lt's red.
PRESENTER 3

HARRv

Worm-up
o Revise
greetings(Hello,I'm Maria.What'syour name?)
Howold areyou?Thenholdup
andaddthe question
andelicitthewordsfor
different
colourflashcards

Finally,
asktheclass
to countfrom1 to 15 in
colours.
chorus.
Presentotion
. Tellpupils(inL1)thatin thislesson
theyaregoingto
learnwordsfor thingstheyusein theclassroom.
. Holdup a schoolbagandsay:a bag.Encourage
pupils
to
to repeat.Ask:Whatis it? andaskindividuals
Promptthemif necessary:
a bag.
answeryourquestion.
. Takea penout of the bagandsay:a pen.Proceed
as
WhatisitTFinally
takea bookout of
for bag,asking:
it in the
the bag,say:a book,andaskpupilstoidentify
sameway.
. Pointto thethreeitemsrandomly
andask:Whatis it?
al o pB poset @ Listen ond point.
Then sog
. PlayRecording
7 andaskpupilsto pointto eachitem

again.Pause
after
asit isnamed.Playtherecording
eachnumberandelicitthe correctwordfromthe class.
ai o PBposeI @ Listen ond sog
. Askthe pupils(inL1)to lookat theclassroom
picture
andtellyouwhattheycansee.Whentheyofferideas,
e.g.bag ask:WhatcolourrsftZModelthe phrase
a redbagandwriteit on the board.
. Say'.Howmanybags?One,tvvo,fhree.Write:three
bagson the board.Drawpupils'attentionto the -s at
theendof pluralnouns.
. PlayRecording
8, askingpupilsto pointto the items
in chorus.
Be
mentioned,
thenanswer
thequestions
whilepupilsfindthe
readyto pausethe recording
differentitemsanddecideon the correctcolour.

l'm Beth. What colour is my bag?
It's green.
What colour is my book? lt's blue.

l'm Harry.What colouris my pencil?
It'syellow.

What colouris my computer?
It'sblue.

. Asktheclass
e.g.What
to repeatoneof thequestions,
that everyone
understands
colouris my ruler?Ensure
the meaning
of my.
AB poge4 O Look, count ond write
. Working
countthe booksin the
withthewholeclass,
pictureandreadtheexample.
Askpupilsto readaloud
five books.
. Workingin pairs,pupilscountthe itemsnamedin the
andnounson the lines.
box,andwritenumbers
two bags;
KEY(inanyorder)five
books;onecomputer;
two rulers;
sevenpens;ninepencils.
Ending the lesson
o Holdup somesomeobjectof yourownwhichthe
pupilswill beableto name,e.g.a pencil.Ask:What
colouris my pencil?

. Pupils
question
a similar
aboutan
shouldprepare
in the classandlistento
objectof theirown.Circulate
pronunciation.
monitoring
theirquestions,
. lnvitepupilsto holdup theirobjectandputtheir
ouestion
to the restof the class.

PlayWhat'smissing?Put a numberof classroom
objectson a tray.Makesurethat allthe children
canseewhat'sthere.Askthem (in Ll) to look
carefullyat the objectsfor a few momentsand
try to memorisethem.
Coverthe tray with a cloth and, without pupils
seeing,removeone of the objects.Takeoff the
cfoth and ask:WhatSmissing?Thefirst pupil to
answercorrectlytakesoveryour role.
Youcan makethe gamemore challengingby
removingtwo objects.Takethe opportunityto
modefthe word and, e.g. the ruler and the pen.

T4

RECORDING 1O

LESSON 4
Newtarget language Daysof the week;My
favourite... is ... ; My best
friendis ... .
Recycled
target
language

Colours
r

Receptivelanguage

todayis ... ; HappyBirthday;
What'syour favouritecolour?;
What'syour favouriteday?;
Who'syour bestfriend?

