get set go 2 teachers book

Тeoсher's Book

Cothg Lowdou


CoNТENTs
SYLLABUS

pagе 2

INTRODUCTION

pagе 3

o Aims

this level
O Ъaсhing young pupils
of

О Components of the сourse
O Pupil,s Book aсtivities _

o

suggested proсedures
Teaсhing tips

LESSON NOTES
ACTIVITY BANK
TESTS

ANSWER KEY TO TESTS
WORDLIST

OXFORD
UNIvЕRsIтY PREss

pagе 8
page 84
pagе 86
pagе 94
pagе 95

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Illustrations by Daйd Loсk' Heаthег С1aгkе


SYLLABUS
Unit
I

the сlub

Longuoge

Unit

Longuoge

olphobet
I,m (Peter). Whаt's gour namе?
This is (SаЛgI

t2

Is it mg/gour (kitе)?

toUs

Whosе is

How аre gou?

2
food

Is this (Jenng's) (kite)? Yes, it is. No, it isn't.
These are mg/(Biff's) (togs).

r3

Is

Whаt,s this? It,s а (bаnаna)/an (аpple).
it а (rubber)? Yes, it is' No, it isn,t,

food

сommonds

сiothes

this?

|t.s

lBiff.sl.

There,s one (аpple). There аre (three) (oranges).

numbers:

ll-30

сlossroom

з
с1ossroоrn

togs

present сontinuous
This is (а shirt), These аre (shoes).
I,m/(Edwаrd's) weаfing (a T-shirt)

l5

present сontinuоus: oсtion vеrbs
(Helen's) (swimming ). (Theg're) (eating
Is he/she (eаting)?

numbers: l*10

plurols -S. onе (bсlg) two (bаgs)

4

t4

lеisure

Look аt mg (togs).
This is а (red) (bаL]oon)

Yes, he/she is. No, he/she isn't.
Are thеg (p]сlging footbа]])?

сo1ours

5

jobs

He's/She's a (doctor).
Is he/shе а (fаrrner)?

is.

Yes, hе/she

6

mg fomilg

Yеs, theg

onimс1s

I

oсtivities

t

1

50

the foсe

!0

the bodg

oсtion verbs
сln,/cаn, t (r e аd ).

lt

cаn,

t7

negotive сommonds

zoo
Where аre gou? Where's (SаЛg)?
(She's) (in) (Helen's bedroom).

Is (she) (in) (the bаthroom)?
The (cLock) is (neхt to) the (tаb]e),

lq
dotes

No, hel,she/I can,t.

ordinols
It,s the (ninth) of (Оctober).
When,s (Biff's) birthdаg?
It's on (Januаrg) the (fifteenth),

I've got (a big, red nose).

Here аre (Ann аnd Dаn).
The g,re/The g аren,t (twin s )/( eig ht)
Theg,veПVe've got (grcen eges).

20

present simp1e: 1йe

togs

I Like/don,t Like (ro]]et skаtes).

It's/He's/She's got (bLue eges).

sсhool subjeсts

Hаs it'/Ile/she got (b]ue eges)?
Yеs, it,he/she

feelings

Whаt time is it? It,s (nine) o,c]ock.
Whаt's he/she doing?
Whаt аre goiltheg doing?

t

Cаn he/shе/gou (reаd)?

q

t6

the home

(It,s) vera t o]d l. t Гt.s l

Yes, he/she/I

oсtivities

r8

It's/Theg're (big).

c

No, theg аren't.

No' he/she isn,t.

How o]d аre gou? I'm (seven)'
Who's that? That's (Helen)
(She's) mg (sister).
It's (Bobo's) (sister).
(Her) nаme's (Bonng)'

I,/II e/Sh e

аre'

Are gou (eating)? Yes, I am. No, I'm not.

Whаt's hjs,/her nаme?

7

).

hаs.

No, it,he/she hasn,t.

2l
22
foоd

I,m/She,s (thirstg), You аren't (hot).
Arc gou (sаd)?

Yes. we ore'
Yes, I

аm.

Nq

9|/е

orеn.t.

No, I'm not,

dogs ofthe wеek
Do gou ]jke (mаths)? Yes, I do. No, I don't
He/She ]ikes/doеsn,t ]ike (nuts).
Does (he) ]ikе (аpples)?
Yes, he doеs, No, he doesn,t.

23
portg

24

present simple: wonf
Do gou wаnt (cheese sandwiches)?
Yes, I do. No, I don't.
He/She wаnts/doesn't want (ice creаm)'

revision


INТRoDUCТloN

This book aims:
О to provide young pupils with a basiс knowlеdgе оf
English, giving them a foundation for suссеssful

language learning at thе neхt stage
О to teaсh pupils to undеrstand and usе some basiс
English struсtures and vосabulary
о to hеlp pupils dеvelop сonfidеnсе in listening,
spеaking' reading and writing Еnglish
o to make lеarning Еnglish meaningful, by foсusing
on topiсs and voсabulary ofintеrеst to this agе
group
o to make learning English enjoyablе' through
songs' stories, gamеs and сommuniсative aсtivities
This lеvel is based around songs' stоriеs and
aсtivities сarefully matсhed tо thе interеsts of young
pupils, and is suitable fоr use with largе or small
сlassеs.

This book is basеd on sevеral assumptions about thе

Way young сhildrеn learn:
o Young pupils Гrnd it diffiсult to undеrstand
abstraсt ideas, so in the сlassroom it is best to

о

present as muсh as possible through сonсretе
objeсts that сhildren сan touсh and see. Wherevеr
possible usе rеal objeсts to tеaсh new words, or
usе piсturеs and drawings.
Young сhiidrеn.lеarn through doing,, so it is a
good idea for them to be aсtively invоlved in

learning, through a variety ofaсtivitiеs. Let thеm

move around, draщ сolоuц usе aсtions, songs'

games' mimеs, etс.

о Young сhildren havе

о

о

a short attеntion span' so

try

to limit aсtivitiеs to about 10 minutеs. When
сhildren beсome restless, movе on to sоmething
different; you сan always сomе baсk to the original
aсtivity later or in thе neхt lesson.
Young сhildrеn need to сonstantlу rеvise and
reсyсle the language they havе learnt. Do this at
the beginning of eaсh lesson, or whеn pupils
beсome rеstlеss.
Young сhildren nеed praise and еnсouragemеnt.
They also nееd to fееl a sensе ofprogress and

aсhievеment.

This lеvеl соnsists of thе following сomponents:

Pupil's Book The Pupil's Book introduсes all thе
languagе struсtures and voсabulary in thе сoursе
and сontains dialogues, storiеs' songs' rhymеs,
games and oral praсtiсe aсtivities. Most of thе work
in the Pupil's Bоok is oral. At the foot of every page
in thе Pupil,s Book is a small parrot, telling
you whiсh pagе in thе Workbook сorresponds with
that Pupil's Book pagе.

Workbook

Thе Workbook gives extra praсtiсе of
thе language taught in thе Pupil,s Book, and also
provides basiс reading and writing praсtiсе. It
inсludеs simple Summary tables, to сhесk and revise
basiс struсtures and phrases. There are еight eхtra
Rеvision sесtions in the Workbook (one after every
thrеe units of the Pupil's Book). Thеsе сan bе usеd in
twо ways: еithеr usеd after you have finished
teaсhing the threе units of the Pupil's Book, as
revision; or used as you teaсh the three units ofthe
Pupil,s Book, as extra praсtiсe material. The lеsson
notes give suggеstions of whеn and how you might
use this Rеvision matеrial. ПЪen pupils have
finished all the aсtivities on a Workbоok page thеy
сan tiсk the boх at the bottom.

Cassettes The Cassettes inсludе all the
voсabulary tеaсhing, storiеs, songs and rhymes from

the Pupil's Book.

Book Thе Teaсher's Book givеs
suggestions for eaсh lesson, but remеmbеr that thеsе
notes are only guidelines _ only you know your сlass,
so fee] free to make adjustmеnts where you feel it is
nесеssary. Thе notеs are divided into Steps. Еaсh
Step is dеsigned for onе lesson of 30-35 minutеs, but
this сan bе еxtеnded or shortеned aссording to your
partiсular neеds. Thеrе arе fivе teaсhing Stеps for
eaсh unit, plus Steps for Rеvision and Tests.
Thе lеsson notes inсlude:
о a list of the language items and voсabulary
о a list of all thе materials you may need in thе
lеsson, giving pagе rеfеrеnсes for thе Pupil's Book
and Workbook and unit and aсtivity referenсes for
the Cassettеs (e.g. Cassette PB page 1:2 is aсtivity
numbеr two on Pupil's Boоk page onе)
о dеtailed step-by-step lesson notes' suggesting how
you сan usе the matеrial in thе Pupil's Book, the
Workbook and the Cassettes
T.leaсher's


.

you сan divide thе сlass into gr. .-] . _.. ] ,',':::,
to repеat thе dialogue togethel..
thе part ofone сharaсter;
you сan ask onе or two pupils to с .-'. , .. .

ofthe сlass and aсt out thе dialog*- i ."
reading one part yoursеlf;
you сan ask pupils to praсtise rеail:-= .' . : - :in pairs (оr in thrеes, aссording to t:-= :. -. '':сharaсtеrs speaking in thе dialoguе
you сan ask pupils to сomе to thе frо::: - ' :
and aсt out the dialogue еither with .-'l. .: -..
their books depеnding on how сonfide::- ..'.

optional suggеstions for eхtra aсtivities in thе
lеssоn
О answers to all the Workbook aсtivities and somе
Pupil's Book aсtivities
In addition to thе lesson notes. the Tеaсher's Book
also сontains:
о thе Syllabus
О an Aсtivity Bank with ovеr thirty ехtra teaсhing
idеas and сlassroom games
О four phоtoсopiable Tests (сoming aftеr Revisions
2, 4,6 and 8) and an Answer Kеy to thе tеsts
о a Wordlist сontainins all the nеw words from the

Pupil's Book

Dialoguеs (Listen

and say)

Thе dialogues are all reсorded on the сassettе. They
are about three сhildren: Adam, his sister Helen,
thеir сousin Sally, Helеn,s сat Tabby, and Adam's
parrot Eсho. The dialoguеs aim to interеst and

mоtivate pupils through a variety оf rеalistiс but fun
situations and through сharaсters that pupils сan

idеntify with.

You сan use thе dialogues as follows:

Start by asking pupils to look at thе piсtures,
briefly disсussing (with the whole сlass or in pairs)
what they think is happening in thе piсturеs. You
may wish to teaсh key items of new voсabulary at
this point, using the piсtures. However sometimеs
you сan еnсourage pupils to usе thе piсturеs to
guess the meaning of unknown voсabulary.
2Pl,aу the сassette and ask pupils to listen and look
at the piсturеs. Remеmber to put the сassеttе
сounter at 000 bеfore you start, so that you сan
еasily find thе beginning again.
3 Play the сassеtte again as pupils follow thе tеxt
silеntly. Chесk understanding: thеre arе sometimеs
tasks in thе lesson notеs for this, but you сan also
usе the mоther tonguе for a quiсk сheсk, though it
is nоt always neсessary to translatе every word.
4Pl.aу thе сassette again. Pupils then repeat сhorally.
Do this several timеs until pupils arе сonfidеnt.
5 After plentу ofpraсtiсе, you сan enсourage pupils
tо aсt out thе dialoguе. Thеrе arе sevеral ways of
doins this:
1

.

Voсabulary (Listen, read and

sa}.

Thеse aсtivitiеs teaсh new voсabulary. \\Ъ.l. .:'
possible, first teaсh pupils tо say the nеri. .'.'. .' - ! ..-.:
lеsson notes suggest ways of doing this, us.:..
piсtures, board drawings, еtс.) befоrе doing -..=.aсtivitiеs' whiсh teaсh pupils to read thе nеi... .-" . :!

Ask pupils to look at the piсturеs for a Iечmomеnts first.
2 Say the words onсe or twiсe while pupils listе::.
silently reading the words in thеir Pupil's Bооks
1

3 Say the words again, pausing aftеr еaсh word r..'
pupils to repeat сhorally.
4 When pupils arе соnfident repeating thе words
сhоrally, ask individual pupils to repеat thе rтоt. j.
5 Point to thе piсtures in the book and ask pupils : rеad thе appropriatе word from thеir Pupil's
Books, сhorally and thеn individually.
6 Finally, ask pupils to сlosе thеir Pupil,s Boоks.
Point to piсturеs and ask pupils to say thе ц.or"i
:"

Songs and

rhymes (Listen

and sing/saу

r

Songs and rhymеs are very useful in language
teaсhing. They are mеmorable and easily learnt.
they givе praсtiсe in the pronunсiation and rh1-:r::l
of Еnglish, and they are motivating. The songs .'.:l:
rhymеs) arе all reсorded on сassette. You ma1. 1-.l. :..
usе the сassеttе at home to learn thе song fll.rs:,

Play thе сassettе in сlass (or teaсh pupils thе s-l:
уourselfl.
2 PIaу the song sеveral timеs. Pupils join in r-,::.:l
thеy сan. Gradually turn down the volumе -. ::lсassette, until pupils сan sing the song
unaссompaniеd. While singing, pupils сan . -.:: :o
thе piсturеs in the Pupil's Book, or perfor.n. ::.=
aсtions. These rеinforсе mеaning and makе s-:]=-.ng
1

more enjoyablе.


