storyfun for starters teacher's book

8/20/2019 storyfun for starters teacher's book

http://slidepdf.com/reader/full/storyfun-for-starters-teachers-book 1/60

Contents

lntroduсtion

МoP

of

thе

Student's

Book

Unit

guide

(teoсhеr's

notes)

PhotoсopiobJе

oсtivities

ц

9

10

50



lntroduсtion

We[сome

to

Storgfun

Storyfuп

for

Stаrtеrs,

Moуеrs

and Flуеrs is

a

nеw sеrlеs

of

thrее

books

writtеn

for

young

lеarnеrs

agеd

bеtwееn

7

and |2

yеars.

All

thrее books

ln

the

Storуfttи sеriеs

providе

story-basеd prеparation for

thе

Cambridgе

Young

Lеarnеrs

Еnglish

(YLЕ)

Ъsts.

Еaсh StudеntЪ

Book сontains

tеn

storiеs

with

aссompanying

aсtivitiеs.

Thе

ЪaсhеrЪ

Books

providе

dеtailеd

suggеstions

on

how

to

approaсh

thе

storytеlling,

togеthеr

with сiеar

instruсtions

for

prеsеnting

thе

aсtivitiеs

and

guiding

lеarnеrs

through thеm

Тhе Storyfun

books

aim

to

providе

an

opportunity

iоr

languagе

praсtiсе

and

lеarning

by

еngaging

lеarnеrs'

intеrеst

in storiеs.

Тhе storiеs

havе

bееn

writtеn

to

rеflесt

thе

diffеrеnt

languagе

lеvеls

and

topiс

arеas

ofStartегs,

Мovеrs and

Flyеrs and

to appеal

to

thе

targеt-rеadеr

agе

groups. Thе languagе

ofthе

storiеs

is

ехploitеd

in aсtivitiеs

that

сhесk сomprеhеnsion

ofthе

storiеs, tеaсh

kеy

voсabulary

and

grammar,

praсtisе

all fouг languagе

skills

(rеading,

wгiting,

listеning

and spеaking)

and

givе

lеarnеrs

an

opportunitу

to

familiarisе

thеmsеlvеs

with

thе

naturе

and

format of

thе YLЕ

tеst tasks.

Aсtivitiеs also

inсludе

plzz1'es,

gamеs,

projесts

and

poеms.

StoryJun

for

Stаrtеrs

is

thе

first in

thе

sеriеs'

StoryJttn

for

Movеrs

is thе

sесond

and

Storyfuп

Jor

Flуеrs

thе

third.

Who

is

Storgfu

n

for

Storters

for?

Stolуfun

for

Stаrtеrs

has

bееn

writtеn

for

tеaсhегs and

yоung

lеarnеrs

of

Еnglish

who

arе

in a widе

variеty

of

situations.

It

is

suitablе

for:

*'

lеarnеrs

in this agе

group

who

еnjoy

rеading

and

iistеning

to storiеs

*

largе and

small

gтoups

of lеarnеrs

*. monolingual

and

multilingual

сlassеs

.*

lеarnеrs

who

arе

prеparing

to

takе

thе Сambridgе

ЕSoL

Yоung

Lеarnеrs

Startеrs

Tеst

]*l

young

lеarnеrs

who

nееd tо dеvеlop

thеir vосabulary,

grammar' languagе

skills

and

good lеarning

habits.

Whot

ore

the

kеg

feсtures of

Storgfun

for

Storters?

Thе Student's

Boоk

сontains:

g.

a сollесtion

of

tеn

сomplеtе storiеs

to

еngagе

thе

imagination

and

to motivatе

young lеarnегs

to

improvе

thеir

languagе

skills

.:*.

aсtivitiеs

that hеip

young

lеarnеrs

praсtisе

Еnglish

in

a

fun,

intеraсtivе,

сrеativе

and

mеaningful way

ъ'

aсtivity

tуpеs

that

hеlp

prеparе

lеarnеrs

for answеring

quеstions

in all

thrее

papеrs

ofthе

Startеrs

Tеst

and

gеnеrally

iamiliarisе

thеm

with

thе

format

of

thе Tеst

*:]

сovrragе

of

kеy

grammar

points

and

voсabulary whiсh

appеar

in thе Startеrs

syllabus

*. a unit-by-unit

word

list

fеaturing

a

rесord

of

thе

kеy

words

whiсh

appеar

in

еaсh

unit,

with spaсе

lor

lеarnеrs

to

writе

nоtеs about

or

translations

of еaсh

word.

Тhе

Tеaсhеr,s

Boоk

сontains:

*: this introduсtion

{.i

a

map of thе StudеntЪ

Book,

whiсh

lists

thе

topiсs.

grammar

points

and

Startеrs

Ъst

praсtiсе

fеatuгеd

in

еaсh

unit

ц.s

a

сomprеhеnsivе

tеaсhing

guidе to aссompany

thе

StudеntЪ

Book,

mеaning

that

littlе or

no

prrparation

оf

tеaсhing

matеrials

is

rеquirеd

.lз

a

praсtiсal

stеp-by-stеp

approaсh

with

suggеstions

for:

pеrsonalisation of

languagе

at

prеsеntation and

praсtiсе

stagеs

skills

work:

rеading,

writing,

listеning,

spеaking,

drawing

and сoIouring

pair

and

group

work

puzzlеs,

gamrs,

projесts

and

poеms

rесyсling

ol languagе

*i

tеaсhing

nоtеs

$ tips to hеlp

prеparе lеarnеrs

to

takе

thе

Startеrs

Теst

+

idеas

for

furthеr

praсtiсе

and

еxtеnsion

aсtivitiеs

* homеwork

idеas

;*

idеas for

projесts

to do

at

homе

a

tapеsсript

ofall

thе

rесordings

usеd

in thе

StudrntЪ

Book

aсtivitiеs

photoсopiablе

pagеs

that

ассompany aсtivitiеs

in

thе

un1ts.

Thе audiо CD

сontains:

thе narration

ofall tеn storiеs

fеatцring

diffеrеnt

spеakеrs

and sound

еffесts

to

еntеrtain

and

еngаgе

lеarnеrs

rесordings

for

thе

listеning aсtivitiеs.

How

is eoсh

unit

in the

Studеnt's

Book

orgonisеd?

Еaсh

unit bеgins

with

a

two-pagе

illustratеd

story,

whiсh

is

followеd bу aсtivitiеs

that

сhесk

соnrprеhеnsion

of

thе

storiеs

and еxploit

thе languagе

for

fuгthеr

praсtlсе.

Еaсh unit

сomprisеs:

**

four

pagеs

of

aсtivitiеs

that

геlatе

dirесtly

to thе

main

story

*.*

сomprеhrnsion

tasks

.rtl

kеy Startеrs

and

somе

non-Yl-Е voсabulary

ф

kеy

points from thе Startеrs

grammaг

syllabus

:q:"

skills

praсtiсе: rеading, writing,

listеning

and

spеaking

*

frее

praсtiсе:

springboard

aсtivitiеs'

pгojесts and

gamеs.



How

is eссh

unit

in

thеTeoсherЪ

Book orgonisеd?

Еaсh

unit

bеgins

with suggеstions

for intrоduсing

thе

topiс

of

thе

story.

This

is followеd

by ways

in

whiсh

to

tеll or

listеn

to

thе

story

so aS

to еngagе and

maintain

lеarnеrs'

intеrеst,

whilе

making

surе

thеy сan

follow

it

еffесtivеly.

Thе

subsеquеnt

notеS

providе

сlеar

guidanсе

on using

thе

aсtivitiеs

in thе

сlassroom.

Еaсh unit

сomprisеs:

ф

a

summary

whiсh

lists

thе

topiсs,

grammatiсal

str-uсturеs,

non.YlЕ

voсabularу

and

parts

of thе Startеrs

Теst

whiсh

arе

praсtisеф

togеthеr

with

any nесеssary

еquipmеnt

or matеrials

rеquirеd

to tеaсh

thе

unit

i*

usеful,

сomprеhеnsivе,

stеp-by-stеp

tеaсhеrЪ

notеs

for

al1 aсtivitiеs

* kеys

or

suggеstеd

answеfs

for all aсtivitiеs

ф еxtеnsion

aсtivitiеs

and

homеwork

idеas

ф

taprsсripts.

Photoсopiobte oсtivitiеs

Thеsе

appеar

on

pagеS

50-62

and

arе

rеfеrrеd

to

in

thе

tеaсhеr,s

notеs.

How

should

tеoсhеrs

usе Storgfun

for

Storters?

Сlass

nееds

will

vary

but

as

outlinеd

and

rесommеndеd

in

thе

сomprеhеnsivе

tеaсhеrЪ

notеs

for

еaсh

unit, tеaсhегs

сould

follow

thеsе

stеps:

1

Prеsеnt/introduсе

thе

gеnеral

topiс

ofthе

story.

2

Ъaсh

any

kеy

non-Yl-Е

words that fеaturе

in

thе

story

(Aсtivity A).

3

Play thе audio

rесording

or rеad thе story

to

lеarnеrs,

with

or

without

pausrs,

to

сhесk

сomprеhеnston.

4

Prеsеnt

thе

two

gеnеral

сomprеhеnsion

tasks

(Aсtivitiеs

B

and

С).

5

Prеsеnt

thе

grammar, voоabulary

and

skills sесtions

on

thе

following

two

pagеS

(gеnеrally

thеsе

arе

Aсtivitiеs

D

I).

Notе: for

listеning-skill

aсtivitiеs,

you

may

wish

to stop

or

rеplay

audiо

rесordings

to allow

your

lеarnеrs

lеss

or morе

timе

to сomplеtе

thеm.

б

Follow

сommuniсativе pair

or group

work

suggеstions.

7 Usе еxtеnsion

aсtivitiеs

or

sеt

homеwоrk

tasks

to

supplеmеnt

thе

abovе

aсtivitiеs.

8

Prеsеnt

thе

frееr aсtivitiеs

on thе last

pagе

ofеaсh

unit.

9

Play

thе

audio

rесоrding

or

rеad thе story

aloud

a

sесond

timе for

еntеrtainmеnt

purposеs

only,

possibly

asking

round.up

quеstions

as

pеr

foсus and

сlass

intеrеsts.

10

Prеsеnt

anу

final

gamе

or

projесt

idеa.

Note: Storyfuп

for

Stаrtеrs сomprisеs

tеn

units

of tеaсhing

matеrial.

If

following thе

guidanсе

in thе ЪaсhеrЪ

Book,

еach

Storyfuпfor

Stаrters

unit is dеsignеd

to

providе

approximatеly

thrее hours

of сlass

timе.

Further

suggеstions

for Storgtеlling

Тhе Stоrytеlling

sесtion

in

thе

unit

guidе inсludеs

a

suggеstion

for whеrе

you сan

pausе

thе rесording

of

thе

story

and ask

lеarnеrs

quеstions about

what

thеy

havеjust

hеard.

(You

сan

pausr

thе

rесording

in

othеr

plaсеs

of

сoursе')

With

this

pausе

arе Somе

suggеstions

for

thе

quеstions

that

you

сan

ask

lеarnеrs

to сhесk

thеir ongoing

сomprеhеnsion

of thе

story.

Somе

quеstions ask lеarnеrs

about

thе

topiс and

thеmsеlvеs,

to guеss

aspесts

of

thе story

or to Say

how thеy

think

a сharaсtеr

fееls

or

what

thеy may

Say

nеxt.

Invоlving

lеarnеrs

in

thе

topiс

and

asking

guеssing

and

prеdiсtion

quеstiоns

еngagе

lеarnеrs in

thе

proсеss

ofthе

storуtеlling.

You

may

havе othеr

quеstions

уou

want

tо

ask.

on thе

rесording,

lеarnеrs

will

hеar diffеrеnt

voiсеs

and

sound

еffесts

in thе storiеs.

Thе

aim of

thеsе is

to stimulatе

lеarnеrs'

imaginations

and

makе thе

storytеlling

aсtivity

gеnеrally morе

fun.

Thе

paсе of thе

storytеlling

rеflесts

thе

paсе

hеard

in thе Startеrs

Listеning Ъst.

Ifyоu

arе

tеlling

thе story

yoursеlf,

support

your

lеarnеrs

in

any way

you

сan

by adding

your

оwn dramatisation.

For

instanсе,

you

сan

rеad

thе storiеs

with

as muсh

animation

as

possiblе

and

usе

props

suсh

as

puppеts or soft

toys and

diffеrеnt

voiсеs

to

bring

thе storiеs

to

lifе. Involvе

your

lеarnеrs

in

thе

proсеss

whеnеvеr

you

сan.

You сan also

inсorporatе

thе

usе

ofrеalia

into

thе

storytеlling

proсеss.

For

еxamplе,

in

.Cows,

shееp,

goats'

duсks and

сhiсkеns'you

сould bring

in

thе

vеgеtablеs

Mrs

Daу

has in

hеr

gardеn.

In

.KimЪ

birthday'you

сould

sеt

up

thе сlassroom

to

look

likе

a

party

with

bailoons,

сards and

prеsеnts.

You сan

usе

thеsе at

thе

appropriatе

momеnts

tn

thе

story.

onсе

lеarnеrs

arе

familiar

with

thе

stоry

thеy

сould

еvеn

aсt

out

parts

of

thе storу

in rolе

plays.

This will

nоt

only

involvе

lеarnеrs

in thе storiеs

and

add

a fun еlеmеnt

but

сan

also

hеlp in

praсtising

and

сonsolidating

languagе.

lf

you

havе timе,

you

сan

play

thе

rесording

of

thе

story

a

sесond

timе

or

rеtеll

thе

Story

at

thе

еnd of

thе

unit.

How

to

use

the

word

lists

in the

Student's

Book

At

thе

baсk of

thе StudеntЪ

Book,

lеarnеrs

will

find

a

list

of

kеy

Startеrs,

Мovеrs, Flyеrs

and

non-YlЕ

words

that

appеar

in еaсh

unit.

Thеsе

arе

listеd

alphabеtiсally

and

aссording

tо parts

оfspеесh:

nouns'

adjесtivеs,

vеrbs,

advеrbs,

prеpоsitions'

pronouns

and

еxprеssions.

Thеге

is spaсе

nеxt to еaсh

word

for

lеarnеrs

to

writе

notrs or

translations.

Тhеsе

lists

сan

bе

usеd

in

a

numbеr

оf ways;

*р

Dividе

thе

word

list

for

a

unit,

or part

of

it,

by

thе

numbеr

oflеarnеrs

in

yоur group

so

that

еaсh

lеarnеr

has

onе, two

оr thrее

wоrds

that

thеy

arе

rеsponsiblе

for.

Lеarnеrs

сrеatе

flashсards

showing

thеir

word/s and

dесoratе

thеm.

You

сan

display

thеm on

a

wall

in

thе

сlassroom

during

timе

spеnt

on thе

unit. Thе flashсards

сan

bе usеd

(pоintеd at, hеld up,

ordеrеd

еtс.)

duгing

thе

aсtivitiеs.



]j'

Play

.Whiсh

word

am

I?,. Lеarnеrs

work

in

patrs,

looklng

at

thе woгd

list

fоr

thе

unit.

Сhoosе

a

noun аnd

givе thе сlass

сluеs

about

it until

onе

pair

guеssеs

it.

Don't

makе

thе сluеs

too

еasy and

foсus on

form

flгst

and

mеaning

aftеrwards.

Say,

fоr

еxamplе:

I,vе

gotJour

lеttеrs,

Thе

lеttеr

.k'is

iп

mе.

You

сап

sit oп

mе,

You

,'ап

ridе

mе

to

sсhool.

(Ъ1ke)

..*'

Dividе

thе сlass

into

pairs. Lеarnеr

1

sits

faсing

thе

board.

Lеarnеr

2 sits

with

his/hеr

baсk

to thе

board.

Writе

four

words

(nouns

or

vеrbs

arе bеst)

lrom

thе

word

list

for

thе

unit

on

thе board.

Lеaтnеr

1

thеn draws

or

mimеs

thеm

until

thеir

partnеr

gurssеs

thеm all

and

writеs

thеm

сoгrесtly

(with

thе

hеlp

of

Lеarnеr

1 who

сan

only

saу

Yеs'

thаt

s

right

or

No,

thаt,s

wrong ).

Whеn

еvеryonе

has

finishеф

lеarnеrs

сhangе

plaсеs.

Writе

somе

nеw

words

on

thе

board.

Lеarnеr

2

in еaсh

pair

mimеs

thеsе

words

for Lеarnеr

1.

*

Play

.Теl1

mе

morе,

plеasе ,.

Сhoosе

a

noun

frоm

thе word

list

for

thе

unit

and

writе

it

on thе

board

for

еxamplе:

bаnапсl.

Lеarnеrs

takе

turns

to add

morе

information

about

thе

banana. Foг еxamplе

Lеarnеr

1

saуs..

Thе

bапаnа

is

loпg.

Lеarnеr

2

adds:

Thе

bапапсt

is

long.

It,s

уеllow.

Lеarnеr

3 says:

Thе

bаnапа

is loпg.

It,s

уеllow.

It's

аJruit.

Сontinuе

until

lеarnеrs

сan't

rеmеmbеr

prеvious

information.

.*

Pairs

work

togеthеr

to makе

as many

words

from

thе

wоrd

list

for

thе

unit

as

thеу

сan,

using

a numbеr

of

lеttеrs

that

you

diсtatе

to thе сlass.

Altеrnativеly'

usе

word

tilеs

from

board

gamеs or

lеttеr

сards

madе

by

thе

сlass.

Тhеsе

сould

also

bе

usеd

fоr spеlling

tеsts

in

pairs

or

groups.

+l

on

thе

board.

writе

8 words

from

thе

word

list

fоr

thе

unit

with

thе

lеttеrs

jumblеd. Paiгs work

as

fast

as

thеy

сan

to

find

thе

words

and

spеll

thеm

сorrесtly.

.+l

on

thе boar4

writе

8

words

from

thе

word

list

for

thе

unit.

Spеll

thrее

or

foшr of

thеm

inсorrесtly.

Pаirs work

as fast

as

thеy сan

to

idеntify

thе

misspеlt

words

(thеy

shouldn,t

bе

told

how

many

thеrе

arе)

and

to

writе

thеm

down

сorrесtly.

:+

Play

.Мakе

a

word'.

Еaсh

group

сhoosеs

a

word

(four,

fivе

oг

siх

lеttеrs

long)

from

thе word

list

for

thе

unit

and

сrеatеs

it

bу

forming

a

human

sсulpt,

i.е. lеarnеrs

in еaсh

group

stand

in

a

linе,

using

thеir

arms

or

lеgs

to

сrеatе

thе shapеs

of

еaсh

lеttеr.

Rеmеmbеr

you may

nееd

two lеarnеrs

for

somе lеttеrs

(е.g.

/с).

Whеn all

thе

groups

arе rеady'

thе

words

arе

guеssеd.

.gэ

Usе

thе

word

list

for

thе

unit

to

play сommon

word

gamеs suсh

as hangman,

bingo

and

dеfinition

gamеs

or

for

diсtatесi

spеlling

tеsts.

A

сommon

altеrnаtivе

to

thе traditional

hangman,

whiсh

lеarnеrs

may

еnjoy.

is

an

animai

with

its

mouth

opеn,

with

8-10

stеps

lеading

dоwn

intо

its

mouth.

(You

сould

usе

a

сroсodilе

at

Startеrs,

a

shark

at

Мovеrs

or

a dinosaur

at

Flyеrs.)

With

еaсh

inоorrесt

guеSS,

thе

stiсk

pеrson

falls

down

onto

thе nехt

stеp,

and

gеts еatеn

if

thеу

rеaсh

thе

animalЪ

mouthl

How

to

use

thе

piсturеs

in

thе

Student's

Book

Using

thе

piсturеs

fоr

skills

praсtiсе

.*

Bеlorе

listеning

to

thе

story,

lеarnеrs

look

at

all

thе

piсturеs

on

thе story

pagеs and

disсuss

in small

groups

who

or

what

thеy

think

thе

story

is about

and

what

arе

thе

kеy

rvrnts.

*

Aftеr

listеning

to

thе story,

dividе

lеarnеrs lnto groups

and

alloсatе

onе

piсturе

to

еaсh

group.

Еaсh

group

thеn

thinks

of

ways

to dеsсribе

what

is happеning

in

thеir

piсturе.

Groups

takе

turns,

in

thе ordеr

of

thе storу,

to

dеsсribе

thеir

piсturеs.

In this

way

thе

сlass

rесonstruсts

thе

story

in

thеir

own

words.

*t

In

pairs,

lеarnеrs

сhoosе

a

piсturе

and

dеsсribе

it to

thе

rеst

ofthе

сlass.

Thе

сlass

listеns,

idеntifiеs

it and

says

whiсh

pagе it

is on.

Lеarnеrs

сould

also

gеt

into

groups

and

.bе,thе

piсturе,

diсtating

to

onе

anоthеr

how

to

positiоn

thеmsеlvеs'

for

ехamplе:

Sit oп

а

сhаir

пехt

to

thе

wiпdow.

э;+

In

paiгs, lеarnеrs

think

of thrее quеstions to ask anothеr

pair

about

a

partiсular

piсturе,

for

ехamplе:

Whаt's

thе

girl

сloing?

I\herе's

thе

rеd

bаg?

How

mапу

pеoplе

сап

уou

Sее/

€

Lеarnеrs

traсе

a

piсturе

(adding thеir

own

сhoiсе

of

еxtra

dеtails)

and

thеn

follow

уour

соlouring

oг

drawing

instruсtions.

.*

In

pairs,

lеarnеrs

wгitе

sеntеnсеs

about

оnе

of

thе

piсturеs

in

thе story.

Somе

of

thеsе Sеntrnсеs

should

bе

тight

and

somе

of thеm

should

bе

wrоng.

Pairs

еxсhangе

sеntеnсеs,

idеntify

thе

piсturе and

thеn

writе

.yеs,

or

.no'answетs

at

thе

еnd

ofеaсh

srntеnсе.

t*

Groups

сhoosе

two

pеoplе in

a

piсturе

and

imaginе

what

thеy

arе saying

to еaсh

othет.

Thеy

thеn

writе

а

quеstion

with

answеr

or

a

shоrt

dialoguе.

э; э.

Groups

сhoosе

a

baсkground

pеrson

in

a

piсturе

and

invеnt

dеtails

about

him/hеr'

Fоr

еxamplе

how

old

thеy

arе'

what

tlrеy

likе

dоing,

whеrе

thеy

livе,

what

pеt

thеy

havе

or

what

thеir

favouritе

сolour

is.

Using

thе

piсturеs

tо rеvisе

voсabularу

т*

Lеaгnегs

find

as many

things

in a

piсturе

as

thеy сan

whiсh

bеgin

with

a

partiсular

lеttеr,

for еxamplеl.

t$

Lеarnеrs

list

things

in a

piсturе

that

arе

a

сеrtain

сolour

or tlrat

apprar in

a

spесifiс

part of

a

piсturе.

Рor ехamplе

what

somеonе

is wеaring

or what

is

on

thе tabiе

or

in

thе

trее.

ф

Lеarnегs

сhoosе

tеn

things

thеy

сan

sее

in a

piсturе

and

list

thе

words

aссording

tо

thе

sizе

of

thе

objесt

or

lеngth

оfthе

word.

Lеarnеrs

сould

also

сhoosе

things

aссording

to

сatеgoriеs

suсh

as

food

or

animаls.



Using

the

piсturеs

to revisе

grammar

:;f;

Сhoosе

a

piсturе in

thе story

and ask

lеaгnеrs

in

groups

to say what

is

happеning

in this

part

of thе

story.

using

prеSеnt

trnSеS.

*l

Praсtisе

prеpositiоns

by

asking

lеarnеrs

what thеy

сan

sее

in

a

piсturе

in

diffеrеnt

plaсеs, for

еxamplе abovе

thе

housе, undеr

thе trееs.

