kids box 2nd edition 1 teachers book

Teacher's Book 1
Second Edition


MBRIDGE
ERSITY PRESS
;ity Printing House, Cambridge CB2 8BS, United Kingdom
idge University Press is part of the University of Cambridge.
ers the University's mission by disseminating knowledge in the pursuit of
ion, learning and research at the highest international levels of excellence.
:ambridge.org
ation on this title: www.cambridge.org/9781107636255
ibridge University Press 2008, 2014
rmally necessary for written permission for copying to be obtained
ince from a publisher. The worksheets and tests in this book
;igned to be copied and distributed in class.
rmal requirements are waived here and it is not necessary to write to
idge University Press for permission for an individual teacher to make copies
within his or her own classroom. Only those pages that carry the wording
nbridge University Press' may be copied.
iblished 2008
I edition 2014
:ed 2015
in the United Kingdom by Hobbs the Printers Ltd
ague record for this publication

is available from the British Library

78-1-107-63625-5 Teacher's Book 1
78-1-107-61757-5 Pupil's Book 1

78-1-107-68940-4 Activity Book with Online Resources 1
78-9-107-64752-7 Class Audio CDs 1 (4 CDs)
78-1 -107-67239-0 Teacher's Resource Book with Online Audio 1
78-1-107-68826-1 Flashcards 1 (pack of 96)
78-1-107-66588-0 Interactive DVD with Teacher's Booklet 1
78-1-107-69823-9 Presentation Plus 1
78-1-107-64976-7 Language Portfolio 1
78-1-107-61214-4 Posters 1
78-1-107-65891-2 Tests CD-ROM and Audio CD 1-2
78-1-107-65840-0 Monty's Alphabet Book
inal resources for this publication at www.cambridge.org/kidsbox
idge University Press has no responsibility for the persistence or accuracy
5 for external or third-party internet websites referred to in this publication,
es not guarantee that any content on such websites is, or will remain,
te or appropriate.


Contents
Language summary

iv

Introduction

vi

Classroom language

xii

Spinner template
1 Hello!

xiii
4

2 My school

10

Marie's maths and Trevor's values

16

3 Favourite toys

18

4 My family

24

Marie's art and Trevor's values

30

Review Units 1-4

32

5 O u r pets

34

6 My face

40

Marie's science and Trevor's values

46

7 W i l d animals

48

8 My clothes

54

Marie's geography and Trevor's values

60

Review Units 5 - 8

62

9 Fun time!

64

10 A t the funfair

70

Marie's sports and Trevor's values

76

11 O u r house

78

12 Party time!

84

Marie's art and Trevor's values

90

Review Units 9-12

92

Grammar reference

T94

Photocopiable activities

T95

Extra activities

XI10

Evaluations 1-3

TI22


anguaqe summary
Key vocabulary
Character names:

G r e e t i n g s : Hello,

Mr Star, Mrs Star, Stella,

(Stella),

Simon, Suzy,
ge4

I Key grammar
I and functions

Maskman,

Marie,

Monty,

I'm

Phonics \
Initial

j Revision

letter

sound: 's' (six)

Goodbye.

What's your name?
Meera

N u m b e r s : I—10

How old are you? I'm
(seven).

C o l o u r s : blue, green,
purple, red, orange,

pink,

yellow,

What colour's (the pencil)?
It's

(red).

rainbow
S c h o o l o b j e c t s : book,

Who's that? He's

chair, eraser, pen,

She's

pencil,

table

Who's

ge 10

letter
'p' and

'b' (pink,

he/she?

How old is he/she?

Lenny

How are you? I'm fine,

Trevor's values
Initial

letter

What's your favourite

computer,

My favourite toy is (a train).

sounds:

Where's

У (ten, dolls)

brown,

grey, white

toy?

Make friends

T o y s : ball, bike, car,

C o l o u r s : black,

language, c h a r a c t e r and t o y n a m e s

blue)

you.

page 16

doll, train

colours, numbers / - / 0 , classroom

He/She

is (six).

Adding

Initial
sounds:

C h a r a c t e r n a m e s : Alex,

thank

ige 18

(Alex).

(Meera).

(your bag)?

't' and

page 17

school objects, colours, numbers,
c h a r a c t e r and t o y n a m e s , c l a s s r o o m
language
he/she

Is (your bag) under (your
chair)?

Prepositions:

in, next to,

on, under
F a m i l y : brother,
father, mother,

sister,
grandfather,

We're

(young).

Short

Who's

that?

sound: 'a' (sad)

vowel

toys, school objects, colours, numbers,
c h a r a c t e r and t o y n a m e s , c l a s s r o o m
language

grandmother
ige 24

Adjectives:

in, on, under, next to,

beautiful,

he/she

ugly, happy, sad, old, young

Mixing colours
9

fi,

page

pA

B e kind

page 31

32

P e t s : bird, cat, dog, fish,
horse,

Trevor's values

page 3 0

They're (small),

plurals

mouse

age 34

Short vowel

family, a d j e c t i v e s , p r e p o s i t i o n s , t o y s ,

sound: ' e ' (ten)

school objects, colours, numbers,

A d j e c t i v e s : big, small,

c h a r a c t e r and t o y n a m e s , c l a s s r o o m

clean, dirty, long, short

language
What's

your favourite

My favourite
Where's...
T h e f a c e : ears, eyes,
hair, mouth,

nose,

face,

tooth/

teeth
age 4 0

shoulders,

knees,

?Who...

...,
?What...

Initial

p e t s , family, a d j e c t i v e s , p r e p o s i t i o n s ,

mouth)? Yes, I have. No, I

consonant

toys, school objects, colours, numbers,

haven't.

blends: 'gr' 'br'

c h a r a c t e r and t o y n a m e s , c l a s s r o o m

hair).

We've got (six dirty

ears).

and 'fr' (green,

language

brown, frog)

How are you?

toes

The Senses

page 4 6

?

Have you got (a small

I've got (purple
B o d y p a r t s : head,

(pet)?

(pet) is a

Trevor's values

Look after

p e t S

page 4 7



Production
зх i n t r o d u c e s pupils t o t h e p l e a s u r e s of l e a r n i n g English

( K E T ) f o r S c h o o l s . T h e Y o u n g L e a r n e r s t e s t s a r e an i n c e n t i v e ;

ables t h e m t o c o n s i s t e n t l y i m p r o v e t h r o u g h o u t t h e s e v e n

h o w e v e r , t h e y s h o u l d at n o stage be s e e n as obligatory. F o r

in t h e s e r i e s . A l l s e v e n levels d e v e l o p pupils' abilities in t h e

f u r t h e r i n f o r m a t i o n o n t h e c o m p o n e n t p a p e r s f o r e a c h t e s t , visit:

:ills - listening, s p e a k i n g , r e a d i n g a n d w r i t i n g - as w e l l as

www.cambridgeenglish.org/exams-and-qualifications/

iging t h e m c o g n i t i v e l y a n d helping t h e m t o feel a real s e n s e
e v e m e n t in l e a r n i n g . A s e x p e r i e n c e d t e a c h e r s o u r s e l v e s ,
a w a r e of t h e d e m a n d s and difficulties i n v o l v e d in managing
se and m i x e d ability c l a s s r o o m . T e a c h i n g y o u n g e r l e a r n e r s
a t o n c e t h e m o s t r e w a r d i n g and t h e m o s t s o u l - d e s t r o y i n g
;uits! S o m e t i m e s w e c a n have v e r y bad days, but it's t h e
lays t h a t give us an e x h i l a r a t i n g s e n s e of a c h i e v e m e n t , a

Common European Framework of Reference
for Languages - Learning, Teaching,
Assessment
Kid's Box has b e e n w r i t t e n t a k i n g i n t o a c c o u n t t h e p r o p o s a l s
i n c l u d e d in t h e C o m m o n E u r o p e a n F r a m e w o r k o f R e f e r e n c e
( C E F R ) . T h e C E F R has b e e n d e s i g n e d f o r language t e a c h e r s

:>f being p a r t o f a child's f u t u r e d e v e l o p m e n t ,
a r c h r e m i n d s us t h a t ' T h e m i n d is n o t a v e s s e l t o b e
b u t a f i r e t o b e i g n i t e d ' a n d t h i s c o n c e p t of l e a r n i n g
iins Kid's Box. Pupils l e a r n w h e n t h e y a r e i n t e r e s t e d and

and m a t e r i a l d e v e l o p e r s t o be able t o define d i f f e r e n t levels of
c o m p e t e n c e and p e r f o r m a n c e . T h e s e o b j e c t i v e s c o i n c i d e w i t h
t h o s e of C a m b r i d g e English: Y o u n g L e a r n e r s t e s t s .

d: w h e n t h e y w a n t t o find s o m e t h i n g o u t , w h e n t h e y

Flyers

(at a r o u n d L e v e l A 2 o f t h e C E F R )

ying a g a m e , w h e n t h e y a r e listening t o a s t o r y , w h e n

Movers

(at L e v e l A l )

Starters

(below Level A l )

e doing c r a f t a c t i v i t i e s . L e a r n i n g is an a c t i v e p r o c e s s in
v a y a n d Kid's Box m a k e s s u r e t h a t pupils a r e physically and

T h e f r a m e w o r k p l a c e s e m p h a s i s o n v a l u e s s u c h a s pupil

ly a c t i v e and t h a t t h e y a r e e n c o u r a g e d t o m a k e s e n s e of

autonomy, proposing a task-based methodology w i t h functional

guage t h e m s e l v e s . ' T h e a r t o f t e a c h i n g is t h e a r t o f

e v a l u a t i o n c r i t e r i a . A l t h o u g h large p a r t s of t h e C E F R a r e m o r e
r e l e v a n t t o o l d e r l e a r n e r s and have n o t b e e n d e s i g n e d specifically

ng d i s c o v e r y ' , Mark Van D o r e n .
language s y l l a b u s of Kid's Box has b e e n c a r e f u l l y s e l e c t e d
i d e d t o suit t h e age a n d level o f t h e pupils. Language is
j c e d in c o n t e x t and in m a n a g e a b l e c h u n k s , giving pupils
o f o p p o r t u n i t i e s t o p r a c t i s e and b e c o m e f a m i l i a r w i t h t h e
igs and t h e s o u n d s . Language is r e c y c l e d t h r o u g h o u t t h e

nd pupils c a n p r a c t i s e t h e language in d i f f e r e n t c o n t e x t s ,
an a l s o p e r s o n a l i s e it. R e c y c l i n g is p a r t i c u l a r l y

important

ing l e a r n e r s , w h o t e n d t o f o r g e t quite q u i c k l y and w h o
have t h e s t u d y skills of o l d e r l e a r n e r s . F o r t h i s r e a s o n ,
s c o n s t a n t r e v i s i o n and r e c y c l i n g t h r o u g h o u t t h e units
urse.
units a r e b a s e d a r o u n d t h e S t a r family and t h e i r f r i e n d s
rs. C h a r a c t e r s give pupils a w a y of c o n t e x t u a l i s i n g t h e
;e and help t h e m t o m a k e it meaningful and p u r p o s e f u l ,

f o r t h e p r i m a r y c l a s s r o o m , it i n c l u d e s t w o p a r t i c u l a r l y useful
p a r t s w h i c h a r e t h e C o m m o n R e f e r e n c e L e v e l s a n d t h e English
Language P o r t f o l i o .
T h e C o m m o n R e f e r e n c e L e v e l s o f f e r a d e s c r i p t i o n of w h a t
a language l e a r n e r ' c a n d o ' at d i f f e r e n t stages of t h e l e a r n i n g
p r o c e s s . T h e s e levels c a n be c o n s u l t e d s e p a r a t e l y , b u t t h e y have
b e e n m i r r o r e d h e r e in t h e S e l f - e v a l u a t i o n s e c t i o n s .
T h e Language P o r t f o l i o is d e s i g n e d as a c o m p e n d i u m of
skills a c q u i r e d and w o r k d o n e w h i c h i n c o r p o r a t e s t h e 'can
d o ' c h e c k l i s t s f o r s e l f - a s s e s s m e n t . T h i s is i m p o r t a n t f o r pupil
m o t i v a t i o n and c a n a l s o be s h o w n t o p a r e n t s t o i n f o r m t h e m of
t h e syllabus and o b j e c t i v e s s e t f o r t h e i r c h i l d r e n .