Worm-up
. Holdup setsof classroom
e.g.threepencils.
objects,
Say:Threepencils.Yesor NoZElicitYes.Repeatwith
andobjects.
Startmakingdeliberate
othernumbers
Four
mistakes,

e.g.holdingupthreerulersandsaying:
rulers.Yesor No?ElicitNo,andaskpupilsto giveyou
the correctversion.
1f o PBposes O Listen ond point
. Askthechildren
(inL1)whatistheirfavourite
dayof
the week.tuk themwhy.Askif anyof themalready
lf theydo,
knowthe daysof the weekin English.
themanddo not
themto tell you.Praise
encourage
pronunciation.
worryaboutcorrecting
. Playthe recording
andhavepupilspointto the daysas
Playthe recording
againandask
theyarementioned.
pupils
to joinin.
. Booksclosed.
Playthe recording
andaskpupilsto join
following
written
text.
in without
the

Word cords
. Beforethe lesson,
makesevenbigwordcardsshowing
the daysof the week.
. Say:Today
r ... . (whatever
dayit is)andstickthat
wordcardon the board.Askpupilsto saythe
Stick
followingsixdaysof the weekin sequence.
differentwordcardson the board,elicitthe day,and
askpupilsto recitethe sixdaysthat follow

NARRAToRHello. What's your name?
BErH
Beth Cook.
NARMToR How old are you?
BETH
l'm 8.
NARRAToRWhat's your favourite colour?
lt's yellow.
BETH
NARMToR What's your favourite day?
ltt Thursday.
BETH
o Choosepupilsand interviewthem in the sameway.
Ask the samequestions.
AB poge 5 O Look, write, drow ond circle
. Pupilscompletethe page,usingPupil'sBookpage5 as
a model.Theywrite their nameand draw a pictureof

themselves.
Thenthey write their age and draw the
numberof candleson the cake.They
corresponding
circletheir favouritecolourand colour in the splash
accordingly.
Thenthey circletheir favouriteday.

Ending the lesson
. Hideone of the daysof the week word cardsbehinda
pull it out to revealthe word. Pupils
book.Gradually
callout the correctword. Repeatwith the other word
cards.
o Invitesevenchildrento cometo the front and hold the
word cardsup in the correctorder,starting with
Monday.

Pupilssit in a circle.Holda ball and saya day,
Throwthe ball to a pupil.Theysay
e.g. Tuesday.
Wednesday
then they throw the ballto another
pupil.Continueuntilthe seventhpupil has
reachedTuesdayagain.

AB pose+ @ Find ond write
. In classor for homework,
pupilscomplete
the daysof

fromthe wordbox.
the week,choosing
answers
ai o PBpcaes
O Listen ond point
r Pointto the pictureof Bethandask:WhoisitT Pointto
the birthdaycakeand ask:Howold is she?
. Playthe recording
with Beth.Pause
of the interview
the
recording
aftereachquestion
andelicitBeth3replies.
Pupilsshouldpointto the answers
astheysaythem.

T5


REX

wooDY
REX

LESSON I
Newtarget language dinonur, cowboy,spaceman
It'sa (toy); lt's(big);small,
Recycledtarget
brg,[coloursl;No;Yes

language
language Look!;Lookat (the
Receptive
cowboy);Help!;ls it (big)?;
It isn't (big);toy(s);Drawa
big dinosaur;Drawa small
dinosaur

Worm-up
. Beginchantingthe daysof the weekand encourage
pupilsto join in. Ask individuals:
What'syour favourite
day? and What'syour favouritecolour?
. Ask pupils(in Ll) to lookthroughUnit 1 of the PupilS
Bookand find the jigsawpiece.(lt'son page10.)Ask
themto guesswhat the themeof the unit is.Show
pupilssometoysor the toy flashcards,
and modelthe
word toys.
Presentotion
. Stickthe cowboy,spaceman
and dinosaurflashcards
on
the board.Say:look at the toys.Pointto the spaceman
and say:lt's a spaceman.Repeatwith cowboyand
dinosaur.
e Turnthe flashcards
them on the
overand rearrange
board.Pointto eachin turn and ask:What rsit? Turn

overto check.Repeat.
the flashcards
. Mimelookingthroughbinoculars:
makecircleswith the
thumband forefingerof eachhandand holdthem up.
in the sameway.
Tellthe pupilsto makebinoculars
. Stickthe cowboy,dinosaurand spaceman
flashcards
on
differentwalls.Say:Lookat the cowboyand checkthat
arepointingthe rightway.Say:Lookat
the binoculars
...
the spaceman . Lookat the dinosaurRepeata few
the rhythm.
times,accelerating
".-3o

AB pose 6 O

Look ond listen.
Then reod
. Pupilsopentheirbooksat page6. Letthem studythe
cartoonstoryfor a few minutes.Ask questionsin L1
about the pictures,e.g. What toyscanyou see?What
are they doing?