*l

Praсtisе quеstion fоrms by asking

lеarnеrs about

diffеrеnt

aspесts

of

a

piсturе, for ехamplе:

Whаt

doеs

thе

boу likе

plауiпg?

Whаt

cап

thе

moпkеу

do?

Ifou-

пlапу

gt,titаrs

hаs

shе

got?

s Praсtisе

vеrbs

bу

asking

lеarnеrs

to

taik about

thе

aсtions

ofdiffеrеnt

сharaсtеrs,

for ехamplе:

Iп

this

piсturе

thе

gil"l

is

runпiпg,

but

thе

boу is sittiпg.

'j;.

Groups

play

.I

spy'.

Onе

lеarnеr

looks at

a

piсturе and

says,

for

ехamplе:

I spу,

with

mу littlе

еуе,

somеthiпg

bеgiпniпg

with

,с

'.

otlrеrs

in

thе

grоup guеss what

thе

оbjесt

in

thе

piсturе

is.

:Ё,

Groups

play

.Ме ''

onе lеaгnеr

imaginеs

that

thеy

arе

onе

ofthе

baсkgгound pеoplе in

a

piсturе

saying,

for

еxamplе

whеrе

thеy

arе,

what

thеy

arе

doing,

what

thеy

arе

wеaring,

how old

tlrеу

arе.

othеrs

guеss

whiсh

pеrson thеу

arе

prеtеnding

to bе.

i.}

Groups

plan

and

сгеatе a

сomiс

strip

vеrsion

of

thе

story,

сopying,

but

simplifying,

four of

thе

piсturеs

in

thе

story

and adding

thought or spеесh

bubblеs.

Storgfun

for

Storters

сomPonents

Storуfuп.for

Stаrtеrs

Studеnt''s

Book

Storу/uп

for

Stаrtеrs

Tеаchеr

s

Brэok

with Аudio

СD

Visit

thе

Storufun

wеbsitе

аt'.

www.саmbridgе.org/еlt/storуfun

Jbr

а

Movеrs

stolу

with

асtivitiеs

апd

tеаchеr's

пotеS to

downloаd

аnd

ttsе

iп

уour

сlаss.

АudioJiles

iпcludе

а

rесordiпg

ofthе storу

аnd

listепing

асtiv

itiеs.

1i..



How is

eoсh unit orgonisеd?

Мoin topiсs'

9r<rmmor'

voсobulсrg

This is

a

list of

thе

main topiсs

and

grammar

соvеrеd in

thе

unit. Words

that

appеar in thе

story

and

aсtivitiеs

that

arе

not inсludеd

in thе Startеrs

Ъst word list

arе listеd hеrе.

Тest

proсtiсe

This

indiсatеs thosе

aсtivitiеs whiсh

prеparе

lеarnеrs for

a

part

of

thе

Startеrs Ъst.

quipment

Тhis lists any

еquipmеnt

(е.g

nееdеd for

thе

unit.

an audio СD;

and

oг

mаlеria|

Тopesсripts

Thе tapеsсripts fоr

еaсh

listеning

aсtivitу

on

thе

audio СD

appеar aftеr

thе

notеs for

thе

aсtivity

whеrе thеy arе

usеd.

CoWsr

shееP'

goots,

duсJ<s

ond

сhiсkеnsl

@

тetl

the storg.

s

L.lilN.i iо.l x1 lh.

i. tr.J

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)

Instruсtions

Тhе instruсtions arе usually labеllеd

A, B, С'

еtс. and

сorrеspond to

thе

aсtivitiеs

that

appеar

in thе

StudеntЪ

Book' All

thе

units bеgin

with Aсtivity A Nеw

words

for

you ,

and

this

is

followеd

by Storytеlling. Thе

Storytеlling

instruсtions

SuggеSt how to

tеll

thе stоry

with

a

сlass.

@)

l.lr

Grog

tivеs

neхt to

lrlrs

Dqg

Тips,

Notes, Suggestions, Еxtensions, Homework

ond Projeсt idеos

Thе tеaсhеr's

notеs оffеr

a

rangе

oftеst

tips,

notеS

on

languagе

points

or

aсtivitiеs,

suggеstions ofpossiblе

anSWеrS

whеrе

thеrе is

not

a

singlе right

answеr, idеas

for

ехtеnsions

to

aсtivitiеs

and idеas for

homеwork

and

projесts.

o



т,toP

of

the

Student's

Book

Storg сnd Unit

Topiсs

Grqmmor

Тest

prосtiсе

l Comе

ond

plog togs'

nomеs'

Pets'

numbeгs

1-5,

сotouгs

Peгsonot Pronouns'

геgulor

pluгols, hove

got (for

possessions),

imperotivеs,

question

woгds

(How mong|)

Reoding

ond

Wгiting

Poгts

1

ond 2,

Listening

Port

4, Speoking

Poгts

1

ond

3

2

Kim's biгthdog

fоmitg,

food,

сo[ouгs,

numbeгs

6-,10

possessive

Ъ,

LetЪ'

question

woгds

(How

old?

How

mong?

Where?\

Reoding

ondWriting

Poгt 2,

Listening

Poгt 1,

Speoking

Poгts

2 ond

4

3

Whot om l?

onimols,

bodg

ond foсe,

сo[ouгs

deteгmineгs

(o

l

on\,

сon

(obititg)

ond shoгt

onswers

Reoding

ond

Wгiting

Poгts

1' 2,

З ond

5, Listening

Port

4,

Speоking

Poгt 5

4 Unсle

Fred ond

me oсtivities,

sРoгts,

сo[ouгs,

numbers

'l-1

0

like/love

+

noun,

Iikellove

+

-ing,How

mong?

Reoding

ond Wгiting

Рoгts

2,4

ond

5,

Listening

Poгts

1 ond 4,

Speoking

Ports

1, 2

ond 3

5 SomЪ

sondсostlе

notuгol woг[d,

fomilg

dеmonstrotivе

odjeсtives,

impersonol

gou,Whot

olon

+

odjeсtive

+

noun

Reoding

ond Wгiting

Poгts

2,4 ond 5,

Listening

Poгts

2

ond

3, Speoking

Poгts 1,

З

ond

4

6

Cows'

shеep, goots, duсks

ond сhiсkens

qnimo[s,

food,

сtothes,

numЬегs

'1

0*20

There

is|ore,ls|Аre

there

...

?,

Would gou

like +

noun/vегb?

Reoding

ond

Wгiting

Poгt

2,

Listening Ports

1

ond

2, Speoking

Ports 1,3

ond

4

7 GгonЪ

glosses

home,

fomi[9,

сlothes,

сotouгs

pгepositions of

ploсe

Reoding

ond

Wгiting

Poгts

1, 2,

З

ond 5,

Listеning

Port

4,Speoking

Poгts 2

ond

3

8 Clossmotes

sсhoo[,

oсtivities,

nomes,

tгonsРoгt

Pгеsent

сontinuous

otl

foгms,

So

do

lll|v1e too |l don't

Reoding

ond

Wгiting

Poгts

4 ond 5, Listening

Poгts

2

ond

4,

Speoking

Poгts 1, З ond 5

9

Тhe

night

tгoin

fomilg' homе,

tronspoгt odjeсtives,

prеpositions of

ploсe

Reoding

ond Wгiting

Poгts

4 ond

5,

Listening

Poгts

1

ond 3, Speoking

Poгts З ond 5

|0

Winneгs

sPoгts,

nomеs'

сotouгs

сonjunсtions:

ond,but

ond

or

Reoding

ond

Wгiting

Poгts

2,

З ond

5'

Listеning

Poгts

1, З ond

4,

Speoking

Рoгts

1

ond 2



Мoin

topiсs:

Mсin

grommor:

Tеst

proсtiсe:

Мovers/Flgеrs

words:

Non.YLЕ

words:

Equipment:

сome

ond

Ptog

togs,

nomеs,

pets, numbeгs

1_5,

сolouгs

personot

pronouns:

B

regulor

pluгols:

Е

question

words

(How

monц?):Е

hove

got

(for possessions):

F

impeгotives:

J

Rеoding

ond

Wгiting

Poгt

1: D;

Port

2: G;

Listening

Poгt

4:

G

Speoking

Poгt

1:

Н;

Port

З: H

Ьot

(n)'

pet

(n)

trott

(n),

wizord

(n)

CD:

Storч,

G'

l

toЬte

tennis

or

Ьoseboll

bot

(optionol):

A

fouг

pieсеs of

рopеr:

C

one piесе of popeг

oг сord

per leoгner:

U

photoсopies

(one

pеr

gгoup

ofthree

or

four

сut

into sets

of сoгds)

of,How

mongl'p

50:

Е

сo[ouгing

penсi[s

or

pеns:

G,

H,

J

soft bo[[:

I

photoсopies

(one

pег siхteen

leоrnегs

сut

into

sеts

of сords

ond

folded

in

o

hot) of

.Wizqгds,

lizoгds,

do[[s

ond

trotls'p

5l:

J

hot:

J

Storgtelting

Beforе

listening

i::P

Lrarnеrs

look

at

thе

first

piсturе

on StudеntЪ

Book

(SB)

p 4.

Тhеy

do not

rеad thе tехt.

Ask:

1s

this

а boу

or

а

girl?

(a

girl)

Whеrе is

the

girl?

(in

thе

park)

И/hаt hаs

shе

got?

(guitars, сars)

How

mапу

guitаrs hаs

she

got?

(4)

Say:

ly'ow

lеt's

look

аt

thе

piсtures

апd

listеn

to thе

Storу.

@

02

PtogTroсk

02

of thе

CD

or

rеod

the

storg.

Suggestions

for

o

pouse

if

required:

*эi

Stop

thе

СD

aftеr

Сomе

апd

plсlу

with

mе

todау

(SB

p

4,

last

linе)

Аsk.. Whаt's

thе boу's

паmе?

(Тom)

Whаt's

Tom

got

oп

his

hеаd?

(a

hat/hats)

Whаt,s

TЫn

sittiпg

oп?

(atruck)

Whаt

doеs

Tom sау:

Сomе

апd...

?

(plaу

with

mе

today )

After

tistening

to

the

wholе

storg

*

Ask:

How

mапу

сhildrеn

аrе

thеrе

iп

this

story?

()

[fhаt

аrе

thе

girls'паmes?

(Ann

and

Suе)

Whаt

аrе

thе

boуs,поmes?

(Tom

and

Pat)

I4lhаt

pеt

hауе

Suе

апd

Pаt

got?

(a]rtzard)

Whеrе

аre

thе

сhildrеn now?

(тn

thе

park)

@

wь"t

orе

thе

сhildren's

nomes?

Point

to

two

or

thrее

lеarnеrs.

Аsk Whаt's

his/hеr

паmе?

Еmphasisе

thе diffеrеnсе

bеtwееn

his and

hеr

'

Saу:

His

паmе

''s

(lеarnеrЪ namе)

and

Hеr

паmе's

(lеarnеr's

namе).

Drill

thе

quеstions and

rеsponsеs

сhorally.

Lеarnеrs

look

at

thе

еxamplе.

Point

to thе

piсtuте.

Ask:

Whаt's

hеr

паmе?

(Hеr namеЪ

Ann.)

Tеll

lеarnеrs

to

look

at

thе

piсturеs

and

writr

thе

сhildrеn's

namеs on

thе dottеd

linеs

(sеntеnсеs

l 3).

Lеarnеrs

сan

find/сhесk

thе

spеlling

оf

еaсh

сhildЪ

namе

in thе

story.

Chесk

onswers:

1

Тom

2

Sue

3 Pot

** Ask

onе

lеarnеr:

Whаt's

уpцl:паmе?

(lеarnеr

answеrs)

Saу:

Sorry?

(Say this aS

if

you,vе

forgottеn

or

not hеard

сorrесtly.)

Whаt's

уplltnаmе./

(lеarnеr

answеrs

again)

Thеn

point

to

yoursеlf

to еmphasisr

mу

aлd

saу

Mу

nаmе,s

(add

your own

namе).

Drill

thе

quеstion and

answеrs

сhorally.

Lеarnеrs

thеn ask

and

answеr

thе

samе

quеstion in

pairs

and

сomplеtе

Sеntеnсе 4

by

writing

thеir own

namе.

a

O

a

o

o

o

O

@

ш"w words

for

gou

*

With

books

сlosеd,

introduсе

thе

topiс

of

thе story

by

asking

lеarnеrs

about

thеir

possеssions.

Ask:

IIаve

уou

got

а

bikе?

(mimе

сусling)

Hаvе

уou

got а

kitе?

(draw

a

kitе

on

thе

board)

Hаvе

уou

got

а

gt,titаr?

(mimе

playing

a

guitar)

Аsk..

Ifhаt

hаvе

уou

got?

I4lhаt

do

уou

plау

with?

writе lеarnеrs,

suggеstiоns

on

thе

board.

hеlping

with

kеy

voсabulary

and

supporting

undеrstanding

with

dгawings

iГnессssarу.

Saу:

This

stolу

is аboutJbur

сhildrеп.

Thеу7е

tаlkiпg

аbout

thiпgs

thеу

hаvе

got.

*.

Ъaсh/rеvi

se bаt,

troll,

wizаrd,

pеt.

Draw

or

show

piсfurеs

to

tеaсh thеm.

Еxplain

that a

troll

is

a

toy in

thе

stoгy.

Show

lеarnеrs

that troll

and

doll havе

thе

samе

last

thrее

lеttеrs.

For

pеts draw

or show

piсturеs ofa

сat and

a dog.

Say:

Somе

pеoplе

hсlve а

bird

or

thesе

апimаls

in thеir

housе

or

flаt.

Thеsе

аrе

pеts' Аsk..

Hауе

уou

got

а

pеt?

ф; Lеarnеrs

opеn

thеir

books

and

look

at

thе

piсturеs

and

Sеntrnсеs.

Ask

diffеrеnt

lеаrnеrs

to

rеpеаt

thе nеw

words.

Lеarnеrs

draw

linеs

to matсh

thе sеntеnсеs

with

thе

piсturеs'

Walk

around

and

сhесk

thеу

havе

donе

this

сorrесtly.

You сould

also

сhесk

answеrs

by

asking:

|Цhаt

colour's

thе

bаt?

(brown

and

grееn) Is

this

troll

bеаutiJut?

(No, it's

tlgirу|) I|lhаt

сolour is

thе

wizаrd's

hаir,?

(Ь|ack)

Whаt

pе ;са|1

уoLr

sее?

(a

сat'

a

dog

and

a

mousе)



@

wь"

hos

got thе

hots?

Tеaсh/rеvisе ||ho

'..

Z by writing

it on

thе

board

and

drawing

a littlе

faсе

in Whсo?. Tе11 lеarnеrs

that

wе usе

Who?

to ask about

pеoplе.

Point

to

еaсh of

thе

four

faсеs

in B

again and

ask:

Who|c

this?

(Ann,

Tom, Suе,

Pat)

Yоu might

likе

to

сomparе

Who

... ?

with |Цhаt

... ?

Piсk

up

a

pеnсil

and

ask:

|fhаt,s

this?

(a

pеnсil) Touсh

a

lеarnеrЪ

shouldеr

and

ask:

Who's

this,?

(Maria)

Rеpеat

this

sеvеral

timеs

to еmphasisе

thе diffеrеnсе.

Lеarnеrs look at

thе

еxamplе.

Аsk

Who has

got

thе

hаts?

(Тom)

In

pairs,

lеarnеrs

look at

thе

piсturеs in

thе

story

or

rеad

thе

tехt and

writе

thе

сorrесt

namе

in

sеntеnсеs

1

6.

Cheсk

onswers:

1

Pot

2

Тom

3

Suе

4

Ann

5

Тom

6

Ann

Extension:

You

mog

need

to

revise thе olphoЬеt beforе doing this

еxtension.

Lеorners

сlose

their

books.

Divide

leornеrs

into

four

gгoups

(A'

B'

с

ond D)

ond

give

eoсh grouP

o

pieсе

of

popеr.

Аsk

eoсh

gгoup

to wгite

the

nome

gou

sog on

the

popeг.

Sog:

Аnn

to

gгoup

A,

rom

to

gгoup B,

Suе

to

gгoup

C

ond

Pсt

to

gгouP

D.

Gгoups

remembеr,

if

theg сon,

how

to

soe[[

these

nomеs.

Cheсk

onswers

Ьg osking

o vo[unteeг

from

eосh

gгouP

to

spеll

out

their

nome fгom the storg.

Ask:

How do

цou

spell

gour

nome?

(leoгnегs onswеr)

Write

thot

quеstion on the

boord.

In

poiгs, leornеrs thеn

wolk

oround

ond osk

оnd

onswеr the

question

with

different сlоssmotеs.

Тest

note:

Тhе

futt

list of Stoгtеrs nomеs

is:

АIeх,

Аnn,

Аnno,

Ben,

BiII,

J\II,

Kim, Luсg,

Мoц,

Niсk, Poц Sаm,

Sue,

Tom

ond

Тong.

Тest

tip:

Мokе sure lеornеrs

undeгstond the

tiсk/сross

instruсtion.

Leoгneгs

hovе

to

Put

tiсks or

сrossеs

in

boxes in two

poгts of

thе YLЕ

Stогteгs Test

(in

Reoding

ond

Writing

Poгt

1

ond

in

Listening Porc

3).

@

onе

robot.

Two

robots.

;р

You

may nееd

to rеvisе

numbеrs

1-5 bеforе doing

this

task.

You

might

likе to writе

thе

words oпе,

two,

three,

four,five

on onе sidе

ofthе

boaгd

and

thе

numbеrs

1,

2,

3,4,

5 on thе othеr.

Ask diffеrеnt

lеarnеrs

tо

сomе

to

thе

board

and еaсh

draw

a

linе

tо link

onе of

thе

numbеrs

with

thе

сorrесt

Word.

*

Hold

up

оnе book and

saу.' I

vе got

а book.

I,vе

got

onе

book.Тhen

writе

on

thе

board:

I'vе

got

а book.

-

I'уe

got

onе book.

Holrd

up two

books

and

SaУ|

I'vе

got two

books.

Тhen

writе

on thе

bоard:

I ve

got two book.

.

.

.

Point

to thе еnd

of boсlk.

Аsk..

.t|hаt

lеttеr

goes

herе?

(s)

Makе

an

.S'Shapе

in

thе

air whеn you

say this.

Now hold

up

thrее books

and saу..

I've

got

. .

'

?

(thrее

books)

Makе

surе

lеarnеrs

pronounсе thе

final

s.

* Drill

а/oпе, hvo,

threе,four and.fivе

and simplе

plural

forms

of

book,

peпcil

and

othеr сlassroom

itеms by

holding

thеm up оr drawing

thеm on

thе

boaгd. Bеgin

thе

сhoral

rrsponsе

wtth I'vе

got

,

. .

and

ask lеarnеrs

to

finish

thе sеntеnсе and

draw

thе

.s'

shapе

in

thе

air

whеn

thеrе is

a

olural.

Teoсhing

tip:

Cheсk

thоt

lеoгnегs

use thе

сppгopriote

lsl

or

|zl

pгonunсiotion

foг the

finot

s.

(Regu[oг

plurol s is

pгonounсed

lzl

after

-b,

-d, -g,

J,

-m,

-n,

-r

ond

-w.)

Lеarnеrs

look at

thе

piсturе

of

thе robots. Ъaсlr,/rеvisе

robot.

Аsk two

or

thrее

lеarnеrs

(or

all

thе

сlass

if thеy

d

еnjoy

it) tо

stand

up and

walk

likе

a

robot.

Chесk

story

voсаbulary by

pointing

to

еaсh

objесt

in

thе

piсturе

in

turn and asking:

I|lhаt's

this?

Lеarnеrs

lоok at thе ехamplе.

Saу

Thе

robots

hаvе

got

oпе bаg.

Whеrе's

thе

bаg?

Lеarnеrs

find

thе

bag

in

thе

piсturе.

In pairs, thеy thеn сomplеtе

thе

sеntеnсеs

using

singular

and

plural

forms

appropriatеly.

Cheсk

onswers:

1

bike,

kite'

guitor, duсk 2 hots, bots

3

dotts'

penсi[s,

Ьooks

ЪaсЫrеvisе

How

mаnу

'..

?

Draw

onе

book,

thrее hats

and

fivе bats

on

thе

board.

Point

to thе

drawings

and

ask

How

mапу books

аrе

thеrе?

(1)

How

mапу

hаts

аrе

there?

(З.)

How

mаnу bаts

аrе thеrе?

(5)

Tеll

lеarnеrs to

look at

thе

piсturе

on

SB

p

7.

Ask:

Whеrе аre

thе

hаts?

(lеarnеrs

point

tо thе

hats) 11ow

mапу hаts аrе

thеrе

iп thе

piсturе?

(2)

I|lhеrе аrе

thе

bаts?

(|earnеrs

point

to

thе

bats)

How

шаnу

bаts аrе

thеrе iп thе

piсturе?

('2)

@

ть:s

is o

Ьike.

Lеarnеrs

lоok at

thе

piсturеs

of

things

that arе

in

thе

story.

In

оpеn сlass,

lеarnеrs

look at

thе

two еxamplеs.

Point

to thе

bikе

and

ask: Is this а

bikе?

(уеs)

Point to

thе

tiсk

in

thе

box or

draw

a big

tiсk in

thе

air. Say:

Ies,

this

is right. This

is а bikе. Potnt

to

thе

troll

and

ask: 1s

this

а bikе?

(nо)

Point

to thе

сross

in

thе

box

or

draw

a

big

сrоss

in

thе

air.

Say:

ly'o,

this is wrong.

This is not а

bikе.

This

is

а

...

?

(trol.'1

Lеarnеrs

look

at

thе

piсturеs,

rеad

thе sеntеnсеs and

put

a

tiсk

or

a сroSS

in еaсh boх.

Thеy сould сhесk

thеir

answrrs

in

pairs.

Givе еaсh

lеarnеr

a

piесе

of

A4

papеr

or

сard.

Tеll thеm

to draw

a

big

tiсk

on onе sidе

ofthе

сard

and

a

big сross

on

thе othеr

sidе

ofthе

сaгd.

Point

to еaсh

piсturе

and

ask: Is

thi,s

а

cаr/boу/truсk/

girl/bаll/kite?

Lеarnеrs hold

up

thеir сards

to

show

еithеr

a tiсk

or

a сross

for

еaсh

answеr.

Lеarnеrs

thеn

сorrесt

Sеntеnсеs

2,З and

6.

Thеy

сroSS

out

thе

wrong

words and

writе thе сorfесt

Words

(b*

duсk, tt+сk

lizard

ki+е

doll).

Cheсk

onswers:

|r'

2х

3x

цr' 5r'

6x



-

*

Givе

еaсh

groшp

of

thrее

oг

iour

lеaгnеrs

a

sеt

of

.How

-

;;;yi;

"";'

Ф

sо).

Мakе

surе

thе

сards

arе

mixеd

up.

вu.ь

g.oup

plaсеs

thеir

сaгds

faсе

down

on

a

tablе

or

on

iь"

tй'.

i.u.,",,

takе

it

in

turns

to

turn

ovrf

two

сards

and

say

what

thеy

сan

Srе'

for

ехamplе:

oпе.frog,

two

dog,.

(st.ongеr lеarnеrs

saу..

I'vе

got

oп.е

Jrog

апd

tуvo

J,Ь.l.rг

'ь.Ъards

arеn,t

a

matсhing

pair,

thеy

rеplaсе

thе

сards faсе down. If

thе сards

do

matсh,

lеarnеrs

kееp

,ь"

puo.

Тhе

nеxt

lеarnеr

thеn

turns

ovеr

two сards.

Thе

gu-.

."o'

whеn

all

thе

сards

arе

matсhеd.

@

W.'.re

got

o

dog

*з TеaсЫrеvi

se

I

уе/shе's/hе's/we'vе

got

tf

nеcеssary.

Using

objесts

from

thе

сlassroom

or

thе

.How

rnanу?'

gamе

.u,d,

f.o-

Е,

ask

onе

or

two

lеaгnеrs

in

opеn

сlass

to

hold

up

сhosеn

numbеrs

of

objесts,

for

еxamplе:

thrее

p.,'сlt..