Course components

a r a c t e r s d e v e l o p t h r o u g h o u t t h e b o o k s s o as t o s u s t a i n

L e v e l s o n e t o s i x of Kid's Box i n c l u d e a Pupil's B o o k , A c t i v i t y

)ils' i n t e r e s t and m o t i v a t i o n .

Book, Class Audio C D s , Teacher's Book, Teacher's Resource
B o o k , Presentation Plus, O n l i n e R e s o u r c e s , Interactive D V D ,

bridge English: Young Learners (YLE)
>

Language P o r t f o l i o , T e s t s C D - R O M and P o s t e r s . T h e r e a r e also
Flashcards for Levels I to 4. T h e n e w S t a r t e r Level offers a Class
B o o k with C D - R O M , Class Audio C D s , Flashcards, Teacher's

Box w e have f o l l o w e d t h e s y l l a b u s f o r t h e Y o u n g L e a r n e r s

B o o k , Teacher's R e s o u r c e B o o k , Presentation Plus, Interactive

э t h a t e a c h c y c l e of t w o levels c o r r e s p o n d s t o o n e of

DVD

and P o s t e r s .

ts. T h u s t h e m a t e r i a l c o v e r e d in t h e f i r s t c y c l e c o i n c i d e s
a t w h i c h is r e q u i r e d f o r t h e S t a r t e r s t e s t , c y c l e 2 w i t h

Pupil's

v e r s t e s t , and c y c l e 3 w i t h F l y e r s . Kid's Box c o v e r s all

T h i s 9 6 - p a g e f u l l - c o l o u r b o o k c o n s i s t s of t w e l v e u n i t s . E a c h unit

Book

s v a n t language s t r u c t u r e s , p r e s e n t s a n d p r a c t i s e s t h e

is s i x pages in l e n g t h , w i t h e a c h page p r o v i d i n g s u f f i c i e n t m a t e r i a l

l a r y and i n c l u d e s e x a m p l e s of t h e t a s k - t y p e s f r o m t h e

f o r o n e l e s s o n . A f t e r a l t e r n a t e units t h e r e is b o t h a C o n t e n t and

V h e r e c e r t a i n t o p i c s i n c l u d e a v o c a b u l a r y list w h i c h is t o o

Language I n t e g r a t e d L e a r n i n g ( C L I L ) page t o l e a r n a b o u t o t h e r

t e n s i v e t o i n c l u d e all of t h e l e x i c a l i t e m s in t h e Pupil's

s u b j e c t s t h r o u g h English a n d a V a l u e s page t o d e v e l o p t h e i r

i d d i t i o n a l a c t i v i t i e s have b e e n o f f e r e d in t h e T e a c h e r ' s

social a w a r e n e s s . T h e R e v i e w s e c t i o n s c o v e r language f r o m t h e

ce B o o k .

f o u r p r e v i o u s u n i t s . T h e r e is a p h o n i c s s e c t i o n w i t h i n e v e r y unit.

i Y o u n g L e a r n e r s t e s t c o n s i s t s of t h r e e p a p e r s : L i s t e n i n g ,

L e s s o n s i n c l u d e a v a r i e t y o f i n t e r e s t i n g and m o t i v a t i n g activities

I a n d W r i t i n g , and S p e a k i n g . T h e s e t e s t s a r e c h i l d -

s u c h as pair w o r k , r o l e plays, c r a f t a c t i v i t i e s , g u e s s i n g g a m e s ,

' and m o t i v a t i n g a n d have b e e n s p e c i a l l y w r i t t e n

for

songs and c h a n t s . T h e s e r i e s ' s t r o n g c a s t of c h a r a c t e r s a p p e a r s

1 l e a r n e r s . T h e y a r e t a k e n by pupils all o v e r t h e w o r l d ,

t h r o u g h o u t t h e b o o k and t h e i r a n t i c s a r e played o u t in a p i c t u r e

t e r n a t i o n a l r e c o g n i t i o n a n d a r e b a c k e d by t h e

s t o r y at t h e e n d of e a c h u n i t .

reputation

e a r c h of C a m b r i d g e A s s e s s m e n t . T h e y p r o v i d e a gentle
iction t o public e x a m s and r e s e a r c h s h o w s t h a t c h i l d r e n
i t e s t s highly m o t i v a t i n g . T h e t e s t s c a n a c t as a stepping
о o t h e r C a m b r i d g e English e x a m s , as t h e highest level
/ e r s , is r o u g h l y e q u i v a l e n t in language level t o K e y

Kid's Box T e a c h e r ' s B o o k I

Activity

Evaluation activities

Book

T h i s 9 6 - p a g e b o o k is designed t o give pupils f u r t h e r p r a c t i c e

T h e r e a r e t h r e e e v a l u a t i o n pages f o r this l e v e l , o n e page t o

w i t h t h e n e w language a n d t o help t h e m c o n s o l i d a t e t h e i r

be u s e d a f t e r e a c h R e v i e w s e c t i o n . T h e f o r m a t and design

u n d e r s t a n d i n g . T h e pupils w i l l have fun doing t h e a c t i v i t i e s a n d

o f t h e e v a l u a t i o n pages is s i m i l a r t o t h e t a s k s in t h e Y o u n g

y o u w i l l find t h a t t h e y s t i m u l a t e t h e i r c r e a t i v i t y t o o . A t t h e e a r l y

L e a r n e r s t e s t s . T h i s is t o help pupils b e c o m e used t o this t y p e

levels t h e r e is c o l o u r i n g a n d matching. A s t h e pupils gain m o r e

o f e v a l u a t i o n a n d t o be able t o m e a s u r e t h e i r o w n p r o g r e s s . A t

c o n f i d e n c e in r e a d i n g a n d w r i t i n g , m o r e a c t i v i t i e s t o p r a c t i s e

t h e e n d of this I n t r o d u c t i o n , t h e r e is a s e c t i o n o n t h e specific

t h e s e skills are included. T h e Activity B o o k materials are

E v a l u a t i o n pages i n c l u d e d in t h i s b o o k .

d e s i g n e d t o be i n t e g r a t e d into t h e l e s s o n s and t h e r e is g u i d a n c e
in t h e T e a c h e r ' s B o o k as t o h o w this w o r k s . T h i s e d i t i o n a l s o
f e a t u r e s a full-page Y o u n g L e a r n e r s t e s t p r a c t i c e a c t i v i t y f o r e a c h
u n i t . A t t h e e n d of t h e b o o k t h e r e a r e s i x c o l o u r e d s t i c k e r s f o r
e a c h u n i t i l l u s t r a t i n g t h e s i x key v o c a b u l a r y i t e m s . T h i s m a t e r i a l
s t e a d i l y a c c u m u l a t e s i n t o an a t t r a c t i v e and useful p i c t u r e
d i c t i o n a r y w h i c h t h e y c a n use f o r r e f e r e n c e and r e v i s i o n .
Class

Audio

CDs

T e a c h e r ' s B o o k . T h e s e pages p r o v i d e y o u w i t h a range of manual
a c t i v i t i e s t o u s e w i t h y o u r pupils: f o r e x a m p l e , t h e r e a r e c a r d s ,
p u p p e t s and s e n t e n c e w h e e l s . T h e r e a r e full i n s t r u c t i o n s in t h e
t e a c h i n g n o t e s o n h o w t o p r e p a r e t h e m a t e r i a l s and w h e n and
h o w t o u s e t h e m in c l a s s .
Presentation

T h e C l a s s A u d i o C D s c o n t a i n all of t h e listening m a t e r i a l f o r
t h e Pupil's B o o k and A c t i v i t y B o o k , including all of t h e s o n g s
and s t o r i e s . T h e s o n g s a r e available in b o t h sung and k a r a o k e
versions.

Teacher's

Photocopiable pages
T h e r e is a p h o t o c o p i a b l e page f o r e a c h unit in t h e b a c k o f t h e

Plus

P r e s e n t a t i o n Plus i n c l u d e s I n t e r a c t i v e W h i t e b o a r d t o o l s , a fully
i n t e r a c t i v e Pupil's B o o k a n d A c t i v i t y B o o k , digital v e r s i o n s of
t h e T e a c h e r ' s B o o k and T e a c h e r ' s R e s o u r c e B o o k , a m u l t i m e d i a
l i b r a r y including v i d e o f r o m t h e D V D , C l a s s A u d i o and a c c e s s t o

Resource

Book

with

Online

Audio

T h e T e a c h e r ' s R e s o u r c e B o o k contains a wealth of
p h o t o c o p i a b l e a c t i v i t i e s t o help w i t h m i x e d ability c l a s s e s .
T h e r e a r e t w o r e i n f o r c e m e n t and t w o e x t e n s i o n w o r k s h e e t s
f o r e v e r y u n i t , as w e l l as s o n g and s t o r y w o r k s h e e t s f o r f u r t h e r
exploitation. T h e T e a c h e r ' s R e s o u r c e B o o k also includes e x t r a
Y o u n g L e a r n e r s t y p e t e s t s w i t h listening c o n t e n t o n l i n e . T h e

o n l i n e t e a c h e r t r a i n i n g s u p p o r t . T h i s P a c k e n a b l e s y o u t o plan

and d e l i v e r y o u r l e s s o n s ' p a p e r - f r e e ' f r o m a t a b l e t o r a c o m p u t e r .
Online

Resources

T h e o n l i n e p l a t f o r m i n c l u d e s g a m e s and e x t r a g r a m m a r ,
v o c a b u l a r y a n d w r i t i n g a c t i v i t i e s f o r e v e r y single unit, p r o v i d i n g
p l e n t y o f e x t r a p r a c t i c e . A l l t h e pupil's o n l i n e w o r k c a n be
t r a c k e d and r e v i e w e d by t h e t e a c h e r .

book also features w o r d cards to reinforce target vocabulary.
Tests
Language

Portfolio

In a c c o r d a n c e w i t h C E F R guidelines, t h e r e is a Language
P o r t f o l i o o f individual c o m p e t e n c i e s t o lead t h e pupil t o selfe v a l u a t i o n and t o r e c o r d t h e l e a r n i n g e x p e r i e n c e of e a c h pupil
throughout the primary school years.
Interactive

DVD

A s y o u navigate y o u r w a y t h r o u g h t h e S t a r family h o u s e o n
o u r i n t e r a c t i v e D V D , y o u w i l l find a n i m a t e d v e r s i o n s of t h e
s t o r i e s in S u z y ' s r o o m , t h e songs w i t h a n i m a t i o n and v i d e o in
M r S t a r ' s m u s i c r o o m , v i d e o d o c u m e n t a r i e s in t h e living r o o m ,
c r a f t a c t i v i t i e s a n d g a m e s in t h e p l a y r o o m , i n t e r a c t i v e g a m e s in
S i m o n ' s r o o m a n d a q u i z in Stella's r o o m .
Teacher's

Book

T h i s 2 2 4 - p a g e i n t e r l e a v e d Pupil's and T e a c h e r ' s B o o k p r o v i d e s
teaching notes for each lesson, w h i c h include recording scripts
f o r all listening a c t i v i t i e s and a n s w e r k e y s f o r all a c t i v i t i e s ,
an o v e r v i e w of t h e s y l l a b u s f o r e a c h l e v e l , e x t r a a c t i v i t i e s ,
p h o t o c o p i a b l e pages a n d e v a l u a t i o n a c t i v i t i e s .
Teaching notes
T h e t e a c h i n g n o t e s p r o v i d e s t e p - b y - s t e p guidelines f o r e a c h
page. L e s s o n o b j e c t i v e s a r e c l e a r l y d e s c r i b e d and t h e m a t e r i a l s

CD-ROM

T h e L e v e l I and 2 T e s t s C D - R O M and A u d i o C D a l l o w s y o u t o
r e g u l a r l y a s s e s s y o u r pupils in d i f f e r e n t w a y s . Y o u c a n c h o o s e t h e
unit t e s t s , r e v i e w t e s t s and e n d - o f - l e v e l t e s t s , as c u s t o m i s a b l e
M i c r o s o f t W o r d d o c u m e n t s . If y o u a r e p r e p a r i n g pupils f o r t h e
Y o u n g L e a r n e r s t e s t s y o u c a n additionally s e l e c t t h e C a m b r i d g e
English: Y o u n g L e a r n e r s ( Y L E ) s t y l e u n i t t e s t s , r e v i e w t e s t s and
e n d - o f - l e v e l t e s t s , as A d o b e P D F s .
Posters
T h e s e c o l o u r f u l and appealing p o s t e r s aid r e v i s i o n by giving
pupils t h e c h a n c e t o p r a c t i s e unit language in a d i f f e r e n t and
fun c o n t e x t . T h e y c a n be a d d e d t o t h e c l a s s r o o m w a l l as y o u
p r o g r e s s t h r o u g h t h e c o u r s e t o aid r e v i s i o n . T h i s p a c k i n c l u d e s
t w e l v e p o s t e r s w i t h c l e a r t e a c h i n g n o t e s available o n l i n e .
Flashcards
T h e r e a r e 9 6 f l a s h c a r d s t o a c c o m p a n y level I. T h e s e c o l o u r f u l
f l a s h c a r d s i l l u s t r a t e t h e k e y v o c a b u l a r y i t e m s of e a c h unit o n o n e

side and have t h e w o r d s o n t h e o t h e r . T h e y a r e large e n o u g h
f o r all pupils t o s e e a n d t h e r e a r e n u m e r o u s ideas of h o w t o u s e
t h e m in t h e T e a c h e r ' s B o o k f o r e a c h l e s s o n .