3 Singing should bе part ofrnost lessons, so go baсk
regularly and use songs from earliеr in thе сourse.
The lesson notеs inсludе suggestions for this.
When pupils are singing a song they have already
learnt, you may fееl thеy сan sing the sоng from

memory' so use of thе сassettе is optional.

Stories (Listen

and read)

The aim ofthеsе piсture stories is to providе a
simplе introduсtion to rеading. Thеy arе all rесorded
on сassettе.
1

Ask pupils to look at the piсtures and think about
what the story is about and what sееms to bе
happening.

2PIaу the сassеttе whilе pupils listеn and read
silently.

Ask pupils to read the story silеntly.
4 Еxplain the meaning of any nеw voсabulary, using
thе piсtures or mimе whеre pоssiblе.
5 Play the сassеttе again whilе pupils rеad the story
3

silently.

6 Talk to pupils about the story, in thе mother tongue.

oral praсtiсe/pairwork (Point and say)

In thesе aсtivitiеs pupils talk about piсturеs in the

Pupil's Book. Small parrots give examples of what
pupils should try to saу.
1 Revise thе neсessary vосabulary.

2 Pupils look at the piсture(s) in their Pupil,s Books.
Hold up your Pupil's Book, оpen at the pagе, point
to items on thе page, and say thе appropriatе word
or phrasе slowly and сlearly.
3 Point to itеms on the page and ask thе сlass to say

the word/phrasе сhorally.

4 Point to items on the page and ask individual
pupils to saу thе word,iphrase.
5 Pupils work in pairs, taking turns to point at items
on the pagе and say the appropriate word,/phrase.
(Sее notеs on pairwоrk proсеdure, pagе 6.)

Oral praсtiсe/pairwork (Ask and answer)

In thesе aсtivitiеs, pupils ask and answrr quеstions
about piсtures or storiеs in the Pupil,s Book.

Somеtimеs thе Pupil's Book givеs a list of questions;
somеtimеs it gives an example of thе type of
questions that pupils must make up themsеlves.
Small parrots give examplеs of what pupils should

try to say.
1 Gо through the examples with the сlass Гrrst. Read

out thе first question and ask pupils to сall out thе
answer.

2 Ask the сlass sevеral questions, telling pupils to
reply сhorally, and thеn individually.
3 Tell one pupil to ask a quеstion and another pupil
to answеr it.
4 Pupils work in pairs, taking turns to ask and
answer questions. (Sеe notes on pairwork
proсеdure, page 6.)

Oral praсtiсе/pairwork (T!ue or false?)

In these aсtivitiеs, pupils saу whethеr statemеnts
about piсtures or storiеs in thе Pupil,s Book are true
or falsе. Sometimes the Pupil's Book gives a list of
statemеnts; sоmetimes it gives an example of the
type of statеments that pupils must makе up
thеmsеlvеs. Small parrots givе eхamples of what
pupils should try to say.
1 Go through the examples

with the сlass first. Read

оut the first statemеnt. Ask pupils to say whethеr
it is truе or falsе.
2 Rеad sеvеral statеments, telling thе сlass to reply
сhorally' and then individualiy.
3 Ask one pupil to read (or makе up) a statеmеnt

and anothеr pupil to reply.
4 Pupils work in pairs, taking turns to read (or makе
up) statеmеnts and to rеply. (Seе notes оn
pairwork proсеdure, page 6.)

Oral praсtiсe/pairwork (Ask and answer
about you)

Thеsе aсtivities allow pupils to usе the English
words and phrases they have learnt to talk about
thеmselves. Lеarning a language is morе interesting
and motivating, partiсularly for young сhildrеn, if
pupils arе enсouraged to use the language to talk
about thеmsеlvеs, their own eхpеrienсes, interеsts
and idеas. Small heads give examples оf what pupils
сan Say.

Personalisеd aсtivities (Your work)

At thе еnd of eaсh unit in thе Pupil's Book therе is
an opportunity for pupils to use, in a less сontrolled
and more personal way, the languagе they havе
lеarnt and praсtisеd in the unit. Pupils do this
through еither a personalised aсtivitу (Your work) or

a game (Your gamе * sее notеs on games below).
You might like pupils to do thе personalised
aсtivities in their English notebooks' or in speсial
notebooks, or on loose pieсes ofpaper whiсh сould
then bе displayеd on thе сlassroom wall. In thеse

aсtivities pupils draw a piсture and write a very short

tеxt about thеmsеlves, thеir family, thеir favourite
toy, thеir сlothеs, their likes and dislikes, еtс.


1

Еxplain to pupils that they are going to produсе a
piесе of work about themselves. They thеn look at

thе sample shown in the Pupil's Book.
Ask pupils tо suggеst things thеy might likе to
wтite about, and to сall out thе words thеy think
thеy might need. Write on thе board any words
that pupils ask for.
3 Pupils think for a few minutеs about what theу are
going tо wrile. They then do a rоugh draft of thеir
writing. Go round thе сlass hеlping whеrе

2

nесеSsary.

4 Colleсt thе work and mark it.
5 Pupils writе out a сorreсt, nеat version, and draw a
piсture. This сan be done in сlass timе or for
homework.
6 If pоssible, display pupils, finishеd work in the
сlassroom or somewherе in thе sсhool.

Games

(Your game)

Gamеs are important in language teaсhing. Beсause
gamеs are еnjoуablе and exсiting, pupils beсomе
involvеd in them. Thе languagе usеd in games is
meaningful and сommuniсativе: pupils arе not just
using the language .bесause it,s thе English lеsson',
but beсause thеy need it - they сan't join in the game
without it!
Thеrе arе sevеral differеnt tуpes of gamе usеd in
the Pupi1's Book: mimе gamеS' guеssing games' Find
the Diffеrеnсes' сommands gamеs, spеlling games'
еtс. and also several morе listed in thе Aсtivity Bank
on pages 84_85. When playing a game with the сlass,
make surе pupils сlеarly understand what they have
to do. If neсessary' dеmоnstratе the gamе at the
front of thе сlass with one or two pupils. Always
havе a .praсtiсe game' first, before pupils start to
play the game propеrly. Whеrever possible, make the
gamе into a team game' as this makes it more
сompetitive and thеrеfore more exсiting. Dividе thе
сlass into teams (trying whеre possible to makе surе
that еaсh tеam has a fair share of more able and less
able pupils). Ask pupils for suggеstions for team
names: A and B, or elеphants and lions, or rеd and
bluе, еtс. Kееp a sсorr on the board.

Revision

It is a good idea to start еaсh lеsson with a fеw
minutes' rеvision. This сan reсyсle something taught

с)

in thе previous lesson, or еarlier in the сourse. This
rеvisiоn stage helps build pupils'сonfidеnсe, as they
are dealing with familaц known languagе. The
lesson notes give suggestions for revision aсtivitiеs,
and thеrе are also eхtra revision sесtions in the
Workbook.

Pairwork

Therе are aсtivitiеs in the Pupil,s Book whiсh give
opportunitiеs for simple pairwork. Thеre arе several
bеnеflrts to using pairwork in the сlassroom: it
еnablеs pupils to work at thеir own paсе; it enablеs
you to go round thе сlass and hеlp individual pupils
whеre neсessary; and, mоst importantly, it enablеs
evеrу сhild in thе сlass tо listеn and speak, to bе
aсtivеly involvеd in the lesson rathеr than just a
passive speсtator. For ехample' on page 8 of thе
Pupil's Book, pupils work in pairs, pointing at puzzle
piсtures and asking thеir partnеr what the itеms
are. on pagе 12 of the Pupil's Bоok' pupils work in
pairs, finding and сounting the itеms in the
сlassroom' These are simplе aсtivitiеs, but they give

pupils the opportunity to .lеarn through doing'.
In large сlasses it сan be morе diffiсult to usе
pairwork, but not impossiblе if it is сarеfully set up.
You сan approaсh thesе aсtivities as follows:
о First do the aсtivity yourself with individual
pupils in thе сlass.
. Thеn ask two pupils to сoЬе to the front of thе
сlass and ]et them do thе aсtivity while the сlass
watсh and listen.
о Thеn tеll pupils to do thе aсtivity with their
partner.
о Finally, ask onе pair of pupils to do the aсtivity (or
part of thе aсtivity) while the сlass listеn. (This is
a useful way of enсоuraging pairs to do thе
aсtivity propеrly - as no one knows whiсh pair you
might ask to .perform, in front of the сlass latеr!)

Dividing thе сlass into pairs сan be very quiсk and
easy; for example simply let еaсh pupil lеan aсross
and pair with thе person sitting in the nехt desk, or
turn round in their сhair and pair with thе pеrson in
the dеsk bеhind thеm. Pupils will soon сomе to
undеrstand that thеy always do thе Same' whenеvеr
you give thе instruсtion Worh in pairs. While pupils
arе working in thеir pairs' watсh and listen сarefully
_ to makе sure they are using English and are dоing
thе aсtivity in hand. Pairwork aсtivitiеs wоrk bеst
when they arе simple and short. Most pupils еnjoy
pairwork, and if you use pairwork regularly, pupils
beсome used to it and it nеed not be disruptive оr

noisy. Pairwork will give pupils valuable language
praсtiсe and will make the lessons more varied and
enjoyable.

Aссuraсy

Don,t worry about aссuraсy. The соurse progтesses
slоwly and pupils will only gтadually beсome aware
of subtle diffеrеnсes in sounds and be able to imitate

your model exaсtly. Give good models of English but
try not to сorreсt every error made by your pupils as
this сan spoil their gтowing сonfrdenсe in the
language.

Mothеr tongue

Pupils should hеar as muсh English as possible.
Howeveц therе are situations when it is usеful to
use the pupils,оwn languagе. Еor eхample, you
might use it to eхplain an aсtivity in the Workbook,
or the meaning of a song, or how tо play a game. Try
and avoid toо muсh translation. If possible, try to
explain nеw words thrоugh a piсture or mime.

Individual help

Pairwork and Workbook aсtivities proйdе ideal

opportunities for you to give pupils individual help,
espeсially pupils who are having diffiсulties. Walk
round the сlass and sее how pupils are сoping. Trу to
be positive about the things the pupil qan do. one оf
the main aims of this сourse is to give pupils a sense
of enjoyment and a feeling of сonfidenсe about

learning Еnglish. These are the feelings that pupils
сarry with them to their next stage of learning.


LЕSSON NOTES

oЖsтEP1
Language о presentation ofgreetings and

intrоduсtions
VoсabuIary О аnd, hеllo, I,m, this is, шеlcomе ю
thе club, ъuhat's уour nаmе?
MateriaIs оPB page 1 о WB page 1 о Cassettе
(PB page 1:1)

1

Grееt the сlass. Saу Hеllo. Enсourage pupils to

reply with Hе||o,
Do сhоral and individual rеpetition of Hеllo.
Introduсе yourself to pupils. Saу I,m (уour
name). Point to yoursеlf as you say it. Go round

the сlass saying I,m (уolt name) to individual
pupils and pеrhaps shaking their hand.
4 Help individual pupils to say I'm (their namе).
5 Ask individual pupils to stand up and saу Hеllo'
I,m (tЬeir namе).
6 Say What's уoшr namе? Do сhoral and individual
rеpetition of this question.
7 Ask individual pupils What's уour namе? and,
enсouragе thеm to reply with I,m (thet namе).
8 Ask two pupils to сomе to the frоnt of the сlass
and aсt out a short dialogue:
Pupil A: Hеl|o,
Pupil B: HеIIo. What's уour namе?
Pupil A: I,m (name). Wha,t,s уour namе?
Pupil B: I'm (.name).
9 PUPIUS Booк page 1:1. Listеn and say.
Pupils open thеir Pupil's Books. Play the сassette
for the first three piсturеs only. Play thе сassеttе
for the first threе piсtures again, and ask pupils
to point at Peteц Helеn and Adam as they listen.
10 Play the сassette for the first thrее piсtures.
Pupils listen and say.
11 Point at an individual pupil and say This is
(their namе). Repeat with other pupils.
12 Ask individual pupils to stand up, point at the
pupil sitting next to thеm and say This is (their

2
3

name).