Ask: -F1ow

mопу

pепсils

hаvе

уo.u.gol?

(I'vе

got

iь...

p"n.it,.)

Pointing

tЬ

thе

lеarnеr.W1th

thr

pеnсils,

ask

anothеr

lеarnеr:

й,

*onу

pnnсils

hаs

shе/hе

got?

1Shе's,Hе.s

got thrее

pеnсils.)

*

Dividе

lеarnеrs

into

pairs.

Еaсh

pair

сho-osеs

аn

ob.jесt

to

hold

up.

Ask

q.,.*iio.''

about

thеir

objесt,

for

ехamplеl/1ow

mапу

books

hаvе

уou

got?'(lеarnеrs

uns*".

bеginning

with

Wе

уе

got .

.

.

)

Drill.

Lеаrnеrs

сould

сontinuе

this

praсtiсе

in

сlosеd

pairs

using

03

Now

listen

qnd

сolour

the

robots.

чtiJ

'.

,еarnеr has

rе4

уеllow, bluе

and

le Мakе

surе that

rасn

l

.

;;;";

pеnсils

(likе

thе

robоt

in

*.

n:"j}:.]^.}Y.у:,"

il;;

i;;;;"

;

-

-

iи

n,,'

"

t h

e

p i

с

t

ur

е

?

(4)

^S

aу

:,

L

i

s t

еп

а

п

d

сolour

thе

robots,

Do

a

quiсk

drawing

оf

a

robot

on

thе

board

and

show

lеarnеrs1hut

th.у

сan

just

сo]our

thе

.p.

"i.ь"

robots,hеads

flrst.

Thеу

don,t

nееd

to

finish

.Jlo.-L,ine

thеir

bоdiеs.

Thеy

сan

do

that

at

thе

еnd

of

thе

aсtivitу.

.*

Plaу

Traсk

03

of

thе

СD.

Lеarnеrs

listеn

and

сolour.

w"1к

around'

сhесking

that

lеarnеrs

havе

сhоsеn

thе

cofrесt

сolours.

Plaу

thе

СD

again

ifnесеssaту.

diffеrеnt

objесts.

+

Divtсlе

lеarnеrs

into

groups

of

four.

Ask

lеaтnеrs

to

look

.

u..ь"

two

piсfurеs

in

F.

onе

pair

looks

at

piсturе

1

and

thе

othеr

pair

looks

at

piсturе

2.

Thеу

takе

turns

to

saу

'"-"iьi"Ё

about

thеir

Ьwn

piсturе,

for.ехarrrplе:

Piсturе

1-

йт,}otJbur

/

lots

of

hits Piсturе

2..

||е'уе

got.four

/

lots

of

kitеs

lв

Strongеr

lеarnеrs

сould

writе

sеntеnсеS

for

thе

piсturеs

in

thеir

notеbooks.

Suе

hos

got

o

red

penсi[.

gLеarnеrslookatthеpiсturе.Asksomеgеnеrаlquеstlons

to

rеmind

lеarnегs

of

thе

namеs

of

thе

сhildrеn

and

also

*,

Givе

lеarnеrs

t1mr

to

finish

thеir

сolоuгing

if

thеу

would

likе

to

do

that.

Тopesсript:

Look

atthe

piсture. Listen

ond

look.

One

Womqn:

Bog:

Womon:

Bog:

Womon:

Two

Womon:

Bog:

Womon:

Bog:

Womon:

Three

Bog:

Womon:

Bog:

Womon:

Bog:

Four

Bog:

Womon:

And

one

гobot's

on

the

toЬte.

Look

Yes

Cotour

it

ge[[ow'

Colouг

the

гobot

on

the

toble

getlow?

Yes.

oK.

Тhe

сot

hos

got

o

smoil

tog

гobot

too.

Look

Yes,

the

сot

hos

got

o

гobot

too.

Cotouг

it

bluе.

Pогdon?

Colour

it

btuе?

Yes,

plеosе.

Тhегe.

Wett

donе

Bog:

Womqn:

Bog:

Womon:

Look

one

гobot

hos

got

some

penсils.

Тhot's

right...

lt's

funng

Colouг

thqt

гobot

9геen.

Soггg?

Colouг

it

grеen?

Yes,

plеosе.

And

took

Theге's

o

гobot

on

o

book.

oh

ges

A

гobot

is

on

the

book.

Colour

it

rеd.

Cotouг

it

with

mu

red

pеnсil?

Yes.

Thot's

right.

to

tеaсh/геvisе

four

соlour s

(.rеd,

уеllow,

bluе, greеп)'

pЪin..

Pat/Tom.

Аsk..Ifhаt's

his

паmе?

(Pat/Tom)

Now

point

to

Suе/Ann.

Ьsk..

Whаt's

hеr

паmе?

(Slel

д,ln)Ъuy.

Оnе

robot's

got Somе

pе|Iс.ils.

Whаt

сolour

"""

't'"

robot's

pепciis?

(rеф

yеl1oщ

bluе,

grееn)

*

In

opеn

сlass,

look

at

thе

two

еxamplеs.

Ьsk

Hауе

thе

childrеп

got а

саt.?

(уеs)

Point

tо

thе

сat.

In

pairs,

lеarnеrs

show

еaсh

othеr

whеrе

thе сat

is.

Ask:

I]аs

thе

саt

got

а

toу

mousе?

(no)

с+

In

pairs,

lеarnеrs

rеad

sеntеnсеs

1-6

arrd

write

уеs

or

пo

on

thе

dottеd

linеs.

,rnеrs

сorrrсt

Sеntеnсеs

1,

3

and

6

(ы+'ю

rеф

flvе

r,

ha+s

hair).

;:*'

Lеa

fou

o

Тest

tip:

ln

Rеoding

ond

Writing

Poгt

2,

thе

gеs/no

piсturе

sentenсes

o."

u,uotig

obout

сolouг,.

numbers,

Positions

of

objесts

oг

oсtivities.

For

еxompte:

l

nе

books

or|e

red.

There

ore

two

books.

;;

;;'

аre

under'the

tob|e.

The

bo-ц

is

writing'

Use

othег

piсtuгes

for

moге

pгoсtiсe

of

Poгt

2.

Chесk

onswers:

thе robot

with

the

penсils

-

gгeen

thе

robot

on

the

Ьook

-

rеd

the robot

on

the

toblе

_

getlow

thе

robot

next

to

thе

соt

_

Ь[uе

Note:

|n

thе

stoгg,

thJ

сhitdгеn

sog

wе,ve

got

lots

ofpеts.

тeoсh/

гevise

lots

of

os

meoning

fouг

or

more.



@

Let's

drсw

*,

Ask:

Il/herе's

thе

mousе?

(lеarnеrs

point

to thе mousе

rn

thе

ехamplе boх)

Rеad

thе ехamplе Sеntеnсе'

Point

and

saу:

Look

This is а

moцSе.

's.

Point

to

thе

boх

f,or

sеntеnсе

1

and

ask: Whаt's

this?

Whаt

саn

уou

sее?

(a

сat)

Say:

ITritе

,саt'oп

thе

liпе,

thеn

drаw

апd

сolour

thе

саt.

Lеarnеrs

сomplеtе

thе

sеntеnсе,

join

thе

dots to сomplеtе

thе сat,

thеn

сolour

it.

{*: Ask

lеarnеrs

for othеr

toys or

animals

thеy

сan

rеmеmbеr

from

thе

story.

Ask thеm

to hеlp

you

spеll

thе words

and writе

about еight

of thеsе

on

thе

boarф

for еxamplе:

kitе,

bаt, hаt,

duсk, truсk,

doll, troll,

lizаrd.

Lеarnеrs сhoosе

thrее ofthеsе

and draw

thеm

in

thе

othеr

thrее boxеs.

Lеarnеrs

should

not

writе

yеt.

* Whеn all

thrее

drawings

arе

finishеd

ask

two or

thrее

lеarnеrs

to show

you

onr ofthеir

drawings.

In opеn

сlass, say:

Thаt's

good

I likеуour

(robot). It'sfunпу

Thаt's

grеаt

*

In

A

and

B

pairs,

lеarnеrs ехсhangе books.

Тhеy look

at

thеiг

partnеr's

drawings

and say:

Thаt's

good

or Thаt,s

funnу

Lеarnеr

A

thеn

сomplеtеs

lеarnеr

B's

sеntеnсеs.

Lеarnеr

B сomplеtеs

lеarnеr

A,s sеntеnсеs.

Тhеy

еxсhangе

bоoks again

and

сhесk

thеir

partnеr,s answеrs.

@

сo-е

ond

PloЧ

with me

todog

*:

If

pоssiblе,

put

an еvеn

numbеr

of

wizard

(W)'

lizard

(L),

doll

(D)

and

troll

(T)

сards

(p

51)

foldеd

in

a

hat

fоr this

gamе.

You also

nееd

plеnty

of

spaсе,

sо

if

pоssiblе

movе

dеsks

or tablеs

to

thе

sidе

ofthе

room

or play this outsidе

in

thе

playground.

* TеaсЫrеvisе

impеrativеs

if

nесеssary.

Givе

lеarnеrs

instruсtions, for еxamplе:

Sit

dowп. Сlosе

уour

еуеs'

Stапd

up.

Jump

Smilе

|Ilаvе

Ask:

Whаt

do

thе

сhildrеп sау?

Сomе

апd

'..

(p\aу

with

mе/us

today).

Lеarnеrs

rеpеat thе

phгasе

ail

togеthеr.

Ехplain

in Ll

if nесеssary

that

wr

сan a|so

saу.'

Сomе

апd

look Сomе

апd еаt

Bеckon

with

уour

fingеr

to

hеlp lеarnеrs цndеrstand

thе mеaning.

* Tе11

iеarnеrs

in

this

gamе

thеy

arе

wizards,

lizards, dolls

or

trolls.

Show

lеarnеrs

thе

lеttеrs

r4r,

L'

D

and

Zon

thе

сards. Say:

Iп

this

gаmе, wizаrds./iпd

wizсlrds,

lizаrds

fiпd

lizаrds,

dolls

fiпd

dolls апd

troll,s

find

trolls'

'*

Ask

two

lеarnеrs

to hеlp

you

dеmonstratе

thе

gamе.

Ask

thе

two lеarnеrs

to

takе

a

сard еaсh out

ofthе

hat.

Тhеy

look at thеir

сard

to sее

if

thеy havе

W

(a

wizard)'

L

(atizard),

D

(a

doll)

or

T

(a

troll). Ъl1

thе

сlass

that

yоu

arе a doll and

that

you

want to

find

anothеr

doll.

Prompt

lеarnеrs

A

and

B

to

say thеir

linеs

as

follows.

Tеaсhеr:

Аrе

уou

сt

doll?

Lеarnеr

A: 1y'ol

Tеaсhеr:

Аrе

уou

а

doll?

Lеarnеr

B: Yеs

Теaсhеr:

Сomе

сlnd

plаv

with

mе

todау

Lеarnеr

B: ОKl

*

Еaсh

lеarnеr

thеn takеs

a

foldеd

сard from

thе hat

but

kееps this

a Sесrеt.

.i*

Lеarnеrs

walk

around

and

play

thе

gamе.

.&

To

rrpеat

thе

gamе

with

nеw

partnеrs,

wizards

thеn

find

lizards

and

lizards find wizards.

Dolls

find

trolls

and

trolls find dolls.

Proiесt:

Sog:

Тom hos

got

some

hots in thе storg,

some

funng

red

hots.

l,ve

got

some

funng

hats too.

l've

got sorne

funng

gellow

hots'l Wгitе

on the

Ьooгd:

l've

got

some

funnц

цel[ow

hоts.

Leornегs

dгow

theiг

fivе

fovouгite things

on o sheet

of

popeг'

for

exomple:

o Ьike,

o skоteЬoord,

o сot,

o kite' on

МP3

ptoчer. Тheg then

writе

fivе

sеntenсеs

Ьeginning with

l,ve

got

o ..., сompleting

eoсh onе with the

woгd

foг еoсh objeсt. Theg odd сolouгs

oг

otheг

оdjeсtives

thot

theg now

know

(big,

smoll,

funng'

uglg,

beoutiful,

good,

fot)

too.

For exomple:

l've

got

o

beoutiful

blue bike.

If

[еoгnеrs

need

help with

oгdeгing odjeсtives,

use

еxomples

from thе storg

to

show

this:

l've got

some

funng

red

hots.

We,ve

got

on

uglg blue

troll.

Leorners

wгitе

their

nomеs

on thе sheets

of

poper. Disptoч

thеiг dгowings/сolloges

oгound

the

сlossroom

if

possiЬle.

@

Pot, сot

...

Lеarnеrs

look

at

thе еight words

nехt

to thе

thrее

flashеs.

Rеad out

thе

words.

Point

to

Pаt

tn

the

yеllow

flash, thеn

saу

Pаt again.

Ask lеarnеrs

in

L1 if

nесеssaгy

whiсh

othеr

words sound

thе samе.

Saу

Pаt

апd ..

'

?

(bat, сat,

hat)

Lеarnеrs

add

bаt, саt, hаt

to thе

yеllow

flash. Say

doll

agatn.

Тhеn

say:

doll

аnd ...

?

(tгoll)

Lеarnеrs writе

troll

in

thе

pink

flash. Rеpеat

wtIh

truсk

аnd

'.,

?

(duсk)

Lеarnеrs write

duck

in

thе

bluе

flash.

Listеn

to

the

Сomе

аnd

plау

story

again.

Play

traсk

02 of

thе

СD.

Whеn

lеarnеrs hеar

any onе of

thе еight

words

оn

thе

list

(in

singular

or

plural

florm),

thеy

put

up

thеir hand

to

shоw

you

thеy hеard

it.

Ask

lеarnеrs if

thеy

know

anу

othеr

Еnglish

words

whiсh sound

thе samе

as

Pаt

and

саt

at

the

еnd

(Startеrs

words:./сr,

mаt, thаi).

Lеarnеrs

add

thеsе to

thе

yеllow

flash.

Prompt

lеarnеrs by

making

thе

initial

sound

(/..

?,

m...

?

th...

?).

Writе

on

thе

board:

Thаt

fаt

саt

hа,s

got

а hаt аnd

а bаt

Сomе

апd

plау

with

mу doll

аnd

troll

Thеrе,s

аJunnу duсk

in

thаt

truсk

Lеarnеrs

rеpеat

thе

rhymеs

togеthеr onсе.

Тhrow

a

soft ball

to onе

lеarnеr and

say: doll.Тel'Ithe

lеarnеr to

say

a

word

that sounds

thе samе

and thеn

throw

thе

ball

baсk

to

you.

Throw

thе

ball

to

a diffеrеnt

lеarnеr and

say: truсk.

Аgain

thе lеarnеr

has to

say a

word

that sounds

thе samе,

thеn throw

thе ball

baсk

to

vou.

Rеоеat

this with othеr

words.



Мoin

topiсs:

Мoin

grоmmor:

Test

proсtiсe:

Мovers/F[9ers

words:

Non-YLЕ

words:

Еquipment:

Kirn's

birthdog

fomitч'

food,

сotours,

numbers

6_10

possеssivе's:

B

LеtЪ...

: E

Question

woгds

(How old?

How

mong?

Wherel):

G,

H

Reсding

ond

Writing

Port

2: G

Listening

Poгt

]: F

Speoking

Poгс

2:

F: Poгt

4:

E

Ьot

(n),

сoгd

(n), porcg

(n), present

(n)

bolloon

(n),

Hoorog

(еxсt)

о

CD:

Stoгg,

F,

H

о

o

wropped

box

to

[oo|<

like

o

pгesеnt'

o biгthdog

сord,

two

or

thгeе

Ьolloons

(optionot):

А

о

sheets of роper

oг

соrd, biгthdog

сord.

moking

moteriols:

D

o

o

сolouгing

penсi[s

oг

pens:

D'

F

strips

of

PqPеr

or сord

.15сms

x

4сms

(one

per

leorner):

F

рhotoсopiеs

(onе per leorner)

of.Bingo'

p52:J

o new

рenсil'

rubЬer

or

ruler

сo

give

owcЧ

os

o

prize

(optionоl): J

@

ш"*,

words

for

gou

;р

With

boоks

сlosеd,

intгоduсе

thе

topiс

of

thе story

by

asking

lеarnеrs

quеstions

about

lamiliеs

and

pаrtiеs.

Tеaсh/rеvisе

hаvе

а

pаrф.

Аsk..

Do

уou

hоve

pаrtiеs,l

Аsk'.

I4lho

сomеS

to

уour

birthdау

pаrtу,?

(friеnds'

namеs

and

family

mеmbеrs)

Whаt

do

уou

еаt

(lt

а

pаrф?

(сakе,

iсе сrеam)

What

do

уou

p/сy?

(gamеs)

Writе

lеarnеrs'

suggеstions

on

thе boarф

hеlping

with

kеy

voсabulary

whеrе

nесеssary.

Saу:

This stotу

is аbout

а

girl'

Неr

папtе's

Kim.

It's

hеr

birthdау

todау'

Note:

In

the

YLЕ

tests,

Kim,

Pсt ond

А{еx

oгe

used

os

o bog's

oг

giгl's

nomе.

l;l.

TеaсЫrеvisе

thе thrее othеr

nеW

words

bаllooпs,

prе,lеt,lts,

саrds

.

Dtaw

or show

two

or

thrее

balloons.

Ask

lеarnеrs

to

blow

any

rеal

balloons

up.

Нang

thе

balloons

from

a сornеr

of

thе

сlassroom

whilе

yоu

work

through

this

unit.

Draw

or

show

a

wrappеd

prеsеnt

and

a

birthdaу

сard

in

an

еnvrlopе.

Ask:

Do

уou

likе

prеsепts

апd

саrсls?

(yеs)

Lеarnеrs

сould

guеss what's

insidе

thе

prеsеnt.

Tеaсh

Hoorауl

as

having

thе

samе

mеaning

as

Thсtt's

grеаt Learners

Stand

up and

сlap and

all

say

Hoorау

*i;

Lеarnеrs

opеn

thеir

books

and

look

at

thе

piсturеs

and words.

Ask

diffеrеnt

lеаrnеrs

to rеpеat

thе

nеw

words.

Lеarnеrs

draw

linеs

to matсh

thе words

with thr

piсturеs.

Walk

around

and

сhесk

thеy

havе dоnе

this

сorrесtlу.

You

сould

also

сhесk

answеrs

by

asking:

How

mапу

prеSеnts

аrе

thеre

iп

thе

pictttrе?

(З)

Whаt

colour

аrе

thе

bаllooпs?

(purplе and

rеd)

How

mапу

birthdау

cаrds

сtrе

thеrе?

(2)

Storgtetting

Before

[istening

Ё*'

Lеarnеrs

look

at

thе fiгst

piсturе

on

SB

p

10.

Thеy

do

not

rеad

thе

tеxt.

Point

to

Kim

(thе

giгl

danсing)

and

ask:

Is

this

а boу

or

а

girl?

(a

giгl)

WhoЗ

with

hеr?

(her

family

-

muш,

dad

brothеr,

slstеr,

gгаndpa

,grand

Гathеr)

Hаvе

уou

got

а

grаndpа?

Illhаt

s

his

пап.lе?

Il/hеrе

is

Kinl'?

(at

homе

/

in

thе

living

room)

Say:

/y'ow

lеt''s

look

аt

thе

piсturеs

апd

listеп

to

thе

storу.

@.@*

04

PtogТroсk

04 of

thе

CD

or

rеod the

storg.

Suggestions

for

o

pause

if

reчuired:

s:. Stop

thе

СD aftet

I'vе

got

lots

of'саrds

апd

thеsе аrе

mу

prеsепts

(SB

p 10)

Ask:

Ё1ow

mапу

pеoplе

аrе

with

Kim?

(5)

Whаt

is

Kim doiпg

lzow?

(opеning

hеr

prеsеnts)

After

listening

to the

whote

storg

* Ask:

How

old

is

Kim

todау?

(8)

Is Kim

hаppу?

(уes)

How old is Grапdpа

Bill?

(|earners dесldе)

@

тьis

is

Kim's

grondPo.

Ъaсh/rеvisе

possеssivе

3'

bу

holding

up

a

lеarnеrЪ

book.

Ask:

Whаt's

this?

(a

book)

Point

to

Мaгio and

ask:

Is

this

Mаrio,s

book,?

(уes)

Writе

on

thе

board:

ГЙis

is Mсtrio,s

book.

Drill and

rеpеat

with

othеr

lеarnеrs

and

thеir

objесts.

Point

to

Мario

again

and

ask:

Who's

this?

(Мario)

Point

to

two

or thrее

lеarnеrs

in

thе

сlass

and

ask:

Wlo,'s

this?

(lеarnеrs answеr)

Lеarnеrs

thеll

look

at

thе ехamplе

piсturе and

ask:

Who's

Йis?

(Kim,s

Grandpa)

Whаt''g

his

паmе?

(Bt].|\

Lеarnеrs

now

look

at

thе

othеr

piсturеs

and

writе

thе

family

words

and

namеS

on

thе

dottеd

linеs.

Lеarnеrs

сan

find/сhесk

еaсh

pеrson's

namе

in

thе story

to

hеlp

thеm

соmplеtе

thе othеr

sеntеnсеS.

lflеarnеrs

nееd

mоге

hеlp

to сomplеtе

sеntеnсеs

1-5.

writе

thе

missing

familу

words

on

thе

boaгd.

Notе

that

in

itеms

2 and

4'

lеarnеrs

will

nееd

to

writе

both

thе

family

word

and

thе

namе

(as

shown

in

thе

еxamplе).

Chесk onswеrs:

1 mum/mothег

2

Ьгother,

Ben

3 dodlfother

4 sisteг,

Jil[

5

Kim



r*i

Еxtеnsion:

Leoгneгs drow thе

foсеs

of

their own fomilg membеrs

ond

write who

thеg

ore,

for

exomple: ma mum' mц brother

ond

their

nomes. Stгongеr leorners

сou[d

write

whole

sentenсes:

This is

mg mum. Her nome's

garto.

|f leoгneгs

need

some

moгe

proсtiсe

with fomilg woгds,

gou

moч

pгefеr

to

do this осtivitu

Ьefoгe thеu

do

B.

@

wьiсh

orе Kim's

Presеnts?

Lеarnеrs look at

thе

piсturеs

and tеll

you

what

prеsеnts

thеy сan See

(сloсk,

(|эсlsеbаll)

bаt, soсks,

tigеr,

(suп)

hоt, spidеr).

In

рairs,

lеarnеrs try

to rеmrmbеr whiсh of

thеsе

arе

KimЪ birthday

prrsеnts.

Thеy

should

bе ablе

to

rеmеmbеr, but

if

thеy nееd hеlp, thеу сan

flnd

thе

answеrs

in

thе storу.

Lеarnеrs

put

a tiсk

or

a

сross

in

еaсh

ofthе

boxеs.

lflеarnеrs still

havе thеir

tiсks

and

сrossеs сards fтom

Сomе

аnd

plау,

theу

сould hоld

thеsо

up whеn

you

сhесk

answегs.

Cheсk

onswers:

tiсks:

soсks,

sun

hоt,

toч

spider

сrosses: с[oсk,

(Ьosebоll)

Ьot,

tigeг

Еxtension:

Leorners

plog

o

guessing gome. Put

o

selесtion of сtossroom

objeсts

(ond/or

items like o Ьirchdog сoгd, о Ьoltoon,

o

smo[[

boх, on opple,

o

photo)

into o Ьog.

Puс

gour

hоnd into the

bоg

оnd hold еoсh mgsteгg

objeсt

in

tuгn. Lеorneгs

guеss

whot

gou

oгe

holding, using longuoge

from the storg. Ask:

Whot's

this?

Leorners onsweг:

ls

it

с

...

?

Use shoгt onswers

to

replg

to

theiг

guesses:

yes,

it ls.