What does Kid's Box offer?

needed for each lesson a r e specified. Each lesson s t a r t s w i t h a

' T o a w a k e n i n t e r e s t a n d k i n d l e e n t h u s i a s m is t h e s u r e

W a r m e r and f i n i s h e s w i t h an E n d i n g t h e l e s s o n activity. A c t i v i t i e s

w a y to t e a c h easily a n d successfully', Tyron Edwards.

f r o m t h e A c t i v i t y B o o k a r e i n t e g r a t e d w i t h t h e Pupil's B o o k

O n c e pupils a r e i n t e r e s t e d , a n d r e a d y and eager t o l e a r n , t h e n

a c t i v i t i e s t o p r o v i d e a b a l a n c e d range of a p p r o p r i a t e a c t i v i t i e s .

t h e j o b of t e a c h i n g t h e m b e c o m e s s o m u c h easier. T h e m a t e r i a l s

T h e r e are t w o E x t r a activities provided for each lesson for times

in Kid's Box have b e e n d e s i g n e d t o d o j u s t t h a t . H e r e ' s h o w and

w h e n y o u n e e d e v e n m o r e m a t e r i a l . T h e s e E x t r a a c t i v i t i e s only

w h y it w o r k s :

a p p e a r in t h e T e a c h e r ' s B o o k and t h e r e a r e s u g g e s t i o n s in t h e
t e a c h i n g n o t e s as t o w h e n e a c h a c t i v i t y s h o u l d be u s e d in t h e
l e s s o n . T h e y a r e n o t d e s i g n e d o n l y f o r t h e end of t h e l e s s o n .

•

H u m o u r through the c h a r a c t e r s and the stories
' T h e i m p o r t a n t t h i n g is n o t s o m u c h t h a t e v e r y c h i l d

A c t i v i t i e s w h i c h a r e s i m i l a r t o t h e t a s k - t y p e s in Y o u n g L e a r n e r s

should be t a u g h t , as t h a t e v e r y child should be given

t e s t s have t h e i c o n ' Y L E ' .

t h e w i s h to learn', John Lubbock.

Introduction

vii


•

zipline

It c a n be e x t r e m e l y m o t i v a t i n g f o r c h i l d r e n t o w a t c h t h e i r o w n

life e v e r g r o w s g r e a t u n t i l it is f o c u s e d , d e d i c a t e d ,

p e r f o r m a n c e s o n v i d e o , b u t if y o u v i d e o o r p h o t o g r a p h

iplined'. H a r r y Emerson Fosdick.

pupils, m a k e s u r e y o u get w r i t t e n p e r m i s s i o n f r o m p a r e n t s o r

)ne of t h e m o s t challenging a s p e c t s of t e a c h i n g y o u n g

guardians first.

a r n e r s is holding t h e i r i n t e r e s t in t h e c l a s s r o o m . Pupils
ave l i m i t l e s s e n e r g y , c o m b i n e d w i t h an e x t r e m e l y l i m i t e d
: t e n t i o n s p a n . W e have t o juggle t h e s e f a c t o r s t o t r y t o

your

Competition
•

A n e l e m e n t o f c o m p e t i t i o n c a n m a k e many pupils t r y harder.
H o w e v e r , w h i l e a c o m p e t i t i o n c a n be a g o o d i n c e n t i v e f o r

raid b o r e d o m , r e s t l e s s n e s s a n d d e - m o t i v a t i o n , all of w h i c h

an o t h e r w i s e u n e n t h u s i a s t i c pupil, it c a n s o m e t i m e s be d e -

ad t o p r o b l e m s w i t h discipline. B y c h a n n e l l i n g pupils'

m o t i v a t i n g f o r a less able b u t o r d i n a r i l y h a r d - w o r k i n g o n e .

inate e n e r g y t o t h e g o o d , w e c a n o f t e n avoid u n r u l i n e s s

B e f o r e playing a c o m p e t i t i v e g a m e , it may be useful t o e x p l a i n

i d indiscipline. A lot o f discipline p r o b l e m s a r i s e w h e n

t o pupils t h a t t h i s is o n l y a m e a n s of learning. A l t h o u g h t h e y

jpils a r e u n d e r c h a l l e n g e d a n d b o r e d , o r w h e n a c t i v i t i e s a r e

may n o t w i n t h e g a m e , all pupils a r e ' w i n n e r s ' if t h e y k n o w

>o r e p e t i t i v e . Kid's Box has b e e n w r i t t e n by e x p e r i e n c e d

m o r e English a t t h e e n d t h a n t h e y k n e w at t h e beginning. H e l p

i a c h e r s w h o at all t i m e s have b o r n e in mind t h e n e e d s and

pupils t o u n d e r s t a n d t h a t w h e n t h e y play a g a m e t h e y c a n

j q u i r e m e n t s o f pupils a n d have i n c l u d e d a v a r i e t y of a c t i v i t i e s

p r a c t i s e and l e a r n m o r e E n g l i s h , s o t h e y e a c h w i n a p r i z e and

ir t h e m t o enjoy.

t h a t p r i z e is k n o w l e d g e .

is i m p o r t a n t t h a t y o u e s t a b l i s h a c o n t e x t o f discipline in

N o n e t h e l e s s , it is a l w a y s a g o o d idea t o b a l a n c e c o m p e t i t i v e

эиг c l a s s . M a k e s u r e pupils k n o w w h a t is a c c e p t a b l e and

g a m e s w i t h c o o p e r a t i v e o n e s and t o include o t h e r a c t i v i t i e s s o

h a t is n o t and m a k e s u r e y o u t r e a t all pupils in t h e s a m e

t h a t y o u c a n r e w a r d and p r a i s e individuals a c c o r d i n g t o t h e i r

ay. Pupils a r e v e r y a w a r e w h e n w e a r e n o t 'fair'. C l e a r

o w n n e e d s and p e r f o r m a n c e .

i d fair discipline p a r a m e t e r s c r e a t e a 'safe' c l a s s r o o m
i v i r o n m e n t in w h i c h pupils c a n w o r k c o n f i d e n t l y and freely,

Display

his m a k e s f o r an o r d e r e d , b u s y c l a s s r o o m , r a t h e r t h a n an

•

larchic one.
gs, rhymes

Pupils f i n d it e x t r e m e l y m o t i v a t i n g t o have t h e i r w o r k
displayed a n d w i l l g e n e r a l l y w o r k h a r d t o p r o d u c e w o r k t o

and

t h e b e s t of t h e i r ability if t h e y k n o w it is going t o be s e e n

chants

by o t h e r s . S o t r y t o a r r a n g e t o display pupils' w o r k a r o u n d

s r t h e a c t i v i t i e s b a s e d a r o u n d s o n g s , r h y m e s and c h a n t s , it

the c l a s s r o o m o r school w h e n e v e r possible. D o n ' t forget to

n o t a l w a y s n e c e s s a r y f o r pupils t o u n d e r s t a n d e v e r y w o r d

include w o r k by all t h e pupils ( n o t in e v e r y display, but o v e r a

Jtside t h e k e y w o r d s being p r a c t i s e d . In t h e s e a c t i v i t i e s ,

p e r i o d o f t i m e ) a n d t o c h a n g e t h e displays regularly.

e a r e m o r e i n t e r e s t e d in pupils u n d e r s t a n d i n g t h e gist, and
e a r e using t h e r h y m e as a m e a n s w i t h w h i c h t o p r a c t i s e

Craft

nguage, r h y t h m and p r o n u n c i a t i o n . T h e visuals t h a t

•

activities:

storage

of

material

It is useful t o k e e p s u p p l i e s f o r c r a f t a c t i v i t i e s , f o r e x a m p l e

x o m p a n y t h e r h y m e s , s o n g s and c h a n t s , a n d t h e a c t i o n s

s c i s s o r s , glue, w o o l , c r a y o n s , in a large b o x in t h e c l a s s r o o m .

e l u d e d in s o m e , s h o u l d p r o v i d e pupils w i t h s u f f i c i e n t

T h e n w h e n it is t i m e f o r c r a f t a c t i v i t i e s , y o u c a n put t h e b o x

f o r m a t i o n t o be able t o u n d e r s t a n d t h e o v e r a l l c o n c e p t . It is
i p o r t a n t t h e n , at t h i s s t a g e , n o t t o s p e n d p r e c i o u s class t i m e
i lengthy and c o m p l i c a t e d e x p l a n a t i o n s of s p e c i f i c w o r d s ,

o n a t a b l e a n d pupils c a n c o m e a n d c o l l e c t w h a t t h e y n e e d .
•

M a k e s u r e pupils a l w a y s c l e a r up at t h e end o f c r a f t a c t i v i t i e s ;
t h a t t h e y p u t m a t e r i a l s b a c k in t h e b o x and t h a t t h e y put

e t pupils t o s t a n d up w h e n p e r f o r m i n g t h e s o n g s , r h y m e s

r u b b i s h in t h e bin. Y o u w i l l n e e d t o supply e a c h pupil w i t h an

- c h a n t s . It c a n m a k e a t r e m e n d o u s d i f f e r e n c e t o t h e i r

e n v e l o p e f o r p h o t o c o p i a b l e a c t i v i t i e s , s u c h as g a m e c a r d s .

srformance and enjoyment.

A t t h e end o f t h e a c t i v i t y , pupils w r i t e t h e i r n a m e o n t h e i r

sngs, r h y m e s and c h a n t s c a n be p r e s e n t e d in d i f f e r e n t

e n v e l o p e and p u t t h e i r c a r d s i n s i d e . W i t h y o u n g e r pupils, it

ays t o m a k e t h e m m o r e i n t e r e s t i n g and challenging. T h e s e

is b e s t if y o u l o o k a f t e r t h e e n v e l o p e s until t h e n e x t t i m e y o u

ichniques a r e e s p e c i a l l y useful if y o u w a n t t o go b a c k t o

w a n t t o use t h e cards.

-eviously-used material for revision o r f u r t h e r

exploitation

id w a n t t o a v o i d y o u r pupils' r e a c t i o n of ' W e ' v e a l r e a d y

A final word

эпе t h i s ! ' .

W e ' v e had a lot o f fun w r i t i n g t h i s c o u r s e a n d s i n c e r e l y h o p e t h a t

W h i s p e r t h e r h y m e o r p h r a s e w h i l e c l i c k i n g y o u r fingers.

y o u and y o u r pupils have as m u c h fun using it.