. Playthe recording,
whilethe pupilsfollowin theirbooks.

RECORDING11
sroRyrELLERThis is a story about some toys.
Look! lt's a toy.
REX
ls it a cowboy?
wooDY

No.
ls it small?
Yes... Oops! ... lt isn'tsmall.lt's big!
... HelP!

. Holdup yourbookand pointto the dinosaurin frames
'f and 2. In Ll, ask:What'she lookingaf? Elicita
spaceman.Pointto frame 4. Ask:What'swrong? (fhe
the wrongway
dinosaurwas holdingthe binoculars
round.)Pointto frame 6 and ask:Why is he scared?
(Seenthroughthe rightend of the binoculars,
the
again.
cowboylookshuge.)Playthe recording
Presentotion
o Invitea volunteerto cometo the board.Say:Draw a
the pupilto draw a huge
big dinosaur.Encourage
Say:
dinosauron the board.Askfor anothervolunteer.
Draw a smalldinosaur.
. Taketwo books,one big and one small.Holdup the

big book and ask:Big or small?Elicitbtg. Hold up the
smallbookand elicitsmal/.
. Repeatwith other pairsof big and smallobjects.

AB poge6 O Reod ond colour
. Revisenamesof coloursby playingTouchthe colour.
Thenaskpupilsto opentheirbooksat page6.
. Pupilscolourthe cowboyaccordingto the key.
Circulate
and checkthat pupilshavereadthe colour
wordscorrectly.

AB poseG @ Reod ond circle
. Ask pupilsto lookat the picturethey havecoloured.
Ask someoneto readsentence1 lt's a toy. Say:Yesor
no? Elicityesand pointto the example.
. Pupilscompletethe exercise
in pairs,then checktheir
answers.
KEY1. Yes. 2. No. 3. No. 4. No. 5. No. 6. Yes.
Ending the lesson
. Choosea knownitemfrom the classroom
e.g.a book,
but don't saywhat it is. Pupilsmusttry to guesswhat
it is by askingyou questions
- but you canonlyanswer
Yesor No.
r Demonstrate
by askingthe first few questionsls it big?
ls it red? ls it a book? etc. Promptas necessary.

For the next lesson
o Askthe pupilsto bringa largeenvelope
for storing
theirpicturecards.

Invitetwo confidentpupilsto role-playthe story.
Readthe text line by line and askthem to
repeat,while they mimethe aqtions.

T6


AB poge 7

LESSON 2
toy(s);
New target fanguage dinosaucspaceman,
What'syour favourite(toy)?
Recycledtarget
language

doll, caf cowboy,teddy bear,
dog, ball;big;
Myfavourite... is;
It'sa (ball),lt's (green);my
(toys);My favouritetoy is ... .

Receptivelanguage

ls it a (ball)?;ls it (green)?

Worm-up
. Hidea toy (ora toy flashcard)
in yourbagor behinda
largebook.Pullit out slowly,sothat onlya partis
Givethe promptlt'sa ... . andletpupilssupply
visible.
theword.
o Repeat
to comeand
with othertoys.Inviteindividuals
takingthe roleof teacher.
repeatthe activity,
lf o PBpose7 @ Listen ond point.
Then sing
. Tellthe children
to lookat the toy box.Askthemwhat
toystheycansee.
. Playthe songandaskthemto pointto the correcttoy.
the songtextslowlyandcheckthat
Playit again.Recite
is pointingto the correcttoy.
everyone

O

Recd ond motch

. Workingin pairsor individually,
pupilslinkthe labelsto

thetoys.
AB pose7 O Drow, colour ond wr:te
. Asktheclass
(inL1)which
fromthose
toy is missing
thendrawa
shownin Activity3. (lt'sthe ball.)Pupils
to
andcolourit according
ballin the spaceprovided,
by
the description
Theycomplete
the description.
writingthe wordbal/.
Ending the lesson
o Youwill needa clothfeeliebagfor thisactivity.
Pupils
put
in
toy
the
seeing,
a
them
sit in a circle.Without
feeliebag.Playsomemusicandaskpupilsto passthe
baground.Whenthe musicstops,thepupilholding
the bagmustfeelandguesswhat'sinside.Elicitfullreplies,

e.g./t3 a doll.lf the answeris right,
sentence
the baground.
changethe toy.lf not continuepassing

Putthe childrenin pairs.Askthem to draw a toy
but keep it secret- tell them to covertheir
pictureswith a book (or hand).Tellthemto
revealthepicturebit by bit" untiltheir partners
guesswhat it is. Encouragethem to askand
ansvter ls it a ... ? NolYes.