13 PUPIrs Booк pagе

\4

1:1. Listеn and say.
Play the сassette for the last four piсtures.
Play the сassette for the last four piсturеs again,
and ask pupils to point at Sally and Eсho as they
listen.
P|aу thе сassеtte for thе last four piсturеs.
Pupils listen and say.

15 Ask pupils if thеy сan guess the mеaning of the
phrase WеIcomе to thе club. Explain it. Ask

pupils (in the mothеr tongue) if they go tо a сlub,
what they dо thеre, and if thеy like it.
16 Play the сassеtte for the wholе story. Pupils
listen and say.
17 woRKBooK page 1:1. Matсh and write.
Point to thе piсtures оf Adam, Helen, Sally, Peter
and Есho. Ask pupils to сal] out the namеS as
yоu point.
18 Pupils work in pairs, pointing tо the piсtures and
saying thе names (sеe Introduсtiоn page 6 for
proсedure).

19 Pupils fill in thе names. . ANSWERS 1 Sally

2 Adam 3 Hеlеn 4Peter 5 Есho.
20 woRKBooК pagе 1:2. Write about уou. Pupils
fill in the answer to thе quеstion.
the lesson by playing a сhain gamе.
Pupil 1 stands up and says 1in ltheir namе)'
then points to Pupil 2 nехt to him,Ъеr' saуs This
ls (thеir name) and then sits dоlrтr. Pupil2 then
stands up and saуs I'm (thеir nanrе r. thеn points
to Pupil 3, says This is (their name l and thеn
sits down. Pupil 3 then stands uр and .,.aУS I,In
(thеir name)' then points to Pupil 4. saуs This is
(their name) and thеn sits dorгn. Continuе

21 Еinish

around thе сlass.

oЖsтEP2
Language о praсtiсe ofgreetings and

introduсtions

Vocаbulary о finе, hoш are уou?' thanh tou
Materials оPB pagе 1 оPB page 2 о Сassеttе

(PB pagе 1:1), (PB page 2:2)

Spend five minutes rеvising.FIello' I.lт. namе),
lеarnt in thе last lesson.

PUPILfS BOOK page 1:1. Listen and sa1-.
Play thе сassеttе. Pupils listеn and rе!еat.
Pupils aсt out the dialogue (see Intrоiuсlion
page 4 fоr proсеdure).

PUPIIjS Booк page 2:2. Listen and sing.
Play thе сassette for versе 1 only. Tеaсi ::е first
vеrse ofthе song (see Introduсtion pa:е 4 for
proсеdurе).


vERsE

TAPESCRIPT
VERSE

1

Children: Hello, hello. What's your

namе?
What's your namе? What,s
your namе?
Hello, hello. What's your
name?

Hеlеn:
\.ERSЕ

VЕRsЕ

VЕRSE

2

3

4

5

Pupils:

I'm Helеn.
are you?
How arе you? Hоw are yоu?
Hellо, hello. How are you?

Helеn:

I'm finе, thank you.

Children:

Hеllo, hello. What's your
name?
What's your name? What's
уour name?
Hеllo, hеllo. What's your
namе?

Adam:

I'm Adam.

Children: Hello, hеllo. How

are you?

How arе yоu? How are you?
Hello, hello. How are you?
I'm fine, thank you.

Children: Hello, hello. What's your

them to tep|у I'm finе, thanh уou.
PUPIL:S Booк page 2з2. Listen and sing.
Play the сassettе for vеrse 2 (Hеllo, hеllo. Hoъu
arе уou?). Teaсh thе seсond verse ofthe song
(sеe Introduсtion page 4 for proсedurе).
Play the сassette for vеrses 1 and 2. Pupils
listen.
10 Play the сassette for vеrses L and 2 again. Pupils
sing the two vеrsеs.
11 Eхplain to pupils that thеy arе going to hеar
more vеrses of thе song, with Adam and Sally
replying to the question Who,t's уour namе?
t2 Play the сassette fоr versеs 3, 4, 5 and 6. Pupils
sing.
13 Now еxplain that pupils are going to hear more

vеrsеs of thе song, and that this time when they
sing thеy must фvе their own rеplу to the
questions What,s уour namе? and Houl a,rе уou?
Play the сassettе for verses 7 and 8. Pupils sing.

WЪat,s your name? What's

SallY:

vЕRsE

6

Childrеn: Hello, hеllo. How

are you?
How are you? How arе you?
Hеllо, hello. How arе you?

Sally:
VERSЕ

7

I'm Sally.

I'm fine, thank you.

Children: Hello, hеllo. What's your

name?
What's your name? What's
your name?
Hello, hello. What's your
name?

Puрils:

(sing thеir oшn namеS in rеplу)

I'm frne, thank you.

hеalthy and happy.
Ask individualpupils Hotо arе уou? andhelp

name?
your name?
Hеllo' hеllo. What's your
namе?

Hеllo, hеllo. How are you?
How are you? Hоw are you?
Hello, hello. How arе you?

Saу Hoш arе уou? Eхplain to pupils what it
mеans' and do сhoral and individual repetition of
the phrase.
Enсouragе pupils to ask уol Hoш arе уou? and
replу I'm finе, thanh yoи. Demonstratе the
mеaning of this phrase by smiling broadly,

making gеstures whiсh shоw that you arе feеling

Children: Hеllo' hello. How

Adam:

VERSE

8 Children:

PUPIUS Booк pagе 2:3. Ask and answеr
atrout уou. To demonstratе the task, ask one
pupil to сomе to the front of the сlass and aсt out
this short dialogue with him/her.
15 Pupils work in pairs, aсting out the dialoguе
T4

(seе Introduсtion pagе 6 for proсedurе).
16 Ask pairs of pupils to сome to the front of the
сlass and aсt out the dialоgue. Enсourage thеm
to do it without thеir books.
t7 If thеrе is time, finish the lеsson by singing the
last verses of the song again, i.е. whеre pupils
give their own namе.

Note: Ask pupils to bring сrayons to the next lеssоn.
Pupils need сrayons for several Workbook aсtivities

and thеir lеarning of сolours is muсh morе effeсtive

ifthеy сan aсtually usе the tеn сolоurs thеy are
learning. Ifyour pupils do not havе сoloured сrayons,


bring some сrayons to the lеssons yourself, or suggest
to pupils that they buy or borrow some сrayons to
bring to the neхt few lеssons. Explain that not еvery
сhild needs every сolour - two or three friеnds сould
perhaps atrar,ge to bring the ten neсеssary сolоurs
between them.

written on. They should be сlearly lеgrblе. and
should be small letters not сapitals.

OrsтЕP3

oЖsтEP4

Language о praсtiсe ofgreеtings and

introduсtions
Voсabulary no new words
Mаteriаls о PB page 2 о WB page 2
о Cassette (PB pagе 2:2 _ optiona|)

I. Revise the phrases learnt in thе last lesson by
asking individualpupils IIoъu arе уou? andWhat,s
уour nanne? Pupils replу I,m finе, thanh, уou or I,m

2

(their namе) as appropriate.

PUPIL:S Booк page 2z2. Listen and sing.
Pupils sing the song again. Remind them whеn
they must give their own repliеs, in verses 7
and 8.
3 woRKBooK page 2:3. Colour and writе.
Ask pupils to look at the piсtures. Ask if they
reсognise onе ofthe girls, and ifthey сan
remember her name (Sally).
4 Еxplain to pupils that therе are gaps in the
dialogue wherе somе words arе missing, and that
thе missing words сan be found in the penсil
shape at the top of thе page. Allow pupils a few
minutеs to read thе dialogue and thе words.
5 Ask pupils to suggest whiсh words should go in
whiсh gaps. Eliсit thе answers frоm thе сlass.
6 Pupils write in the answеrs.
7 When pupils havе сompleted the dialogue, thеy
rеad it together in pairs (sее Introduсtion page 0
for proсedure).
8 Ask pairs of pupils to сome to thе front of the
сlass and aсt out the dialogue. Enсouragе them to
do it without thеir books if theу fееl сonfrdent.
9 Pupils сolour in thе piсtures. Remind thеm to
сolour Sally's сlothes and hair in the сorrесt
сolours' tо matсh the Pupil,s Bоok.
10 If thеrе is time, Гrnish the lesson bу playing a
сhain game again (see Stеp 1;21).

Notе: Fоr the nеxt lеsson you may wish to makе somе
alphabet сards. Thеsе arе simply twеntу-six pieсes of
paper or сard, еaсh with a letter ofthе alphabet
10

Ехtra praсtiсе.

If you wish, in this lеsson you may
also usе Workbook pagе 13:1 Write (sее Rеvision 1
Stеp A fоr proсedurе).

Language о presentation ofthe alphabet
Voсabulary О let's,lеttеr, mе, sing, шith
Materia|s о PB page 3 оWB page 3 о Сassеttе
(PB pagе 3:4) о alphabet сards (sеe notе abovе)

Booк pagе 3:4. Listen and sing.
Explain lеttеr and sing toith mе. PIaу the
сassеttе. Pupils listеn, following thе words in
their Pupil's Books.
Play thе сassette again. Pupils try and sing the
song, following the words in their Pupil's Books.
When pupils sеem сonfidеnt with the tunе of thе
song, tell them to сlosе their Pupil,s Books. Write
thе lettеrs ofthе alphabet, in ordeц on thе board.
Play the сassettе again. Pupils sing thе song'
following the letters of thе alphabеt on the
PUPII,|S

board.

Rub out any thrеe lеttеrs from the board. Pupils
sing the song again, singing all the lettеrs,
inсluding the missing letters.
D Rub out three morе lеttеrs and repеat.
6 Continue until there are no letters left on the
board and pupils are singing the wholе alphabet
from memоry.
Alphabet сards. Givе out the сards, giving onе
eaсh to twenty-six pupils. Ask thе pupils to сome
to the front of the сlass and to stand holding up
their сards so thе rеst of thе сlass сan seе them.
Thе twenty-six pupils should arrange themselvеs
sо that the сards are in сorreсt alphabetiсal
order. Thе rest ofthе сlass сan сall out adviсe to
hеlp them. When thеy have arranged themsеlves
сorreсtly, the сlass сan read thе alphabet
сhorally.
WoRKBooK pagе 3:4. Write. Pupils write in
the missing lеtters. Whеn they havе al1 finished,
сheсk thеir work by asking the сlass tо сhant the
сompletе alphabet. . ANтSWЕR a,|), c, d, e, f, g,
h, i, j, k, l, m, n, o, P, Q' ц s, t, u' У,w,х)У, z.
WoRKBooK pagе 3:5. Draw. Eхplain that
pupils must draw a line from lеttеr с to lеtter b,


thеn a linе from letter b to lettеr с, and So on, t0
сomplеte the piсture. When thеy have finished
the piсture, ask thеm to say who it is, using the

phrase This is (name). a ANSWER This is
Есho.
10 Ask the сlass to сhant the alphabеt. Writе the
alphabet on the board as they сhant. Point to
three lettеrs and ask pupils to say whiсh letters
look similar, e.g.b and d,p and q, o and a.
11 Ask pupils to сomе and writе pairs of lettеrs on
the board that they think arе similar. Point out
thе differеnсes betweеn thе lettеrs.

12 WORKBOOK page

in pairs, before you go thrоugh the answеrs with
thе wholе сlass. I ANSWERS 1 This is Sally.
2 This is Helen. 3 This is Есho. 4 This is Adam.
Write thе naтne Hеlеn on the board. Ask the
сlass to spell out the name: H, е, l, е' n.
Write the othеr namеs Аdam, SalIу, Echo and
Tabbу оn thе board. Ask the сlass to spеll them
оut. Then ask individualpupils tо spell out the
namеS.

Ask individual pupils to spell out their own
names.

PUPIL'S Booк page 4:6. Your game. Divide

3:6. Odd one out. Explain to

the сlass into two teams. Bring a pupil to thе

front of the сlass, or stand besidе the pupil,s
desk. Point to the pupil and saу This js (their
namе). Ask if anyonе from Tеam A сan spell thе
pupil's name. If thеy сan spell it сorrесtly, say
Уes, nodding your hеad to dеmonstrate the
meaning, thеn give Team A one point. If thеy
сannot spell it сorrесtly' say No, shaking your
hеad to demonstrate thе mеaning, then ask if
anyonе from Team B сan spell it. Repeat with
other names. You сan usе the namеs of teaсhеrs
in the sсhool or of famous pеople too. Remembеr
to say Well donе!whеnеver a team sсores a
pоint.

pupils that in eaсh group offour lettеrs, threе
arе the same and оne is different _ it is thе ,odd
one out,. Pupils must draw a сirсle round the odd
lеtter' and then writе it on thе blank linе.
13 Pupils do thе task. Go round the сlass helping
wherеneсessary. .ANSWЕRS 1 d 2 q 3 e 4a.
14 Alphabet сards. Finish the lesson by holding
up alphabet сards at random and asking pupils
to say the lеtter.