R e p e a t t h e r h y m e , g e t t i n g g r a d u a l l y l o u d e r e a c h t i m e and
then reverse the process.
Say a r h y m e o r c h a n t w h i l s t clapping hands a n d tapping y o u r
f o o t in t i m e t o t h e r h y t h m .
D i v i d e the class into groups and a s k t h e m to repeat the
r h y m e o r c h a n t in r o u n d s . T o d o t h i s , t h e f i r s t g r o u p s t a r t s
t o say t h e r h y m e and t h e n , a t a s u i t a b l e p o i n t , usually o n e
o r t w o lines into it, t h e s e c o n d g r o u p s t a r t s t o say t h e
r h y m e f r o m t h e beginning.
W i t h y o u r class a u d i o o r v i d e o r e c o r d e r , r e c o r d t h e class
p e r f o r m i n g . B e s u r e t o give t h e m a r o u n d of a p p l a u s e and
e n c o u r a g e t h e r e s t of t h e c l a s s t o d o t h e s a m e . L e t y o u r
pupils listen t o t h e m s e l v e s . If t h e y feel t h a t t h e y c o u l d
i m p r o v e o n a s e c o n d a t t e m p t , r e c o r d t h e m again.

Kid's B o x T e a c h e r ' s B o o k I

C a r o l i n e N i x o n and M i c h a e l T o m l i n s o n , M u r c i a 2 0 1 4 .


Evaluation pages
T h e e v a l u a t i o n pages in Kid's Box I a r e designed t o be u s e d
after each Review section: Evaluation I after Review section
1 - 4 , E v a l u a t i o n 2 a f t e r R e v i e w s e c t i o n 5 - 8 and E v a l u a t i o n 3

a f t e r R e v i e w s e c t i o n 9 - 1 2 . Y o u will n o t i c e t h a t t h e e v a l u a t i o n
pages use s i m i l a r t a s k - t y p e s t o t h o s e in t h e C a m b r i d g e English:
Young L e a r n e r s ( Y L E ) S t a r t e r s Test. O v e r the three evaluation
pages, pupils w i l l be e v a l u a t e d o n t h e i r R e a d i n g and W r i t i n g ,
L i s t e n i n g a n d S p e a k i n g . Y o u s h o u l d tell t h e pupils t h a t y o u a r e
going t o give t h e m an e v a l u a t i o n activity, but m a k e s u r e t h e y
d o n ' t b e c o m e t o o a n x i o u s a b o u t it. It is i m p o r t a n t t h a t t h e y
c o m e t o t h e a c t i v i t y feeling r e l a x e d and positive - believing t h a t
t h e y can do it. H a n d o u t a c o p y t o e a c h pupil and m a k e s u r e
t h e y have t h e n e c e s s a r y m a t e r i a l s ( c r a y o n s , p e n c i l s , e t c . ) . Y o u
should allow about ten minutes for each evaluation. Give the
i n s t r u c t i o n s in English. M o n i t o r pupils as t h e y d o t h e a c t i v i t y
and give e n c o u r a g e m e n t . A t t h e end of t h e activity, c o l l e c t t h e i r
w o r k . G i v e e a c h pupil f e e d b a c k o n t h e i r w o r k , but a l w a y s f o c u s
o n w h a t t h e y c a n do a n d w h a t t h e y have d o n e , r a t h e r t h a n o n
w h a t t h e y c a n ' t do. F o r pupils of t h i s age, f e e d b a c k s h o u l d be
p o s i t i v e a n d e n c o u r a g i n g w h e n e v e r p o s s i b l e , and no individual
pupil's p e r f o r m a n c e s h o u l d be c o m p a r e d w i t h t h e p e r f o r m a n c e
of a n o t h e r pupil.

Evaluation 2
INSTRUCTIONS
T e l l pupils t o t a k e o u t t h e i r c r a y o n s and put t h e m o n t h e i r d e s k s .
H a n d o u t E v a l u a t i o n 2 (page 123). Say Look at the picture. What
can you see? E l i c i t t h a t it's a m o n s t e r . Elicit s o m e possible n a m e s .
Pupils c h o o s e a n a m e f o r t h e i r m o n s t e r a n d w r i t e it o n t h e line
in q u e s t i o n I. T e l l pupils t o c o l o u r t h e c l o t h e s and t h e face (eyes,
hair, e t c . ) in t h e c o l o u r s o f t h e i r c h o i c e . T h i s is not p a r t of t h e
evaluation.
P u t pupils i n t o g r o u p s of four. F o c u s o n o n e g r o u p at a t i m e .

T e l l t h e o t h e r g r o u p s t o put t h e i r p a p e r s a w a y and give t h e m
a n o t h e r t a s k t o do. T h e pupils in a g r o u p t a k e it in t u r n s t o t a l k
t o t h e o t h e r s a b o u t t h e i r m o n s t e r . Y o u a r e n o t listening f o r
p a r t i c u l a r language, t h e aim h e r e is t h a t t h e y can c o m m u n i c a t e
about their pictures to the others. Take about t w o minutes with
e a c h g r o u p . L i s t e n t o e a c h pupil and d e c i d e as y o u a r e listening
h o w many stars you will award t h e m . C o l l e c t the papers f r o m
pupils. M a k e s u r e t h e y have w r i t t e n t h e i r n a m e s .
F e e d b a c k . T h e r e a r e s i x s t a r s at t h e b o t t o m of t h e page.
C o l o u r e a c h o n e a c c o r d i n g t o h o w w e l l t h e pupil c o m p l e t e d t h e
t a s k . D r a w a s m i l e y f a c e in t h e c i r c l e t o t h e right. C o n g r a t u l a t e
pupils w h e n y o u hand b a c k t h e i r w o r k . D o n ' t grade t h e
e v a l u a t i o n and d o n ' t r a n k pupils in o r d e r .

Evaluation 3

Evaluation 1
INSTRUCTIONS
T e l l pupils t o t a k e o u t t h e i r c r a y o n s and put t h e m o n t h e i r
d e s k s . H a n d o u t E v a l u a t i o n I (page 122 ). Say L o o k at t h e
p i c t u r e . W h a t c a n y o u see? Elicit s o m e of t h e things t h e y can s e e
and w h e r e t h e y a r e (don't do all of t h e o n e s f r o m t h e t e s t ) . T h e n
t h e y do t h e t e s t . A t t h e e n d , tell pupils t o w r i t e t h e i r n a m e s .
Collect the papers.
F e e d b a c k . T h e r e a r e five s t a r s at t h e b o t t o m of t h e page.
C o l o u r e a c h o n e in f o r a c o r r e c t a n s w e r . D r a w a smi le y f a c e in
t h e c i r c l e t o t h e right. C o n g r a t u l a t e pupils w h e n y o u hand b a c k
t h e i r w o r k . D o n ' t g r a d e t h e evaluation and d o n ' t r a n k pupils in
order.
K e y : pencil u n d e r t h e t a b l e - o r a n g e , t o y t r a i n n e x t t o t h e c h a i r

- blue, c o m p u t e r o n t h e t a b l e - b r o w n , ball in t h e s c h o o l bag y e l l o w , b o o k n e x t t o t h e pen - g r e e n
C D 4, 63

Audioscript

INSTRUCTIONS
H a n d o u t E v a l u a t i o n 3 (page 124). E x p l a i n P a r t s I and 2 b e f o r e
pupils s t a r t . Say Look at Part I. Look at the picture. Look at the
sentences. Write yes or no. D o an e x a m p l e w i t h t h e class using
s o m e t h i n g o n y o u r d e s k , e.g. say There's a pen on my desk. ( T h e r e
isn't a pen.) Pupils say No. Say Do the same on the paper. Say Look
at Part 2. S h o w pupils w h e r e t h e y w r i t e t h e w o r d s and t h a t t h e y
use t h e j u m b l e d l e t t e r s ( t h e y have d o n e t h e s e t y p e s o f activities
in c l a s s ) . Pupils w o r k individually. G i v e pupils a b o u t five m i n u t e s
t o c o m p l e t e t h e e v a l u a t i o n . C o l l e c t t h e p a p e r s f r o m pupils. M a k e
s u r e t h e y have w r i t t e n t h e i r n a m e s .
F e e d b a c k . T h e r e a r e t e n s t a r s d o w n t h e edge of t h e page.
C o l o u r e a c h o n e a c c o r d i n g t o h o w w e l l t h e pupil c o m p l e t e d t h e
t a s k , o n e s t a r f o r e a c h c o r r e c t a n s w e r . D r a w a s mi l ey face in t h e
c i r c l e u n d e r n e a t h . C o n g r a t u l a t e pupils w h e n y o u hand b a c k t h e i r
w o r k . D o n ' t g r a d e t h e e v a l u a t i o n a n d d o n ' t r a n k pupils in o r d e r .
K e y : P a r t I: I N o , 2 Y e s , 3 N o , 4 Y e s , 5 N o
P a r t 2: 6 a p p l e , 7 c a k e , 8 burger, 9 c h o c o l a t e , 10 b a n a n a

Can you see the classroom? Good. Now listen.
Can you see the pencil under the table? (pause)
Good. Colour it orange.
Colour the pencil under the table orange, (pause)
Can you see the toy train next to the chair?
Good. Colour it blue.

Colour the toy train next to the chair blue,
Can you see the computer
Good. Colour it brown.
Colour the computer

on the table?

on the table brown,

Can you see the ball in the school bag?

(pause)
(pause)

(pause)
(pause)
(pause)

Good. Colour it yellow.
Colour the ball in the school bag yellow,

(pause)

Can you see the book next to the pen?
Good. Colour it green.

(pause)

Colour the book next to the pen green,

(pause)

Introduction

I

xi


Ilassroom language
following language appears at the end of the Class Audio CD 4.

C D 4,

Greetings

58

5. C r a f t s and projects
Find y o u r felt tips.

Hello.
Good

morning.

H a v e you got s o m e paper?

Good

afternoon.

H a v e y o u g o t s o m e glue?

Goodbye.

Fold here.

See you t o m o r r o w .

C u t out the

picture.

C u t here.
Stick the pictures on the card.

C l a s s r o o m activities
O p e n y o u r Pupil's B o o k .
Close your Activity

Book.

C D 4,

59

6. C l a s s r o o m management

L o o k a t p a g e I.

Sit d o w n , please.

L o o k at the

Stand up, please.

picture.

L o o k at the flashcard.

C o m e here, please.

L o o k at the board.

W o r k in p a i r s .

W h a t can y o u see?

H a n d s up!

L o o k at m e .

Open your

L o o k at y o u r

partner.

books.

Close your books.

Listen to the C D .

H a v e y o u got a pen?

Listen to me.

H a v e y o u got a pencil?

Listen to your

partner.

H a v e y o u got an eraser?
H a v e you got a sharpener?
H a v e you got a ruler?

Songs and chants
L e t ' s sing a s o n g .
Let's say a c h a n t .

C D 4,

60

7. Praise

Clap your hands.

Good.

Click your

V e r y nice.

fingers.

Stamp y o u r feet.

Well done.

Make a circle.

T h a t ' s lovely.

W a t c h me, please.

That's very good.

D o the actions.

I'm p l e a s e d w i t h y o u t o d a y .

All together.

Much better.
C D 4 , 61

Stories
Let's listen t o a story.

8. Taking turns
T a k e it in t u r n s .

Listen to the n e x t part.

It's y o u r t u r n .

W h o wants to act out the story?

W a i t a m o m e n t . It i s n ' t y o u r t u r n .

W h o w a n t s t o be M a s k m a n ?

O n e at a time.

C a n you r e m e m b e r the story?
C D 4, 62
W h a t happens?

9. Discipline
Quietly, please.
Sssshhhh.
T h e r e ' s a lot of noise today.
Be quiet, please.

Kid's Box T e a c h e r ' s B o o k I

Spinner template
Pupils make this spinner in Review Units 1-4.
It can then be used for games throughout the course.

PHOTOCOPIABLE

© Cambridge University Press 2014

Spinner template



O B J E C T I V E S : By the end of the lesson, pupils will be
able to introduce themselves and name members of
the Star family.

Pair work
•

D i v i d e pupils i n t o p a i r s . D e m o n s t r a t e t h e g a m e . Pupil A
p o i n t s t o a c h a r a c t e r in t h e Pupil's B o o k . Pupil В says t h e
n a m e , e.g. Simon. Pupils t a k e t u r n s . C h e c k by p o i n t i n g t o a

•

T A R G E T

L A N G U A G E

K e y l a n g u a g e : Hello,

I'm ...,

f l a s h c a r d . A pupil says t h e n a m e . R e p e a t f o r all t h e f l a s h c a r d s .
Goodbye,

What's

A d d i t i o n a l l a n g u a g e : look, listen, open/close
star, pencil,
Monty,

numbers

match,

1-6,

repeat,

your
your

name?