Nq

it isn't.

@

н"ppg

birthdog

You

may nееd

to

rеvisе numbеrs 6*10

bеforе

doing

this

task.

You might

likе to

writе

thе

words

siх,

sеvеп, еight,

пinе,

tеп

on

onе sidе

olthе

board and

thе

numbеrs: б,

7.

8.

9.10

on thе

othеr.

Ask

diffеrеnt

lеarnеrs

to

сomе

to thе

Ьoard and еaсh draw

a

linе to

link

onе

ofthе

numbеrs

with thе сorrесt

Word.

Ask:

.l1ow

old

аrе

уou?

(lеarnеrs

answеr)

Writе

thе

quеstion on

thе

board.

Dгill

thе

quеstion and answеr

сhorally.

Lеarnеrs

ask and answеr

thе

quеstiоn

in

сlosеd

pairs

оr

walk

around

thе

сlassroom

and ask othеr

сlassmatеs.

Ask:

11ow

old is

Kim?

(ShеЪ

8.)

Saу

Lеt's

mаkе

Kim

somе birthdау саrds.

Givе

еaсh

lеarnеr

a shееt ofсolourеd

papеr

or сarф

somе

сoiouring

pеnсils

and any

othеr сraft matеrial/

еquipmеnt

that

you

havе

availablе

(gluе, glittеr,

ribbons,

sсissors,

stiсl'ry silvеr stars,

old magazinеs

to

сut

piсturеs

from).

Lеarnеrs

makе thеir сards, dесorating

thе

frоnt

and

writing

thе

grееtings

and thеir

namеs insidе

as

shown

in aсtivity

D.

Displaу

thе сards around

thе сlassroom.

Allow

lеarnеrs

somе

timе to

look

at

all

thе сards.

Аsk

Do

уou

likе Kim's

presеnts?

In

pairs

or

on

thеir

own'

lеarnеrs сhoosе thеir

favouritе

prrsеnt

from

a]l

thе

prеsеnts

Kim

gеts

in

thе story.

Ask

two

or

thrее

lеarnеrs

to thеn

tеll

thе rеst

of

thе

сlass,

for еxamplе:

Thе

spidеr

Strongеr

lеarnеrs сan answеr

in сomplеtе sеntеnсеs

foг

еxamplе:

ОurlMу

fаvouritе

prеsепt

is

thе

spidеr.

Saу

ltlow

уou

givе

Kitп

(1

prеSеt1t.

[4/hаt

s

l;our

prеSепt

to

Kim? Drаw

а

prеsепt.for Kfuz.

Lеarnеrs

dесidе

and еaсh

draws

thеir

сhosеn

prеsеnt in

thе

еmpty boх.

Мakе surе

lеarnеrs

know

thеy сan сhoosе

any prеsеnt, not

only

prеsеnts

from

thе

story.

Ask

two

or

thrее lеarnеrs what

prеSеnt

thеу

would likе

to

givе to

Kim.

@

L"t's

hсve

o

Pqrtg

Ask

lеarnеrs: Do

уou

likе

pа'rtiеs?

(уes)

Whаt doеs

Kim s m,ulп sау in

thе

storу?

(Let's

havе

a

рarty )

Ask:

Whаt

does

Kim

sау?

(Lеt,s

gеt

somе

balloons )

Ехplain

in

L1

if nесеssary

that

lel]s

mеans somеthing

like

I

wапt

to

/

I thiпk

wе сс|11,

Saу..

Lеt s

look

аt

thеsе

piсturеs

иoи,.

(Point

to thе

piсturеs

in Е.)

Lеarnеrs look at

thе

siх

piсturеs

and

at

thе

list

of things

to

do

for

thе

party.

Point

to

piсturе

1

and

at

thе

list

of

ler3 ...

suggеstions.

Ask: |Ilhаt's

Jill

sауiпg?

Lеt

s

..

. ?

(makе

somе

party

hats)

Lеarnеrs

write

паkе

Somе

pсlrtу

hаt's

in

thе

spеесh

bubblе,

сrossing

it

out

on thе

list

as thеy do this.

In pairs,

lеarnеrs matсh

thе othеr

Zel 3' ..

'

suggеstions

with

thе piсtuгеs

and сomplеtе

spеесh

bubblеs

1-5.

Cheсk

onswers:

1 mokе somе

poгtg

hots

2 mоke o

сoke

3

sing some

songs

4

get somе

Ьоlloons

5

hovе

some lemonodе

,*

on

thе

board, draw

a happy and

an

unhappy

smilеy

(o

Ф)

Writе: oKl

Grеаt nеxt

to thе happy

smilеy

and

No Not пow

nехt to thе

unhappy smilеу.

Nощ

makе

Lеt,s

'..

suggеstions.

Lеarnеrs

rеspond, using

thе

two

options

on

thе

board. Saу

Lеt''s

mаkе

somе

pаrф

hаts

(oK

Grеat )

Lеt's writе lots of

loпgwords (No

Not

now ) Drill

thеsе

rеsponsеs

with lеarnеrs. Rеpеat

with

othеr suggеstions

that

you

think lеarnеrs

might likе/

dislikе

Strongеr

lеarnеrs might

likе

to

think

of

thеir

own

suggеstions

with

ler

3'.

@

ffi*o

*

Put thе ссke

on the

pink

tсb[e

Lеarnеrs look at thе

piсturе.

Аsk:

|Цhеrе

3'rЙis?

(KimЪ

housе

/

homе

/ living

rоom) Point

to

еaсh of

thе

srх

small

piсturеs

in

furn.

Аsk: Whаt

s

this/.t4/hаt

аrе

thеsе?

(сakе,

iсе

crеam'

balloons,

lеmonadе, spidеr,

gamе)

TеaсЫrеvisе

iп, on, uпdеr

if

nесеssary.

Givе еaсh

lеarnег a

piесе

of

papеr

approximatеly

1

5сms

х 4сms

(

l 0 strips

:

1

A4

shееt).

on

thеir

piесеs

ofpapеr,

lеarnегs draw

thrее small

piсturеs

(a

сakе,

a

balloon

and somе lеmonadе) and thеn

сolour

thеir

piсturеs. Thеy thеn сut or fold and

tеar thе papеr so that

еaсh

piсturе

is

sеparatе.

; l

rl.



,lg.

Lеarnеrs

now

look at

thе

big

piсturе

again.

Saу:

Put

thе саkе

on

thе

уеllow

tаblе.

Learners

piсk

up

thеir

own

сakе

and

plaсе

it on

thе

yеllow tab|e.

Saу

.t4/еll

doпе

Now

put

thе

bаllooп

uпdеr

thе

whitе

сhаir'

Now

lеt's

put thе

lеmonаdе

oп the

...

?.

(lеarnеrs suggеst

a

plaсе)

onсе

сhosеn,

givе this

third

instruсtion

again.

For

ехamplе:

Now

put

thе

lеmoпаdе

oп

thе

mаt.

.*

Lеarnеrs

rеmovе

thеir own

drawings

from

thе

p1сturе.

Те11

thеm this timе thеy hеar

Kim

and

KimЪ

dad

talking.

Тhеy

listеn

and

draw

linеs

from

thе

fivе

objесts

to

thе right

plaсеs

in

thе

piсturе.

тest

note:

|n

Listening

Poгt

1,

leoгners

should

olwogs

dгow

stroight

lines

from

the

oЪi".t

to

the

ptoсе

in the

piсture

if

possiblе.

|f

сheg

wont to

use

гu[егs,

thot's

finе.

Мakе

surе

all lеarnеrs

havе

pеnсils

(and

rulеrs)

rеady.

Play

Traсk

05

of

thе

СD.

Stop

aftеr

thе fiгst

instruсtiоn

to makе

surе

еvеryonе

undrrstands

thе

instruсtions

and

сhесk

thе

first

answеr

(linе

from

thе

сakе

tо

on

thе

pink

tablе).

Play

thе

rеst

of

Traсk

05.

Play

it a

sесond

tlmе

if

nrсеSsary.

Cheсk

onswеrs:

Ask

Where

...

?

quеstions,

for

exomр[e:

WherеЪ

the

iсe

сreom?

Lines

dгown

fгom:

thе

iсе сrеom

to

on

the

Ьlue

toble,

thе

bolloons

to

in

thе

grеen

bog,

the

lemonode

to

on

the gеllow

toЬle'

the

spidег

to

in

thе

box,

the

gomе

to

undеr

the

whitе

сhoir

Тopеsсript:

Look

atthe

piсture. Listen

оnd

look.

Тhere

is one

exornp{e.

Dod:

Kim

...

Put

the сoke on thе

Pink

toble.

Kim:

Soггg,

Dod

...

Whеre?

Dod:

Put

the сoke

on the

pink

toЬtе.

Kim:

OK

Сon

gou see

the

|ine?

This

is

on

eхomple.

Now

gou

listеn

ond

drow

lines.

One

Dod:

Kim:

Dod

Kim:

Ёj

rwo

ф

fi

ooа:

Ё

Kim:

Dod:

Kim:

Тhree

Dod:

Kim:

Dod:

Kim:

Now

the

spidег.

Let's

Put

it

in

thе

box.

Wheгe?

Put the

spider

in

thе

box.

Right

lt's

funng

And

the

gome,

Dod?

Put

the

gomе under the whitе

сhоiг.

Undeг

the

whitе

сhoiг.

oK

Gгeot

Wеtl

donе

Now

lеt's

go ond

find

Mum.

;-

t vul

:n

$

Dod:

$

Kim:

*

$

Dod:

*

Kim:

Б

i:

-.

:i

гlye

*

кi'.

*

{

ooа.

Ё Kim:

It

.Ч

Dod:

Now'

put

thе

iсe

сгeom

on

thе

Ьlue

toble.

Тhe

iсe сreqm?

on

the

blue

tobtе?

Yes.

Тhot's

гight.

oK

l

сon do thot.

Put

thе

bolloons

in

thе

big

green

bog.

oK

Тhегe

Тhe

Ьolloons

oгe

in the

big

gгeen

Ьog

now.

Good.

l love

bо[[oons

Me too

And

tеt's

Put

the

lеmonodе

on

...

?

Let's

put

it on

the

gеllow

toble,

Dod

on

the gellow

tobtе.

oKI

Greot

l

lovе

lemonode

@

кim's

oPеning

her

Presеnts

now

Lеarnеrs

look

at

thе

piсturе.

Ask

somе

gеnеral

quеstlons

about

thе

piсturе

to

rеminсl

lеarnеrs

of

thе

namеs

of

thе

сhildrеn

and

to

rеvisе

сolours

and

objесts.

Ask:

11orr,

mапу

people

аrе in

thе

picturе?

(.З)

Who аrе

thеу?

(Kim'

Grandpa

Bill,

Jill)

Whаt',s

on

Kim,.s hе(1d,?

(a

sun

hat)

In

opеn сlass,

look

at

thе

two еxamplеs.

Ask:

1s

Klrz

]s

sttп

hаt

уеllovv?

(yеs) Is

Kim

oп

thе

bеасh?

(no)

Whеrе

is

shе?

(at

homе

/

in

thе hоusе

/

in

thе

living

room)

Lеarnеrs

on

thеir

own

or

in

pairs

rеad

sеntеnсеs

1-6

and

writе

'i'es

or

пo ollthе

dottеd

linеs.

Cheсk

onswers:

1no

2gеs

3gеs

4no

5no

6ges

Ьsk..

Whаt аrе

thе

wroпg

words

in

],

4

апd

5?

Whаt

right

words

сап

wе

put

hеrе?

(fr+е

thrее/3,

Ыeth€

sistеr, tablе

wall)

Ask

lеarnеrs

|I/hаt

colour,?/How mаnу? quеstions about

thе

piсturе,

for

ехamplе:

Whаt

сoLour

is

Jill'.s

hаir?

(red)

How

mапу

bаllooпs

аrе

thеrе,?

(5)

@

Ir

this

o

bot?

*я

Writе

a

quеstion and

answеr

pair

on

theЬoard:

How

old

аrе

уou?

I'm

Mаriа

Ask'.

1s this

thе

right

апswеr?

(no)

Ifhаt's

the

right

аnswеr?

(I'm

8/9/10.)

Writе

two

morе

quеstions and

answеrs

on

thе

board

to add

to thе

first

pair.

Whаt's

уour

паmе?

I|/hеrе's

уour

boоk?

I'm

ten.

It,s

oп

mу dеsk.

Lеarnеrs

look

at

thе

thгее

quеstlons

and

thrее

answеrs

and

matсh

thеm.

You

сould

do

this

by

asking

thrее

lеarnеrs to сomе

to thе

board

and

to draw

a

linе

bеtwееn

onе

quеstiоn and

onе

answеr.

Drill

thеsе

quеstions

and

answеrs.

ф:

Lеarnеrs

now

look

at

thе

spеесh bubblеs.

Ask

onе

lеatnеr

tо

rеad

out

thе first еxamplе:

Is this

а

bаt?

Аsk:

Whrl

sауs

this

iп

thе

stolу?

(Kim)

Ask onе

lеarnеr

tо

rеad

out

thе

еxamplе

answrr:

No,

it''s

а

sun

hаt.

Saу'.

Look

аt

thе

аn,Swеrs

iп

thе

boх. Is

this

thе

right

апswеr?

(уes)

,в

In

pairs, lеarnеrs

find

matсhing

answеrs

for thе

four

othеr

sDеесh

bubblеs.

Cheсk

onswers:

Hoppg

Ьiгthdog

_

Тhonk

gou

Where's

mg

tog

spiderl

_

|t's

undег

the

сhoiг.

How

o[d

oгe

чou?

-

l'm nine.

Let's

plog

some

gomes

_

oK

Gгeсt



Аsk

Whiсh

(l||Swеr

iп

thе

boх isn't ап апswеr hеrе?

(No,

hе isn't.) Ask lеarnеrs

if

thеy

сan

think

of

a

good

quеstion

for this, for еxamplе: Is

hе

sаd? Is

hе

niпе?

Dividе

lеarnеrs into

two

groups.

Drill

еaсh dialoguе,

altеrnating

groups

that answеr.

Thеn

put

lеarnеrs

in

pairs

and ask

thеm

to

rolе

play

thе

dialoguеs.

@

lt's

mg birthdog todog

ln

pairs'

lеarnеrs

now imaginе

thеy arе

at

thеir

own

birthday

party.

Writе on thе

board:

How old аrе

уou

todау? Whctt аrе

уou

еаtiпg?

Who's

аt

уottr

pctrtу?

|fhаt s

уour fаvouritе

prеsепt?

Iflearners

nееd somе

hеlp with

idеas,

ask

for

a

fеw suggеstions

for

еaсh

answеr bеforе

thеy

work

in

pairs.

For

еxamplе:

iсe

сrеаш

l

S(lLlSаgеS' 9

l

I0,

Tonу

l

mу

grаndmа'

mу

пеw

soсks

l

m,,-

bikе.

In

pairs,

lеaгnеrs writе down thеir

idеas.

Еnсouragе

thеm

to bе

сrеativе.

Walk

around and

hеlp

with

idеas

and spеllings whеrе

nесеssary.

Lеarnеrs

rеad

thе tехt.

Thеy

сroSS

out

thе

grееn

words

and

writе thеir own idеas

on

thе

dottеd

linеs.

Ask

two oг thrее lеarnеrs

tо

rеad out thеir own

anSWеrS.

Thе

сlass сould

thеn

sing

.Happy

birthday,

again

to

onе

of

thеm.

@

вo"tg

gсrmes

Let's

Plog

Bingo

iЁl

Givе

еaсh

lеarnеr

a

photoсopy

of

.Bingo '

(p

52).

Ask

thеm

what

thеy сan sее in

thе

piсtuгеs

in thе lowеr half:

tigеr, саkе, hаt, bikе, bаt, сloсk,

pепсil,

bаlloon' spider,

сhаir,

bсlх' kitе.

Lеarnеrs

сut out

thе

twеlvе piсturеs frоm

thе

lowеr

half

of thе

shееt, thеn

plaсе

or

gluе

еaсh onе

randomly

onto

еithеr onе of

thе

two

.Bingo 'сards

so

that

all

twеlvе

arе

usеd'

Thеy

should dесidе

indеpеndеntly whiсh

piсturеs

to

put

on

whiсh сard.

Lеarnеrs look at

thеir

first

.Bingo '

gamе grid.

Thеy

listеn whilе

you

rеad

out

a

sеntеnсе. Strеss

thе

word

thatЪ

undеrlinеd in

еaсh suggеstion

so

that

lеarnеrs

rесognisе

it

еasily.

Rеad thе

suggеstеd sеntеnсеs

in

thе

ordеr

thеy appеar.

As

you

rеad еaсh sеntеnсе, lеarnеrs

draw

a

linе

through

thе

piсturе

if

thеy havе

it

on

thеir

.Bingo ,

gгid.

Thе

first lеarnеr

to

сross out

all

his/hеr

piсturеs

in thеir Iirst

grid

ca|l.s Bingo

and

wins.

Rеpеat this

gamе,

playing

now

with

thе

sесond

grid

of

piсturеs.

This timе' whеn

you

rеad

out

thе

sеntеnсеs,

bеgin with thе

last

sеntеncr and work upwards.

Lеarnеrs

сross out

piсturеs

as

bеforе until

onе lеarnеr wins.

If

possiblе, givе

thе

winnеr(s)

aprize.

Suggеstion:

a

nеw

pеnсil

or rubbеr or rulеr

Suggеstions:

Тhis сoke is gгeot

Тhot's

mg

сhoir

Whеrе's

mg

tog

sPider?

Тhis

isn't mg

hоt

Grondpo

Bill's got о[[ thе bolloons

Look

ot thot tigeг

Hove

gou

got o good bikel

Wow It's

o

kite

I wont o

new

Ьot

Wheгe's thot

Ьгown

boxl

Мч

PenсiI

is

Ь[uе.

Listеn

to

thе

сloсk

...

tiсk.toсk.



V'thot

om

l?

Мсin

topiсs:

Moin

grommor:

Тest

proсtiсe:

Мovers/Flgers

words:

Non.YLЕ

words:

Еquipment:

t With

boоks

сlosе{

introduсе

thе

topiс

of

thе stоry

by

giving

еaсh

lеarnеr

a

photoсopy

of

,Animals,

(p

53)

Аsk.. Whаt

аrе

thеsе

thrее

aпimаls?

(an

еlеphant,

a

сroсodilе,

a

monkеy)

Writе

thе

words

on

thе

board.

Lеarnеrs

сopy

еaсh

word

on

thе

dottеd

linе

undег

еaсh

piсturе.

Аsk:

Whеrе

caп

wе sеe

thеsе

аnimаls?

(suggеstеd

anSWеrS:

in

a zoo,

in

Afriсa)

t

Ask:

Whаt's

уour

.fаvouritе

апimаl.?

Саn

уou

spеll

ir?

Writе

somе

of

lеarnеrs'

suggеstions

on

thе board.

Lеarnеrs

draw

thеir

own

favouritе animal

in

thе

nехt

box

and

wгitе

thе word

undеr

thе drawing.

Walk

around

and

сhесk

thеy

havе

donе

this

сorrесtly.

ф

Lеarnетs

kееp

thеsе

shееts

in

their

Storyfuп

book.

Thеy

will

nееd

to add

drawings

of

morе

animals

as

уou

work

through

thе

unit.

Yоu

may

prеfеr

to

сollесt

thе

shееts

in

and

kееp

thеm

in

a

foldеr

until

nееdеd.

Saу:

This

storу

is аbout

а

duck.

Do

уou

like

duсks?

(уesl

no)

Ask:

|Ilhаt

do

duсks

sау?

(quaсkl)

Note:

|n

Еngtish,

duсks

sоg

quoсk.

Leornеrs

wi[t

reod

this

in

thе

storg.

,g

ЪaсЫrеvisе

climb,

tooth/tееth,wiпgs

ald

thе ехprеssron

Eхсusе

mе Мime

сlimbing,

or

draw

or

show

somеonе

doing

this.

Point

to

your

tееth and

say:

Thеsе аrе

mу

tееth.

You

ееееесlt

with

уour

tееeееth.

(Еxaggеratе

thе

lоng

/ill

in

both

woгds.)

Draw

or

show

a

piсturе

of

a

birJ.

point

to

its

wings.

Аsk..

Whаt сап

a bird

/

а

duсk

сlo

with

its

wiпgs,?

(fly)

Walk

around

thе

сlassroom

and

stop

at

onе

lеarnеr's

dеsk.

Say:

Eхсusе

mе

Whаt's

усlur

nаmе?

(lеarnет

answеrs)

Ask

twо

iеarnеrs

to

сhat to еaсh

othеr.

Walk

up

to thеm

and

say:

Ехcusе

me

Whеrе's

уour

tесlсhеr?

Еxplain

in

L1

if

nесеssary

that

Wе

сan

Say

Ехсusе

mе

to

apеrson

or

pеoplе wе don't

knоw

bеforе

wе

ask

thеm

a

quеstion. ItЪ

politе

to do

this.

@

ш"w

words

for

gou

onimols,

Ьodg

ond

foсе,

сolours

dеtermineгs

(о/on): C'

D

ссn (oЬilitg) ond shoгt onsweгs:

F

Reoding

ond

Wгiting

Poгt

,|:

D; Рoгt

2:

Е;

Poгt

3:

D;

Pоrt

5:

G

Listening

Poгt

4:

G

Speoking

Poгt

5:

J

сtimb

(v),

Exсuse

me

(exp),

tooth/teeth

(n)'

wing

(n)

Yippеee

(eхp)

о

CD:

Storч,

E,

G

о

photoсopies

(one

pеr [еoгneг)

of

.Аnimq[s'

p 5З:

A,

C'

H'

I

о

сolouring

penсils oг

pens:

C,

G

о

pieсes of

popеr

(onе

per leorner):

I

i}.i

Lеarnrrs

opеn

thеir

books

and

look

at

thе

piсturеs

and

words.

Ask

diffеrеnt

lеаrnеrs

to

rеpеat

thе

nеw

words.

Lеarnеrs

draw

linеs

to

matсh

thе words

with

thе

piсturеs.

Walk

around

and

сhесk

thеу

havе

donе

this

сorrесtly.

You

сould

also

сhесk

answеrs

by

asking:

Who

s

сlimbiпg

thе

trее?

(thе

girl)

I|hаt

сolottr аrе

thе

bird's

wiпgs?

(bluе and

red1

How

Ша|1).

tееth

саtt

уou

sее?

(|0.)

Иrho

sауs

,Ехсusе

rзe,?

(thе

bоy)

Storgtelting

Bеfore

listening

s

Lеarnеrs

look

at

thе

flrst

piсturе

on

SB

p 16.

Thеу

do

not

rеad

thе

tеxt.

Аsk:

Which

апimаls

са|1

уoLl

see?

(duсk,

еlеphant,

frog)

Наs

thе

еlеphаnt

got

smаll

еаrs?

(tto)

Is

thе еlеphапt's

rnouth

opеп?

(уes)

Is

thе

duck iп

thе

wаtеr

with

thе

еlеphаnt? (no)

r*

Saу:

|хIow

lеt's

look

аt

thе

piсturеs

апd

listеп

to

thе

story'.

@

06

Pto9Troсk

06

of

thе

CD

or

rеod

the

storg.

Suggestions

for

o

pouse

if

required:

*$

Stop

thе

СD

aftеr:

No.

You

сlrеп't

а

crocodilе.

Sorrу

(SB p

16)

Аsk:

||hiсh

fuvo

апimаls

doеs

thе duck

tаlk

to?

(an

еlеphant,

a

сrосodilе)

Whаt

hаs

thе

сroсodile

got?

(1,ong

tееth,

a

long

tail)

Is

thе

duck

hаppу

or

sаd?

(\eaтners

dесidе)

After

tistening

to

thе

whote

storg

*

Ask:

Whаt

сап

moпkеуs

do?

(сlirтb

trееs)

Whаt

сolour

аrе

thе duck's

wiпgs?