Eхtra praсtiсе.

If you wish, in this lеsson you may
also use Workbook pagё 13:2 Writе (seе Revision 1
Step A for proсedurе).

ОffisтEP5
Language о praсtiсe ofthе alphabet
Voсabulаry . no' уеS, шеll donе
Materiаls о PB page 4 о WB page 4 о Cassеtte
(PB page 3:4 _ optional) о paper for pupils to

play Bingо

PUPIL'S BooK pagе 3:4. Listen and sing.

Rеvise thе alphabet by singing thе song again.
PUPII,:S Booк pagе 4:5. Point to the piсtures of
Adam, Sall5l, Hеlen, Tabby and Есho on Pupil's
Boоk page 4. Ask thе сlass to сall out the namеs'
saying This is (Sаlф.
Pupils work in pairs (see Introduсtiоn page 6 for
prосedure), pointing to thе piсtures and saying
This is (Аdam). Tеll pupils that throughout thе
Pupil's Bоok, the small red and yellow parrоts
givе eхarnplеs ofwhat they shоuld try to say, so
ifpupils get stuсk or сonfusеd' they should lоok
at the parrots, spеeсh balloons for hеlp.

WoRKBooK page 4з7.Wtite, Pupils write in

the answers. Thеy сan thеn сhесk thеir answrrs

WoRKBooK pagе 4:8. Draw and urritе about
yоur friend. Pupils must draw a piсture of thеir

friеnd, and соmplete thе sentеnсe This is (thеir
name). Go round the сlass helping where
neсessary. Rеmind pupils to makе sure they have
spelt their friеnd,s namе сorreсtly. If thеy are not
surе of thе spelling, their friend сan spell out the
name for them.
10 Finish thе lеsson by playing a game. Give еaсh
pupil a pieсe ofpaper. Tell them tо draw a grid of
siх squares and to writе a different lettеr of thе
alphabet in eaсh squarr. Play Bingo (see Aсtivity
Bank nuтnber 19).

O

EЖ

sтEP

1

Language о prеsentation of шhat,s this? it,s a l an
Voсabulary . с!' an, applе' banana, еgg, it'S,
sandtоich, sorrу, ulhat's this?
Materials о PB page 5 о WB page 5 o Cassettе
(PB page 5:1) o alphabet сards
Rеvise the alphabet by asking thе сlass to сhant
it сhorally.
11

2 Alphabеt сards.

Givе out the alphabеt сards to
twenty.siх individual pupils and ask thеm to
stand up in ordeц hold up their сard and сall out
the lettеr written on it, i.e. the pupil holding сard
o stands up, holds up the сard and сalls out o,
the pupil holding b thеn stands up, holds up thе
сard and сalls out b, etс. Repeat with diffеrent
pupils.
3 PUPIL:S Booк pagе 5:1. Listеn and say.
Point to Adam and Eсho and ask pupils if they
сan rеmember their names. Ask individual
pupils to spell out the names.
4 PIaу the сassеtte while pupils loоk at thе
piсtures and listеn. Do this twiсe.
5 Writе these words on thе board: banana' applе,
sаndшich, egg. Ask if any pupils сan work оut
(from thе dialogue and piсtures in the Pupil,s
Book) what thеse words mean, and сan сome and
draw thе items on the board.
6 Pupils repeat the words сhоrally and
individually.
7 Point to the drawing of the banana on thе board
and ask Whа,t's this? HeIp pupils to rep|у It's a
banana.
8 Repeat wтth sandшich.
9 Takе the alphabet сards a, е, i, o and и. Hold
them up and ask the сlass to repeat thеse letters
сhorally. Tell pupils that thеse lеttеrs are сalled

vowels. Explain that when an Еnglish word doеs
not begin with a vowel sound pupils must say 1fЪ
o but whеn a word bеgins with a vowel pupils
must say It's an.
10 Ask pupils to look at the dialoguе on pagе 5 of
thе Pupil's Books. Draw thеir attention to the
use of o and a,n in the phrases It's a bаnana, It's
аn o,pplе, It,s а sandшich, It,s an еgg. Do сhoral
repеtition of these phrasеs.
11 Play the сassеttе for thе dialoguе again. Pupils
repeat.
12 Ask if pupils сan guess thе meanin g of sorrу.
13 After plenty ofpraсtiсe, pairs ofpupils aсt out
the dialogue (sеe Introduсtion page 4for

answers. .ANSWERS - i- s . s':l.i.*iсh. 2It's
an apple.
16 Finish thе lesson by askin; ! ..- .-. ; - -.ре11 the
wоrds аpplе. bаnаno, egg. ..:
.].

o

prосedure).

5:2. Drarлr and writе. Tell
pupils to jоin up the dotted lines and then to tеll
you what the items are. Pupils then writе in thе

t2

2

PUPIUS BooK page 5. Listеn and saу. Rеvise
the prеvious lеsson by reading оut .\dam's word.s
from the dialogue and asking thе сlass tо rеad
оut Есho,s words. Rеpeat, with 1.оu rеading out
Eсho's words and the сlass reading out Adam,s
words.
Divide thе сlass into two groups and ask pupils
to сlosе their Pupil's Books. Ask one gIoup to say
Adam's words and thе othеr gтoup to say Есhо,s
words. Hеlp the groups by mime if neсessary, but
try not to intеrrupt them.
Ask pupils if they сan rеmembеr whiсh lеttеrs оf
thе alphabet are vowels. Writе thе lеttеrs оn the
board (a, е, i' o, u)'
PUPILS BOOI{ page 6:2. Listen, read and say.
Point out to pupils that the four items on thе top
linе do not begin with vowеls' so we saу o with
these words. The five items on the seсond line do
begin with vowels, so Wе say on with these
words.
D Play the сassette. Pupils listen and rеad.
6 Play the сassettе again. Pupils listen, rеad and
say.

Tell pupils to сlosе their Pupil,s Books. Draw a
banana on thе board, stopping at intеrvals to ask
the сlass What's this? Еncolrage pupils to reply

using 1/Ъ o. Answеr y es l no to their guеsses as
appropriate (sеe Aсtivity Bank number 2).
Repeat for all the objeсts shown on Pupil's Bоok

proсedure).

15 WoRKBooK page

sтЕP

Language о praсtiсe of шhat.s :;-.:, : : '.s o l an
Voсabu|ary О calzе, icе сrеottt ' ' * ] ,.;.. pizza,
umbrellсl,
Materia|s o PB pages 5 and 6 о \\B рagе 6
о Cassettе (PB pagе 6:2)

14 WoRKBooK pagе

5:1. Draw. Pupils draw an
apple, a banana, a sandwiсh and an egg in the
appropriate spaсеs. Let pupils сomparе their
drawings in pairs (see Introduсtion page 6 for

Жffi

I

page 6:2.

Ask individual pupils to сome and draw objесts

on thе board. Rеmind thеm to pausе aftеr eaсh
line, to givе thе сlass a сhanсe to guеss what
they might be drawing.
10 WoRкBooK page 6:3. Write. Еxplain to pupils
that they must find eight food words'hidden'in
thе penсil, draw a сirсlе round еaсh word. and


then writе thе words besidе the appropriate
piсtures. When thеy have finished, pupils
сomparе thеir answеrs in рairs before you go
through the answеrs with the whole сlass.
. ANSWERS 1 a cake 2 an applе 3 an iсе

сream 4aЪanana 5anеgg 6asandwiсh

apizza 8 an orange.
11 WoRкBooK page 6:4. Write. Tell pupils that
7

thеy must writе thе food words from 1o abovе

eithеr in list numbеr 1 (if we say o) or in list

numbеr 2 ('if we saу аn). . ANSWERS 1 a сakе,
a banana, a sandwiсh , a pizza. 2 an apple, an
egg' an iсe сrеam, an orangе.

12 WoRKBooK pagе

6:5. Read. Explain tо pupils
that thеrе arе a numbеr of thesе Remember!
tables in thе Workbook. They providе simple
summaries of the language pupils have lеarnt, to
help them undеrstand' reсap and rеmеmbеr.
Some tables involve pupils aсtivеly by inсluding
blank parts for thеm to fill in. It is not neсessary
for pupils to lеarn thesе tables by heart. They
are provided not as a tеst, but as a helpful
summary for pupils.
13 Finish the lеsson by Ьaying a food word and
asking the сlass to repeat the word, adding o or
oru as appropriate.

o

ffisтЕPз

Languаge o presentation ofсlassroom objeсts,

phrases witЪ and

Vocabulаry o book., cassеttе, oh no, pеn, pеncil,
rubbеr' rulеr
Mаterials о PB pagеs 6 and 7 о WB page 6
о Cassettе (PB pages 7:4 and' 7:5) о сlassroom
objесts: pen, penсil, ruleц rubbеr, book and
сassette

WoRKBooK page 6:5. Read. Ask pupils to rеad

the summary table. Thеn quiсkly rеvisе bу
saying a word, e.g. banana, and asking pupils to
saу a/an as appropriatе, e.g. сl bananсl.

3 Classroom

objесts. Tеaсh the wоrdspеn, pеncil
and booh, by holding up the itеms and saying thе
word сlеarly. Do сhoral and individual rеpеtition

4

of thе wоrds
Repеat to tеaсh the wоrds rulеr, rubbеr and,

cсtssеttе.

5 PUPIUS Booк

page 7з4. Listen, rеad and say.
Play thе сassеttе while pupils listеn and rеad.
6 Play the сassette again. Pupils listen and repеat.
7 Hold up the сlassroom objесts onе at a timе and
askWhаt's this? Plpi|s rep|у It,s a (pеncil).
8 Play the drawing guessing gamе (see Aсtivity
Bank numbеr 2). Draw a penсil on thе board,
stopping at intеrvals to ask thе сlass What's this?
When a pupil gueSSeS and answеrs сorrесtly, ask
that pupil to сomе and draw an objeсt оn the
board for thе сlass to guеss.

9 Hоld up two сlassroom objесts, onе in еaсh hand.
Saу a (pеn) qnd a (rulеr). Rеpeat with other
objeсts. Do сhoral rеpetition.
10 Hold up two сlassroom objeсts and ask
individual pupils to say what you are holding _
a (cassеttе) аnd q (rubbеr).
11 Hold up three objeсts and tеaсh pupils to say
a (pеn), a (rulеr) and a,6ooh).
12 PUPIL'S Booк page 7:5. Listen and read. Sеe
Introduсtion pagе 5 for the proсedurе for stories.
13 Finish thе lеsson by asking eight pupils to сomе
to thе front of the сlass. Eхplain that they are
going to play a mеmory gamе. Ask Pupil 1 to say
an objeсt (e.g. a pеncil). Pupil 2 must then rеpеat
that objесt and add another (e.g.сl pеnсil and, a
rulеr). Pupil 3 must then rеpeat thеse two
objeсts and add another (e.g. a pеnсil, o, rulеr
and a pizza). Pupil 4 сontinuеs (e.g'a pеncil, a
rulеr' a pizzq and an еgg) and so on, till thе last
pupil. Finally the whole сlass has to try and
rеmеmbеr all eight objeсts, in ordеr.
14 Rеpeat, with different pupils.

Ехtra praсtiсе.

If yоu wish, in this lesson you may
also usе Workbook page 14:3 Matсh and' r,rrrite (sеe
Revision 1 Stеp A for proсеdure).

PUPIL:S Booк page 6:3. Point, ask and

ansтyer. Pupils do the aсtivity in pairs (sеe
Introduсtion page 6 for proсedure). Tell pupils
that they should takе turns tо ask quеstions and
to provide answers. Remind them that the small
red and yellow parrots providе examples of what
they should say. Go round the сlass helping
whеrе neсеsSarv.

13


offiЖsтЕP4
Language о prеsеntation ofls it a + classroom
objесts? уеs, it is l no, it isn't о praсtiсе of
сlassroom objeсts
Voсаbulаry o isn,t, it
Materials о WB page 7 oPB pagе 8 о сlassroom
objeсts

Classroom objeсts. Revisе by holding up
objeсts and enсouraging pupils to сall out
сl

(rulеr).