Simon, Stella, Suzy, Mr Star, Mrs

ball, circle, tick,

A B 4 . ACTIVITY

books,
Star,

•

I.

Match.

Say Open your Activity

Books

at page 4, please. P o i n t t o and

say t h e e x a m p l e in A c t i v i t y I ( S u z y ) . Pupils w o r k individually

cross

and m a t c h t h e o t h e r five p i c t u r e s . Pupils c h e c k in pairs by
p o i n t i n g a n d naming. C h e c k by h o l d i n g up y o u r b o o k , saying

•

MATERIALS

R E Q U I R E D

the name and pointing.

C h a r a c t e r flashcards ( 1 - 5 + 8)
K e y : 2 M r Star, 3 M o n t y , 4 S i m o n , 5 M r s Star, 6 S t e l l a

S c r u n c h e d up balls of p a p e r
O p t i o n a l : Kid's Box I Language

Portfolio

pages I and 2

A B 4 . A C T I V I T Y 2 . Listen
•

and

circle

the tick

or cross.

[ Y L E ]

D e m o n s t r a t e by displaying t h e S i m o n flashcard on t h e b o a r d
and d r a w i n g a t i c k and a c r o s s b e l o w it. Point and say This is
Marie.

Warmer

•

Pupils r e s p o n d by s h o w i n g t h u m b s d o w n (no). C i r c l e the

cross.

G r e e t t h e pupils. S a y Hello.

I'm ( y o u r n a m e ) . P o i n t t o

N o t e : If a t h u m b s d o w n / t h u m b s up g e s t u r e is n o t

y o u r s e l f . G o up t o pupils in t u r n , r e p e a t t h e g r e e t i n g and
e l i c i t it f r o m pupils w i t h t h e i r n a m e s .

a p p r o p r i a t e , pupils c a n e.g. s h a k e / n o d t h e i r h e a d s .
•

Say Listen and circle the tick or cross.

P o i n t t o t h e t i c k and t h e n

Presentation

t h e c r o s s . Play t h e C D . Pupils listen and c i r c l e . Pupils c h e c k

•

t h e C D a n d pausing a f t e r e a c h o n e t o c h e c k .

in p a i r s . Play t h e C D again. C h e c k w i t h t h e class by playing

S t i c k t h e f l a s h c a r d s o n t h e b o a r d face d o w n . T u r n e a c h
f l a s h c a r d , p o i n t t o t h e c h a r a c t e r and say t h e n a m e , e.g. Suzy

N o t e : T h e n u m b e r s a r e f o r u n d e r s t a n d i n g only.

Star. W h e n all t h e f l a s h c a r d s a r e face up, p o i n t t o e a c h o n e
Key:

again. Pupils r e p e a t .
PB4.
•

•

ACTIVITY

I . Listen

and point.

Say Open your Pupil's Books

C D

[ Y L E ]

at page 4, please.

H o l d up y o u r

SIMON: H e l l o . I'm S i m o n .
2.

and say Where's

M O N T Y : H e l l o . I'm M o n t y .

the star? (in t h e t r e e ) . Pupils say Here

it is.

P o i n t t o o n e of t h e f l a s h c a r d s . Pupils p o i n t t o t h e s a m e

3.
S U Z Y : H e l l o . I'm S u z y .

Say Listen and point. Play t h e C D . Pupils p o i n t t o
to the c o r r e c t flashcard on the
C D

the

4.

I,

board.

S T E L L A : H e l l o . I'm S t e l l a .

Class game

02

•

MRS STAR: H e l l o . I'm M r s Star.

D e m o n s t r a t e w i t h o n e g r o u p . Say I'm ( y o u r n a m e ) .

S T E L L A : H e l l o . I'm S t e l l a Star.

says I'm (pupil's n a m e ) . What's

S U Z Y : H e l l o . I'm S u z y S t a r .
M O N T Y : H e l l o . I'm M o n t y . W h a t ' s y o u r n a m e ?

Say Listen and repeat,

and

please.

Extra activities: see page T l 10 (if time)

repeat.
Play t h e r e c o r d i n g . P a u s e a f t e r

e a c h n a m e f o r pupils t o r e p e a t t h e n a m e in c h o r u s .
C D

your name? and t h r o w s t h e ball

t o a n o t h e r pupil. C o n t i n u e t h e g a m e .

SUZY, STELLA AND SIMON: G o o d b y e .

A C T I V I T Y 2 . Listen

What's

your name? T h r o w t h e ball t o a pupil in t h e g r o u p . T h e pupil

SIMON: H e l l o . I'm S i m o n Star.

PB4.

D i v i d e pupils i n t o g r o u p s o f s i x . G r o u p s s t a n d in small
c i r c l e s . G i v e a s c r u n c h e d up ball of p a p e r t o e a c h g r o u p .

MR STAR: H e l l o . I'm M r Star.

Language Portfolio
•

1,03

Portfolio

(About

me and My language

skills).

Help with

n e w language as n e c e s s a r y .

Ending the lesson

Practice

•

S t i c k t h e f l a s h c a r d s a r o u n d t h e r o o m . Say, e.g. Point to

Simon.

Pupils p o i n t t o t h e f l a s h c a r d of S i m o n . R e p e a t w i t h t h e o t h e r
c h a r a c t e r s , g e t t i n g f a s t e r as t h e g a m e

Pupils c o m p l e t e t h e c o v e r and pages I and 2 of Kid's Box I
Language

Mrs Star, Mr Star, Stella, S i m o n , Suzy

•

04

I.

s h a p e o n t h e b o a r d . Say It's a star. H o l d up y o u r b o o k . P o i n t

c h a r a c t e r s as t h e y i n t r o d u c e t h e m s e l v e s . C h e c k by p o i n t i n g

•

I,

4 X

b o o k t o c h e c k pupils have t h e right page. D r a w a s i m p l e s t a r

c h a r a c t e r in t h e i r b o o k s . R e p e a t .
•

2 X, 3 /

continues.

D i s p l a y t h e f l a s h c a r d s o n t h e b o a r d f a c e up. P o i n t t o e a c h
o n e t o elicit t h e n a m e . T a k e t h e M o n t y f l a s h c a r d off t h e
b o a r d . Say Goodbye, Monty

and w a v e . R e p e a t w i t h t h e o t h e r

f l a s h c a r d s . S t a n d in f r o n t o f t h e c l a s s , w a v e and say
everyone.

Goodbye,


C T I V E S - . By the end of the lesson, pupils will
le to name the rest of the toy characters,
•stand and use numbers 1-10 and will have learnt

Practice
•

Invite s i x pupils t o c o m e t o t h e f r o n t . G i v e t h r e e

o t h e r t h r e e pupils c a n ' t s e e . T h e t h r e e pupils w i t h o u t c a r d s

rit.

t a k e it in t u r n s t o a s k t h e q u e s t i o n What's
RGET

pupils

c h a r a c t e r flashcards (Simon, Stella, Suzy). Make sure the

inguage: numbers
:ional l a n g u a g e :

I—10

Maskman,

Marie,

stand up, sit down,

i box, come alive, walk, talk, join the dots, complete,
;, say the

your name? T h e

pupils s h o w t h e i r f l a s h c a r d s a n d r e s p o n d . R e p e a t .

L A N G U A G E

do the

Presentation
•

D i s p l a y t h e n u m b e r f l a s h c a r d s . Place t e n pencils o n y o u r
d e s k . P o i n t t o e a c h pencil in t u r n and c o u n t : One, two, e t c .

chant

i o n : Hello. I'm ( n a m e ) . Goodbye.

What's

your

p o i n t i n g t o t h e f l a s h c a r d s as y o u say t h e n u m b e r s . R e p e a t .

name?

• C o u n t using y o u r f i n g e r s . S t a r t w i t h o n e hand (1-5).

;ter names

Pupils

r e p e a t . C o n t i n u e w i t h t h e o t h e r hand ( 6 - / 0 ) . Pupils r e p e a t .
iTERIALS REQUIRED

P B 5 . A C T I V I T Y 4 . Say the

:ards of t h e eight c h a r a c t e r s ( 1 - 8 ) and f l a s h c a r d s of

•

chant.

Play t h e c h a n t o n t h e C D . Pupils listen and join in. D i v i d e

ers / - / 0 ( 9 - 1 8 )

pupils i n t o t w o g r o u p s . E a c h g r o u p says a d i f f e r e n t line.

icopiable I ( s e e page T 9 7 ) , o n e f o r e a c h pupil, an

R e p e a t . Y o u c o u l d r e c o r d t h e pupils and play it b a c k s o t h e y

эре f o r e a c h pupil

can h e a r t h e m s e l v e s . T h e y c o u l d v a r y t h e w a y t h e y say e a c h

encils

line, e.g. w h i s p e r , s h o u t / get l o u d e r , get q u i e t e r .

a r d s , e a c h w i t h a d i f f e r e n t n u m b e r of d o t s b e t w e e n o n e
C D

1,06

O n e , t w o , t h r e e , four, five,
S i x , s e v e n , eight, nine a n d t e n .

rmer

Pair work

o n a chair. Say Stand up. S t a n d up. Say Sit down. Sit d o w n ,

•

peat. Pupils m i m e t h e a c t i o n s .

H o l d up a n u m b e r of f i n g e r s . Pupils say h o w many. E n c o u r a g e
pupils t o c o u n t f r o m o n e e a c h t i m e . Pupils w o r k in pairs and

:view t h e c h a r a c t e r s by holding up I - 5 + 8 flashcards in t u r n

t a k e t u r n s t o play t h e g a m e .

d eliciting t h e n a m e . D i v i d e t h e class into s i x groups. G i v e
c h g r o u p a f l a s h c a r d . Say Stand up, Mrs Star. Stand up, Mr

A B 5 . A C T I V I T Y 3 . Look

ir. Sit down, Suzy. Stand up, Monty. Stand up, Stella. Sit down,

•

поп. G r o u p s do t h e a c t i o n s . R e p e a t f o r all t h e c h a r a c t e r s .

and
Books

match.
at page 5, please.

t h e m c l e a r l y as g r o u p s o f t h r e e (Marie,
Marie,

ick t h e f l a s h c a r d s of M a s k m a n and M a r i e o n t h e b o a r d face
) w n . T u r n each f l a s h c a r d , point t o t h e c h a r a c t e r and say t h e

and do the

Maskman,

finger. E l i c i t
•

Pupils r e p e a t .

. A C T I V I T Y 3 . Listen

Point to the

c h a r a c t e r s f r o m left t o right. E l i c i t t h e n a m e s e a c h t i m e . Say

ssentation
ime, e.g. Maskman.

Say Open your Activity

Maskman,

Monty

...

. . . ) . F o l l o w t h e line t o M o n t y w i t h y o u r

Monty.

Pupils w o r k in p a i r s t o c o m p l e t e t h e o t h e r r o w s by d r a w i n g
lines t o t h e c o r r e c t c h a r a c t e r s . P a i r s c h e c k w i t h o t h e r pairs.

Pupils say t h e n a m e s of t h e c h a r a c t e r s in t h e r o w s as t h e y

actions.

iy Open your Pupil's Books at page 5, please.

check. C h e c k w i t h the class.

D i v i d e the class

to t h r e e n e w groups: Monty, M a s k m a n and M a r i e . Play t h e

K e y : 2 Simon, 3 Maskman, 4 Marie

D. Pupils listen and s t a n d w h e n t h e y h e a r t h e i r c h a r a c t e r ' s
i m e . Play t h e C D again. T h i s t i m e pupils sit. T e a c h t h e

Photocopiable I: see pages T95 and T97

:tions:
)ys in the toy box - head d o w n o n t h e d e s k , e y e s c l o s e d

A B 5 . A C T I V I T Y 4. Join

ome alive = h e a d up, o p e n e y e s

•

the

dots.