(brоwn)

Whаt

do

duсks

sау?

(quaсk)

s

rhе

sntаll

duсk

hаpp.l.

лow.,

(уеs)

,s

Lеarnеrs

draw

a

duсk

in box

5

of

thе

phоtoсopy

.Animals'

and

writе

ducklnder

thе

ptсturе.

@

wьiсh

onimol

sogs this?

Lеarnеrs

look

at

thе

four

animals.

Point

to

еaсh

animal

and

say:

I4hаt's

this?

Drill:

11 3

а

duсk

/

а

сrocodilе

/

ап

еlеphапt

/

о

moпkеу.

Lеarnеrs

look

at

thе

spеесh

bubblеs.

Ask

diffеrеnt

lеarnеrs

to rеad

оut

еaсh

sеntеnсе.

Мakе

surе

lеarnегs

undеrstand

еaсh

sеntеnсе

by

asking

thеm

to

mimе

еaсh

onr

rn

turn.

Rеad

spеесh

bubblе

1.

Ask: Whiсh

апimаl

sауs

|his

iп

thе

storу?

(thе

сroсodilе)

Ask

a lеarnеr

to

saу

I'vе

gсlt

lots

of

loпg

whitе

tееth

(in a

сroсodilеЪ

voiсе).

Lеarnеrs

draw

a

linе

from

spеесh

bubblе

l

to

thе

сroсodilе.



'8:.

Lеarnеrs сhoosе

anSWеrS

and draw linеs from

SDеесh

bubblеs

24

to

the

сorrесt

animal.

Chесk

onswers:

2

elephont 3 duсk

4

monkeg

;*

In

pairs,

lеarnеrs

сhoosе onе of

thе

animals

in

B.

Lеarnеrs

think

of

a

diffеrеnt

thing

that

this

animal

сan

Say

about itsеlf.

Thеir

Sеntеnсеs

should

bеgin

with

I'vе

got

or

I

cап,

for

еxamplе: I

саn

swim

(duсk),

1

ve

gotJbur

/egs

(еlеphant).

Pairs

takе turns

to

sаy

thеir

SеntеnсеS

whilе

othеr

pairs

guеss thе

animal.

@

wьiсh

onimols

doеs thе duсk

tolk

to?

ф Lеarnеrs

look

at

thе diffеrеnt

paths

that thе

duсk сan

follow.

Аsk

How

mапу

аnimаls

саn

уou

sее?

(8)

How

lпапу

апimаls doеs

thе

duсk tаlk

to

in

thе stolу?

(4)

Whаt

аrе

thе

thrее nеw апimаls? Teachlrеvise

hippo,

Jrog,

snаkе.

*

In

pairs'

lеarnеrs find

and

сolour thе

right

path yеllow.

Thеy should bе ablе to rеmеmbеr,

but

if

thеy nееd hеlp,

thеy

сan

find thе

answеrs in thе story.

Chесk

onswers:

poth

showing еlephоnt,

сгoсodilе,

monkeч, duсk

In

сlass

or

as

homеwork,

lеarnеrs

draw

a hippo,

a

frog

and

a

snakе in

boxеs

6,7 and 8

of

thеir

.Animals'

photoсopy

and

writе

thе words

undеr

thе piсturеs.

Ъaсh/rеvisе

а/ап'Write on thе

board ап еlеphаnt

aлd

а

сroсodilе. You

many nееd

to

usе

L1

for thе

following

ехplanation.

Ask

lеarnеrs why wе wrtte сln

bеforе

еlеphаnt

and с bеforе

сroсodilе' Ifhеlpful,

еxplain that

itЪ

diffiсult

to

Say 4

bеforе

a

word bеginning а,

е,

i,

o

or

и'

so Wе uSе

ап tlstead.

Ъll

lеarnеrs

to try saуing

с

аpplе' Saуing аn аpplе ls

еas1еr.

@

l'-

on

elephont

e

Tёaсh/rеvisе

parts

ofthе

body. Point to

diffеrеnt

parts

of

your

body

and say'

fоr ехamplе: This

is

mу ...

?

Thеse

аre mу

...

?

Lеarnеrs

add

thе сorrесt

word

in

сhorus.

*с

You сould

praсtisе

furthеr

by

playing

a

gamе.

Lеarnеrs

listеn and pоint aftеr

еaсh

quеstion

or

instruсtiоn. Say:

|{herе

аrе

уour

еуеs?

Poiпt

to

уour

еаrs

Now

point

to

уour

пosе

[Гhеrе's

уour

mouth?

Poiпt

to

а tooth

Now

poiпt

to

уour

tееth Whеrе

аrе

уour

аrms? Poiпt

to

уour

lеgs Now

point

to

уour foot

L|rhеrе s

уour

hаir? Point

to

уourJёеt

[|hеrе

аrе

уour

hапds?

Тest

notе:

Тhе

futt

list

of Stoгteгs bodg

ond

foсe

woгds

isl. orm,

bodg' eor,

ege,

foсe,

feetlfoot,

hoir, hond, heod, [eg' mouth

ond

nose.

w In

pairs,

lеarnеrs

look

at

thе

piсturеs

ofparts ofthе

еlеphantЪ

body.

Thеy look at

thе sеntеnсеs,

unjumblе

thе

lеttеrs

and

writе

thе

words оn

thе dashеd

linеs.

Whеn

giving

thе answеrs,

makе

surе that

lеarnеrs rеad out

thе

wholе

sеntеnсе so that

thеy

praсtisе

saуing

а or

ап

bеforе

еaсh noun.

Cheсk onswers:

1

eor

2 mouth 3

bodg

4

teg

5

foot

Еxtension:

For fuгther pгoсtiсе

of bodg ond foсe voсoЬulorg, osk

lеoгneгs

Нove

цou

got

... ?

questions.

Revisе

sit

ond

stond.

Sog:

Sit

for

o,no'

onswer.

Stond

for

o,ges,сnswer.

To hеlp

lеoгnеrs

gou

сould

drоw

this

on

the

boord, using on

oггow

pointing down

for

no

ond

on

oггow

pointing

up

for

ges.

Pгoсtise this

Ьg

osking leornеrs

two

questions,

foг

eхomple:

Are

цou

сhildren?

(ges

_

leoгneгs stond)

Аre

gou

сroсodiles?

(no

_

leornегs sit) Suggested questions: Hove gou gottwo

orms?

Hove

gou got

four

legs? Hove

цou

got

o bIue

bodg?

Hove

цou

got

three eors?

Hove

цou

got

white teeth?

Hove

gou got

wings?

Hove

цou

got

o

nose?

Нove gou got

Iong toils?

@

ть" duсk is

stonding

under

the

treе.

*

Rеvisе сolours

ifnесеssary

bеforе doing

this

aсtivity.

Ask

lеarnеrs

thе сolours ofdiffеrеnt

objесts in

thе

сlassroom,

thеir сlothеs or

animals that

thеу know.

Тest

note:

Thе

futt

list of Stoгters сo[ouгs

is: blссk blue,

brown'

green,

greу, oronge,

pink, purpIe,

red,

white ond

gellow.

ф

Lеarnеrs look

at thе

piсturе

ofthе

duсk

and

thе

еlеphant

on

SB

p

16

and tiсk

thе

сorrесt box

(yes

or

пo),

Cheсk onswers:

lчеs 2no

3no

4no

5ges

Extension:

Leornеrs

look otthe

storg

on SB

p 16

ond the

piсtuгe

ofthe

duсk

ond

the сгoсodile.

Listеn

to oг

геod

this poгt

of

the

stoгg

оgoin ond drill

the сonversotion

[ine

bч

[ine

in opеn

с[oss.

Divide the сloss into

А

ond

B

ooirs.

Lеorner

A

is the

duсk ond

leогnеr

B is

the сгoсodite. Leогneгs

Dгoсtise

the сonveгsotion

in

poiгs.

Theg сon trg

to

геmembеr

thе сonversotion

oг

гeod

it

fгom their books.

Ask

one ooir

to

сome to thе front

of the

сloss

ond гole

plog

thе сonversotion.

@

сon

gou

сlimb

trees? con

gou

ftg?

*s

Ask; Iп

thе stotу' who

аsks

,Сап

уou

climb trееs?'

(thе

mоnkеy)

IЦhаt,s thе duсk|s аn,'swеr?

(No,

I

сan't )

Lеarnеrs

сan

flnd thе

answеr

on SB

p

17. Writе

on thе

board: Гes,

I

сап.

aпd

No, I сап,t.

*

Ъaсh/rеviSe

run'

wаlk,

tаlk,

flу'

swim,

jump

bу

miming

thе

aсtions.

Ask

onе lеarnеr: Сап

уou rии? Ifnесеssary,

point

to Уеs,

I

сап'

on

thе

board.

Rеpеat

with

thе

othеr

words.

Ask

othеr lеarnеrs:

Сап

уou

wаlk?'.. swim? ..'

juпp?



Writе

оn

thе

board:

Yes,

wе

сап.

No, wе

сап

7. Ask

thе

wholе

сlass: Саn

уou

tаlk?

|f

necessary,

point

to

Yеs'

wе

cаn.

oтthе board.

Аsk

Саn

уou flу?

Lеarnеrs

answеr

in

сhorus:

No'

wе сап,t.

Drill

morе

quеstions with les, thеу сап.

or

No,

thеу

cаn't'

aпSwеrs.

Suggеstеd

quеstions:

Сап duсks

swim?

Сап

duсks

jump?

Сап

croсodilеs

fiу?

Lеarnеrs

now

look

at

thе duсkЪ

four

quеstions

and

thе

ехamplе

answеr. In

pairs

or on thеir own, thеy

writе

thе

сroсodilеЪ

othеr

answеrs.

Cheсk onswers:

1 Yes, | сon.

2 Yes, I сon.

3 No,

|

сon't.

Еxtension:

Dividе

lеornеrs

into

teoms

of

thгее

oг fouг for

o сhollenge

gomе.

Ask

eveгgone

Сon

цou

... 7

questions. Тeoms

get о

point

for

eveгg сhollеnge

theg oll сomplete.

Suggеstions:

Сon

gou

stond on one

leg?

Сon

gou sog

the

olphobet? Сon

gou

wolk

to the

door with

o

book on

gour heod?

Саn

gou drow o сroсodiIe?

Сon

цou

spell,e[ephont,?

Сon

gou

sing

'Hoppg birthdog'?

@

р.'

'

Colour

thеsе

monkеgs

Аsk

Whiсh апimаl

hаs

got

а

fttппу.fасе

in thе storу?

(thе

monkеy)

Whаt

cаn

а

moпkеу

r/o?

(сlimb

trееs)

Hаvе monkеуs

got

short аrms?

(no)

Do

moпkeуs

likе

bапапаs?

(.уes)

Lеarnеrs

lоok

at thе

piсturе.

Ask:

I1ow

mапу

moпkеуs

аrе thеrе?

(5)

Lеarnеrs writе

5

on

thе dottеd

linе undеr

thе

piсturе.

Аsk

|{hiсh

is

thе

monkеу

in

thе

storу?

(the

monkеy

bеhind

thе trее)

Мakе

surе

that

еaсh lеarnеr

has

pink, purplе, rrd, grrеn

and

brown

сolouring

pеnсils

or

pеns.

Rеmind

lеarnеrs

that

thеy

dоn't

nееd

to

finish сolouring

thе

monkеуs.

Thеy сan

do

that

at

thе

еnd of

thе aсtivity.

Play tгaсk 07

of

thе CD.

Lеarnеrs

listеn

and сolour.

Walk

around

сhесking

that

lеarnеrs

havе сhosеn

thе

сorrесt

сolours.

Play

thе

СD

again

ifnесеssary.

Note:

Alternotivеlч,

Uou

сon

give the сotouring

instruсtions.

Speoking

s[ow[g, sog:

You

сon сolour

thеsе

fve

monkegs.

Listeл.

Sog:

Cсn

UoU

sее

the monkeц

in

the

woter?

Сolour

the

monkeц

in

the

woter

green. Сolour thot

monkeg

green.

one

monkeg

hos

got

some

bononos. Сolour

thаt monkeg

red.

Thot's

right. Сolour

the

monkeц

with the bononos

red'

Now

find

the

monkeg in the

fIowers.

The

monkeц

in

the

flowers.

Сolour thot

monkeg

purple

for

mg

p{eсsе.

уеs,

сolour

thot

monkeg with

цour

purple

penсil.

Аnd

now, the monkeч behind

the

tree.

Сolour thot

monkeg

brown.

Сolour

the

monkeg behind

the tree brown.

Thot's

greot.

And

one monkeц's

tolking to thе

spider.

Find

gour

pink

penсil

ond сolour thot

monkeц

рink.

/tЪ sitting

down.

lt's tired,

I

think

Cheсk

onswers:

monkеч

in thе

woter

*

grееn

monkе9

with

bononos

_

rеd

monkeg

in

the floweгs

-

purple

monkeg

Ьehind

the tгeе

_

bгown

monkeg

with the spider

-

pink

,;+

Lеarnеrs show

еaсh othеr

thеir

piсturеs and finish

сolouring.

Thеy сhoоsе

thе

сolours

for

thе

rеst

ofthе

oiсturе.

Тopesсript:

Look

otthe

piсture.

Listen and

Iook.

One

Womon:

Bog:

Womon:

Bog:

Womon:

Two

Womon:

Bog:

Womon:

Bog:

Womon:

Three

Womon:

Bog:

Womon:

Bog:

Womon:

Four

Bog:

Womon:

Bog:

Womon:

Bog:

Five

Womon:

Bog:

Womon:

Bog:

Womon:

Con

gou seе the

monkeЧ

in

thе

woteг?

Yеs, |

сon.

Colouг

thot monkeg

gгееn.

Soггg?

Gгееn?

Тhot's

гight.

And

took

One

monkeg's

got

some

bononos.

Oh

ges

Cotour

thot

monkeg

red.

Colouг it

with mg

гed

penсill

Yes,

pleose.

Now

find the monkeg

in the

flowегs.

| сon

see

it.

Con

l

сolouг

thot

monkeч

puгp[e?

Yes,

gou сon'

oK. A

puгplе monkeg

in

the flowers.

Theгe

Тhonks.

Тhere's

o monkeg

bеhind

the tгeе

too

Thot's гight.

Colouг

it Ьrown.

Soгrgl

Colouг thot

monkeg

Ьehind

the

tree

Ьrown?

Yes.

oK

one

monkеg's tolking

to

the spideг'

Con

gou

see

it?

Yes, l сon.

Cotouг

thot monkeg

Pink.

Тhe monkeч

with thе

spideг? Pink?

Yes,

pleose.

Wel[

done



@

мonkegs

lovе

bqnonos

i;i

Say: LiStе|1

to mу

quеstions.

Sitfor а

,no'апswеr.

Stаnd

,|br

а

,уеs'

апswеr. To

hеlp

lеarnеrs

you

сould

draw

this

on thе

boarф

using

an

arrow

pointing

down

for

no

and

an arгo\^

pоinting

up Гoгyes.

*

Ask: Do

сroсodilеs

lovе

bаnапаs?

(no/sit)

Саn hippos

.ftу?

(nolsit)

Hаvе

duсkg got

tuiпgs?

(уeslstand)

Hаvе

Jrogs

got bluе

bodiеs?

(no/sit)

Сап

еlеphаnts

sing?

(no/sit)

Сап

duсks

swim?

(yеs/stand)

Do monkеуs lovе

burgеrs?

(no/sit)

Do

moпkеуs lovе

fish?

(no/sit)

Do

moпkеуs lovе

bапаnаs?

(yеs/stand).

Lеarnеrs

look

at thе

еxamplе

Sеntеnсе

and thе сirсiе гound

bапаnаs.

1а

Lеarnrrs

rеad thе

Sеntеnсеs

and сhoosе

thе risht

word.

сirсlins

thе сorrесt

answеr.

Cheсk

сnswers:

t orms

2

mouth 3

honds

4

wotk

5 eues

6

run

]}'

Lеarnеrs

draw

a

spidег in

bох

9

of

thеir

.Animals'

photoсopy

and

writе

thе

word undеr

thе

drawing.

Extension:

Leoгneгs

сhoose

onothеr

onimol ond use сon

ond hove

got

to

tolk

oЬout

it,

for exomptе:

Tigers hove got

long toils. Theg

hаve

got

four

[egs. Tigers

сon run ond

jump.

Alternotivelч, theg

сould

write

sеntenсеs оnd mokе

o

Posteг.

Тheg сould dгow

o

piсtuгe

of

thеir

сhosen onimol oг find onе in

о mogozine' сut

it

out ond

сluе

it oЬovе

their

sentenсes.

o

l'-

o сroсoPhont

;:c

Те1l

lеarnеrs

thеy

arе an

animal.

Lеarnеrs

сhoosе

an

animal

thеy

want

to

bе.

Givе

еaсh lеaгnеr

a

piесе

of

papеr

and

tеll

thеm

to

writе

what

kind

of animal

thеy

arе

and

thеn

fold

thе papеr

so

that

othеr lеarnеrs сan,t

sее

it.

Hеlp

with voсabulary if

nесеssary.

Тest notе:

Thе

futt

list

of

Stortеrs

onimols is

bird,

cot,

сhiсken, сow,

сroсodile, dog, duсk, еIephont,

flsh'

frog'

giroffe, goot,

hippo'

horse,

Iizord,

monkeg,

mouse,

sheep, snoke,

spider,

tiger.

;}

In

opеn сlass,

ask onе

oг

two lеarnеrs

about thеir

animal, жing I4/hаt

сolour

.,. ?,

How

m(tnу

... ? or

Сап

уou

'..

?

quеstions.

You might

likе to

put

thosе

modеl

quеstions

on

thе

board.

Suggеstеd

quеstions

and

answеrs:

|4/hаt

сolour

аrе

уou?

(grееn)

How пlапу

lеgs

hаvе

уou

got? (2)

е* Lеarnеrs

look at

thе

piсturе

in

I.

Ask:

t4thаt

s this

tlпimаl?

Is it а

сrocodilе?

(уеslno)

Is it

ап

еlеphапt?

(yrs/no)

iF

Writе

сroсodilе

and

еlеphапt on

thе

board.

Saу

Look

аt

thеsе

two words

апd this апimаl' Point

to thе

animal

words

on thе

board and сross out

lеttеrs

to

makе

thе

namе сroсodilе

еkphапt

(сroсophаnt).

Saу

Look It's а

сroсophапt

ф

Lеarnеrs

rеad

thе

quеstions,

look

at

thе

piсturе

and

writе

thе

answеrs

on

thе dottеd linеs.

*э

Play

a

mеmory

gamе.

Lеarnrrs look

at

thе

piсturе

of

thе

сroсophant

for

about

20

sесonds,

thеn

tеll

thеm to

сlosе

thеir

books.

Dividе

lеarnеrs

into

groups

оf

four and thеn

ask thеm

four

quеstions

about

thе

сroсophant,

pausing

bеtwееn еaсh onе.

Groups whispеr

and

writе

down

thе

answеrs on

a

sеparatе

piесе

ofpapеr.

Suggеstеd

quеstions:

How

mапу.fееt hаs

it

got,?

Whаt

colour

is

its

hеаd?

Hаs it got

loпg

tееth?

Hаs

it

got

big еаrs?

Cheсk

onswers:

t

gгеen ond

gгeg/grog

2

gellow

3

чes

4

no

5

ges

6

no

Stгonger leorners сou[d onswer

in sеntenсеs,

for

exompte:

1 lt's gгeen

ond

gгeg/grog.

2

Тhеч'гe geltow'

3 Yes. I

hove. 4 No.

I hoven't.

5

Yes. I

сon.

6 No.

| сon,t.

Homework

idеo:

Lеoгners

tokе theiг

.Animols'

photoсopg

home

ond

drow

more оnimols

to

сomplеte theiг

sheet.

Тheg сhoose whiсh

ones

to

dгow. Тhеg wгite the

woгds

under the

piсtuгes.

@

wь"t сrе

Uou?

rе

In

pairs, lеarnеrs ask and

answег thе

quеstions about

thеmsеlvеs, thеn

writе

thеir

partnеr's

answеrs

on thе

dottеd linеs.

Ask

diffеrеnt

lеarnеrs onе

or

two

quеstions

еaсh.

Extension:

Stгongeг lеогners сould

thеn

desсгiЬе

o сtossmote

for otheг

teorners

ro

guess.

Сап

уou

swim?

Hаvе

уou

got

а

long

tаil?

Whаt аrе

уou?

(yеs)

(no)

(a

frog )

Strongеr

lеarnеrs

сan answеr

in сomplеtе

sеntеnсеs.

Dividе

lеarnеrs into

groups

of four. Lеarnеrs takе

turns

to

ask and answеr

quеstions

about thеmsеlvеs

bеforе

tеlling

thе

othеr lеarnеrs what thеy

arе.



-

Мoin

topiсs:

Moin

grсmmor:

Stortеrs

proсtiсe:

Мovers/Ftgers

words:

Non-YLE

words:

Equipmеnt:

\)nсte

Fred

ond

me

t.t.....1..

:...1,r..rl

..ur.,rr.

oсtivitiеs'

spoгts'

сolours,

numbers

.1_10

like/{ove

+

noun:

B

Нow

mong?'.

D

|ikel\ove

+

-ing.. Е

Rеоding

ond

Wгiting

Port

2: H;

Port

4:

G;

Poгt

5:

F,

H

Listening

Port

1: F;

Poгt

4:

H

Speoking

Poгt

1:

F;

Port

2:

F;

Port

3:

D

сhoсolotе

(n),

tokе

(n),

roin

(n)'

гoсk

(n)

none

о СD:

Storg,

F,

H

o

сhoсolote

(optionot):

А

о

pieсеs

of

poper

(one

pег

grouр of

thгee):

C

сomeгo (optionot):

Е

smoll

strips

of

рoper

3сms

x 6сms

(one

per

poir):

F

сolouгing

pеnсils

or

pens:

F, H,

l,

J

shells

(optionol):

H

photoсopies

(onе

pег leoгneг)

of

.We

tike

...'(p

54):

I

otd

mogozines

(oPtionol):

I

sсissoгs,

g[uе,

gtittег,

riЬbons

(optionоl):

I

A2

shеets

of

poper

(one

per

group of

four)

(optionot):

I

shеets

of

A4

poper

(one

per

[eorneг):

J

colour

аrе

thе

ul1сlе'S

trousеrs?

(red)

I|/hеrе's

thе

roсk?

(on thе

bеaсh)

[|hаt

сolour

is the

сhoсolсtre?

(brown)

Storgtеlling

Before

listеning

*t Lеarnеrs

look

at

thе fiгst

piсturе on

SB

p

22.Тheу

do

not

rrad

thе

tеxt.

Ask:

1s

this

a

mап

or а

womап?

(a

man)

Saу.'

This

is

LJпclе

Frеd.

Whаt's

LInсlе

Frеd

doing?

(running/jogging)

Whеrе is

hе?

(ttt

a

park)

Do

уou

tikе

his.fuпnу

socks?

(lеarnеrs dесidе)

Saу:

,}y'oи,

lеt',g

look

аt

thе

piсturеs

апd

listеп

to

thе

Sto|у.

@д

o'

PtogTroсk

08

of

the

CD

or

reod

thе

storu.

Suggestions

for

o

pouse if

required:

.тi1

Stop

thе

СD

after

аnd

tаkiпg

photos

of

his

ссlr (SB

p

22)

Аsk..

I|/hеrе

сJoеs

LIпсlе

Frеd

go.fishiпg?

(thе

lakе)

Whiсh

sport

doеs

hе

like

wаtсhiпg

сln

TV?

(hoсkеy)

Doеs

IJпс е

Frеd

likе

thе

rаin?

чуes\

Whаt

сoLour

аrе

his

jеапs?

(red)

Aftеr

tistеning

to

the

whole

storg

g.

Ask:

Do

уou

likе

going to

thе

bеаch

with

уour

friепds

or

у

our

.fаmilу

?