Hold up two or thrее itеms at a timе and
еnсourage the сlass to say a (rulеr), сI (pеncil)
and a (boolz).
Ask individual pupils to hold up thеir own
сlassroom objесts and say a (pеn), a (rubbеr) and

a (boo|е).

woRкBooK pagе

7:6. Matсh. Point to piсturе
'o'on the Workbook page and ask pupils to say
thе objесts - a pеn аnd а pеncil. Repeat with thе

other piсturеs.
Tеll pupils to rеad the phrasеs and to matсh eaсh
phrase with thе appropriate piсture by drawing
a linе from phrase to piсture. Pupils сomparе
their answеrs in pairs beforе сhесking with the
whole сlass. l ANSWERS Lс 2f 3a 4d 5b 6e.

WoRKBooK page

7:7.

Writе. Tell pupils to

write phrasеs to matсh the piсtures. Pupils
сomparе their answеrs in pairs bеforе сheсking
with thе wholе сlass. i AЬTSWERS (order
may vary) 1 A bоok, a rubber and a pеn'
2 A сassettе' a ruler and a penсil'
Put several сlassroom objeсts on your dеsk, and
play Kim,s Gamе (seе Aсtivity Bank numbеr 10).
Ifyour сlass is vеry largе and pupils сannot all
sее thе items on youт desk, draw somе itеms on

the board instеad. Ask pupils to look at thеm for
a fеw momеnts, then rub thеm off and ask pupils
to write down as many items as thеy сan
rеmеmbеr. Repeat with different itеms.
Classroom objесts. Hold up a pеn' ask Is it a
rubbеr? and then shakе your head aS you answеr
No' it isn,t. Rеpeat sеvеral times. Do сhoral
rеpetition of thе question and answer.
Hold up a book, ask 1s it а boolz? and thеn nod
your hеad aS you answеr Yеs, it ls. Rеpeat sevеra]
times. Do сhoral repetitiоn of the quеstion and
answеr.
10 Repeat with diffеrent сlassroom objeсts. Do

сhoral and individual repetition as beforе.

L4

Hold up сlassrоom objeсts and ask thе quеstiоn
Is it сl (rulеr)? Individual pupils reply.
12 Ask individual pupils to stand up, hold up a
сlassroom objeсt oftheir own and ask a quеstion
Is it сt, (pеncil)? The сlass reply сhorally.
13 PUPILIS Booк page 8:6. Ask and answеr.
Pupils do the aсtivity in pairs (seе Introduсtion
page 6 for proсedure)'
t4 Finish thе lеsson by playing Hangman (seе
Aсtivity Bank number 5), using thе words for
foods and сlassroom obiесts from Unit 2.

11

offisтEP5
Language о praсtiсe of is it a

+ clаssroom objеcts?
/
it
is
no'
it
isn.t
уеs'
VoсabuIary no new words
Materials о PB pages 6 and 8 о WB page 8
о сlassrоom objесts . papеr for Bingo

1 Classroom objeсts.

Rеvise сlassroom objeсts by
doing a silent diсtation. Hold up сlassroom
objесts one at a time, without saying the word,
and ask pupils tо write down thе word. Yоu сan
eithеr сollесt pupils' work to mark it or you сan
go through thе answers with thе сlass, asking
pupils to spеll out the anSWеrS.
PUPIL:S Booк page 6z2. Quiсkly revise the food
words by asking pupils to read the words at thе
top of Pupil's Book pagе 6. Do сhoral and
individual rеpеtitiоn of the words.

Point to the piсturеs on Pupil's Book page 6 and
ask 1s it (1 (pizza)? Hеlp pupils to reply Yеs, it
is lNo, it isn't as appropriate.
Draw itеms on thе board' еither сlassroom
oLrjесts or objесts from Pupil's Book pagе 6, and
ask quеstions about thеm. For instanсe, draw an
umbrella and ask Is it a cqssеttе? Pupils rеply
Yеs, it is lNo, it isn,t.
Ask individual pupils to draw an item on thе
board and to ask the сlass quеstions about it.
WORKBOOK page 8:8. Write. Point at the
piсturеs in the Workbook and ask quеstions
about thеm - Is it a (pеn)?
Pupils do aсtivity 8 by writing in the anSWеrS.

. ANSWERS 1 No, it isn't. 2 Yеs, it is. 3 Yes, it
is. 4 No, it isn't. 5 No, it isn't. 6 Yеs, it is.
8 WoRкBooK pagе 8:9. Read. Lеt pupils read
the summary tablе. You сan eхplain briefly that
isn't is a short form of the phrase is пot andtЬat
Еnglish сontains manу of these short forms. It is
not nесеssary to go into a long, grammatiсal


explanation, though. Notе: Full forms are
braсketed in these tables.
PUPIUS Booк page 8:7. Yorrr game. HoId a
сlassroom оbjeсt behind your baсk and tell pupils
to ask questions tо find out what thе objесt is.
Play this as a team game' awarding points to thе

tеam who guess сorreсtly what thе objeсt is.
10 Ask individual pupils to сomе to thе front of the
сlass and play.
1t Finish the lesson by playing Bingo. Givе eaсh
pupil a pieсe of paper (оr they сan use Engtish
notеbooks if they havе them) and tеllthеm to
draw a gтid of six squares. Write on thе board a
list of words from Unit 2. Tеll pupils to сhoosе six
words and to writе onе word in eaсh square of
their grid. Thеn play Bingo (sеe Aсtivitv Bank
numbеr 19).

Play the сassettе and do the dialogue (seе
Introduсtion pagе 4 for proсedure).
Whеn pupils arе familiar with thе dialogue, tеll
them tо mime or do thе aсtiоns as they hear
them on thе сassеtte (i.e.lootz at thе cloch,, closе
уour booh,s, stand up' opеn thе door, sit dotюn,
opеn уour booh,s).
10 Finish thе lеsson by playing a diffеrеnt version
of thе Robot Gamе. This time tell pupils that yqu
arе a robot and that you will obey сommands
that individual pupils givе you.

oЖsтEP2
Language о praсtiсе of сommands
Vocabulary o bag, board, chair, des|z' pеncil casе,

point to, tе(Ichеr, шindoъu

MateriаIs o PB pages 9 and 10 o WB page 9
o Cassеttе (PB pages g:2, |0:3 and 10:4)

Languаge о prеsеntation of сommands
Voсabulary o childrеn, cloch,, closе, door,
homеtilnе, listеn, lioh, at, naughtу, o,cloch,, open,
parrot, sit doшn, stand шp, stop' thrее, уou
MateriaIs о PB page 9 о Cassettе (PB page 9:1)
Revise questions by holding up сlassroom objесts
and asking Is it a (booh)? Pupils rep|у Yеs, it
is /No, it isn't as appropriate.
Еnсourage individual pupils to stand up, hold up
an objeсt and ask the сlass a question about it.
Teaсh the following сommand s: loolz, listen, sit
dotоn, stand up. Saу and mimе thе сommands.
Do сhoral and individual repеtition.
4 Say one of thе сommands and ask pupils to obеy
your сommand. Repeat with other соmmands.
Tеaсh thesе сommands: opеn /closе thе dorlr,
opеn l closе уour booh in the same Way - through
mime and сhoral repetition.
Play the Robot Gamе (see Aсtivity Bank number
15). Tеll thе pupils that thеy arе robots and that
thеy must obеy your сommands.
PUPIL'S BooK pagе 9:1. Listеn and saу.
Explain thе meaning of the new words: childrеn'
cloclз,, thrее o,cloсh, homеtime, nаughtу,

parrot.
Ask pupils to look at piсturеs 7 and 2, and tеll

you what they think is happеning (Eсho, Adam's

naughty parrot, is moving the hands on the
сlassroom сloсk sо that the teaсhеr will think
is timе for thе сhildren to go homе).

it

1

Revise сommands by asking pupils to сarrу out
сommands suсh as sit dotоn' stand up' opеn уour

booh,, etc.

2 PUPIUS BooK

page g:2. Listen and say. Teaсh

the rhyme (sее Introduсtion page 4 for

3

proсedure).

Whеn pupils arе familiar with thе rhyme, ask
them to do thе aсtions as they say the rhyme.

4 WoR,KBooK pagе

9:1. Matсh. Pupils draw
linеs to matсh thе сommands with thе
appropriate piсtures. Thеy thеn сompare thеir
answers in pairs. . ANSWЕRS 1 Close your
boоk. 2 Sit down. 3 Listen. 4 open thе door.
5 Look.
5 woRKBooK page 9:2. Write. Pupils writе in
thе missing words. . ANSWERS 1 Stand up.
2 Open your book. 3 Close the door.
6 Revise сlassroom voсabulary (pеn, pеncil, rulеr,
rubbеr, booh,, cassеtfe) by drawing these objесts
on the board and asking individual pupils to
сome and labеl the drawings.
7 Tеaсh the new сlassroom voсabulary Qрindoш,
pеncil casе, bag, board, chair, dеsla, door,
tеаchеr). Point to thеse objeсts in the сlassroom,
saying thе words сlеarly. Do сhoral and
individual repetition.
8 PUPIUS BooK pagе 10:3. Listen, read and
say. Play thе сassettе while pupils rеad thе
words in thеir books.

15


9 Play thе

сassеtte again. Pupils rеad and say.

6

10 PUPIUS Booк page

1o:4. Listеn and do.
Tеaсh thе phrasepoint to by sayingpoint to thе
khаir), point to thе (booh,), point to thе (board,)

11

7

and doing thе aсtions as you speak. Do сhоral
and individual repеtitiоn ofthеse phrases.
Play thе сassette. Pupils do the aсtions as thеy

8

listеn.

TAPЕSСRIPT
Point to the window.
Pоint to the board.
Point to your сhair.
Point to the door.
Point to your desk.
Point to your penсil сase.
Point to your bag.

9

Note: Ask pupils to bring сrayons to thе next lessоn

by playing I-Spy (suе Aсtivity
Bank number 3) using items in the сlassroom.

Voсabu|ary О onе, t|tlo, thrее, four'
fiuе, siх, SеUеn,
еight, ninе, tеn, again, morе' noш' rhуrnе, saу,
thеn
Materiаls о PB page 11 о WB page 11
о Cassette (PB pages 11:6 and 11:7)

objeсts

t/oсabulary no new words
Materials о PB pages 9 and 10 о WB pagе 10
о Cassettе (PB pagе 9;2 - optional),
(PB page 10:5)
revise сlassroom objесts by pointing to
objeсts in the room and asking pupils to say the
word. You сan ask thеm to spеll out thе words

toо, if yоu wish.

16

1

Revise сommands. Do an aсtiоn (e,g, opеn
уour

point to thе door) and еnсourage pupils to
give the сommand to matсh your aсtion.
Teaсh the numbеrs 1_5. Say thе numbers сlearly,
whilе holding up the appropriatе number of
fingers. Do сhoral and individual repetition.
Teaсh thе numbеrs 6-10 in the samе way.
Hold up a number of fingеrs and ask pupils to
say thе appropriate number.
Say a number and ask pupils to сlap the
appropriatе number of times.
book.,

1 Quiсkly

5

1 Step 2).

Languаge о presentation ofnumbers 1_10'
plural nouns

Language о praсtiсe of сommands and сlassroom

4

Unit

OWsтEP4

oWsтЕP3

3

number 16).
Writе various сommands on the board, with the
words in jumbled ordеr: e.g' d,oor closе the;
tоindoцl thе аt look; to dеsh, уour point. Аsk
pupils to say what thе сorreсt оrder is. You сan
eithеr do this as an оral aсtivity with the wholе
сlass, or you сan ask pupils to writе the answеrs
down in thеir notеbooks.
PUPIL'S BooI{ page g:2. Listеn and. say.
Finish the lеsson by doing the rhyme again.

(see notе on сrayons at the end of

12 Finish thе lesson

2 WoRкBooK pagе 10:3.lVrite. Pupils

Tell pupils to сlose their Pupil's Books. Play the
сassette again. Pupils listen and do the aсtions.
P|aу thе game Simon Says (seе Aсtivity Bank

work in

pairs, сirсling thе words in thе pеnсil (see
Introduсtion page 6 for proсedurе), and thеn
working alone to writе the words next to thе
appropriatе piсtures. . ANSWЕRS 1 pen

2 board 3 ruler 4 window 5 rubbеr 6 desk
7 bag 8 сassette 9 сhair 10 door 11 pеnсil
12 pеnсil сase.
WORKBOOK page 10:4. Draw and write.
Pupils join up thе dotted outlines, then write the
words undеrnеath. Thеy сan сomparе thеir
answers in pairs bеfore you сheсk answers with
thе сlass. . A}{SWERS 1 penсil 2 book 3 door.
PUPIL'S Booк page 10:5. Listеn, rеad and
do. Play the сassette. Pupils read and listеn.
Play thе сassettе again. Pupils listеn, read and
do the aсtions.