H o l d up a p e n c i l . Say Use a pencil and join the dots. C o u n t t h e

/alk and talk = s t a n d up

n u m b e r s a l o u d w i t h t h e c l a s s . One, two, three,

n the count of five - r u b e y e s

t h e p i c t u r e is (a s t a r ) .

... Elicit w h a t

ne . . . five = m a r c h and c o u n t
lay t h e C D again. Pupils do t h e a c t i o n s .

Extra activities: see page T l 10 (if time)
Ending the lesson

; in t h e t o y b o x ,
i e alive,
к and t a l k ,
the c o u n t of f i v e ,
t w o , t h r e e , four, five.
I E : H e l l o . I'm M a r i e . W h a t ' s y o u r name?
KMAN: M a s k m a n . W h a t ' s y o u r name?
ITY: Monty.
: Goodbye.

•

C h o o s e t e n pupils t o c o m e t o t h e f r o n t . H a n d a c a r d w i t h
d o t s t o e a c h pupil. Pupils c o u n t t h e d o t s o n t h e i r c a r d s and
f o r m a line in t h e s e q u e n c e I — 10, facing t h e c l a s s . E a c h pupil
t h e n says t h e i r n u m b e r f o r t h e class t o c h e c k . R e p e a t using
the number flashcards.

И

in


f

Listen and do the actions,
v

ay the chant.

Hello, I'm ... What's your name?

Goodbye. 1


By the end of the lesson, pupils will be
e to name and talk about colours and sing a song.
IjECTIVES:

P B 7 . A C T I V I T Y 8 . /./sten and say the

•

colour.

Play t h e C D . D o t h e f i r s t o n e as an e x a m p l e . Pupils h e a r t h e
n u m b e r and say t h e c o l o u r w h i c h c o r r e s p o n d s , e.g. / = pink.

"ARGET L A N G U A G E

Pupils c h e c k in p a i r s . Play t h e C D again, pausing a f t e r e a c h

у l a n g u a g e : blue, green, orange, pink, purple, red, yellow,

o n e t o elicit t h e n u m b e r a n d t h e c o l o u r .

ister, rainbow, and, What colour's (the pencil)? It's ...

K e y : 6 = green, 3 = yellow, 5

d i t i o n a l l a n g u a g e : sing the song, colour, play bingo, take out

blue, I = pink, 7 = p u r p l e ,

4 = red, 2 = orange

v i s i o n : How old are you?, n u m b e r s 1-10, stand up, sit down,
it to, pick up, open,

C D

close

I,

12

Six, t h r e e , five, o n e , seven, four, t w o
1ATERIALS

REQUIRED

our flashcards ( 2 0 - 2 6 )

Class game

r a a c t i v i t y I: a p a p e r plate f o r e a c h pupil, s e v e n c o l o u r s of

•

ue p a p e r c u t i n t o s t r i p s f o r e a c h pupil
tional: Kid's B o x Teacher's

Resource

Book

D i v i d e t h e class i n t o s e v e n g r o u p s . G i v e e a c h g r o u p a
d i f f e r e n t c o l o u r . Play an i n s t r u c t i o n g a m e . Say, e.g. Red, stand

I Unit I Song

up. Yellow and green,

• k s h e e t (page 11)

point to your books.

C o n t i n u e , making

s u r e y o u involve all t h e pupils and give t h e m p r a c t i c e w i t h
t h e language o f i n s t r u c t i o n .
A B 7 . A C T I V I T Y 7. Listen

armei"

•

Say Open your Activity

and colour.
Books

[ Y L E ]

at page 5, please.

Elicit t h e

n u m b e r s . T e l l pupils t o p l a c e t h e s e v e n c o l o u r e d pencils on

i t a r t t o w r i t e v e r y s l o w l y a n u m b e r o n t h e b o a r d . Pupils

t h e i r d e s k s . Say Now listen and colour. Pupils m a r k t h e n u m b e r

;uess w h i c h n u m b e r it is. A s k a pupil t o c o m e and c o m p l e t e

w i t h a d o t in t h e right c o l o u r . T h e y w i l l n o t n e e d t o use all

he n u m b e r . R e p e a t f o r t h e o t h e r n u m b e r s .

s e v e n c o l o u r s . T h e y c o l o u r t h e n u m b e r in fully a f t e r t h e

esentation

listening. Play t h e C D . Pupils listen and m a r k t h e n u m b e r s .

e a c h t h e c o l o u r s using t h e f l a s h c a r d s . S h o w a f l a s h c a r d . Say

T h e y c h e c k in p a i r s . Play t h e C D again. C h e c k w i t h t h e class

.'s ( c o l o u r ) . S t i c k t h e f l a s h c a r d s o n t h e b o a r d . P o i n t and say

by a s k i n g , e.g. What colour's number

f

;'s . . . green.

P a u s e b e f o r e t h e c o l o u r t o give pupils a c h a n c e

о say it. P r a c t i s e t h e c o l o u r s by saying, e.g. Point to

one?

K e y : 8 = r e d , I = purple, 7 = blue, 9 = yellow, 4 = orange

green,

bint to red. Point to blue.

C D

'oint t o a f l a s h c a r d , e.g. y e l l o w . Elicit negative a n s w e r s . Say

1. L o o k a t n u m b e r eight. C o l o u r it r e d .

I,

13

г it blue? Is it purple? Is it orange? T h e n say What colour is it?

Red?

'upils r e s p o n d It's yellow. R e p e a t .

Y e s , c o l o u r n u m b e r eight r e d .

i v i t e pupils t o t a k e t u r n s t o be t h e c a l l e r s t o give t h e m
ractice with the questions.

7. A C T I V I T Y 7. Sing the

OK.
2 . L o o k at n u m b e r o n e . C o l o u r it p u r p l e .
O K . N u m b e r o n e is p u r p l e .

song.

ay Open your Pupil's Books at page 7, please.
se? Elicit o r t e a c h rainbow and

Say What can you

3. O K . L o o k a t n u m b e r s e v e n . C o l o u r it blue.
Blue?

monster.

lay t h e C D . Pupils listen a n d p o i n t t o t h e c o l o u r s . Play the
ID again. Pupils join in w i t h t h e song. Play t h e C D o n e o r

Y e s , n u m b e r s e v e n is blue.
4 . W h a t c o l o u r ' s n u m b e r nine?
It's y e l l o w . N u m b e r nine is y e l l o w .

w o m o r e t i m e s t o give pupils c o n f i d e n c e t o sing. Pupils
tand up and sing t h e s o n g as a c l a s s .

OK.
5. L o o k at n u m b e r four. C o l o u r it o r a n g e .

O K . N u m b e r f o u r is o r a n g e .
Yes.

and y e l l o w and pink a n d g r e e n ,
nge and p u r p l e a n d blue.

Extra activities: see page T l 10 (if time)

i sing a r a i n b o w ,
a rainbow,

Optional activity

a rainbow to you.

•

H a n d o u t c o p i e s o f t h e s o n g w o r k s h e e t f r o m Teacher's
Resource Book I (pages 6 and 11) and d o t h e c o l o u r d i c t a t i o n .

/ sing t h e s o n g again. ( K a r a o k e v e r s i o n )

Ending the lesson
ictice

•

ay Take out a blue pencil. Take out a red pencil. R e p e a t f o r t h e
t h e r five c o l o u r s . H o l d up a blue p e n c i l . Say What

colour's

te pencil? Pupils r e s p o n d Blue. Pupils w o r k in p a i r s . T h e y
ike t u r n s t o h o l d up a p e n c i l , a s k a q u e s t i o n and r e s p o n d .

Pupils c l o s e t h e i r b o o k s . Sing t h e r a i n b o w s o n g again. If
pupils have m a d e r a i n b o w s , t h e y p o i n t t o t h e c o l o u r s on
t h e i r r a i n b o w s as t h e y sing.


© « £ ® S i n q the song.


ix stars.
^ О Ask the questions.

What's your name?
How old are you?


By the end of the lesson, pupils will
have practised the sound /s/ and asked and answered
questions.
OBJECTIVES:

A B 8 . A C T I V I T Y 8 . Listen
•

and circle

the's'

words.

S t i c k t h e s i x c h a r a c t e r f l a s h c a r d s o n t h e b o a r d . Say t h e Isl
sound and make the star motion. Point to the flashcards
of t h e c h a r a c t e r s w h o s e n a m e s have t h e Isl s o u n d at t h e

• T A R G E T L A N G U A G E

beginning ( S i m o n , S u z y , Stella) and do t h u m b s up. P o i n t t o

K e y l a n g u a g e : red, yellow, pink, green, orange, purple,

t h e o t h e r t h r e e f l a s h c a r d s ( M o n t y , M a r i e , M a s k m a n ) and do

and, rainbow,
Additional

blue,

thumbs down.

t h e p h o n e m e / s / as in star
l a n g u a g e : Don't

•

(colour).

Say Open your Activity

Books

at page 8, please. P o i n t t o t h e

f i r s t p i c t u r e a n d elicit Stella f r o m t h e c l a s s . D o t h u m b s up.

R e v i s i o n : c l a s s r o o m language

P o i n t t o t h e e x a m p l e a n s w e r . Say Circle this picture.
d o w n and s h a k e y o u r h e a d . Say Don't circle this

F l a s h c a r d s of t h e nine c h a r a c t e r s ( 1 - 8 , 19)
Pupils' e n v e l o p e s w i t h t h e c a r d s of t h e s i x c h a r a c t e r s f r o m
Photocopiable

Point to

t h e n e x t p i c t u r e a n d elicit Four f r o m t h e c l a s s . D o t h u m b s

• MATERIALS REQUIRED
•

picture.

Play t h e C D . Pupils c i r c l e t h e p i c t u r e s of w o r d s t h a t begin
w i t h t h e s o u n d Isl. Pupils c h e c k a n s w e r s in pairs.

I

E x t r a a c t i v i t y I: c o l o u r f l a s h c a r d s ( 2 0 - 2 6 ) , t w o

•

rulers

Play t h e C D again. C h e c k a n s w e r s as a class.

K e y : Pupils c i r c l e : 4 s e v e n , 5 star, 7 s i x , 8 S u z y
C D

Warmer
•

S t i c k t h e c h a r a c t e r f l a s h c a r d s o n t h e b o a r d and elicit t h e
n a m e s . P u t t h e f l a s h c a r d s of M r Star, M r s Star, S i m o n ,
S u z y a n d S t e l l a in o n e g r o u p and M o n t y , M e e r a , M a r i e and

15

2. four
3. M o n t y

M a s k m a n in a n o t h e r . F o c u s pupils o n t h e s g r o u p and o n t h e

4. seven

sound: /s/.

5. s t a r

P B 8 . A C T I V I T Y 9 . Monty's
•

I,

1. S t e l l a

6. M a s k m a n

phonics.

Say Open your Pupil's Books at page 8, please. P o i n t t o t h e
p i c t u r e o f t h e n u m b e r 6 and say Six, e m p h a s i s i n g t h e Is/

7. s i x
8. Suzy

s o u n d . Say t h e w o r d again and d r a w a figure 6 w i t h y o u r

•

•

finger as y o u s p e a k . P o i n t t o t h e p i c t u r e o f t h e s t a r a n d say

Class game

Star, e m p h a s i s i n g t h e Isl s o u n d . Say t h e w o r d again and m a k e

•

Play t h e P l e a s e g a m e . Say Stand up (pupils d o n ' t s t a n d up).

a t w i n k l i n g s t a r m o t i o n w i t h y o u r hand as y o u s p e a k . Say

Open your books, please (pupils o p e n t h e i r b o o k s ) . Close your

Now listen to Monty, point and

books, please (pupils c l o s e t h e i r b o o k s ) . Stand up, please

repeat.

Play t h e C D . Pupils listen and r e p e a t t h e s o u n d s and t h e

(pupils s t a n d up). Pick up your pencil (pupils d o n ' t pick up t h e i r

w o r d s , using t h e s a m e t o n e and s p e e d as M o n t y .

p e n c i l s ) . Say t h e i n s t r u c t i o n s quickly. P r a c t i s e t h e language

Say Six stars s e v e r a l t i m e s , getting f a s t e r and f a s t e r (as a

f o r t h e n e x t activity.

t o n g u e t w i s t e r ) . Pupils w o r k in pairs and p r a c t i s e saying Six
stars as a t o n g u e t w i s t e r in t h e s a m e w a y .
C D

I,

A B 8 . A C T I V I T Y 9 . Listen
•

and tick

(/)

the box.