. Holdup yourbook,pointto the firstworddoll and
invitethe pupilsto readit. Say:Pointto thedoll.
Repeat
with allthe words.
. Pupils
Theytaketurnsto pointwhile
workin pairs.
reads.
theirpartner
. Playthesongagainandencourage
pupilsto sing
andhavethem
along.Dividethe classintotwo halves
lines.
singalternate
. Holdup eachtoy flashcard
in turn,showit to theclass
to elicittheword,thenstickit on the boardwith the

picturefacingthe board.
. Whenalltheflashcards
areon the board,pointto a
to answeL
cardand ask:Whatrsit7 lnvitea volunteer
untilallthe
Continue
thenturnoverthecardto check.
cardshavebeennamed.
Picture cords
. Pupils
cut out the eightpicturecardsof toys.Theylay
out theirsetson the table,faceup.Saythe namesof
differenttoysa ca4a teddybeat etc.Pupilsholdup
the correctpicturecard,asin the photoon PupilSBook
page7.
. Pupils
Theytaketurnsto pointto a card
workin pairs.
theykeepthe card.At
andnameit. lf theyarecorrect,
the end,thewinneristhe personwith the mostcards.
tellpupilsto puttheircards
Whenthegameisfinished,
andkeepthemsafe.
in theirenvelopes

T7

o3

LESSON 3
Recycledtarget
language

big; small;ftoysl.

Receptivelanguage

ls it a (toy)?;ls it (big)?;
It isn't ... ; Whatis it?

Worm-up
. Arrangetoysand classroom
objectson a tablewhere
everyone
cansee.Beginto describe
one of them,e.g.
It'ssmall.lt's red. lt'sa toy. lt'sa ... . Encourage
pupils
to completethe sentence,
e.g. lt'sa car.
. Repeatwith otheritemsin the display.
Introduce
the
negativeisn't: lt'sbrown. lt isn't a toy Shakeyour head
on the word rsn'tto convevthe ideathat this is a
negatrve
statement.

0(

PB poges8 ond 9 O

Listen, point ond
sog
. Askthe classto opentheirbooksat pages8 and 9.
Allorar
them one minuteto lookat the picture,then ask
them to closetheirbooks.
r Dividethe classinto Wvohalves.
Ask eachgroupin turn
to nameone of the toysin the pictureBalLDinosaur.
elc.
. Tellthe pupils(in L'l)that theyaregoingto hear
somebodydescribing
one of the toys.Theymustlook
at the picture,listencarefully,
and saywhichtoy is
beingdescribed.
. Playthe firstdescription,
then pausethe recording.
Ask
pupilsto pointto the correcttoy.Elicitthe answer/f3
the dinonur. Playthe recordingto confirm.
. Trynot to saymuchduringthisactivity.
Letpupils
supplythe answers,
then let the recording
confirm

them.Encourage
with smilesand gestures
ratherthan
woros.
REC ORDING13
lt's big. lt's green.What is it?
lt's a dinosaur!
lt's big. lt's orange and purple.What is it?
lt's a ball!
lt's big. lt's pink and white. What is it?
lt's a doll!
lt's small.lt's brown. lt isn't a teddy bear.
What is it?
GIRL lt's a dog!
Boy
lt's blue and green.lt isn'ta spaceman.
What is it?
G|RL lt's a car!
BoY
GIRL
Boy
crRL
Boy
GIRL
Boy