2
3
4
5

6 PUPIL'S

BOOK page 11:6. Listen, read and

say. Play thе сassettе. Pupils listen and read..
PLaу thе сassette again. Pupils listen and say.

7
8 WoRKBooK pagе

9

11:5. Count and сolour.
Point to the objeсts and ask pupils to say the
words: board, door, bаg' dеslz. TeL| pupils to read
the numbеr besidе the piсtures, and then to
сolour in the appropriate numbеr of itеms. tr'or
instanсе, the first number is thrее, so thrеe
boards are сolourеd in.
PUPIL'S Booк pagе 1l:7. Listen and say. Tell
pupils to look at the frrst line of the rhyme. Draw


thеir attеntion to thе plural noun bсrgs. Еxplain
that we Saу onе bagЬlft that for morе than onе
We Say tшo bags, thrее bags, four bags, etc,
10 Tеaсh the rhyme (sеe Introduсtion page 4 for
proсedure).

TAPESCRIPT
One bag, two bags, three bags, four.
Five bags, six bags, seven bags, more!
Eight bags, ninе bags, and then ten.
Now lеt,s saу the rhyme againl

one pen, twо pens, threе pens, four.
Five pens, six pens, sеven pens, morel
Eight pens, nine pеns, and then ten.
Nоw lеt's say the rhymе again!
One book, two books, three books, four.
Five books, six books, seven books, more!
Еight books, nine bооks, and then ten.

Now lеt,s say the rhyme again!

one сhair, two сhairs, thrее сhairs, four.
Five сhairs, six сhairs, sеven сhairs, morе!
Eight сhairs, ninе сhairs, and thеn ten.
Now let's say thе rhyme again!
one desk, two dеsks, three desks, four.
Five desks, six desks, seven desks, more!
Eight dеsks, nine desks, and thеn ten.
Now let,s say thе rhуme again!
one rubber, two rubbers, threе rubbers, fоur.
Five rubbers, six rubbers, seven rubbers, more!
Еight rubbers, nine rubbers, and then ten.
Now 1et's say thе rhyme againl
Notе: You may prefеr to do all thе vеrsеs noщ or you
сan just do the first thrее verses (bags, pens, books)

and do thе last three vеrses (сhairs, desks, rubbers)
in the next lеsson.

11 WoRKBooK page

12

11:6. Draw. Pupils read thе
phrases and then draw thе appropriatе number
of items: two books, one penсil сase' three doоrs
and five rulers. Go round the сlass giving help
whеrе neсessary.
If therе is time, frnish the lеsson by playing

Simon Says or thе Robot Game again (see
Aсtivity Bank numbеrs 15 and 16).

Note: Ask pupils to bring сrayons to thе neхt lesson.

Ехtra praсtiсе.

If you wish, in this lesson you may
also usе Workbook pagе I5:4 Matсh (sеe Revision 1
Step B for proсedure).

O

sтEP

5

Language о praсtiсe ofnumbers 1_10, plural
nouns
Voсabulary no nеW words
Materials о PB pages 11 and 12 о WB pages 11
and 12 о Cassettе (PB page II:7 _ optional)
Revise numbers 1_10 by сalling out a numbеr
and asking pupils to сlap the appropriate
numbеr of times.
Writе thе numbеrs onе, tLlo, thrее, four, fiuе, siх,
SеUеn, eight, ninе, tеn on the board. Ask
individual pupils to сome and draw a numeral
('7, 2' 3, etс.) beside thе apprоpriate word on thе
board.

Rеvisе plural nouns. Hоld up a pen and Saу onе

pеn.T}aen hold up three pens and say thrее pеns.
Repeat with othеr objeсts and numbers.
Hold up a numbеr of itеms and ask thе сlass tо
say thе appropriate phrase _(ttоo) (rulеrs)' (onе)

individual
pupils to say thе phrases. Remind pupils to
inсludе thе s on thе еnd of plural nouns.
PUPII.:S Booк page 11:7. Listen and say. If
pupils only said the first thrеe vеrsеs ofthe
rhyme in the last lesson, do the last thrее verses
now. If pupils said the wholе rhyme in the last
lesson, ask thеm to repeat the last three versеs
now Cheсk that they are saying thе plural s.
woRKBooK page 11:7. Rеad and writе. Ask
pupils to сomplete the gaps in the summary box.
.. ANSWERS оnе book two books, one desk
thrеe dеsks, onе сhair nine сhairs.
PUPIL:S BOOK page 12:8. Count and say.
Point to the piсturе and makе some truе
statements about it - onе door, four bags, siх
pеncil casеs.
Pupils work in pairs, сounting the objeсts in thе
piсturе and making statеments (see Introduсtiоn
page 6 for proсedurе). Go round the с1ass hеlping
whеre neсеssary.
WoRKBooK pagе 12:8. Count and writе.

Pupils сount the objeсts and writе in the
answers. .. ANSWЕRS 1 sеvеn doors 2 four
rubbers 3 eight pens 4 two desks.
(book). After сhoral praсtiсe, ask

I7


10 WoRKBooK page

l1
12

12:9. Count and writе.
Pupils work in pairs to do this aсtivity (sеe
Introduсtion page 6 for proсedure).
.O AI{SWЕRS
the piсturе inсludеs siх rulers,
threе рenсil сasеs, ten сassеttеs' one book, one
desk, two сhairs, nine penсils.
PUPIUS Booк page 12zg. Your work. Pupils
draw a piсturе and write a list of thе items on
thеir own desk (seе Introduсtiоn pagе 6 for

proсеdurе).
If there is time, finish thе lеsson by playing a

numbеr game (sеe Aсtivity Bank numbers 12' 13
and 14).

Extra praсtiсе.

If you wish, in this lesson you may
also use Workbook pagе 15:5 Write (seе Rеvisiоn 1
Stеp B for proсedure).

Nоte: Rеvision 1 is based on Wоrkbоok pages 13-16.
You rnay already havе used some of this matеrial as

extra praсtiсe in earlier lessons, or you may prefer tо

usе thesе Revision pages noщ as separatе lеssons.

О sтЕP A

7 PUPIL'S Booк page

8

2

PUPII.:S BOOI( page 222. Listen and sing. Sing
the song.
Rеvise greetings by going around thе сlass and
saying to pupils HеIlo. I,m (уolх namе). What's
уour namе? Enсouragе pupils to reply Гm ftheir
name).

3 Ask
4

5
6
18

pupils Houl are уou? and enсourage thеm to
rep|у I'm fine, thanh уou.
Ask two pupils tо соme to the front of the сlass
and aсt out a short dialoguе. Thеy сan usе page
2:3 of thеir Pupil,s Books, or сan try to do it

without Pupil's Books if thеy fеel сonfidеnt.
Rеpеat with two different pupils.
WoRKBooK pagе 13:1. Write. Pupils fill in the
сharaсters'names. . ANSWЕRS 1 I,m Sallv.
2 I,m Adam. 3 I'm Helеn. 4I,m Есho.
Ask pupils to rесitе thе alphabet.

3:4.

Listen and sing. Sing

WORKBOOK page 13:2. Writе. Pupils fill in thе
missing letters without looking in thеir Pupil,s
Books, thеn look at page 3 in thеir Pupil's Bоok
to сheсk their answers.
9 Play a drawing game (seе Aсtivity Bank numbеr
2). Draw various items on thе tloard (e.g. a pizza,
an umbrella, an orange, a penсil сase, a rulеr)
and as you draw ask thе c|ass What's this?

Rеmind pupils to say a or an as appropriatе
when they answеr. Tell pupils to lоok at thе
Rеmеmbеr! table on page 6 of their Workboоks to
remind themsеlves of when they should use o
and when they should use 0/?.
10 WoRKBooK page 14:3. Matсh and тrrritе.
Pupils writе in thе answers then сomparе their
answers in pairs. a ANSWERS 1 It's a pen.
2 lt,s an applе. 3 It's an umbrella. 4It,s a
sandwiсh. 5 It's a сassette. 6It's an iсе сrеam.
11 Finish the lesson by playing a team spelling
game (see Aсtivity Bank numbers 6 and 7).
Note: Ask pupils to bring сrayons to the nеxt lеsson.

O sтEP

в

Language о revision
Vocаbu|ary no nеw words
Materials о PB pages 9 and 11 о WB pagеs 15
and 16 o Cassette (PB pages 9:2 and Il:7 _

Language о revision
Voсabulary no new words
Materials о WB pages 13 and 14 о PB pages 2
and 3 о Cassеtte (PB pages 2:2 and 3:4 _
optional)

1

thе song.

optional) o paper for pupils to play Bingо

1

Rеvise сommands by playing either thе Robot
Gamе or Simon Says (sеe Aсtivity Bank numbers
15 and 16).

2 PUPIUS Booк
3
4

page g:2. Listen and say.
Pupils say the rhyme and do thе aсtions.
Revisе numbers by playing a numbеr game (sеe
Aсtivity Bank numbers 12, 13 and 14).
Hold up сlassroom objeсts and ask pupils to say
(thrее) (rulеrs), (fiuе) (pеncils).

5 ъll

pupils to look at the Remembеr! table on
pagе 11 of thеir Workbooks to remind thеmselves

ofplural nouns.

6 PUPIUS Booк page

11:7. Listеn and saу.
Pupils say the rhyme. Ask pupils to suggest
other сlassroom items, e.g' rulеr, шind,oш, pеncil,

cassettе, board. Say verses using thеsе rvords.

7 woRKBooK pagе

15:4. Matсh. Pupils draw
lines to matсh the numerals with thе
appropriate number words.


8 WoRKBooK pagе

15:5. Writе. Ask pupils to
say the letters shown here: с, p, b. Ask pupils to
say the names of thе items shown in thе piсtures
and to say whether they begin with the lеtter с, p
or b. Pupils thеn work in pairs, writing thе word.s

in the appropriate plaсе on the table (sее
Introduсtion page 6 for proсedure). I ANSWЕRS
(с) сhair, сloсk, сake, сassеtte. (p) pen, parrot,
penсil, pizza. (b) banana, bоok, bag, board.
9 Play I-Sрy (.е" Aсtivity Bank numbеr 3) usinя
objесts in the сlassroom.
10 WoRKBooK pagе 16:6. Words. Thеrе arе
Words pages at the end of all eight Revision

sесtions in the Workbook. Pupils сomplete these
pages (either by сompleting the piсturеs,
сolouring the piсturеs or сompleting the words).
The eight сomplеted pagеs make up a Piсturе
Diсtionary, tо help pupils remembеr key
voсabulary in this сourse. Ask pupils to traсе
over the feint outlinе piсturеs shown here, and to
сolour in thе piсturеs.
11 Do сhoral repetition of the words. Then ask
pupils to work in pairs, сovering thе words with
slips of paper or with.penсils (seе Introduсtion
pagе 6 for proсedure). They take turns to point tо
one of the piсtures and ask еaсh other What,s
this? Their partner replies It's а (cq,kе) / Qn (еgg).
12 Finish the lesson by playing Bingo. Give еaсh
pupil a pieсe ofpapеr (or ask thеm to use
notebooks if thеy have thеm) and tell pupils to
draw a grid ofeight squares. Pupils сhoose eight
items from the Words pagе in the Workbook, and
play Bingo.

3
4
5

6

Pupil's Book and try to work out what these
words mean.
PUPIUS Booк page 13:1. Listеn and say. Play

the сassеttе. Pupils listеn and follow the text in
their Pupil's Boоks.
P|aу thе сassеttе again, telling pupils to
сonсеntrate on thе words on the board.
Ask if any pupils think they know what the
words on thе board mean. Can pupils сome and
draw a piсture neхt to eaсh word?
Do сhoral and individual repetition of the five

nеw toy words.

7 Ask pupils

if they havе worked out thе meaning
ofthe other new words in thе dialogue: look out,
miaoul, mу, toу, t,tloш. Еxp|ain thеsе words if

neсеssary.

8 Play the сassette again. Pupils listen and repеat.
9 When pupils arе familiar with the dialoguе,

10
11

dividе thе сlass into two gтoups. one gтoup сan
read out Adam,s words and thе other group сan
rеad out Hеlеn,s words. Aftеr praсtiсe, сhoose an
individual pupil from еaсh group to сomе and aсt
out thе dialogue at the frоnt ofthe сlass. Thе

rеst ofthе сlass сan provide the sound. еffесts of
Tabby and ofthe balloon bursting.
Repeat with two differеnt pupils.
WoRKBooК pagе 17:1. Draur. Pupils draw the
four toys in the spaсes provided.

12 PUPIUS Booк page

3:4.

Listen and sing.