(lеarnеrs

dесi

dе)

I4/hаt

do

уou

likе

doiпg

аt

thе

bеасh?

(lеarnеrs

dесidе)

@

wьot

does

Unсlе

Fred

[ovе?

*

Ask

quеstions.

Lеarnеrs

put

up

thеir

hands

if

thеir

answеrs

arе

-yes.

Аsk:

Do

уou

likе

thе

pаrk? Do

уou

likе

thе bеасh?

Notiсе

who

answеrs

yes.

Using

iеarnеrs'

namеS,

say'

for

еxamplе:

Аngеlа

likеs

thе

pаrk

апd

Mаttеo

likеs

thе

bеасh

.*.

Ask:

Doеs

Luсу

likе

kitеs,?

(yеs)

Does

Lucу

likе

iсе

сrеаm?

(Wе

don't

know.)

Writе

on

theЬoard..

Luсу

likеs

kitеs

/

iсе

creаm.

Аsk

Which

word

is

wroпg?

(tce

сrеam)

Сross

out

iсe

сrеаm.

iф

Look

at

thе

ехamplе

togеthеr.

Saу.'

Doеs

(Jпсlе

Frеd

lovе

his

guitоr?

(уеs)

Wе

hlow

thаt

guitаr

is

thе

right

word.

Doеs

Uпсlе

Frеd

lovе

his

jеапs?

(Wе

don't

knolv.)

So,

jе S

is

thе wroпg

wсlrd.

Learners

thеn

сгoss

out

iеапs

inthе

еxamplе.

ф

Lеarnrrs

look

at

Sеntеnсеs

1-6.

Thеy

сross

out

thе

wrong

worф

thеn

сhесk

thеir

answеrs

in

pairs.

Thеу

shоuld

bе

ablе

to

rеmеmbеr

thе

answеrs,

but

if

thеy

nееd

hеlp,

thеy

сan

find

thе

anSWеrS

in

thе

story.

'*.

Ask

diffеrеnt

lеarnеrs

to

rеad

out

thеir

сoгrесt

sеntrnсrs.

Cheсk

onswers:

l

hoсkеg

2

сhoсolote

сokе

3

gеllow

4

kitе

5

bike

6 shеlts

a

o

О

o

О

a

o

a

@

ш"w words

for

gou

э

With

books

сlosеd

introduсе

thе

topiс

of

thе

story

by

asking

lеarnеrs

quеstions

about

hobbiеs/aсtiviti

еs.

Ask

:

Whаt

аrе

уottr

Jаvouritе

hobbiеs/sporfs?

Hеlp

lеarnеrs

if

nесеssary

bу

asking:

Do

уou

likе

tаking

photos

/

wаtсhiпg

TV

/

plауiпg

teппis?

Writе

thеir

suggеsttons

on

thе

board

hеlping

with

kеy voсabulary.

Аsk

Whаt

do

уou

do

with

уourfаmilу?

Saу:

Тhis storу

is аbout

а

girl

сшd

her

unclе.

The

girl's

паmе

is Luсу

аnd

her

unclе's

паmе

is

Frеd,

i:'

TеaсЫrеvis

е

lаkе,

rаiп,

сhoсolаtе,

roсk,

uпclе.

Dtaw

or

show

piсtuгеs

to tеaсh

thеm.

Writе

thе

words

on

thе

bоard

as

yоu

tеaсh thеm.

Ask:

Whаt

саn

уou

do iп

а

lс*e?

(fish,

swim)

Draw

rain

сoming

from

a

сlоud.

Loоk outsidе

and

ask:

Сап

уot,t

seе

thе

suп?

Саn

уou

sее rаiп.?

Draw

or

show

somе

rеal

сhoсolatе.

Сhесk

pтonunсiation:

/'t.|'оk.lэt/.

Аsk

Do

уou

likе

сhосolаtе?

Saу:

||e сап

Sее

roсks

аt

а bеаch.

14/е cап

,sit oп

thеп.

Whаt

colour

аrе

roсks?

(gгеу)

Draw

two

mеn

on

thе

board.

Point

to

thе

first

and say:

This

is

mу

J.аthеr.

Potnt

to

thе sесond

and

say:

This

is

шу

t'аthеr's

brothеr'

Hе,s

mу

unсlе.

Аsk:

Hоvе

уou

got

ап

uпсlе?

I|hаt's

his

nаmе?

Is

hе

уourfаthеr's/mothеr''s

brother?

ф

Lеarnеrs

opеn

thеir

books

and

look

at

thе

piсturеs and

Sеntеnсеs.

Ask

diffеrеnt

lеаrnеrs

to

rеpеat

thе

nеw

words.

Lеarnеrs

draw

linеs

to

matсh

thе sеntеnсеs

and

thе

piсturеs.

Walk

around

and

сhесk

thеy

havе

donе

this

сorrесtly.

You

сould

also

сhесk

answеrs

bу

askilg..

Whаt



@

L.r.g

likes

jumping.

*'

Tеaсh/rеvise

-iпg

words by

miming

thе

following:

running,

jumping,

spеlling,

watсhing T

taking

photos,

rеading, fishing,

riding a

bikе.

Ask:

I|hаt

аm

I

doiпg?

(lеarnеrs

answеr)

Altеrnativеly,

writе

thе

words

on

thе board

and

ask

diffеrеnt

lеarnеrs to

сhoosе

a

word

and

mimе it for

thе

сlass

to

guеss,

for

ехampl.e..

You,re

runпing

'*

Look

at

thе

ехamplе

togеthеr.

Ask: Does

Uпclе

Frеd likе

jumpiпg?

(no)

I|lho likеs

jumping?

(Luсy)

Lеarnеrs

look

atthe

-iпs

words and writе thеm in

thе

сorrесt boх.

chесk onswеrs:

Luсg:

spеlling, reoding, riding

o

bike

Unс[е Fгed: гunning, wоtсhing ТV,

toking

photos'

fishing

Stronger

сtosses:

Ask

leoгneгs

to

сlose

their books' Divide

leoгneгs into

gгoups

of

thгee ond givе eoсh

group

o piесe of popеr. Givе thеm

о

spelling tеst Reod thе

following

six

woгds

slowlg:

roin,

fshing,

unсIe,

jumping,

Fred,

spel[ing. Groups

whispеr

ond

hеlp

еoсh

othег ond then

write

о

gгouP

onswег.

Аsk

diffeгеnt

gгoups

to spell thе words

or

osk

thеm

to writе

thеse

words

on

the

Ьooгd.

@

нo*

mong

Peoplе

ore therе?

ЪaсЫгеvisе

numbеrs 1

10.

Lеarnеrs

writе

thе

numbеrs

nеxt

to

thе

words on

thе

dottеd

linеs

in

thе

word boх.

Lеarnеrs

lоok at

thе four

piсturеs

on

SB

p

22'

Look at

thе

first

piсturе

and

at

thе еxamplе togеthеr.

Аsk How

mаnу

pеoplе

са|1

уou

sее

in

thе

pаrkZ

(Lеarnеrs

sее that

thе

answеr is

thе

numbеr

6

not

thе

word

sl-т.) Lеarnеrs

find

and

writе

thе answеrs tо

quеstions

1 6. Notе

that

thе

answеr

to 1 is in thе

first

piсturе

and

to

2

and

3

in

thе

sесond

piсturе.

Тhе

answеr

to 4

and 5

is

in

thе third

piсturе

and to 6 in thе fourth

piсturе.

Chесk

qnswеrs:

1з 24 з5 ц2 51

67

.в

Ask diffеrеnt

lеarnеrs

to

writе

answеrs onе

at a timе

on

thе

board.

Point

to thе numbеr

and

сhесk oronцnсiation

by

drilling

сhorally.

Test

tip:

|n

Storters

Rеoding

ond

Writing Pогсs 5, Listеning Poгt 2 ond

Spеоking Poгt

3,

leoгneгs witl hove

to

onsweГ How mong

...

?

questions. Theч

ore

expeсted

to

know

numbегs

1_20. In

the

Rеoding ond

Writing

ond Listening tests, theu shou[d

write

the numbеr.

|t's

quiсker

ond еosiеr

to

do

thot.

Тheg

оrе

not

exвесted

to

wгite

thе

word.

.*

Praсtisе

numbеrs

B,9

and

10

by asking

lеarnеrs a

fеw

qurstions

using

1101' mапу?

about

things thеy

сan

sее

in

thе

сlassroom or outsidе

thе

window

(tablеs,

сhairs,

trееs,

сupboards,

hands, hеads, sсhool bags,

еtс.).

Lеarnеrs thеn ask and answеr

quеstions

in сlоsеd

pairs.

@

unсte

Frеd

lovеs

wotking

in

thе

roin.

Saу

I

likе

tаkiпg

photos

(usе

thе

сamеra

to

mimе

this

aсtivity)

and

I

likе

swimming

with

пtу.friепds.

Аsk

two

or

thтее

lеarnеrs:

I4/hаt

do

уou

likе doiпg?

Еnсouragе

thеm

to

bеgin thеir answеrs

wtrh I

likе

...

.

Writе thеir

anSWrrS on

thе

board' for eхamp1.e:

I

likе

plауingfootbаll'

I likе drаwing' I

likе

plауiпg

сomputеr

gаmеS.

Ask thе quеstions

again and

drill thе

answrгs

with

thе

wholе сlass,

pointing

to

еaсh of

thе

suggеstions

on thе

board in turn.

Rеvisе

thе

diffеrеnсе

bеtwееn

likе doiпg

and

lovе

doiпg.

Mimе

addеd еnthusiasm

for lovеs

as

you

draw iсons on

thе

board

to

hеlp. Point

to thе

smilеy

@

and saу

Luсу

likеs

flуing

hеr kitе.

Point to thе

hеart

9

and

saу Lucу

loves

jumping.

Writе

on thе

board:

Luсу

@

ridiпg

hеr bikе.

Lucу

Q

spеlliпg loпg

words.

Point

to thе

sеntеnсеs and

drill.

Loоk

at

thе

еxamplеs

togеthеr.

Lеarnеrs

sее thе

linеs

to

thе piсturеs.

Тhеy

draw

linеs from sеntеnсrs l 5

to thе

othеr

piсturеs'

Lеarnеrs thеn сomplеtе еaсh

sеntеnсе

with likes or lovеs. Walk around and

hеlp

if

nесеssary.

Cheсk

onswers:

tikеs 2 tikes 3 loves 4

likes

5 lovеs

Say

onе of

thе

aсtivitiеs

in

thе

piсturеs.

Lеarnеrs

point

to thе

piсturе

and

say

its matсhing

sеntеnсе.

Аsk

[Гhаt

doеs

(Jпclе

Frеd

likе

doiпg?

(running,

watсhing

hoсkеy

on T

fishing,

еating

сhoсolatе

сakе)

[4/hаt

doеs

hе

lovе

doing? (walking

in

thе

rain,

playing

his

guitar,

taking

photos

of

his

сaц

wеaring funny

сlothеs.)

Аsk: Do

уou

lovе

doing

thesе

thiпgs too?

In

pairs,

lеarnеrs tеll еaсh othеr what

thеy lovе

doing.

Lеarnеrs thеn сomplеtе

thе

sеntеnсе with two of

thе

samе aсtivitiеs

or

with thеir оwn

idеas. Ask

two

or thrее

lеarnеrs whiсh things thеy lovе doing.

Homework

ideo

for stronger

сtсsses:

Leoгners

write

oЬout three things thеg

like

oг

love doing

(in

the

first

person). Тhеg

сould

olso

writе

obout whot pеoрle

in

theiг fomitg

tike

doing

(in

thе thiгd

peгson

singu[oг

oг

plurot). Mokе sure thеg сon

usе l

[ikg

she|Dod

likeq

we

likе,

mц

brothers likg

еtс. сoггeсtlg, foг еxсmple:

l like wotсhing TV,

reoding obout

onimols ond

ploцing

soссer.

Мц

dod

likes

ploging

tennis,

eаting

pizzo

ond going

to

the сinemo.

Leoгneгs might olso

like

to drow

oiсtuгеs

to

iltustгote thеiг woгk.

Teoсhing

tip:

Еnсourogе

[еoгners to

usе

diсtionories

(books

or

online) to

find thе

words

theg need

to tоlk

oЬout thеiг own inteгests.

|t's

impoгtont

to enсouroge

leornеrs

to

expond

thеir

voсoЬutorg in this wog. Rеossure them

thot

it's finе

to

moke

mistоkes.

It's

Ьetter

to

trЧ

to

[eorn

something

new

thon

to

onlg

use the

words

theg know.

Note:

You

might

pгefeг

to do

oсtivitg

I

with

gouг

сloss ot this stogе

rothег

thon

use

it

оs

o гound-up revision oсtivitg

[otеr.

*

ф



@

@o

*

t

tike

going

to

the

Pork

ф

Lеarnеrs

look

at

thе

piсturе.

Ьsk:

Whсtt

cаn

уou

sее

iп

Lttсу,s

piсttLre?

(pеoplе

in

a

park)

Ask

gеnетal

quеstlons

"ь",',iй.

or.

пte:

Whаt's

iп

thе

-*аtе/?

(a

b9at'

duсks)

Whаt,s

in

thе

trее,?

t"

кii.,

"

Ьtrd)

Who,s

riсling

thе

bikе?

(a

woman)

Whаt,s

grееn

i,п

this

picturе?

(thе

сar,

thе

l*",

.r*

r."*

s) WhЬt's bluе

iп

this

picturе,?

(thе

boat'

thеwatеr,Luсy,ssiroеs,thеboy'shat)Whоt'srеdiпthis

picturе,|

(thе

guitar,

thе

bikе)

*DlvidеlеarnеrstntoAandBpairs.Givееaсhpairastrtp

of

papеr

upp.o',-ut.ty

]i*:

-^u:*:-..lj"jl",.

fold

this

in

halfand

takе

onе

ьattеaсь.

A

lеarnеrs

dтaw

a

flowеr

and

B

lеarnеr.

ora-

a

bau

on

thеiт

piесе.ofpapеr.

Thеy

сoiour

thеsе

witrr

trlеirlwn

сhoiсе

Ьf

соlouring

pеnсils.

Thеу

now

havе

two;йесt

сards

(likе

thеу

arе

givеn

in

thе

Startеrs

Spеaking

Теst).

.ill

Lеarnеrs

look

at

thе

piсturе

in

F again.

Ъ1l

thеm

to

listеn

and

to

put

thе

flo*".

und

thе

ball

in

thе

сorrесt

p'aсеs.

bеforе

+t

Сhесk

lеarnеrs

undеrstand

thе

instruсttons

-

;;;;ii;'

to

thе

СD.

Saу..

Put

thеflowеr

iп

the

уvаtеr.

(Lеarnет

A

puts

thе

flowеr

piсturе

in

thе

watеr.)

Saу:

Now

put

thе

bаll

in

'l,,

'*i.

'1ь"-,*',Р-'Y,"::.у"o:::,"

@

wь"t

om

l?

*l

Tе11

lеarnеrs

that

this

is

aplzz|e..

rеa1rеr1^|1vе

to

"

;;;;;

or

what

.1'

is.

io

еxplain

this,

point

to

уour

сhair

and

saу..

I,vе

got

fou,

lеgs'

t'n'

b.rowп

I'm

iп

this

сlаssroom.

t,m

bеllin.i

tt,е

tеtrсhеr's

сtеsk.

Whаt

аm

I?

{a

;."к.,,;.;;..i

*i.ь.

Put

thе

flowеr/bаll

oп

thе

саr.

PlayTraсk

09

of

thе

СD

twiсе..iI:^*:::::l

-

;:#;;;;

;;

that

lеarnетs

havе

plaсеd

thеir

@

@o,,o

Lеt's

do

some

сolouring

tl

Lеarnеrs

look

at

thе

piсturе'

Аsk:

Whеrе's

Luс},

пow?

-(;;;}{т^: )З,::::;у:::::;1;:',j;"T1.J;'liТil:'.

dесidе)

Draw

or

snor

сlass.

Ask:

Whаt,s

this?

(a

shеll)

W.hаt

суlour

ls

ir?

Saу:

LIпсlе

FrесJ

опd

Lucу

toiеfindiпgbigwhitе

shеlls.

*l

Ask:

How

mапу

shеlls

ссtп

уoLt

Sее'iп.,this

piсturе?

(6)

.

Ъ;;.

Yo,u,on

с-olr-lur.fivе

of,thеsе

shеlls.

Et.

Makе

surе

еaсh

lеarnеr

has

pink,

bluе,

rеd

and

yеllow

сolouring

pеnсils.

.lз

P1aу

Traсk

10

of

thе

CD

twiсе.

Pausе

aftеr

thе

еxarnplе

to

makе

,u..

l"u.n.,,

untlеrstand

thе

instruсtions'

Ask:

Whiсh

shеll

,on

уou-,olour?

(thе

shеll

in

thе

watеr)

Whiсh сtl ottr., tpuгplе)

.з$

Lеarnеrs

listеn

and

сolour

thе

four

othеr

shеils.

Rеmind

lеarnеrsthatitrsnotnесеssarуtoсolour.thrwholе

shеl1.

Givе

r"u.,,..,

ii."

to

finisь

сolouring

thе

shеlls

at

objесt

сards

in

thе

сorrесt

ptaсе.

,.

Wh..

lеarnеrs

havе

finishеф

thеу

draw

aЪa1l

and

a

flowеr

in

this

piсturе

lмrl.'"uoТь.i

сhoЪs"

to.

Thеy.

.show

thеir

oartnеr

thеir

drawlng,

uoo

Ьtt

thеm

whеrе

thе

ball

and

fi

Тopеsсript:

$

put

tь"

ftowег

in

thе

woteг

...

in

thе

wotеr.

; *;;

put

the

Ьott

in

the

trеe.

Тhot's

гight

'..

in

the

tree.

;

'".

.*

n.*eг

on

the

bike'

Тhe

floweг

'..

on

the

bike.

;

*;;

,".

thе

bolt

on

the

kite

...

on

the

kite.

Good.

..

*o*

put

the

floweг

on

the

сor.

Put

it

on

thе

green

сor.

;

.".

.i"

boll on the boot'

Тhot's

right

...

on

the

boot.

thе

еnd.

Chесk

onswers:

shett

in

Luсg,s

hond

-

pink,

shelt

on

boot

-

blue,

shеll

in

bog

-

red,

shetl

on

Т-shiп

_

geltow

w.

тиu

boу

сloеsп,t

сolour

onе

o.f

thе

shеlts'

I|thiсh

shеll,?

(thе

shеtl

on

thе

hat)

Extension:

Тel[

lеornеrs

to

look

оt

thе

piсture

in

F

ogоin.fNrite

on

tnе

booгd

(or

reod

out)

.n",u

,Ёn."n."s,

pousing

foг

poirs

to

whispеr

оnd

find

thеir

оnswеrs.

i'J-.,"а

уou

сon

ride

T..

(o

biljl...,^.',

I

olm

red

too.

You

сon

ploц

me.

(o

guttoг),

'.

/

l,ve

got

two

long

lеgs.

,

,on'';ulniuЁ.rц

*"tt.,

l',

green.

(о

frog)

l

om

b|ue.

You

con

*,o,

-Б

*

gou,

f:?:"Y..in,Тl".',

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

'|iJ.

ji".o"n

'.o,

,."on

gЬ,,

и.oа.

(o

ьo0

.In'"].

;;;'.nJ

oth"t

l"otn"tt

gu"tt

th"

ont-"t'

Stronger

сlossеs:

Leоrners

сhoosе

on

objeсt

from

Unit'

1,

2

or

3.

Theч

wгttе

thгее

sеntеnсеs

obout

*,,

ьai"ы"g

with

l,

then

end

with

the

сuestion:

Whot

om

l?

Ёor

ехomple

(оn

еtеphont

-

Unit^3):

l

om

g're.g.

I'ue

got

four

;;:,

;

;

;';-

"i:'

чT:::],"::::ж:.."1:;:.""n

"

Note:

lt

might

woгrg

some

tеоrners

thot

thеg

сon't

.put'

oЬjесts

.in'

the

wotеr.

Rеossure

.n".'iйo.

.ьug

shЪutd

iust'

PUt

the

obieсt

сord

in

this

ploсе.

Тhis

l.

oш

йg

"Ё"q

.i.а."

1i.shоw

t'heц

undеrstond

thе

inst'гuсtroi.

si.iio.tg'

in.Listеning

P,oгt

1

(for

еxomplе:

Put

the

сokе

i"

th"Ь,og.]'thЪg

shoutd

just

drow

o

linе

"^;I;;;;

ъ;гt

of

thе obleсti

With

оn

:[

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

:"'Ё:1

i,i-

;i,;;;;ь;

;.;"

"'

.р""



j;

Тopesсript:

i

Look

ot

the

piсture.

Listen

ond

look, There

is one eхomple.

$

Womon: Con gou

see

the

shetl

in

the woter?

l

вog,

Yes,

l сon.

$

Womon:

Gгеоt

Colour the

shett in

the

woteг purple.

$

Bog: Puгple?

i;

Womon:

Yеs.

Сon

уou

seе the

purp|e

sheIl

in

the woter?

Ihis

is оn

eхample.

Now

gou

listen

ond

сolour.

Оne

Bog: Whot

now?

Womon:

Find

the shell in Luсg's hond.

Bog:

oK.

l сon seе

it.

Womon:

Good. Con

gou

сo[our it

pink?

Bog: The

shelt in

Luсg's

hondl

Womon: Thot's right. Сolouг

thqt shell

pink,

pteose.

Тwo

Womqn:

Тhere's

q shеtl

on the

Ьoot.

Bog: oh

ges

Cоn

l

сolouг it?

a

}

Womon: Yes

Cotouг it

blue.

вog. Pqгdonl

*Wornon.

Colouг

the

shetl

on

thе Ьoot blue.

:-,

I nree

$

Bog:

Look Theгe's

o shеll

in

the bog

$

Womon:

Yes,

thегe is. Colour it

гed, pleosе.

li

Bog:

oK.

l'm

сolouгing the

she[[ in

the

bog

red.

.

Womоn:

Good Тhonk

gou

lit

-

tl f

Our

fl

вog: l

сqn sеe o shell

on

Luсч's Т-shirt too.

*

Womon: Con

gou

сo[ouг

it?

Bog:

Yes. Con

l

сolour the

shell

on

hег

T-shiгt

gеllow?

Womon:

Yes

Bog: OK

There

lt's

geltow

now.

Womon:

Тhonk

gou

Тhis piсtuгe is veгg niсe

now

Lеarnеrs

answег thе

four

quеstions

with

оnе-word

or

numbеr

answеrs.

Givе

lеarnеrs timе to

finish сolouring

thеir

piсturе

if

thеy would

likе

to

do

that.

Cheсk

onswers:

tbeoсh/sond

2fishino

36 4biгd

@

wь"t

do

gou

ond

gour

friends

tike doing?

Аsk: Do

уou

likе.fiпdiпg

shеlls

oll thе

bеасh?

(lеarnеrs

dесidе)

Dividе

thе сlassroom

in half.

Тbll

lеarnеrs that

thеrе is

a

yes

half

and

a

no

halrf

.

You

may havе

to

movе

furniturе

to

makе

room

for

this.

Ask

lеarnеrs

somе

quеstions.

Aftеr

еaсh

quеstiоn,

thеy

movе to

thе

yes

half

of

thе

сlassroom

if

thеir answеrs

arc

уеS

and movе to

the

пo

half

of

thе

сlassroom if thеir

answrrs are

no.

Тhеy thеn

answеr

in

сhorus

Yеs

or

No

Suggеstеd

quеstions:

Do

уou

likе

Jlshing?

Do

уou

likе

plауiпg

hockеу?

Dсl

уott

likе wеаriпgfttппу сlothеs?

Do

уou

likе swimmiпg? Do

уou

likе

riding

а bikе? Do

уott

likе rеаdiпg'?

For

flurthеr

rеvision

of

aсtivitiеs

taught in this

unit'

gir,е

еaсh lеarnеr a

photoсopy

of

.Wе

likе

...'