T8

pB pogesI ond 9
O Listen ond r.eod

t Say Pointto the ball.Ask:/s it red?anc e :: 'y- ::
blue. Say'.Pointto the pen.Ask:/s it b,t"e: i ,:: ,v: ::
purple.
. Ask pupilsto listento the recording
ano rec€=:,'.-;:
they hear.
o Holdup a pieceof paperto yourlrpsand sd., i i,-€
ball.Thepapershouldremainimmobile.The^sa.. =
purplepen.Thepapershouldblow awayfrom ,,c-- ::
on the 'p' sound.
r Putthe pupilsin pairsand distributepiecesof sc.ac
paper.Ask them to practise
sayinga blue ballanc a
purplepen and to checkthat theirpapersdr€ rro,r- j
at the rightmoment.
AB poge8 O Write ond colour
. Pupilswork in pairs.Theycompletethe sentences
arc
colourthe toysasdescribed.
Whiletheyareworking,
circulate
and checkthat theyare usingthe correct
colourS.
KEY 1. teddybear 2. dog 3. dinosaur4. ball 5. car

AB poses G) Reod ond write. Whot is it?
. Pointto eachpicturein turn and ask:WhatisitZ Read
out number1 andelicitthe word missing
fromthe eno
of the sentencespaceman.

. Pupilscompletethe exercise
in pairs.Bringthe class
togetherto checkthe answers.
Ask individuals
to read
out the completedsentences.
KEY1. spaceman
2. cowboy3. doll
Ending the lesson
. Singthe toyssongfrom the previous
lesson

Look round the classroomand pick an object
which the pupilscan name in English.Choose
objectsthat have one main colour.
Say:I spy with my little eye something blue (or
red or green,etc.).Pupilslook round the room
and guesswhat the object is.They must put up
their handsto answer.Repeatwith several
objects.


LESSON 4
New target language ls it (the dog)?
Recycledtarget
language

ball, cac cowboltrdinosau6
dog, doll, spaceman,teddy
bear

Receptivelanguage

What is it?

Worm-up
. Hideone of the toy flashcards
(e.9.the spaceman)
behinda book.Slowlyuncoverit, asking:ls it the
dinosaur?ElicitNo. Ask: Whafrsit? Elicitlt'sthe
spaceman.
Continuewith otherflashcards.
r Repeatthe activity,
pupilstakingthe
with individual
teacher'srole.

-*

pB pose9

G) Listen, reod
or no
. Playthe recording
whilepupilslistenand read.
Encourage
them to answerYesor No.
RECORDING15
1

MAN
WOMAN

ls it a cowboy?
Yes.

2
MAN
WOMAN

ls it a dog?
No.

3
MAN
WOMAN

ls it a spaceman?
Yes.

4
MAN
!t/OMAN

ls it a dinosaur?
No.

Dividethe classinto two halves.
Onehalf listensand
repeatsthe questionswhile the other half answers.

Thenreversethe roles.
r Finally,
pupilswork in pairs.Theytaketurnsto askand
answerthe questions.

?t pogeI

O Ask ond onsyyer

. Hde the dinosaurflashcard
behindyourback.Say:/t3
8. lft gree.n.lt isn't the car.ls it a dinosaur?Elicitthe
ansrnerYes.
o Repeat,focusingthe pupils'attentionon the text and
encouragingthem to join in. Thenrepeatthe activity
pupilsto ask/s if
6ng anotherflashcard.Encourage
a ..- ? ReptyYesor No, as appropriate.
r F..|rtts
rtork in pairs.One pupilthinksof a toy; the
hrasto find out which toy it is by askingquestions
Eilfirer
@gnllllin'ftg
ts it a ... . Whilethey areworking,circulate,
hmenand helo.

AB poge9 O Reod ond circle
o Holdup your bookat page9 and pointto the first
picture.Thenpoint to the wordsand readout: /s ft a
dog? Elicitthe answerNo and draw a circleroundNo

with your finger.
. Pupilscompletethe taskin pairs.Go throughthe
with the wholeclass.Whereappropriate,
ask:
answers
What is it?
KEY 1. No.(lt3 a doll.) 2. Yes.3. Yes.4. No.
(lt'sa dog.)

AB pose9 O Drow o tog puzzle ond write.