[ Y L E ]

F o c u s pupils o n t h e p i c t u r e s . Say Listen and tick. M a k e a t i c k
o n t h e b o a r d as y o u say tick. Play t h e e x a m p l e . P o i n t t o t h e

14

c o r r e c t p i c t u r e and t h e t i c k . Play t h e C D . Pause a f t e r each

M O N T Y : H i , I'm M o n t y ! R e p e a t a f t e r m e !

o n e f o r pupils t o c h e c k w i t h e a c h o t h e r . Play t h e C D again.

Isl Isl s i x

C h e c k and elicit t h e c o r r e c t m i m e f r o m o n e o r m o r e of t h e

Isl Isl s t a r

pupils e a c h t i m e . R e p e a t t h e c o r r e c t

instruction.

Six stars.
K e y : 2 = left, 3 = right, 4 = m i d d l e

Six stars.
Six stars!

C D

Practice
•

I,

16

1. Sit d o w n , p l e a s e .

P u t pupils in p a i r s . G i v e pupils t h e i r e n v e l o p e s w i t h t h e s i x
character cards f r o m Photocopiable

I. T h e y m i x t h e i r t w o

s e t s o f c a r d s up a n d put t h e m face d o w n o n t h e d e s k . ( T h e r e

2. C l o s e the door, please.

3. L i s t e n t o t h e C D , p l e a s e .
4. O p e n y o u r b o o k s , please.

a r e 12 c a r d s a l t o g e t h e r . ) Pupils t a k e t u r n s t o t u r n o v e r t w o
c a r d s a n d t o say t h e n a m e s . If t w o c a r d s a r e t h e s a m e , t h e y
k e e p t h e m . If n o t , t h e y t u r n t h e m face d o w n again. T h e pupil
w i t h t h e m o s t p a i r s at t h e e n d is t h e w i n n e r . R e p e a t .
P B 8 . ACTIVITY
•

1 0 . Ask the

questions.

F o c u s pupils o n t h e p i c t u r e s . P o i n t t o M e e r a . Say

Extra activities: see page T l 10 (if time)
Ending the lesson
•

What's

Pupils t a k e o u t p e n c i l s in t h e s e v e n c o l o u r s . Say Pick up the
red pencil, please. Pupils pick up t h e r e d p e n c i l . R e p e a t f o r

your name? I'm Meera.

Say How old are you? W a i t f o r pupils

o t h e r c o l o u r s . Say t h e i n s t r u c t i o n s quickly. M o r e c o n f i d e n t

t o r e s p o n d (I'm eight).

P o i n t t o S u z y . Elicit t h e q u e s t i o n s and

pupils can t a k e t u r n s t o give

a n s w e r s . Pupils w o r k in p a i r s . T h e y t a k e t u r n s t o p o i n t , a s k
and a n s w e r . M o n i t o r pupils and help w h e r e n e c e s s a r y .

instructions.


By the end of the lesson, pupils will
; listened to a story and reviewed language from
unit.
IECTIVES:

MARIE: G o o d b y e , M a s k m a n . C l o s e t h e d o o r , p l e a s e , M a s k m a n .
Thank you.
MONTY: Hello, Marie.
MARIE: H e l l o , M o n t y .

URGET L A N G U A G E

M O N T Y : L o o k , a blue p e n c i l .

l a n g u a g e : language f r o m t h e unit

MARIE: Y e s , a blue p e n c i l .

l i t i o n a l l a n g u a g e : here, thank you, my, very good,

sticker

i s i o n : pick up, point to, open, close, look at, listen, sing, door,

P B 9 . A C T I V I T Y 1 2 . Listen
•

; vocabulary

Say Listen

and say the

and say the number.

number.

Play t h e C D . P a u s e a f t e r e a c h

p i c t u r e . G i v e pupils t i m e t o t h i n k and t o c h e c k w i t h e a c h o t h e r
ATE RIALS

before asking for the a n s w e r f r o m the class.

REQUIRED

K e y : 2 , 6, 4 , 3, 5 , I

i c a r d s of t h e c h a r a c t e r s ( 1 - 8 , 19)
a a c t i v i t y 2 : s m a l l p i e c e s of paper, t h e s a m e n u m b e r as

C D

e a r e pupils in t h e c l a s s , w i t h a n u m b e r b e t w e e n / and 10

I,

18

ten o n e a c h p i e c e , e.g. 6, an e n v e l o p e t o p u t t h e m in

A s C D I , 17 b u t in o r d e r of t h e key.

ional: Kid's B o x Teacher's

A B 9 . MY P I C T U R E DICTIONARY.

Resource

Book

I Unit I Extension

k s h e e t 2 (page 10)
B o x Interactive

DVD

•
I: The living room ' G a r d e n i n g ' e p i s o d e

o r a n i m a t e d v e r s i o n o f t h e U n i t I s t o r y f r o m Suzy's

Say Open your Activity
dictionary.

room

Books

at page 9, please.

Look at the

picture

H o l d up y o u r b o o k . Pupils p r e p a r e t h e s t i c k e r s . Say

t h e n u m b e r s (/, 2, 3, 4, 5, 6 ) in t u r n . Pupils p o i n t t o t h e c o r r e c t
s t i c k e r . Say t h e n u m b e r s in a d i f f e r e n t o r d e r . Pupils p o i n t t o
t h e c o r r e c t n u m b e r in t h e i r b o o k s . Pupils s t i c k t h e s t i c k e r s

irmer

in t h e c o r r e c t p l a c e . M o n i t o r a r o u n d t h e class t o c h e c k . If
a p p r o p r i a t e , pupils t r a c e a r o u n d t h e n u m b e r w o r d u n d e r t h e

lace t h e f l a s h c a r d s o n t h e b o a r d and elicit t h e n a m e s ,
ay, e.g. Marie

sticker.

and clap t w i c e . Pupils r e p e a t . R e p e a t f o r t h e

t h e r f l a s h c a r d s . V a r y t h e a c t i o n , clapping, snapping f i n g e r s ,
lamping f e e t a n d s o o n . P o i n t t o t h e c h a r a c t e r f l a s h c a r d s

Extra activities: see page T l 10 (if time)

>r c h i l d r e n t o d o t h e a c t i o n s .

A B 9 . MY STAR C A R D .
•

>ry
). A C T I V I T Y 1 1 . Listen

to the

Write

A s k pupils t o r e p e a t if n e c e s s a r y . W h e n a pupil d o e s n ' t say t h e

story.

ay Open your Pupil's Books

at page 9, please.

ictures.

( P u p i l s point.) Point to

3

F o c u s pupils o n t h e a c t i v i t y . Say Can you say these words?

t h e n u m b e r s in t u r n o n t h e b o a r d . E l i c i t t h e w o r d s in c h o r u s .

Point to Maskman.

u p i l s point.) D o t h e s a m e f o r Monty

n u m b e r c o r r e c t l y , e l i c i t t h e n u m b e r f r o m a n o t h e r pupil w h o

Look at the

c a n and t h e n a s k t h e f i r s t pupil t o r e p e a t .

Marie.

and monster.

•

Hold

upils k n o w t h e o r d e r . Say Listen
wnster?

What

and look. What

colour's

the

Pupils w o r k in p a i r s . T h e y t a k e t u r n s t o p o i n t t o a n u m b e r in
t h e i r b o o k s and t o s a y it.

p y o u r b o o k . P o i n t t o t h e p i c t u r e s e q u e n c e 1-6 t o c h e c k
•

Say Colour the stars.

D e m o n s t r a t e the activity on the board.

E l i c i t a n u m b e r using o n e o f t h e f l a s h c a r d s . Say Good.

colour's the pencil? Play t h e C D . Pupils c h e c k

Now

colour the star. P u p i l s c h o o s e c o l o u r s t o c o l o u r t h e i r s t a r s .

l e i r a n s w e r s in p a i r s . C h e c k w i t h t h e class ( b l u e ) ,

lay t h e C D again. P a u s e a f t e r e a c h p i c t u r e t o c h e c k
n d e r s t a n d i n g . P o i n t t o t h e p i c t u r e a n d a s k , e.g. What's
ame? What's

her name? What's

this? ( t o y b o x ) . What

his

colour's

Optional activities
•

ie toy box I door?
•
I,

17

; in t h e t o y b o x ,

U n i t I E x t e n s i o n w o r k s h e e t 2 f r o m Teacher's

Resource

Book

I

(pages 6 and 10).
T h e ' G a r d e n i n g ' e p i s o d e f r o m Kid's Box Interactive

DVD I (The

living room s e c t i o n ) .
•

T h e a n i m a t e d v e r s i o n of t h e U n i t I s t o r y f r o m Kid's

i e alive.

Interactive

к and t a l k ,

Teacher's Booklet for the Interactive D V D .

DVD

I (Suzy's

Box

room s e c t i o n ) . S e e pages 4 1 - 4 3 of t h e

the c o u n t of f i v e .
:, t w o , t h r e e , four, f i v e .

Ending the lesson

KMAN: H e l l o , M a r i e .

•

I E : H e l l o , M a s k m a n . C l o s e t h e d o o r , p l e a s e . Sit d o w n h e r e .
KMAN: L i s t e n t o m y c h a n t , M a r i e . I, 2 , 3 , 4 , 5 , 6, 7, 8, 9
nd 10.
IE: V e r y good, M a s k m a n .
KMAN: Y e s , g o o d .
KMAN: L i s t e n ! L o o k ! W h a t . . . ? A a a a g g h h ! A blue m o n s t e r !
IE: N O , M a s k m a n . It's a . . .
KMAN: E e e e k ! A blue m o n s t e r ! G o o d b y e , M a r i e .

A s k pupils w h i c h c h a n t / s o n g / g a m e t h e y ' d like t o d o again f r o m
t h e unit. D o it t o g e t h e r t o e n d t h e l e s s o n .


О Listen to the story.


®

о

Э О О Listen and repeat.


By the end of the lesson, pupils will

have named and counted different classroom objects.
OBJECTIVES:

P B I O . A C T I V I T Y 2 . Listen
•

and

Say Now listen and repeat.

repeat.

Play t h e C D . P a u s e a f t e r e a c h

w o r d . Pupils p o i n t t o t h e o b j e c t and r e p e a t in c h o r u s . Pupils
•

T A R G E T

can say t h e w o r d s in d i f f e r e n t w a y s : quietly, loudly, e t c .

L A N G U A G E

K e y l a n g u a g e : book, chair, eraser, pen, pencil,

table,
C D

Is this a ... ? Yes, No, your
A d d i t i o n a l l a n g u a g e : school, bag, an, stick, fold, read,

be quiet, stop, it's,

cut,

20

a/an

Revision: colours, numbers

Practice

1-10

•
•

I,

T a b l e , b o o k , chair, e r a s e r , p e n , p e n c i l

MATERIALS

•

School flashcards ( 2 7 - 3 2 )
O p t i o n a l : Kid's B o x Teacher's

A s k q u e s t i o n s a b o u t t h e p i c t u r e in t h e Pupil's B o o k . P o i n t
and say, e.g. What

REQUIRED

Resource

Book

I (page 13)

colour's the

A B I O . A C T I V I T Y I . Listen
•

pen?

Pupils w o r k in p a i r s and a s k and a n s w e r in t h e s a m e w a y .

Say Open your Activity

and colour.

Books

at page

[ Y L E ]
10, please.

c l a s s r o o m o b j e c t s by saying, e.g. Point to the

Warmer
•

•

Pupils t a k e o u t c r a y o n s in all s e v e n c o l o u r s . Say Listen

and

colour. Play t h e C D . Pupils m a k e a c o l o u r e d d o t . T h e y c h e c k

Pupils t a k e o u t t h e i r c o l o u r e d p e n c i l s . Say Pick up the red
pencil, please.