(p

5a).

Lеarnеrs сolour

thе

piсturеs

and

writе

onе-word

answеrs

to

show

what

еaсh

сhild

is

doing.

In

thе

еmpty boх,

thеy thеn draw

a

piсturе

of thеmsеlvеs

doing

sоmеthing

thеy

likе doing, for

ехamplе:

еating

iсе

сrеam'

slееping,

playing

with

thеir

сat.

Thеy

writе thеir namе and сomplеtе tЬe I likе -ing

Sеntrnсе at

thе

bottоm

ofthе

pasе.

Projесt:

Leorners

сo[[eсt

piсtuгes fгom

old

mogоzinеs of

people

doing

enjogоble things.

You

сou[d osk leoгnеrs

to

bring these to the

nехt

lesson

oг

Ьгing

in mogоzines foг leornеrs

to

usе

in

this

сloss. Enсourogе

eoсh

leorner

to

find

fouг oг five

piсtuгеs

thot

show theiг own ideo of

hoving fun.

Divide teornеrs into gгoups

offour

ond givе

eoсh

grouP

o

poiг

ofsсissors,

some gluе

ond

o loгge

shеet of А2

white poper. Theg moke

o сolloge of oll

their fovouгite

осtivities.

Bеtwеen

the

piсtures

theg

wгitе

woгds with сolouгing

penсils

to

show somе

of thе oсtivities

thеg

[ikе,

for eхomple:

We love

eoting

сhoсolote

l

love

drowing'

We

[ove swimming. I like

sleeping.

You

mоg nеed

to

help with

voсоbutoгg. Тheg сould olso

write

singlе

woгds

to show

theg

еnjog doing thesе

things,

foг

exomple: Wow hoppg

fun

ho ho

or

dгоw

heoгts,

stors ond

smi[eg foсes. If

gou

hove

gtitter

oг

ribЬons

or

otheг

medio

theg сould odd, thоt

will

Ьring evеn

moгe exсitement ond сгеotivitu

to thе oсtivitu.

@

вtс9 thе

gome

*

Ask:

Do

уou

likе

fishing?

Whеrе

сап

уou

go

fishiпg?

(in

a

lakе, in thе

sеa)

*i Lеamrrs look

at

thе

piсturеs

of

thе

fish

in

J. Ask: 11ow

maпу.|lsh аrе thеrе?

(5)

Whаt

сolour

аrе thеу?

(rеd

and

yеlloщ

bluе

and

grееn,

yеlloщ

purplе,

pink,

brown

and

orangr)

*

Say:

Lеt

s drаи, somе

fish

now. Lеarners

draw bеtwееn

flvе

and

tеn

fish on a

piесе

ofpapеr. For

ехamplе:

onе

lеarnеr

draws

fivе,

anothеr lеarnеr draws еight. Thеy

сan

сopy

thе

fish in

J

or usе

thеiг own dеsign. Thеy

do

this

sесrеtly.

ф

Lеarnеrs fold

thеir

рapеr

So

that

no onе сan

sее

thеir

drawings.

Thеy

thеn stand

up

and

movе

around' asking

еaсh

othеr: How

mаnу.fish

hаvе

уou

got?

If the

answеr

is thе

samе

as

thеir own, lеarnегs staу

togеthеr'

Тhе

nеw

group

thеn

movеs

around and asks

othеr

groups:

How

шапу

Jish

hауе

уott

got?

Lеarners сontinuе until

groups

arе as

big

as thеy

can bе and еvеryonе has

finishеd

asking thе

quеstion.

,*

At

thе

еnd of

thе gamе,

thеrе

should

bе

groups

of, foг

ехamplе, four lеarnеrs with fivе fish, two with

ninе fish,

thrее

with

sеvеn fish.

*ь

Lеarnеrs

thеn put

all

thе

drawings on

a

tablе

so that thе

wholе group

сan

Sее

how many fish thеy havе

got.

.*l

If

your

lеarnегs

know

numbеrs

щ

tо 100,

thеy

сould

add

thе

numbеr

of fish in

еaсh

group

and

you

сould

put

thе

totals on

thе

board.

^-'

v



Мoin

topiсs:

Мoin

grсmmor:

Test

proсtiсe:

Movers/Flgеrs

words:

Non-YLE

words:

Еquipment:

Sorn's

sondсostle

noturol

world,

fomitg

impегsono[

gou:

Е

demonstrqtive

odjeсtives:

H

Whato+odj +noun:l

Rеoding

ond

Wгiting

Port

2:

D;

Poгt

4:

G;

Poгt

5:

C

Listening

Poгt

2: El

Port

3: F

Speoking

Poгt

1:

B; Por.t

3:

H;

Port

4:

E

ount

(n), breok

(v),

ftog

(n)'

sondсostle

(n)

mend

(v),

pгettg

(n), wove

(n)

о

CD:

Storg,

Е'

F

о

photo

of o

сostle,

o stiсk

(optionol):

A

о

сolouгing

penсits

or

pens:

J

o

photoсopies

(one

pеr leoгneг)

of

.Мg

сostle '

(p

55):

J

Storgtetling

Before

tistening

*. Lеarnеrs

iook at

thе first

piсturе on

SB

p

28.

Thеу

do

not

геad thе tеxt.

Аsk..

|ltlhеrе

s this

boу?

(at

thе

bеaсh)

Whаt

апimаl

саtI

уou

sее

in

thе

tl,ее,?

(a

monkеy)

Who's

with

thе

boу, а

mап

or

tl

womап/

(a

woman)

Whiсh

pеrson

is Sаm?

Whаt

do

уou

thiпk?

(1еarnеrs

guеss)

Say:

ly'ow lеt's

look

аt

thе

piсturеs

апd

listеn

to

thе

Stotу.

@t..1

PtogТroсk

11

of

the

CD

or

reod

the

storg.

Suggestions

for

o

pouse

if required:

..l'

Stop

thе

СD

after,Now

I'm

апgt1,

апd

I'm sаdi

Sаlп

tеllsАunt

Sиe.

(SB

p

28)

Аsk.'

I|/hаt's

thе

паmе

of

Sаm's

аuпt?

(Sъe)

|I/hаt

colour

is Sаm's

T:shirt?

(yеllow)

II/hаt

brеаks

Sсtm's

sаndсаstlе,?

(a

wavе

/

thе

sеa

/

watеr)

Whеrе

аrе Sаm

апdАuпt

Suе

goiпg иow?

(homе)

Is Sаm

hаppу?

(no)

Aftеr

listening

to

the

whole

storg

*t* Ask:

Whiсh

аnimсtl

mеnds

Sаlп's

sаndсаstlе?

(a|izard)

Who

сomеs

to

thе bеоch

аgаin

with

Sси?

(Aunt

Suе)

Whаt сolour

is

Saи

]s

T-shirr?

1orаngе)

Is

Sаm

hаppу

пow?

(уes)

Сап

lizаrds

mаkе

sаndсаsl1es.,

1no)

@

т"tt

the

storg.

i*

Lеarnеrs

look at

thе

piсturеs.

Аsk

Whiсh

piсturе

Stаrts

thе

storу?

Poiпt

to

lll

Lеarnеrs

point to

thе

first

piсturе

in

thе top

rоw.

Saу:

Piсturе

пuпtbеr

] srаrts

thе stolу.

Now

writе

2, З,

4,

5,

6

iп

thе boхеs.

s

Whilе

lеarnеrs

aге

ordеring

thе

piсturеs,

writе

thе

following

Sеntеnсеs

on

thе

bоard:

Sаm's

sаd.

Hе

goеs

home,

Thе lizаrd

mепds

thе

sаndсаstlе.

Sаm,s

hаppу

сtgаiп

Thе wауe

brеаks

thе

sапdссlstlе.

Sаm

mаkеs

сt

sапdcаstlе,

Sсtm

comеs

tсl

thе

bеаch

аgаin'

.*

Lеarnеrs

rеad

thе sеntеnсеs

on

thе

board.

Thеy

say

whiсh

sеntеnсе

dеsсribеs

piсturе

|.

(Sаn

mаkеs

а

sаnrlсаstlе.)

In

pairs, lеarnеrs

find

thе sеntеnсеs

that

dеsсribе

piсturеs

2-6.

Ask

diffеrеnt

lеarnеrs

to

tеll

thе

story

to thе

сlass,

using

thе sеntеnсеs

on

thе

board.

Lеavе

thеsе

sеntеnсеs

on

thе board

to

hеlp

lеarnеrs

in

thе

following

rolе

play.

@

ш"*

words

for

gou

:.

With

books

с1osе4

introduсе

thе

topiс

of

thе story

by

asking

lеarnеrs

quеstions

aboцt

thе bеaсh.

Ask:

Do

уou

gсl to thе

bеасh?

Whаt

do

уou

do

аt

thе bеасh?

WrtIe

lеarnеrs'

suggеstiоns

on

thе

board'

for

еxamplе:

sи'lиl,

ruп,

plау

vollеуbаll,

jump

in

thе

seс.

Draw

a

p.iсturе of

a bеaсh

thе sand

and

thе

sеa.

Ask:

I4/hаt

сап

wе

Sее

(tt

thе

bеасh?

(boats,

sanф

shеlls,

sun,

Watеr,

pеoplе)

As

lеarnеrs

Suggеst

thеsе,

add

thеm

to

youг

piсturе.

Lеavе

this

piсturе

on

thе

board.

Аsk..

Do

уou

likе

plауiпg

with

the

sаnd? Do

уott mаkе

sапdсаstlеs?

TеaсЫrеvisе

saиd

*

саstlе:

sапdсаstlе

and

draw

onе

in

your

p1сturе.

Saу..

This

story

is аbout

а

boу.

Не

likеs

goiпg

to the

bеасh

апd

hе

likеs

mаking

sапdсаstlеs.

g

TеaсЫrеviSe

wаvеS,

cаstlе,

brеаk,

mеnd,fаg,

аttnt.

Draw

wavеs

in

thе

sеa in

your bеaсh

piсturе

on

thе

Ъoard'

Sапdсаstlеhas

bееn

taught'

but

shоw

lеarnеrs

a

piсturе of

a rеal

сastlе

too if

possiblе.

Mimе

brеaking

a stiсk

by

holding

it

and

thеn

showing

that

itЪ

in

two

parts. Thеn

mimе

mеnding

it again.

Ask:

Сси

[

mепd

this?

(no.)

Dтaw

a

flag and

saу

flag'

Draw

two

Womеn

on

thе

board.

Point

to

thе first

and

say:

This

is

пlу

morhеr.

Point

to

thе sесond and say: This is

mу mothеr,'c sistеr.

Shе's

mу

аuпt.

Аsk:

Havе

уou

got ап

аuпt?

|fhаt''s

hеr

паltlе.',

ls shе

уour

пtlthеr,Гаthеr3

sislel.3

e}

Lеarnегs

opеn

thеir

books

and

look

at

thе

piсturеs

and

SеntrnсеS.

Ask

diffеrеnt

lеarnеrs

to

геpеat

thе nеw

words.

Lеarnеrs

draw

linеs

tо matсh

thе

words

to сorrесt

parts of

thе

piсturеs.

Walk

around

and

сhесk

thеy

havе

donе

this

сorrесtly.

Ьsk..

Whеrе,s

thе

flаg?

(on thе boat)

Опе

moпstеr|s

mепdiпg

thе

wаll'

How

mапу

аrms

hаs

it

got?

(З)

Whаt

сolour

is

thе

аunt's

drеss?

(red)

q;.

Tеaсh/rеviSe

prеttу.

Point and

saу

This

red

drеss

is

vеrу

prеtф.

Ехp|ain

in L1

if nесеssary

lhat

prеttу

mеans

thе

samе

aS

beаtnful

and wе сan

uSе

it

to

talk

about

things

or

pеoplе,

for еxamplе

p

rеtф

floъ,еrs/drеssеs/girls/

womе|1(but

not

boуs

or

mеn).



_

Cheсk

onswers:

1

Som

mokes o

sondсost[e.

2 Тhe

wovе breoks the sondсostle.

3 Som's

sod.

He

goеs

home'

4

The lizord mends the

sondсostlе.

5

Som

сomеs

to

the beoсh oooin.

6 Sоm's hoppg

ogоin

Dividе

lеarnеrs

into

groups

of six.

Givе

a

rolr

to

raсh

lеarnеr.

Two lеanrеrs

arr

thе

sandсastlе' onе is

thе

wavе

and

Sam'

Aunt

Suе

and thе

\izard

are

playеd

bу thrее

othеr lеarnеrs.

Lrarnеrs

сan usе

thе

piсturеs

and

thе

sеntеnсеS

to

hеlp thеm

with

thеir

mimеs.

For largеr

сlassеs lеarnеrs

сan

bе

dividеd

intо morе

groups.

Hеlp

lеarnеrs

to

praсtisе

еaсh of thеir mimеs

оn thеir

own or in thеir

groups.

Suggеstеd

mimеs:

1

Sam makеs thе

sandсastlе.

Aunt

Suе is sitting nехt

to

him.

2 Thе

wavе brеaks thе

sandсastlе in two.

3 Sam,

loоking

sad

and

angry

goеs

homе

with

Aunt

Suе.

4Тhe

\tzard

mеnds thе

sandсastlе.

5 Sam

and

Aunt

Suе сomе

baсk

to thе

bеaсh.

6

Thеy

sее

thе

Sandсastlr

and

arе

happy

again.

If

your

сlass also knows

moon'Уo\

сould

ask two morе

lеarnеrs to

stand in

sun and

moon

shapеs

in

thе sсеnе

to

indiсatе

day, night

and

following

morning.

@

тьe

Ьog's nome

is

Som.

Аsk: In

thе

storу, whаt's

the

boу|s

паmе?

(Sam)

Point to

thе

еxamplе

quеstion

and its

answеr.

Тeachl

rcуise ||hеrе ...

?

|Ilho

...

?

Illhаt...

? If nесеssary'

ask |4/hеrеb

Sаm?

(on

thе

bеaсh)

LTho's

got

а

book?

(Aunt Suе) ||hаt

cап

уou

seе

in

thе

wаtеr?

(a

fish)

You

сould

thеn

ask:

|Цhеrе аrе

уou

now?

|Цhob

уour

tеасher?

|4/hаt

аm

I

holdiпg?

In

pairs'

lеarnеrs

look

at

quеstions

1-5 and

writе thе

answеrs.

Lеarnеrs

should bе ablе

to

rеmеmbеr,

but

if

thеy nееd hеlp, thеy

сan find thе

answеrs

in thе

story.

Еnсouragе

lеarnеrs to

сhесk thе

spеllings in thе tеxt.

Cheсk

onswers:

1

bеoсh

2

Sue

3

sondсostlе 4 wove

5 tizoгd

@

som

is

moking

o

sсndсostlе

*

Lrarnеrs

look

at thе

piсturе.

In

pairs,

thеy

find

thrее

things

that

arе rеd

thrее things

that

arе

bluе'

thrее

things

that arе

yеllow

and thrее things that arе

brown.

Cheсk

сnswers:

гed

_

Аunt Suе's

skirc, ftogs, Ьolt

Ьlue

_

seo,

Aunt

Sue's

sun hоt,

bot

get[ow

_

Som's/giг[s'

T-shiгts, sond,

Aunt

Suе,s shoеs

bгown

_

monkeg, сoсonuts,

boot

в

Look

at

thе

еxamplе togеthеr.

Аsk

I,s Аunt

Sue,s

suп

hаt

уеllow?

(no)

*

In

pairs

or

on

thеir own, lеarnеrs rеad sеntеnоеs

1-6

and

writе

yes

ot

|1o

on

thе

dottеd

linеs.

Cheсk

onswers:

tno

2ges Sges 4no

5ges

6no

ф Lеarnеrs makе

1' 4 and

6

сorrесt

by сhanging onе

word

in еaсh

Srntеnсе:

1 thr,еe two 4

s#t{+s standing

6

саn

сan't

Homework idеo:

Lеornегs

mоke thгeе

сolouг

lists with

words

theg know,

for

exomDle:

gellow

_

Ьononos, sun,

sond, lеmons, flowers, pinеopplе

9гeen

_

floweгs,

tгees'

Peos'

limes'

opples,

fгogs,

gгopes,

goгdens,

porks

whitе

_

Ьгеod'

milk,

soсks, iсе

сreom

@

@ж.l'

Мч

fomitg

ф Rеvisе lеttеrs

of

thе

alphabеt

bеforе

doins

this task

if

nесеssary.

*

Ъaсh/rеvise сousin, Аsk

Hаvе

уou

got

(1

cousiп?

Is

уour

cousiп

a

girl

or

а boу?

How

mаnу сousiпs hауе

уou

got?

Note:

|n order to

сomplete the sеt

ount,

unсle ond

сousin,

gou

mog

wish

to

геvisе

unсle here

too.

(This

is

tought in Unit 4

.Unсle

Fred ond me').

ф Lеarnеrs

lоok

at

thе

piсfurе

of

thе

pеoplе

in

SamЪ

family

and draw

linеs

from

thе

family

words

to

еaсh

pеrson.

Walk around

and сhесk thеy havе

donе this

сorrесtly. Ask

quеstiоns:

[|ho's

got

browп

hаir?

(Sam,

SamЪ fathеr

and brothеr)

I4/ho |g

wеаring а

blue T:shirt?

(SamЪ

brothеr)

|4lho's

vеrу

уouпg?

(Sam's

сousin)

.*

Say:

|I/е

know

Sаm

|s

аuпt

'S

nаmе.

It's

. .

. ?

(Suе)

11oи,,

do

уou

spеll hеr

паmе?

(S-U-Е)

Writе

on thе

board:

How

do

уou

spеll

уour

паmе?

In

pairs,

lеarnеrs

ask

and

answеr:

How do

уou

spеll

уour

паmе?

Ask

two or thrее

lеarnеrs

фointing

to

thеir

partnеrs):

How

do

уou

spеll

his/hеr

nаme?

s

Say:

Listеп

Sаm's

tеlling his

tеасhеr

аbout

somе

peoplе

iп his

fаmilу.

Whаt

аre thеir паmеs?

* Play

Track

12

of thе

СD

twiсе.

Lеarnеrs listеn

and writе

thе

fivе

namеS.

ф

Ask

diffеrеnt lеarnеrs

to spеll

thе

namеs

for

уou

as

you

writе

thеm

on thе

board

(Dаisу, Аnnа, Аlех,

Niсk,

Tom).

Lеarnеrs

сhоosе

a

namе

for Sam's

mоthеr'

Writе

this

on

thе

board.

Point

to

еaсh namе in

turт

and

ask:

How

do

уou

spеll

this nаmе?

Lеarnеrs

answеr in

сhorus.

Cheсk

onswers:

1 Doisц

2

Anno 3

Аlеx 4

Niсk

5

Тom

Homework

ideo for

stronger

сlosses:

Leoгnеrs

writе

six shoгt sentenсеs

obout their fomilg. For

exomple:

Мц

dod,s nome is Нenrg.

Мg

mum,s got

onе sЬtеr. lИg

grondfother's

nome

is

Peter.

|v1g

сousin

ls

o

girl.

Her nome's

Маrio'

l,ve

got

three unсIes.



Topesсript:

Listen аnd

write

nomes.

Тeoсheг:

Hе[[o,

Som.

Who's

thot

peгson?

Som:

Тhot's

mg сousin.

Tеoсheг:

Whot's

чouг

сousin's

nomе,

Som?

Som:

Hег

nome's

Doisg.

You

spe[[ thot

D.A-|-S-Y.

Теoсheг:

D-A-l-s-Y?

Sqm:

Yеs.

Тeoсhег:

And

gour

grondmotheг's

nqmеl

Som:

Мg

gгondmo's nqme

is Annq.

Tеoсheг:

How

do

gou

spe[[

thot?

A-N.N-A?

Som:

A-doublе

N-A.

Yеs

Тeqсher:

Аnd

whot's

gour fother's

nome?

Som:

Mu dоd's

nome

is Alex.

Теoсhег:

Sorгgl

Som:

|t's

Alеx.

You spеll

his

nomе

A-L-Е-X.

Teoсher:

A-L-Е-Х.

Som:

Yes.

Thоt's

right.

Тeoсhег:

And whot's

gour gгondfotheг's

nqme?

Som:

Мg

gгondpo's nomе

is

Niсk.

N-l-с.K-

Тeoсheг:

Poгdonl

$

Som:

N-|-с-K.

fr

Тeoсhег:

And

hovе

gou

got

o bгothеr?

$so..

Yes. Hе's

,t

2.

His

nome's

Тom.

You spetl

his

t

nome

Т-o-M.

Teoсhеr:

T-o-Г4?

Som:

Yes.

Тeoсhеr:

oK.

Тhonk gou, Som.

@

@,lз

Look

Som's

riding

his

bike.

Lеarnеrs

iook at SB

p

28,

last linе'

Ask: 1s

Sаm

hаppу?

(no

-

hеЪ

angry

and

sad) Whаt's

Sсlm

sауiпg

in

thе

piсture?

(Goodbyе, bеaсh )

Whеrе

s

hе

goiпg пow?

(to

his

housе/hоmе)

Lеarnеrs

look at

thе

еxamplе.

Аsk LI/hаt's

Sаm doiпg

iп

thе

thrее

piсturеs?


Lеarnеrs

look

at

quеstions 1-3

and

say what

thеy сan

sее

in

thosе

piсturеs.

Strongеr

lеarnеrs

may bе ablе

to do

this

in

pairs'

Walk

around

and

hеlp

with

voсabulary

if

nrсеssary.

Play

traсk 13

of

thе СD

twiсе.

Lеarnеrs

listеn

and

tiсk

thе

сorrесt

boх.

Cheсk

onswеrs:

1B

2A 3B

Тopesсript:

Look

ot the

piсtures.

Now

listеn ond

look. Ihere

is

onе

eхomple'

Whot's Som

doing?

Mon:

Is

Som wolking

to

his house?

Mon:

|s

Som

sitting

in

Aunt

Sue's

сorl

Girl:

No,

he,s

гiding

his bike.

Сon

уou

see

the tiсk? Now

gou

listen

ond tiсk

the

boх.

Оne.

Where,s

Som

now?

Mon: ls

Som

in

the street

nowl

Giгl:

No,

he

isn't.

Мon:

ls he in

his house?

Girl: Not

now. He's

in

the gorden.

Two.

What's

Sam doing

now?

Mon:

Whсt's

Som

doing?

ls

he hoving

o dгink?

Giгt:

No,

he's

rеоding.

Мon:

oh

Does Som

like

pointing?

Giг[:

No.

Тhree'

WhoЪ

with

Som?

Mon:

Who's

with

Som?

|s

he

ploчing

with

his

Ьrothег?

Giгl:

No,

hе's

with his dod.

Mon:

ls Aunt

Sue with him

too?

Giгt: No,

she isn't.

@

wь"t

om

l?

l*

Lrarnrrs

look at

thе

piсturеs at

thе

top

of

SB

p 29.

Ask:

Whаt

cаn

уou

sее

in

thе

wаtеr?

(a

fish)

Doеs

thе.fish

mепd

thе

саstlе?

(no)

Whiсh

апimаl

mеnds

thе

саstlе?

(thе

lizard)

Point

and

saу..

Whеrе

s the.fish

in thе

picturе

аt

thе еnd

сlf

thе

story?

(lеarnеrs point)

*

Ask:

Аrеfish

bеаut|ill

or uglу?

(lеarnегs

dectde)

Саn

thеу

swim?

(yеs)

Point

to thе fish

in

G. Say:

Look

аt

this

fish.

Аrе

its

еуеs

opеп

or

сlosеd?

(open)

Whаt

сolour

is

its

bodу? (yеllow

and

purplе)

Saу..I know

thisfish. It

swiпэs аt Sаm,,g

bеаch.

#

In

pairs,

lеarnеrs

look

at

thе ехamplе

and

thе wоrd

sea

сrossеd

out

in

thе

word

box'

Thеy

rеad thе sеntеnсеs

and

сhoosе

words

to writе

on

thе

dottеd

linеs.