Then osk o friend
o Tellthe childrento draw a toy.Theycan copyfrom the
Pupil'sBook,or usetheir own ideas.Providenew
vocabulary
as necessary.
Theythen completethe
written question.
. Putpupilswith partners
theydon't usuallysit with, and
tell them to keeptheir picturessecret.Theytake turns
to guesswhat theirpartnershavedrawn,asking/s it a
car? elc.
Ending the lesson
. Aska volunteerto cometo the front.Blindfoldhim or
her and tell the restof the classto stayveryquiet.
. Ask anotherpupilto cometo the front and sayHelloin
a disguised
voice.Thechildwith the blindfoldmust
guesswho it is, askingls it Maria?etc. lf the pupil

guesses
correctly,
they haveanotherturn.
. Reoeatwith othervolunteers.
For the next lesson
. Askthe pupilsto bringone or two of theirtoysfrom
home.

Pupilswork in pairs.Handout a sheetof drawing
paperto eachpupil.Tellthemto draw and colour
a toy, but to keepit hiddenfrom their partner.
Pupilstaketurnsto describe
their picture,while
their partnerdrawsand coloursit, usingthe other
sideof their paperlt's a dinonur. lt's big. lt's
greenand orange, etc.
Afterwards,they comparepictures.Are the two
versions
the same?Holdup someof the more
pairsof picturesfor the classto see.
successful

T9


I

!
I

LESSON
New target language This(ismy favouritetoy);
tsit (big)?
target
Recycled
language

ls it (a car)?YeslNo

Receptivelanguage

Where's... ? Hereit is;
What'syour favouritetoy?

AB poselo @ Reod ond colour. Then
wr:te true sentences
. Holdup the dinosaur
what
andestablish
flashcard
colourit is by asking:Whatcolouris it? ls it red?ls it
purple?tsit green?Pupilsthenopentheirbooksat
green.
page10andcolourthedinosaur
. Workingin pairs,pupilsfindandcirclethreetrue
thenwritethemnextto the numbers.
sentences,
KEY 1. lt'sbig. 2. lt'sgreen.3. lt'sa dinosaur.

Worm-up

. Slowlydrawon the boardoneof the eighttoysfrom
with
2. Ask:Whatisit? Repeat
the songin Lesson
to comeanddraw
othertoys.Inviteindividuals
Theymustask
differenttoysthat theyhavelearned.
the classWhatis it?
PBpogelo

@ Listen ond reod.
Then oct
. First,askthe children
to bringtheirtoysto thefront
Addyour
themin frontof the class.
andarrange
Brieflytalkaboutthe toys
own toy to the display.
( i nL 1 ) .
. Lookat thecartoonchildren
on page10.Pointto each
(Yasmin.
/oe.)Askthe
is
it?
of themandask:Who
pupils(inL1)whattheythinkJoeisdoing.(Heis
lookingfor oneof histoys.)

. Pupils
andfollowthewordson
listento the recording
of
the meaning
the pagewiththeirfinger.Establish
Where's.Thenask:What'sJoe'sfavouritetoy?
"-j"

AB pngel0 @ Drow ond write
. Ask:What'syourfavouritetoy?Elicitsomesuggestions
newvocabulary
andwritethemon the board.Provide
Tellthe pupilsto drawtheirfavourite
whererequired.
aboutit. Theycanwrite
toy,thenwritethreesentences
whetherit is bigor small,saywhatcolourit is and,in
identifyit.
thefinalsentence,
Ending the lesson
r Singthe songfromLesson
2.

Askthe childrento draw and colourtheir
favouritetoy for a classroomdisplay.Tellthem
to write a captionundertheir pictureThisis my
favourite toy. I(s a ... .

. Divide

onehalfwill beJoe,
theclassintotwo groups:
againand
Playthe recording
theotherswill beYasmin.
askpupilsto readalongwith theircharacter.
. In pairs,pupilspractise
aloud.
reading
the dialogue
tellthemto
andlisten.Aftera few minutes,
Circulate
changeroles.
PBpogelo @ ast ond onswer
. Beginby pointingto eachtoy in theclassroom
display
(or
its
name.
andeliciting teaching)
. Tellthe pupils(in L1)thatonetoy in the display
isyour
toy.Invitethemto put up theirhandsandask
favourite
should
youquestions
to findoutwhatit is.Questions
begin/s/t... , e.g.ls it blue?ls it big?ls it thecar?
o Theyareonlyallowedto try guessing

the toy once.lf
theyguesswrongly,theYareout.
. Whensomebody
pickup thetoy and
guesses
correctly,
Then
the pupilwho
foy
is
my
favourite
say:Ye5this
guessed
takesoveryourrole.
correctly
. Pupils
the gamein pairs.Theyshouldbegin
continue
by askingWhat'smy favouritetoy?
theirconversations
Theycanusethe photoon page10asa model.