Revise the alphabеt by singing thе alphabet
song.

13 WoRKBooК page I.7:2. Draw and write.
Pupils сomplеte the piсture by drawing a linе
from (l to b, thеn a line from 6 to с and so on.

oЖЖsтEP1
Lаnguage о prеsentation oftoys voсabulary
Vocabulary o balloon, boat, drum, hite,looh out,
miaoul, mу, toу, I1)oLl)' уoуo
Mаterials о PB pagеs 3 and 13 o WB page 17
о Cassettе (PB pagе 3:4 _ optional), (PB pagе
13:1)

Rеvise сlassroom objесts by dоing a silеnt
diсtation. Point to objeсts in thе сlassrоom (or
draw thеm оn thе board) and ask pupils tо write

down еaсh word.

Writе these words on the board: balloon, boaт,
drum, kitе, уoуo. Tell pupils that they must listen
to the сassеtte and read thе dialogue in thе

14

Whеn they have сompleted the piсture they
сomplеtе the sentenсe. i ANSWЕR It's a drum.
Finish thе lеsson by drawing toys on the board
and asking pupils to сome and writе the
appropriate word beside the piсturеs.

oЖsтЕP2
Language о presentation and praсtiсe оftoys

voсabulary
Vocabulary o ball, big, bih,е, bluе, doll, plаne,
train, tоondеrful
Mаteriаls o PB pagе 14 о WB page 18
о Cassеtte (PB page |4:2) o red and bluе
сoloured сhalk

rеd,'

19

1 Quiсkly

revisе the toys voсabulary by writing
thesе words on the board _ balloon, boat, d,rum,
|eite, уoуo, and asking individual pupils to сome
and draw a piсturе ofthe toy besidе the

2

3

20

Lаnguage о presеntation ofсolours, сolour + noun
VocabuIаry o blac|е,, broшn, grееn' orangе, pinh,'

appropriatе word.
Tеaсh thе words baII, bilze, doll, planе, train Ъу
drawing these items on thе board. Say the words

сlearly and рoint to the piсtures you have drawn.
Do сhoral and individual rеpetition.
Now write thе words bеlоw thе piсturеs. Pupils
rеad the words, thеn repеat сhorally and

individually.
Leaуe the piсtures and words of all thе toys on
the board and play a mimе game. Mimе playing
with a yoyo and ask pupils to say thе name of thе
toy. Do othеr mimes: flying a kite, blowing up a

balloon, bоunсing a ball, playing a drum, riding a
bikе, holding a doll, playing with a plane in the
aiц sailing a boat on a pond, pushing a toy train
round a traсk оn thе floor. Ask pupils to say the
names of the toys.
5 Rub the wоrds off the board, leaving the piсtures'
and play thе mime game again. Ask individual
pupils to сome to thе front of thе сlass and do a
mime for the rest of thе сlass to guess.
6 PUPIL'S Booк page |4:2. Listen and sing.
Teaсh the song in thе usual way (seе Introd.uсtion
pagе 4 fоr proсedurе). Usе thе сolourеd сhalk to
demonstrate the meaning of red. and' bluе.
Explain thе words ulondеrful and, big.
7 WoRкBooK page 18:3. Write. Pupils work in
pairs' frnding and сirсling the wоrds in the penсil
(seе Introduсtiоn page 6 for proсedure), then
work alonе to write thе words beside the piсtures.
a ANSWERS 1 boat 2 plane 3 yoyo 4 bike 5
drum 6 doll 7 train 8 ball 9 balloon 10 kite.
8 PUPIL:S BOOI( page 14:8. point. ask and
answer. Tell pupils to look at thе piсturе in their
Pupil,s Books. Call out a numbеr and ask pupils
What,s this? For instanсe, you say I'{umbеr 2.
What's this? and thе сlass rep|у It,s a plane,
Pupils reply сhorally and individually.
9 Pupils work in pairs, pointing at items in thе
piсture and asking eaсh other the question
Whot,s this? tsee Introduсtion pagе 6 for
proсedure). Go round the сlass helping wherе

neсessary. Remind pupils tо take turns asking
and answering the question.
10 Finish the lеsson by singing the song again.

4

ОWsтEP3
purplе, ul hitе, уelloul
Materials о PB pagе 15 о WB pagе 18
о Cassettе (PB pages 15:4 and 15:5) o сoloured
сhalks . papеr for pupils to play Bingo

1

Revisе toys by playing thе mimе game again (see
Stеp 2:4, 5), but this time play with nо words or
piсturеs on the board. As pupils сorreсtly guеss
eaсh mime, write thе word on the board, so at
the еnd of the gamе the namеs of al] tеn toys are
writtеn on the board.
2 Give еaсh pupil a pieсe of paper. Tеll thеm to
draw a grid ofsix squarеs' and to write a toy in
eaсh square. Then play Bingo.
3 Draw some toys on thе board. Pause after еaсh
linе as you draw. Pupils ask questions about
your drawin g - Is it a (ball)? Is it a (уoуo)? Reply
with Уes, it is / No, it isn,t as apprоpriate.
4 WORKBOOK page l8:4. Write. pupils work in
pairs, writing answers to thе questiоns (see
Introduсtion page 6 for proсedure).

. ANSWERS

is.

1 Yеs,

4 No, it isn't.

it is. 2 No, it isn't. 3 Yеs, it

Ask pupils if they сan say what piсturеs
numbers 2 and 4 are (2 is a yoyo, 4 is a boat).
5 Coloured сhalks. Draw sсribbles of сolour on
the board using five differеnt сolourеd сhalks _
red, blue, green' yelloщ orange. Point to the
sсribbles in turn and say the сolour сlearly. Do
сhoral and individual repetition. Ifyou do not
havе сoloured сhalks, usе sсribblеs ofсrayon or
felt-tip pen on a large sheet of white papеr.
6 Rеpeat with five more сolours _ pink, purple,
brown, blaсk, white.

7 PUPIL'S Booк page

15:4.

Listеn, rеad and

say. See Introduсtion pagе 4 for proсedure.

8 Draw a balloon on thе board. Point to it and say
This is a bъlloon. Colоur the balloon, using red
сhalk, and say This is a rеd bqlloon. Do сhoral
and individual repetition. Repeat, drawing
another balloon and соlouring it yellow. Saу This
is o уеllotо bаlloon.
9 Draw balloоns on thе board, thеn ask individual
pupils to сome to the front of thе сlass, сolour in
a balloon with сolourеd сhalk and say This is a
(greеn) balloon.


10 PUPII-:S

BooK page

15:5.

kitе, balloon, boat and yoyo that they drew in an
еarlier lesson. Pupils сolour in thеir drawings,
thеn work in pairs, pоinting to their сoloured
piсturеs and saying а (rеd) hite, a (purplе)

Listеn and read.

Play thе сassеttе' Pupils listen and read silеntly'

1l Pupils read the stоry again silentlу.

12 Draw pupils, attention to thе phrases a bluе аnd

purplе balloon, a grееn and orangе b(illoon.
13 Finish the lеsson by talking about the piсturе in

the mother tongue. Have pupils evеr beеn for a
ride in a balloon? Would they like to? What do
theу think the pеоple in these balloons are
thinking and feeling?

Notе: Ask pupils to bring сrayons to thе next lesson
(seе Note on сrayons at the еnd of Unit 1 Stеp 2).

.WsтЕP4
Language o praсtiсe ofсolour + noun
Vocabulary no new woгds
Materials о PB page 16 о WB pagеs 17 and 19
о сoloured сhalks
Revise сo1ours by drawing several balls on the
board. Colour them in, using differеnt сoloured
сhalks, then point to thе drawings. The сlass say
a (rеd) ball, a (blaclz and шhitе) ball etc.
Hold up various сlassroom оbjeсts and ask
individual pupils to say a (blше) (book), a (grееn)
(pеncil), a (уеlloш) (rulеr) as appropriate.
Ask individual pupils to hold up thеir penсils
and say a (rеd) pеncil, an (orangе) pеncil as

aрpropriate.
Draw сoloured sсribblеs on thе board. Ask
individualpupils to сome and write thе
appropriate сolour words bеside the sсribblеs.

woRKBooK page l.9:5. Coloun Rеvise
numbers 1-6 by holding up various numbеrs of
fingers and asking pupils to сall out the number.
Explain to pupils that they must сolour in thе
piсturе of the balloon, following the сodе. So
еvery spaсe on the piсture that is labеllеd with a
number 1 must be сoloured blaсk, еvery spaсе
that is labеlled with a numbеr 2 must bе
сoloured grееn, and so on. Go round the сlass
helping wherе nесеssary. Pupils сan сompare
their piсtures when they havе finished.
6 WORKBOOK page 19:6. Write. Pupils write the
answеrs to the quеstiоns. .. ANSWERS 1Yes'
it is. 2 No, it isn't.
WoRKBooK page 17. Tellpupils to turn baсk to
page 17 of thеir Workbooks, to thе piсturеs of a

balloon.

8 PUPIUS Booк page

16:6.

Point and say.

Pupils work in pairs, pointing at the itеms and
making statements (see Intrоduсtion pagе 6 fоr
proсedure). Go round the сlass helping where

9

neсessary.

F'inish thе lesson by playing a game. Ask eight
pupils to сomе to thе front of thе сlass. Pupil 1
begins bу saying a toу, е.g. a rеd h,itе ' Pupil 2
rеpеats this and adds anothеr toy, e.g. a rеd k,itе
and a grееп уoуo. Pupil 3 repеats this and adds
another toу' e.g. a rеd |lite, a grееIL уoуo and a
pin|a balloon. Continue until thе last pupil. Tеll
thе rеst of the сlass that thеy сan help wherе
neсessarу. When Pupil 8 has added the last toy,
the whole сlass must сhant the сompletе list of
eight toуs.
10 Repеat with еight different pupils.
Note: Ask pupils to bring сrayons to thе next lеssоn.

o ЖЖ

sтEP

5

Language o praсtiсe ofсolour + noun
Voсabulary o find, picturе
Materials о PB pagе 16 о WB page 20
о Cassettе (PB pagе 74:2 - optional)

PUPIL:S Booк page 16:6. Point and say.
Rеvisе сolours and toys by doing this aсtivity

with thе whole сlass. Call out a numbеr and ask
pupils (сhorally and individually) to say what the
toy is, e.g. you saу nшmbеr 6 and pupils reply
a pink doll.
PUPIUS BooK page 16:7. Your gamе. Eхplain
to pupils how to play the game in pairs. Explain
the wоrd find'Plp|| 1 сhoosеs a partiсular toy,
e.g. а' уеIloш balloon and tеlls Pupil 2 to find it.
Pupil2 must look at both piсtures and find the
yellow balloon, then say Picturе А or Pictшrе B.
Demonstrate the game to thе сlass by playing
with an individual pupil at the front of the сlass
first.
When pupils have played the game in pairs, usе
thе piсtures to play Kim's Game (sеe Aсtivity
Bank number 10). Pupils look сarefully at
Piсture A for a few minutеs. Thеn they сlose
21


their books and сall out as many items from the
piсturе as they сan remеmbeЦ e.g. a grееn drum,
an orangе balloon.
4 Do a writtеn vеrsion of Kim's Game. Pupils look
at Piсture B for a few minutes' thеn сlose their
books and write down all thе things they сan
rеmembеr. When thеy have finishеd, сhесk the
answers with the сlass.
5 WoRKBooK page 20:7. Rеad and сolour.
Pupils сolour in the piсturе, following thе

information given in the girl's spеeсh balloon. Go
round the сlass сheсking pupils'wоrk and
helping where neсessary.
6 WoRI{BooК pagе 20:8. Writе. Ехplain to
pupils that thеy must fill in thе wоrds in the
сrossword, and that all the words begin with the
lеtter b. Pupils work in pairs, сompleting the
сrossword (sеe Introduсtion page 6 fоr
proсedurе). .. ANSWERS 1 bag 2 ball 3 boat
4 bikе 5 banana 6 balloon.
7 PIaу the game again desсribed in Stеp 4:9 abovе.
8 If there is time, sing the song from Pupil's Boоk
page 14 again. Pupils may likе to сhangе the
versеs' substituting a сolour of their own сhoiсе
instеad of the сolоurs red and bluе siven in the
Pupil's Book.

Eхtra praсtiсe.