Review the
table.

in p a i r s . Play t h e C D again. C h e c k w i t h t h e class. Pupils

R e p e a t f o r o t h e r c o l o u r s . S t a r t off s l o w l y , t h e n

c o l o u r t h e o b j e c t s . E l i c i t w h i c h c o l o u r t h e y didn't u s e

s p e e d up. M o r e c o n f i d e n t pupils can t a k e t u r n s t o give t h e

(purple).

instructions.

K e y : c h a i r = o r a n g e , p e n c i l = y e l l o w , t a b l e = r e d , e r a s e r = pink,

Presentation
•

b o o k = g r e e n , pen = blue

T e a c h t h e n e w w o r d s , using f l a s h c a r d s and t h e r e a l o b j e c t s .
I n t r o d u c e Is this a ... ? Yes/No.

C D

H o l d up t h e pen f l a s h c a r d . Say

1,21

Is this a pencil? S h a k e y o u r h e a d . E l i c i t o r t e a c h No. Say Is this

T h e t a b l e is r e d .

a book? Pupils c h o r u s No. Say Is this a pen? N o d y o u r h e a d .

T h e c h a i r is o r a n g e .

E l i c i t o r t e a c h Yes. R e p e a t w i t h t h e o t h e r f l a s h c a r d s .

T h e e r a s e r is pink.

N o t e : An is f o r r e c o g n i t i o n p u r p o s e s only.

T h e pen is blue.
T h e b o o k is g r e e n .

P B I O . A C T I V I T Y I . Listen
•

•

and point.

Say Open your Pupil's Books

at page

[ Y L E ]
10, please.

T h e p e n c i l is y e l l o w .
E l i c i t w h o is

in t h e p i c t u r e ( S u z y and S i m o n ) . Say W h e r e ' s the star? Pupils

A B I O . A C T I V I T Y 2 . Draw

c h e c k t o g e t h e r . C h e c k w i t h t h e class by holding up y o u r

•

your

table.

P o i n t t o a pupil's t a b l e and a t t h e c l a s s r o o m i t e m s t h e r e . Say,

b o o k a n d p o i n t i n g t o t h e s t a r ( o n t h e p e n c i l ) . Pupils say Here

e.g. Is this your book? What

it is.

How

P u t t h e f l a s h c a r d s o f t h e c l a s s r o o m o b j e c t s o n t h e b o a r d . Say

e t c . A s k a b o u t p e n c i l s and e r a s e r s .

Listen

and point. Play t h e C D . Pupils listen and p o i n t t o t h e

•

o b j e c t s in t h e i r b o o k s . P o i n t t o t h e f l a s h c a r d s o n t h e b o a r d

19

Colour

your

the

Pupils l o o k at t h e i t e m s o n t h e i r t a b l e s and d r a w p i c t u r e s .
M o n i t o r pupils as t h e y d r a w and a s k q u e s t i o n s a b o u t t h e i r

S U Z Y : O o o o h h ! S i m o n , is t h a t y o u r bag?
SIMON: Y e s , it is.

and books.

three,

picture.
•

I,

P o i n t t o t h e e x a m p l e p i c t u r e o f t h e t a b l e and say Draw
table. Draw the pens, pencils, erasers

to check.
C D

colour is it? T h e pupil a n s w e r s . A s k

many pens (are there)? C o u n t t h e m a l o u d : One, two,

pictures.
•

S U Z Y : It's y e l l o w .

Pupils c o m p a r e p i c t u r e s in p a i r s . T h e y t a k e t u r n s t o p o i n t
and a s k , e.g. Is that your

pen?

SIMON: Y e s , it is, a n d m y p e n c i l ' s r e d .
S U Z Y : IS y o u r e r a s e r r e d t o o ?
SIMON: N o , it isn't. It's g r e e n .
S U Z Y : A n d w h a t c o l o u r ' s y o u r pen?

Extra activities: see page T l 10 (if time)

SIMON: It's b l u e , S u z y .

Optional activity

S U Z Y : O h , and . . . ?

•

U n i t 2 R e i n f o r c e m e n t w o r k s h e e t I f r o m Teacher's
Book

SIMON: H e r e , S u z y ! L o o k a t t h i s . It's m y M a s k m a n b o o k !

Resource

I (pages 12 and 13).

SUZY: W O W ! T h a n k s , S i m o n !

Ending the lesson
•

H a n d o u t t h e s c h o o l f l a s h c a r d s t o d i f f e r e n t pupils. Say t o o n e
pupil Hold up your flashcard.

What

is it? T h e class a n s w e r s .

R e p e a t as a s e n t e n c e , e.g. It's a book. Pupils r e p e a t . Pupils
w i t h f l a s h c a r d s t a k e it in t u r n s t o h o l d up t h e c a r d and a s k
t h e question. T h e class a n s w e r s .


I E C T I V E S : By the end of the lesson, pupils will
э learnt a chant about classroom objects.

CD

I, 23

1. F o u r p u r p l e c h a i r s
2 . T h r e e blue t a b l e s

XRGETLANGUAGE
l a n g u a g e : book, chair, eraser, pen, pencil, table, Is this a ... ?

No

3. S i x r e d p e n s
4. Seven y e l l o w b o o k s
5. T w o o r a n g e pencils

l i t i o n a l l a n g u a g e : an, How many ... ?

6. Eight g r e e n e r a s e r s

ision: numbers / - / 0
A B I I . A C T I V I T Y 3 . Draw
ATE RIALS

•

REQUIRED

three

pictures.

D i s p l a y t h e f l a s h c a r d s o n t h e b o a r d as in t h e w a r m e r . T h i s

ю1 f l a s h c a r d s ( 2 7 - 3 2 )

t i m e , w r i t e a n u m b e r n e x t t o e a c h o n e ( n o t t h e n u m b e r in

ut t w e l v e s c h o o l o b j e c t s , e.g. a blue p e n c i l , a pink p e n c i l ,

w o r d s ) . Say, e.g. Number
f r o m a pupil Number

: e n e r a s e r , a y e l l o w c r a y o n ; a c l o t h o r a large p i e c e of
•

:r
ional: Kid's Box Teacher's

Resource

Book

Say Open your Activity
pictures

I Unit 2

I is an eraser. What's

number 4? E l i c i t

4 is a (pen). R e p e a t s e v e r a l t i m e s .
Books

at page 11, please.

Look at the

at the top. T e l l pupils t o c h o o s e o n e o b j e c t t o d r a w in

e a c h b o x . T h e y c a n c h o o s e w h i c h t h e y w a n t , b u t tell t h e m it's

f o r c e m e n t w o r k s h e e t 2 and E x t e n s i o n w o r k s h e e t I

a s e c r e t . Pupils c o p y t h e o b j e c t s i n t o t h e b o x e s .

es 14 and 15)
•

D e m o n s t r a t e t h e activity. Invite a pupil t o t h e f r o n t . H o l d y o u r
A c t i v i t y B o o k s o t h a t t h e pupil can't s e e . Say Number

I is a

chair. H o l d up t h e pupil's A c t i v i t y B o o k . Point t o t h e b o t t o m

irmer

half of t h e a c t i v i t y and say Draw a chair in number 4. C h e c k t h a t
t h e pupils u n d e r s t a n d w h a t t o d o and t h a t t h e y d o n ' t look.

lisplay t h e f l a s h c a r d s o n t h e b o a r d . W r i t e a n u m b e r in
' o r d s b e t w e e n one and ten u n d e r e a c h o n e . D o n ' t r e p e a t

•

P u t pupils in p a i r s . S a y Tell your friend. Draw your

те n u m b e r s , b u t t h e y d o n ' t n e e d t o be s e q u e n t i a l . Pupils

pictures.

i k e o u t t h e i r n o t e b o o k s . Say Eraser.

pairs by c o m p a r i n g t h e i r b o o k s .

Pupils w r i t e in t h e i r

o t e b o o k s t h e n u m b e r w h i c h is u n d e r t h e e r a s e r , e.g. 6.
l e m o n s t r a t e t h e a c t i v i t y f o r t h e pupils w i t h o n e of t h e
a s h c a r d s and n u m b e r s . Say t h e o t h e r w o r d s a n d pupils

A B I I . A C T I V I T Y 4 . Count.
•

the

number.
in

4. How many tables? G e s t u r e c o u n t i n g t h e t a b l e s , p o i n t

t o e a c h t a b l e a n d c o u n t a l o u d : One, two, three, four. Say Four

;heck w i t h t h e class.

tables.

11. A C T I V I T Y 3 . Say the

Write

H o l d up y o u r A c t i v i t y B o o k a n d say Look at the picture
Activity

^rite t h e n u m b e r s in t h e i r b o o k s . Pupils c h e c k in p a i r s .

friend's

M o n i t o r pupils as t h e y a r e w o r k i n g . Pupils c h e c k in

chant.

Write the number.

Point to the example a n s w e r 4 next

t o t h e s m a l l p i c t u r e of t h e t a b l e at t h e b o t t o m of t h e page.

ay Open your Pupil's Books at page 11, please.

Look at the

•

P o i n t t o t h e n e x t s m a l l p i c t u r e of t h e c h a i r a n d say How

many

icture. Listen and point. Play t h e c h a n t . Pupils listen and p o i n t ,

chairs? Count. Write the number.

lay t h e c h a n t again. Pupils listen and r e p e a t a f t e r e a c h line,

and w r i t e n u m b e r s f o r t h e o t h e r i t e m s . C h e c k a n s w e r s as a

r a c t i s e t h e c h a n t a f e w m o r e t i m e s as a w h o l e c l a s s .

class.

Pupils w o r k in pairs t o c o u n t

)ivide t h e class i n t o s i x g r o u p s . H a n d a s c h o o l f l a s h c a r d
э e a c h g r o u p . T h e class say t h e c h a n t g r o u p by g r o u p ,

K e y : 2 , 6, 5, 3, I

olding up t h e f l a s h c a r d and saying t h e i r w o r d s in t u r n . S w a p
ashcards and repeat.

Extra activities: see page T l 10 (if time)

jncil, a book,

•

Optional activities
Pupils c o m p l e t e U n i t 2 R e i n f o r c e m e n t w o r k s h e e t 2 a n d / o r

eraser, a p e n ,

E x t e n s i o n w o r k s h e e t I f r o m Teacher's

ble, a chair,

12, H a n d 15).

it again. ( x 2 )

•

,evise n u m b e r s w i t h t h e class by holding up a n u m b e r of
encils in o n e hand ( t e n o r f e w e r ) . Say H o w many

pencils?

l i c i t t h e pupils' g u e s s e s and c o u n t t h e p e n c i l s a l o u d t o c h e c k

I (pages

Play a m e m o r y g a m e . P u t t h e c l a s s r o o m o b j e c t s o n t h e t a b l e
in f r o n t of y o u , o r o n t h e f l o o r . It's i m p o r t a n t t h a t all pupils
can s e e t h e m . Pupils l o o k at t h e m f o r 3 0 s e c o n d s . C o v e r t h e
o b j e c t s w i t h a c l o t h o r w i t h paper. S e c r e t l y , t a k e o n e o b j e c t
away. T a k e off t h e c l o t h / p a p e r t o s h o w pupils t h e o b j e c t s

/ith t h e c l a s s .
Lepeat w i t h d i f f e r e n t c l a s s r o o m o b j e c t s .

1 1 . A C T I V I T Y 4 . Listen

and

correct.

one. Play t h e C D f o r n u m b e r o n e . E l i c i t

he a n s w e r No. Six orange chairs.

Play e a c h o n e in t u r n . Pupils

/ h i s p e r t h e a n s w e r t o t h e i r p a r t n e r . D o n ' t c o r r e c t as a class
t t h i s stage. Play t h e C D a s e c o n d t i m e . Pause a f t e r e a c h
me and c o r r e c t as a c l a s s .
': 2 T w o g r e e n t a b l e s , 3 F o u r p u r p l e p e n s , 4 Five r e d b o o k s ,
T h r e e pink p e n c i l s , 6 S i x y e l l o w e r a s e r s

)

Book

Ending the lesson

actice

ay Look at number

Resource

again. Pupils p u t t h e i r h a n d s up t o n a m e w h a t is missing. E l i c i t
and c h e c k . R e p e a t . C h o o s e a pupil t o c o m e o u t and r e m o v e
the next object.