T10


LESSON 6

OC

ifew target language lt isn'ta (doll);lt isn't(small);
What is it? thing, bike,
computergame
Recycledtarget
language

Thisis my favourite... .

Receptivelanguage

Welldone.

Worm-u p
. put the toysfrom the previous
lessonin a box.Invitea
!'olunteer
to comeand choosea toy withoutshowingit
:o you.Thepupilcanshowit to the restof the class,
:henhideit behindhisor herback.Duringthistime,
you cancloseyoureyes- or pretendto. Ask questions
beginning/s if to establish
what toy it is,e.g.ls it big?
ls it green?ls it a ball?Repeatwith one or two more
toys,then choosea toy yourselfand elicitquestions
{romthe class.

PBposelt

@ Reod ond motch

. Askthe classto lookat the photographon page11 for
two minutes,thentell them to closetheirbooks.Ask
trn L1) how manythingstheycan remember.
Theycan
namethe toysin English
or in 11.
o Askthemto readthe firstspeechbubblequietlyto
themselves,
then askthem to readit aloudto you.Ask
ihem what the girl'sfavouritetoy is. ModelThedog.
Workingin pairs,pupilsreadthe secondspeechbubble
and decidewhat the boysfavouritetoy is. ModelIhe
bike.
. lf youwish,explain
(in L1)thatwe usethe articlethe
because
we'retalkingabouta specific
dog. Draw
with 11.
oarallels
. Stillin pairs,pupilschooseone of the toysin the
oicture.Theywrite somecluesaboutit, likethe text
n the speechbubbles,
to helpotherpupilsguess
:vhatit is.

AB pogett

@ Listen ond colour

. Pupilslistento the recording
and colourthe toysas
pauseaftereachinstruction
and
described.
lf necessary,
askpupilsto holdup the correctcrayonand pointto
the correcttoy.
RECORDING17
The car'spink. The ball'sred. The cowboy'sorange.
The dinosaur'spurple.The dog'sblack.The
green.The doll'syellow.The teddy
spaceman's
bear'sbrown.
AB posett @ Find ond write
. Tellthe childrento followthe linesand completethe
sentences.
KEY1. lts a ball. 2. lts a doll. 3. lt'sa doq.
4. lt's a car.
Ending the lesson
. Ask pupils(in L1)how welltheyfeelthey'veworkedin
the Toysunit.Askthem to lookat the English
Adventuresectionat the bottom of ActivityBookpage
11. Theyshouldcolourin the 'OK' faceif theyfeelthey
couldhavedonebetter,'good' if they'veworkedwell
and 'fantastic'if they'vedonereallywell.Tellthemyou
areverypleased
with all of them.Say Welldone!
. lf you want to carryout the end-of-unitevaluation,
the

photocopiable
progress
sheetfor this unit can be found
in the Resource
Bankon page80.

Chooseone of the toys in the photo on Pupil's
Book page 11. Ask a pupil to sayone sentence
about it, e.g. lt isn't black.Ask another pupil to
repeatthe sentenceand to add a second
sentence.Continuefor as long as possible,then
start again with another item.

. C rculateand monitortheirwork, givingadvicewhere
-eeded.lnvitepairsto givetheircluesto the class,
: shingwith Whatrsif? Encourage
the restof the
^
: assto ouess/s it a car?etc.

Pc pogett

@ fott

obout gour fovourite

tog
. : :.e childrento lookat the photoon page11. Say,
.- _. ',t/ favouritetoy is big and red. What isitZ Elicit
:-=s: 3^s untrltheyguesswhat it is.

. ,',3-(^9 rn pairs.pupilschooseoneof the toysin the
it.
:',::,'e Allowtime for them to practise
describing
:'-: :-€ carrstogetherto makegroupsand tell them to
r =:':-: :'rerrfavourrte
toys.
o -r'1! :-€ c. nvo groupsto repeattheirconversations

T1 1


RECORDING18
PRESENTER
PINKMONSTER

LESSON I
lleuv target language

plural-s; word order:big ears

Recyded target
language

I've got ... ; eyes,ears,teeth,
mouth; big

Receptivelanguage

How many... ?; Youhaven't

got... ; monster.