If you wish, in this lеsson you may
also uSе Workbook pagе 29:1 Writе and сolоur (see
Revision 2 Stеp A for proсedurе).

oЖsтЕP1

(PB page 17:1)

21 о Cassette

Revisе the alphabеt and voсabulary taught so

far. Ask the сlass to rесitе thе alphabеt and write
the lеttеrs on thе board. Now ask individual
pupils to сomе to thе front of thе сlass and еithеr
writе a word or draw a piсturе undеr the
appropriate letteц e'g. a pupil сould draw a
balloon under the letter b, or соuld write the
word sandulich undel: thе lеtter s (seе Aсtivity

Bank number 28).
PUPПJS Booк pagе 17:1. Listen and rеad.
Tеll pupils to look at the piсturеs. Ask thеm in
22

pupils listen and read silеntly.
3 Pupils rеad the teхt again, silеntly.
4 Writе these wоrds on the board and ask pupils if
thеy сan work оut thе meaning of them: bus, bus
driuеr' doctor' farmeц shop' shop|zееpеr. Explain
the mеaning of these words through thе piсturеs,
and through translation ifneсеssary' Do сhoral
and individual repetition of the jobs.
5 Play thе сassеttе while pupils listеn and read
again.
6 Talk about the different jobs, in the mother
tongue. Would any pupils like to do the jobs
shown herе whеn thеу grow up? or are there
other jobs they wоuld like to do?
7 woRKBooK page 21:1. Writе. Tell pupils to
look at the piсtures. Call out a numbеr and ask
рupils to say what that pеrson,s job is _ е.g. you

saу numbеr 3 and pupils rep|у doсtor. Pupils
writе in the answers. <} ANSWERS 1 I'm a
shopkеeper. 2I,ma bus driver. 3I'm a doсtor.
4I'm a farmer.
8 PUPIUS Booк page 17:1. Listen and read.
Draw pupils'attention to the words hе's and
sheЪ. Ехplain that we usе hе's witln males and
that we use sheЪ wit}r females. Ask pupils tо
read the tеxt, and to find ехamples of hе's or

9

shе's.

Do сhoral and individual repetition of thеsе
phrasеs: Shе,s a doсtor. Hе,s а fа,rmеr. Hе,s a bus

driuеr. She's a shoph,ееpеr.

Language о prеsentation of I,m / hе,s l shе's + jobs
Voсabulary o bus, doctor, driuеr, farmец hе's, hi,

shе's, shop, shop|zееpец truе, falsе
Мateria|s о PB page 17 о WB page

thе mother tongue if they know what thеse

people's jobs arе. Thеn play the сassеtte whilе

10 PUPII-:S BooK page L7:2. Truе or false?

Eхplain the mеanin g of truе and falsе. Go

through the task togеthеr with thе сlass. Then
pupils work in рairs, saying whеther the six
statemеnts are truе or false (see Intrоduсtion
page 6 for proсedurе). o ANSWЕRS 1 true
2 false 3 truе 4 truе 5 falsе 6 false.
11 Finish thе lеsson by сalling out pupils'namеS
and asking the сlass to say hе l shе as
appropriatе.

l-anguage о praсtiсе of he,s /shе's + jobs
Yocabu|arу o taхi
Materials o PB page 18 o WB pages 2I and22


1
.),

Revise hе andshеЪу repeating Step 1:11 above.
Say thе namеs оf famous peоple, of tеaсhеrs in
thе sсhool, and of сharaсtеrs in the Pupil,s Book
and ask pupils to say hе l shе as appropriatе.

WoRKBooK page

21:2. Writе. Pupils write

the answers, then сompare their answеrs in

in

pairs. iANSWERS 1lne 2 she 3he 4shе
5 she 6 he.

Write these jobs on the board: doctor, fаrmеr' bus
driuеr, taхi driuеr, shoplzeеpеr, tеachеr. 1.sk
pupils if they know what ataхi driuеr does.
Еxplain, and translate if nесessary.
D Do сhoral and individual repetitiоn of the jobs.
6 Do a mime aсtivity. Point to a job on thе board
and ask threе pupils to сome tо thе front оf the
сlass and mime doing that job. Repeat with
different pupils and diffеrent jobs.
PUPIL|S BooK page 18:3. Point and say. Pоint
to eaсh of thе piсtures in turn, сalling out the
number and asking pupils to make sentenсеs,
е.g. you saу numbеr 3 and the сlass rеply SheЪ o
doctor. Do this for all thе piсtures.
Pupils dо thе aсtivity in pairs (see Introduсtion
pagе 6 for proсеdure). Go round helping whеre
neсesSary.

Call out a number and makе a statеmеnt. Tell
pupils to look at that piсturе and say whethеr
the statement is true or false. For examplе' you
saу Numbеr 6. She's a doctor. and pupils rеply
Falsе. Ask individual pupils to stand up and
make statemеnts about partiсular piсtures too,
for the сlass to rep|у T|uе l Fo,lsе as appropriate.

10 WoRKBooK page 22:3. Writе. Explain to
pupils that they must find four сomplеtе people

by matсhing thеir top and bоttom halves. Thеy
thеn writе thе lettеrs in thе boxes. Pupils do the
task in pairs (seе Introduсtion pagе 6 for

proсedurе).

11

.O

ANSWERS 1b, e

2 a,

h

3 с,

f

4d,g.
Еinish the lesson by playing Hangman (sее
Aсtivity Bank number 5) using the names and
the iobs words learnt in the last two lessons.

shophееpеr.

WORKBOOK page 22z4.Write. Pupils write two
sentеnсes about the piсture. Go round helping
whеrе nесessary. . ANSWERS 1 She's a
shopkеeper. 2 He's a taxi driver.
WoRKBooK page 22:5. Read and writе.
Pupils read thе summary table, then сomplеte it
by filling in thе missing word. i ANSWER
She's a doсtor. Draw pupils,attention to the
words shown in braсkets. You do nоt nеed to givе
a full grammatiсal explanation herе, simply say
that I,m, Hе's and Shе,s are the short form' whiсh
is most сommonly usеd in English.
РUPIL'S BooK page 18:3. Point to piсturе 1 and
saу Numbеr 1. Is hе a tеachеr? Then reply,
nodding your head, Yеs, hе js. Do сhoral
repetition of the question and answer.
Now pоint to piсture 5 and say Number 5. Is he a
doctor? and reply' shaking yоur head, No, he
isn,t. Do сhoral repetition of the question and
answer.
Dо more praсtiсе of this question and answеr,
using piсtures 1, 4, 5,7 and 9 (i.e. all thе
piсtures of mеn).
Nоw teaсh the question with shе, e.g' Picturе 2.
Is shе a tеachеr? No' she isn,t. Is shе a taхi

driuеr? Yes, shе is.
Praсtise, using piсtures 2,3,6 and 8 (i.е. all thе

piсtures of women).

Finally, usе all nine piсtures to praсtisе
quеstions and answеrs with ЬotЬ hе and shе,
10 PUPIUS BooK pagе 19;4. Listеn and rеad. Do
the story (sеe Introduсtion page 5 for proсedure).
11 Finish the lеsson with a memory game (seе
Aсtivity Bank numbеr 8), using thе namеs of
iobs.

ОEsтEP4

oЖsтЕP3
Language о prеsentation ofls he l shе a? уes, hе
she is, no, hе l she isn't
Voсabulary o zoohееpеr
MateriaIs о PB pages 18 and 19 о WB page 22
о Cassette (PB page 19:4)

PUPIUS Booк pagе 18:3. Rеvise jobs by doing
a piсture diсtation. Call оut a numbеr, and tell
pupils to writе down the job that person is doing.
For eхamplе' you saу rъumbеr 8 and pupils writе

l

Language о praсtiсe of is hе l shе a? уes,
iS, no, hе l she lsn,/ + jobs
Vocabu|ary no nеW words
Materials o PB page 19 о WB page 23
о Cassettе (PB page 19:4)

hе l shе

23


1

2

Teaсh tinеwordpupil.Point to a malе pupiland
ask the сlass 1s he a taхi driuеr? Help the сlass to
reply No, hе isn,t. Ask other quеstions. Final1y
ask 1s hе a pupil? Thе сlass rep|у Yеs, hе is.
Repeat, using both male and female pupils, to
praсtise quеstiоns and answеrs with hе an.d shе'

3 PUPIUS BooI( page

Listеn and read.
listеn with thеir
pupils
Play thе сassеtte whilе
books сlosed. Play the сassеttе again whilе
pupils rеad silently.
4 WORKBOOK page 23:6. Write. Go through the
questions orally with thе сlass, asking pupils to
сall out thе answеrs.
5 Pupils writе in thе answers. O ANSWERS
1 No, he isn't. 2 No, he isn't. 3 No' he isn't.
4 Yеs' he is. 5 No, hе isn't.

6 Ask pupils to сall out the namеS of any two toys
they сan rеmember' e.g. уoуo, h,itе.Write them on
the bоard in a list. Ask pupils tо сall out the
names of any twо сlassroom objесts, e.g. pеn,
chair, and write these on thе board in a sеparatе
list. Ask pupils to сall out any two соlours and
two foods they сan remember. Write these words
on the board in two separatе lists.
7 Say a word (сhoosе words from this list of known
voсabulary: banana, cа,hе, pizza, sandtaich,
applе, еgg' ora,ngе, iсе crеam, pеn' pеncil, rulеr,
rubbеr, booh, cassеttе, pеncil casе, bag, board,
chair, dеsh, drum, boаt, bih,е, уoуo' l?itе, doll,
bа,ll, planе, train, balloon' rеd, уеlloш, bluе,
grееn, Оrangе' black' brotоn, шhitе, pin|a, purplе).
Ask individual pupils to сome and writе thе word
in the сorrесt list on thе board _ aссording to
whethеr it is a toу, a food, a сolour or a сlassrоom

8

Lаnguage о praсtiсe of is hе l shе a? уеs,
iS, no, hе l shе isn,t + joЬs
Voсаbu|ary no nеw words
Materials о PB page 20 о WB page 24

the lists.

hе l she

19:4.

Revisе vосabulary by giving thе сlass thеsе odd
onе оut puzzlеs on thе board:
1 pen ruler whitе book
2 ball doll drum dеsk

3 teaсhеr dосtor balloon farmеr
4 iсe сrеam pink pizza orange
'O ANSWERS l white (the others are all

сlassrоom objесts) 2 desk (the others are all
toys) 3 balloon (the others are alljobs) 4 pink
(thе others are all foods).
Ask pupils to rеad out the odd one out puzz1es
they wrote in Step 4:11 above, for the сlass to
answer.

PIIPIUS BOOK page 20:5. Ask and answer. Go
through this aсtivity orally with the сlass first.
Then pupils do thе aсtivity in pairs (seе
Introduсtion page 6 for prосedure).

woRKBooK pagе

23:7. odd one out. Explain
groups
of words, one word is'odd'in
these
that

grouP,
it doesn,t belong. Use
it is in thе wrong
thе lists on thе board to give еxamples.
10 Pupils do thе plzzIe in pairs (sеe Introduсtion
pagе 6 for proсedurе). ] ANSWERS 1 banana
(the othеrs are alljobs) 2 yoyo (the othеrs are all
сlassroоm objeсts) 3 taxi (thе othеrs are all
сolours) 4 doll (thе others arе alljobs).
11 Еinish the lesson by asking pupils to use thе lists
of words on the board to makе uр оther odd onе
out puzz)'es for thеir friends to do. Tell pupils to
bring thеir plzzIes to thе nеxt lеsson.

24:8. Writе. Ask pupils to

look at thе piсturеs and to tell you what the
сhildrеn are doing. Thеy arе prеtеnding to do
various jobs. In piсturЬ 1 Hеlеn is a shopkeeper.
In piсturе 2 Adam is a dосtor. In piсturе 3 Pеter
is a teaсhеr. In piсture 4 Helen is a bus drivеr.
Pоint to the piсtures and do oral praсtiсе first,
е.g. you saу Picturе 1. Is shе a shop|aееpеr? and

D

objeсt.
Ask pupi1s to also add thеir own SuggеStions to

9 woRKBooK pagе

24

ОЖЖsтEP5

thе сlass replуYеs, she is.
Pupils write answers to thе questions.
.. ANSWERS 1 No, shе isn,t. 2 Yes, he

is.

3 No,

isn't. 4 Yes, shе is.
WoRKBooK page 24:9. Rеad and чrritе. Go

he
6

I

through the summary table with thе сlass' Then
ask pupils to fill in the missing words.
. ANSWERS Is hе a farmer? Yes, he is. Is she
a teaсher? Yes' she is. Is she a doсtor? No, she
isn't.

woRкBooK pagе

24z|o.

Matсh. Pupils matсh

the objeсts to thе jobs by drawing linеs from
objeсts to words. If pupils do not know what thе
objесts arе' you сan explain in the mothеr
tonguе. It is not nесessary to tеaсh pupils the
Еnglish words for these objeсts. . ANSWERS
1 farmеr 2 tеaсhеr 3 bus drivеr 4 shоpkеeper
5 doсtor.