Materials

classroom
toyflashcards;
flashcards
objects
(homemade);
Blu-Tak;
(optional)
2 largepieces
of
paper;(optional)
different
boardpensor
coloured
chalks

Worm-up
r Revisecoloursby saying:Touchsomethingred ... .
Touchsomethingblue,etc. lf you preferthat pupils
remainseated,say:Point to somethingred. etc. Revise
and saying,e.g.
toy wordsby holdingup toy flashcards
It'sa spaceman.
Yesor no? ... No. What rsit? Keepthe
pupilsalertby makinglotsof deliberate
mistakes.
Presentotion

. Ask pupils(in L1)to lookthroughUnit2 of the Pupil's
Bookandfind the jigsawpiece.(lt'son page13.)Ask
them to guessthe themeof the new unit.Tellthem
wordsfor partsof
theyaregoingto learnthe English
the face.Tellthem theyarealsogoingto meetlotsof
monsters.Modelthe word rnonsfers.

This is a story about monsters.
l've got six eyes.You haven't got
six eyes.l've got big ears.You
haven't got big ears.l've got big
teeth.
And l've got a big ... mouth! Grrr!

Proctice
. Tellthe pupilsyou are goingto draw anothermonster.
Ask:Big or small?and draw a big or smallcircle,
on what the pupilshavesaid.Ask:How
depending
manyeyes?... Big or small?andadd the eyes.
Repeatwith ears,mouthsand teefh. Leavethe
pictureon the board.
o Invitevolunteersto comeand draw other monsters
whileyou askthe classthe samequestions.
o Pointto eachmonsterin turn. Elicitthe wordsfor facial
featuresby pointingand beginninga spoken
whichpupilscomplete,e.g.Big- teeth.Six
description
small- eyes.A big - mouth. Threebig - ears.

9io ABpoge 12 Q Listen ond colour
. Pupilslistenand colourthe monsteras instructed.
RECORDING19
Number1 is purple.Number2 is red. Number3 is
blue. Number4 is green.
AB posel2 @ Reod ond circte
. Ask pupilsto lookat the monstertheycolouredin in
and ask:Yesor no?
Activity1. Readthe firstsentence
ElicitNo.

o Drawa monsteron the board.Givehim threeeyes,two
ears,a big mouthwith four sharpteeth.Pointto each
featurein turn and saythe word: eyes,ears,mouth,
point to the features
teeth.After a few repetitions,
wrthoutspeakingand askthe classto chorusthe word.

. Pupilscompletethe activityrn pairs.Thenaskdifferent
pupilsto readout eachsentence
and askthe classYes
or no?

. Pointto the eyesand ask:How manyeyes?Countthe
qps aloudin English,
the pupilsto count
encouraging
wrth you. Write:fhreeeyeson the board.Continuein
the sameway with ears,mouthsand teeth.

Ending the lesson
. Playthe recordingof the Monsterslnc.characters
to cometo the front to
again.Ask pairsof volunteers
Themoreconfidentpupilscantry and
act the dialogue.
act withouttheirbooks.

C3o PBpoeet2

Q Look ond listen.

Then reod
r A,lbrr pupilsa few minutesto look at the pictures.Play
fie first sentenceof the recording(Ihis is a story about
mtrtstec),then elicitor saythe nameof the film
,tlomters/rrc.Ask (in L1)if anyonehasseenthe film.
. Fat $e recordingfor the first picture.Pupilsrepeatit,
ncth a mudr expression
Encourage
them to
as possible.
/'ve
sond a if theyare reallyshowingoff, emphasising
gd eadr time. Do the samewith the otherpictures.Play
t!"'euftde recordingwhilethe childrenreadandjoin in.

KEY 1. No. 2. No. 3. Yes. 4. No. 5. Yes.

Dividethe classinto two teams.Drawa vertical

linedownthe middleof the boardand allocate
one sideof the boardto eachteam.Callout:
Threesmalleyes... Onebig mouth,etc.A pupil
from eachteam runsto the boardand draws
what you havesaid.Thefirst correctdrawing
winsa pointfor the team.Continueuntil every
pupilhashada turn at drawing.

T12