Cheсk

onswers:

1 boots

2 еgеs

3

toil

4 oгms

{

Lеarnеrs

mimе

bеing a

fish by

opеning

thеir

еyеs

widе

and opеning

and

сlosing

thеir

mouths

Praсtisе

and

drill

sеntеnсrs

from

thе

tеxt.

Thеn, in сhorus,

thе

wholе

сlass

rеads

thе tехt,

inсiuding

thе

insеrtеd

words.

Homework

ideo:

Leoгnегs

сopg

the

modеl

teхt

Ьеlow ond

сompletе

this

ot

home

with theiг own

сhoiсe

of onimсl.

Тhеg

then dгоw

o

oiсtuге to

deсorotе

their

tеxt.

He{lo

l

liye

in the

'

.

. . l

like

.

. . .

Мg

.

..

ore .

.

'

,

l've

got

o

beoutiful

...

'

l

hаven,t

got

...

.

Whot om

l? l'm

а ...

.

Stronger сlosses:

Lеorners

сhoosе

оnd

writе

fouг sеntenсes

of

theiг own

obout

on

onimol ond drow

its

piсture.

Тest

tip:

|n

Storteгs

Reоding

ond

Writing

Poгt 4,

o[l

thе

gоps

ore

nouns

(singutoг

oг

pluro[).

-

iiGiгt:

No, hе isn't.

4Ь

v



l-

@

wь"t

с

beoutiful

sondсostle

e

Opposites

.*

Ъaсh/rеvisе

this,

thаt,

thеsе

and thosе. TouсЫpoint

nеar

to

objесts

whеn saying this

or

the,sе

and

point

to

morе

distant objесts

or

pеoplе

whеn

saying

thаt

or

those.

Writе

оn

thе

board:

this,

thсlt,

thеsе' thosе.

$ Lеarnеrs find

,Thаt's

grеаt

Thаt wсlll's

ОK

аgаin Thosе

flаgs

аndwiпdows

too ,on

SB p

29. Lеarnеrs

lоok

at

Sam

and

Aunt

Suе in

thе

piсturе.

Аsk..

Аrе

thеу

touсhiпg

thе

wаll,.flаgs

апd windows?

(no)

l.в Touсh

and

point

to

pеoplе

or objесts in

thе сlassroom

to

show thе

diffеrеnсе

bеtwееn this/thаt

and thеsе/thosе,

Еxplain

in

L1 if

nесеssary

that Wе

uSе

lЙlJ to

indiсatr

a

singlе

оbjесt

that

is nеar

to

us and thаt

to indicate

a morr

distant

singlе

objесt.

Еxplain

also

that

wе usе

thеsе

to indiсatе

multiplе

objесts

that arе

nеar

to

us and

Wе trsе

thosе to indiсatе

morе

distant

multiplе

objесts.

For

еxamplе, say:

This

girl

is

Mаriа.

(Touсh

hеr shouldеr.)

Thаt

piсturе's

grеаt.

(Point

tо

a

piсturе

оn

thе

wall.)

Thеsе

pепсils

аrе

vеry

пiсе.

(Ptckup

Somе

pеnсils.)

Thosе books

аrе

fтеw' (Point

to

somе

books.)

'*

In

pairs,

lеarnеrs

praсtisе

using

rЙш,

thаt,

thеsе

or

thosе Io

idеntify

objесts thеy

сan

touсh

or

point

to

in

thе

сlassroom, for

еxamplе

This

book is bluе. Those

wiпdows

аrе opеп'

Note:

|f gour

students oгe

visuo[

leoгneгs,

point

out thot

these ond

thosе

hove

morе

lettегs

in

them

thon this ond thсt

Ьeсousе

we

use

thеm

when we'гe

tolking

obout

moге

thon one

thing.

Lеarnеrs look

at thе

piсturе.

Аsk:.

Who's

Dаisу?

Do

уou

remеmbеr?

(Е

Sam,s сousin.)

||lhob oп

thе

bеасh

with

Dаisу? Lеarnеrs

сan

usr aсtivity Е

to

сhесk

thе faсеs.

(Sam,

SamЪ

grandmothеr,

mothец and

brothеr)

Look

at

thе

еxamplе.

Аsk:.

Whаt|s Dаisу

sауing?

(This

sandсastlе

is

grеat )

Is

Dаisу

touсhiпg

thе

sаndcаstle?

(yеs)

In

pairs,

lеarnеrs

сomplеtе thе

spеесh bubblеs, сhесking

whеthеr еaсh

pеrson

is

nеar or far from

thе

оbjесt. Thеy

writе

ThiS,

Thаt, Thеsе

or Thosе

on

thе

dottеd linеs.

Chесk

onswers:

1

This

2

Тhеse

3 Thosе 4

Тhot

Note:

Тeосh/revise

the stгuсturе Whot olon

+

odieсtivе

+

noun.

AsI<:

Whot

does Аunt

Sue

sog ot

the

end

of the

storg?

Look

in

the

рiсture.

(Whot o beoutiful sondссstlе )

Exploin

thot this meons

the some оs WowJ

lhe

sondсostlе

is

verg beoutifull

Wгitе: Whсt

o

beoutiful sondсostlе/

on the

boord.

Piсk up o Ьook. Pointing

to

thе odiесtive

+

noun modеl

on

the booгd,

sog:

Ihis

book

is

verц

niсe

Whot

o .

..

?

(niсe

Ьook ) Dritt

with other

objeсts

oг

piсtuгes,

guiding

tеornеrs

bg

pointing

to

the

woгd oгdеr

on

the booгd eoсh

time.

For еxоmple: Whot

o

prettg

shell

Whot

а

big

fish

Lеarnеrs look

at

thе

сastiе

piсturе

in H. Point

to

thе big

сastlе and ask

Is this cаstlе

big or

smаll?

(Ъtg)

Lеarnеrs

look

at

thе

two

bеaсh

bags

in I

and thе

ехamplе

pair

big

and smаll.

In

pairs,

lеarnеrs

matсh

thе

oppositеs

by drawing

linеs

bеtwееn thеm.

Chесk

matсhеs

bу asking

diffеrеnt

pairs

tо

say

onе

oppositе

pair

еaсh.

Cheсk

onswers:

big/smсtt, good/Ьod,

Ь[oсk/white,

sod/hoppg, prettg/uglg'

Iong/shoгt,

open/с[osed

Stronger

сlosses:

In

pоirs,

leorners

writе

five

shoгt sentеnсes

using the

oppositе

pсirs

in

ong

wog thеg сhoose'

Give thеm

two

models

to help

them.

on thе booгd write:

This

door

is

open.

Thot

door

is

сlosed.

Тhis shell is

prettg.

Thot

fish

is

uglц.

At

the еnd

ofthe

осtivitg, osk diffeгent poirs

to

soч

one

of

their

pоired

sеntеnсеs.

Suggestions:

Тhis fish is

big/smо[[.

This

is

o

good/bod

dog.

Anno's

shoеs

ore

Ьloсk/white.

Som is sоd/hopрч.

This

flower

is

pгettg.

/

Thot spider

is uglg.

Lizqrds

hove got

long/shoгt toits.

His

egеs

ore

opеn/сlosed.

O

мч

сostlе

*

Givе

еaсh

lеarnеr

a

photoсоpy

of

.My

сastlе ,

ф

55).

i*

Pointing

to thе

сastlе, saу:. Look

аt this

cсlstlе It,s

пехt

to thе

bеасh.

You

livе

hеre

ф

Lеarnеrs

dесoratе thеir

сastlе' following

thе

instruсtions

on thе

pagе'

adding

windows'

doors, flags,

trееs,

a bird'

thе sun

and

a\izard. Thеy сould

also draw thеmsеlvеs

on thе path

lеading

to thе

сastlе

and add any othеr

dеtails thеy сhoosе.

ф Lеarnеrs

оomplеtе thеir

drawings and

сolour

thеm.

Thеу

writе

thе

namе of thеir

сastlе

(thеy

сhoosе this)

on thе

signpost Tb..

and

thеir own namе

in thе sеntеnсе

at thе

bottom ofthе

pagе.

*

Display

thе

сastlе

drawings

around

thе

сlassroom

if

oossiblе'



фff:ilffj;:"ots,duсks

Моin topiсs:

Мoin

grommor:

Test

proсtiсe:

Мovers/Flgers

words:

Non-YLE words:

Еquipment:

onimqls, food, сlothes,

numbеrs

10_20

There is l There

ore, ls

there? l Аre thеre?:

С,

D'Е

Would цou 0ke

+

nounlverЬ:

I

Reoding

ond

Wгiting

Pqгt 2: G

Listening

Poгt

1: E; Poгt 2:

D

Spеoking

Poгt 1: F; Poгt 3: D,

E; Poгt

4:

H,

I

form

(n),

former

(n)'

fun

(n)'

homе

(n)'

into

(prеp)'

swеoteг

(n)'

town

(n)

gote

(n)

о CD:

Storg,

D, Е

о

photos of

o

foгm

/

fqrm onimols,

сountrgside'

o

town, o

gote:

A

о vegеtoЬles:

o

Pototo,

on

onion, beons'

peсs,

q

Peor

qnd

o

сoггot

(optionol): B' Е

о

сolouгing

penсils

oг

pens: F,

Н

о

mogozines

thot

show сhildren's

сlothing:

G

о

g[uе, sсissoгs

(optionol):

G

о

photoсopies

(onе pег

lеorneг)

of

.М9

fоvouгite

foodl'

p

56:

H

о

mogozinеs

thot

show food:

J

Storgtetting

Before

listening

s

Lеarnеrs

look

at thе

first

piсtuте on

SB

p

34.

Thеy

do

not

rеad

thе tеxt.

Аsk..

Whаt cаn

уou

sеe in

this

piсturе?

(a

farm'

a

housе)

How

mаnу

аnimаls

саtl

уoLI

sее?

(1З)

How

mапу

peoplе сап

уou

sее?

(2)

Аrе

thеsе

mе|| or

womеп'?

(onе

man,

onе

woman)

Say:

Iy'ow

lеt's

look

аt

thе

piсturе's

ап,d

listеп to thе

Stolу.

**Ф{.I4

PtoцTroсk

|4 of

the

CD

or rесd

thе

1{,а;.-/'

.

storg.

Suggestions

for

o

pouse

if required:

ф

Stop thе

СD

after

Thеу,rе

runniпg

аnd

jumpiпg

in

Mrs

Daу's

gаrdеn (sB

p

3a)

Аsk.. ||lhаt's

thеfаrmеr's

паmе?

(Mr

Gray)

t4/hаt's

thе

womаn

s

паmе?

(Mrs

Daу)

Whеre аrе

Mr

Grау

апd

Mrs Dау

goiпg?

(to

town)

Аre

their

gаtеs

closеd?

(no)

After

listening

to

thе whote

storg

Ifhаt

аrе

thе

аnimаls

doiпg?

(еating/wеaring hеr

с1оthеs)

Is

Mrs Dау

hаppу

or

аnglу

аbottt

hеr

gаrdеn?

(angryl)

Is Mr

Grау sorrу?

(уes)

Аt

thе епd

of

thе

story,

doеs

Mrs

Dау

sау

,Yеs'

plеаsе ,

or,No,

thаnk

уoиl,(lеarnеrs

dесidе)

@

т"tt

the storg.

t* Lеarnеrs

look at

thе

piсturеs.

Аsk

Which

piсturе

Stаrts

thе

story?

Point

to

ill

Lеarnеrs

point

to thе

first

рiсturе

in

thе top row.

Say:

Piсturе

numbеr l stаrts

thе storу.

I{ow

writе 2'

3, 4' 5,

б

iп

thе boхes'

Chесk

onswrrs:

1

Мr

Gгog

is

opening

his

gote.

2

Mг

Gгog

ond

Mгs

Dоg

ore

going

to

town.

3

Тhе onimсls

ore

in

Mrs

Dog,s

gorden.

4 The сow's eoting

o

peor.

5

Тhe

goot's weoring

о

hot.

6

Мrs Gгog

is home now. She,s

ongгg

*

Ask lеarnеrs

tо

tеll

you thе

story.

Lеarnеrs

say whatЪ

happеning in

еaсh

piсturе.

Ask

quеstions,

for

ехamplе:

LI/hеrе аrе

Mr

Grау

апd

Mrs Dау

goiпg?

Thеу'rе

goiпg

to

... ?

(town)

Whеrе

arе thе

animals

nоw?

(in

Mrs

Day,s

gardеn)

Whаt's

thе сow

еаtiпg?

(a

pеar)

@

ше*

words

for

gou

With

books сlosеd'

introduсе

thе

topiс

of

thе

story

by rеvising

farm animals. Show

lеarnеrs

a

piсfurе

of

thе сountrysidе

and

if

possiblе

of

a

farm. Аsk

lЦhiсh

апimаls

саn

wе

sее?

Аs lеarnеrs

makе suggеstions,

draw

a

сощ

shееp,

hoгsе' goat,

сhiсkеn

and

duсk

on

thе

boaгd.

Writе

thеsе animal words

on

thе

board

too.

Lеarnеrs

сomе

to

thе bоard and

draw linеs bеtwееn

thе

animal

words

and

piсturеs. Lеarnеrs сould

also makе

thе

сorrесt animal

noisе as

you point

to еaсh word

Ask:

||rhаt's

уour

fауourite

апimаl?

Saу

This Storу

iS аbout

somеfаrm

аnimаls.

TеaсЫrеvi sе

liu

r m,

Sw е

а

t еr,

.fаr

m е

r,

gаt

е,

t

ow

n. Dr

aw

a

fеnсе around

thе animals

and

a

littlе

farmhousе.

Say:

I|е ссlп

sее

thеsе

апimаls

on

а

fаrm.

Draw a

man

with

a

buсkеt of

watеr in

thе

fiеld

too. Say:

Hеrе's thеfаrmеr

He's

giviпg

thе

апimаls

а drink. Show

a

piсturе

of

a

gatе.

Ask:

Is thеrе

а

gаtе iп

our sсhool

/

уour gardеп?

Show

or draw

a Swеatег.

Аsk

l|hаt сolour is

mуhhis

swеаtеr?

Show

a

piсturе

of

a

town. If

your

sсhool

is

in

a

town, saу

ITе

livе

iп

(паmе

of

уour

towп).

(Nаmе

oJ'

уour

towп) is а

town'

Аsk..

Whаt cап

wеfiпd

iп а town?

(housеs,

shops,

strееts, sсhools)

Lеarnеrs

now

opеn

thеir

boоks

and

look

at

thе

piсturе

and

thе

words.

Ask diffеrеnt

lеarnеrs

to

rrpеat

thе

words.

Lеarnеrs

draw

linеs

bеtwееn

thе wоrds

and

parts

of

thе

piсturе.

Walk

around

and

сhесk

thеy havе donе

this сorrесtly.

Аsk..

|4lhаt

сolour

is thе.fаrmеr,s

swеаtеr?

(red)

How

mапу

апimаls

аrе oп thе

fаrm?

(8.)

Look аt

thе

town. Whаt

colottr аrе

thе

housеs?

(brown)



*

Dividе

lеarnеrs

into thrее groups.

Givе a

story

ro1е

to

еaсh lеarnеr

(Мr

Gray,

Мrs

Day

and

thе

farm

animals

-

so

thеrе

will

bе sеvеral

Mr

Grays

and Mrs

Days

as wеll

as animals).

*

Rеad

thе

story

as

bеlow and

ask

thе

groups

to

mrmе

whatЪ happеning.

Ifyou

brought

thе

vеgеtablеs

to thе

сlass, thе

farm

animais

сould usе thеsе

as

props

*

Praсtisе

first, thеn lеarnеrs

pеrform

thе

play from

bеginning

to еnd.

Narrator:

Mr

Grау

opеns his

gаtе

but

doеsп't

closе it.

Hе

gets

in his

trttck

апd

drivеs

to

town.

Narrator:

Mrs Dау

opепs

hеr

gаrdеп gаtе

but

doesп't

сlosе

it. Shе

stапds аt

thе

bus stop.

А

bus сomеs,

Shе

goеs

to towп oп the

bus.

Thе

апimаls

аrеn't on

thеfаrnl

now.

Thеу

аrе

iп Mrs

Dау s

gаrdеп.

Thеу'rе

еаtiпg

hеr

vеgеtаblеs

аnd thеу rе

wеаriпg

hеr сlothеs.

Оh

пo

Narrator:

Мrs Dау

comеs

home.

Shеb

vеrу

апglу'

Mr

Grау сamеs homе

too.

Hе,s

vеrу

sorlу.

Мrs

Day

ro1е

playеrs:

I'm

vеrу

апgry

Mr

Graу rolе

playеrs:

I'п

vеtу sorrу

|Ilould

уou

likе

to

hаvе

lunch?

Еnd thе rolе play

with

lеarnеrs

dесiding

again if Mrs

Day

says

Yes,

plеаsе,

or

No,

thапk

уou.

@

м"

Grog

livеs

nеxt

to Мrs Dog

Аsk

l4lhаt

|s

thе

fаrmеr's

nаmе?

(Mr

Gray) Point to thе

еxamplе

sеntеnсе

and

to

thе

onе-wоrd

answеr. Lеarnеrs

see thatJhrm

is сrossеd

out in

thе

word boх.

Сhесk

undеrstanding

of

thе

othеr words in

thе

word

box

by

pointing

to

thе

story

piсturеs

on

SB

pp

з4-з5.

All

thе

words arе shоwn

hеrе

eхcept luпсh.

In

pairs,

lеarnеrs rеad

sеntеnсеs

1-6

and

writе

thе

answеrs.

Lеarnеrs

should

rеmеmbеr

thе

answеrs,

but

if

thеy nееd

hеlp, thеy

сan

find

thе

answеrs in thе story.

Cheсk

onswers:

1

tгuсk 2

bus

3

gotе

4

onimols

5 сlothes

6

lunсh

e

ЪaсЫrеvise

Therе

i,s

...

/

Thеre

аrе

..

'

. Lеarnеrs

look

at thе

first paragraph

on SB

p

34. Say:

Оn

Mr

Grау,s

fаrm

thеrе аrе

So1|lе...

2

(сows,

shееp,

goats,

duсks

and

сhiсkеns)

Thеrе is

а . . . ?

(dog)

Writе thеsе

SеntеnсеS

on

thе

board.

Undеrlinе

аre

and thе

plural

noЦns.

Undеrlinе

ls

and

thе

singular noun.

Ъll

1еarnегs

to imaginе

thеy

havе a farm.

Writе

on

thе

board: Оп

ourfаrm

thеrе is

а ... .

Оn

our

fаrm

thеre

аre

Somе...

.

**

Point to

еaсh struсturе

and

ask:

Whаt

is

thеrе

on

уour

fаrm?

||hаt

сlпiпаls

аrе

thеrе

oп

уour.fаrm?

Writе

two

or thrее

suggеstions

on

thе

bоard

to

сomplеtе

еaсh

Sеntеnсе, for

еxamplе:

Thеrе

is а housе,

сl

trее,

а

dog.

Thеrе

аrе somе

cows, some

shеep, somе

chiсkеns.

Lеarnеrs

сopy

thеsе

еxamplеs.

;*

In

pairs'

lеarnеrs

writе

down thrее morе

sеntеnсеs

about

thеir

farm

lstng

Thеrе is/аrе, for

еxamplе:

Thеrе is а

truck

/

а саt

/ а

fаrmеr.

Тhеrе

аre

Somе

miсe

/

somе

duсks

/

somе

soаts

/ somе horsеs'

tr

ф

*iр

Ask

thrее

or four

pairs

tо

rеad thеir

sеntеnсеs to thе

сlass, for

еxamplе:

on our.fаrm

thеrе is а truсk.

Оп our

fаrm

thеrе

аrе

Somе

horsеs.

@

@ul,'

Тhis

is Store

Form

Rеvisе numbеrs

1-20

if nесеssary.

Lеarnеrs

look

at

thе

piсturе. ,\sk.. ||ho s

this?

(Мr

Gray)

I4lhаtЬ

bеhind

Mr

Grау's сow?

(atruck)

I|hose truсk

is

it?

(Мr

GrayЪ)

Whаt

colour is

the

truсk?

(Ь\ue)

Whаt's

nехt

to

Mr

Grау?

(a

shееp, a

goat,

сhiсkеns).

How

mапу

сhiсkеns

аrе thеrе?

(2)

Whаt's Mr

Grау

wеаring,?

(a

brown

jaсkеt'

a

yеllow

swеatец

grееn

trоusеrs) И/hаt's

Мr

Grау doing?

(standing,

smiling)

Saу Mr

Grау is tаlking

аbout his

fаrm.

Lеarnеrs

look

at

thе

ехamplrs

and rеad

thе quеstions

bеfоrе listеning.

Saу Thе

аnswеrs

(1rе

nаmеS

or

пumbеrs.

Аsk

Is

thе

апSwеr to

the.first

ехаmplе а nаmе

or

а

пumbеr,?

(.a

namе)

1s

thе

апswеr to the

seсoпd

ехаmplе

а паmе

or

а

пumbеr?

(a

numbеr)

Rеmind

lеarnеrs to

writе

thе

numbеr' not thе

numbеr

word.

Play

Traсk

l5

of

thе

СD twiсе.

Lеarnеrs

writе thе

answеrs.

Cheсk

onswers:

1Bеn

21

з12 4Luсu

515

Тest

note:

Nomes

in Listening

Poгt

2

oгe olwogs fгom

the

Stor^tеrs

woгd

list

ond oгe o[wogs

spelt out.

Extension

for stronger

сlosses:

Foг

this oсtivitg,

gou'll

neеd

to teoсh

nonе.

In

their notеbooks'

leorners

dгow o

line

осгoss the

middlе

of

o

Poge.

ln

the

top hotf

theg

write Мg

form

and

dгow poгt

of

theiг own

form

in

the

spoсe under

the hеoding. Theg

сon

сrow

onimols

oг

detoils

tike

trees

or

tгuсks.

Тheg

сhoosе whot

оnd

how

mоng

of eoсh to dгow,

for

exomple:

five tгees,

teп

сows,

thrеe

dogs ond

o

tгee.

In

thе

Ьottom

holf

of

thе

pogе,

theg

wгitе

the

heоding

gg

friend,s

form

and lеovе thot

spoсe

b[оnk.

Whеn

thеg've

finished

their drowing,

theg

work in

poiгs

оsking

ond onsweгing

How mong

... ?

questions.

Нow monц

trees

orе

there on

gour

form?

(5)

How mong

truсks

ore

there

on

gour

form?

(0)

Listеning

to

thеiГ poгtneг's

onsweгs'

theg

dгow

thе оnimols

or

othег dеtoits

on thеir

poftner's

form'

Lеornеrs

then

look

ot eoсh

othег's dгowings

to

sеe

iftheg oге

сoгrесt

Leoгners

сou[d

olso

write

sentenсеs oЬout thеir

fогm,

foг

exomple:

There

ore

5

trees,

10

сows ond

3

dogs on mg

form.

There's

o tree on mg

form

too.

Tсpesсript:

Listen

ond

write

o

nome or

o number.

Giгl:

Con

l

osk gou

some questions

qbout

this

foгm, Мr

Grog?

Yes

Whose

fоrm

is itl

It's

mine. lt's

mg form.

oh

And whot's thе

nqme of

gour

form?

|t's

Store

Foгm.

You spе[[

thot

s-T.o-R-Е.

Тhonks.

Мr

Grog:

Girl:

Мг

Grog:

Giг[:

Mг Grog:

Giгl:



i;

g

Glгt:

*

М. G.ou.

*

Girt:

g

fr

Girt:

t

Мг

Gгou:

.";

-

.:

^.

,

i"

ь|гt:

*

$

Mг

Grog:

How

mong

sheep

oгe

thеre

on

gouг

foгm?

l'vе

got 16 sheep.

16?

Wow.

Тhot's

o

lot

And

thегe's

o

dog

on

gouг

form too.

Yes.

lts

nome

is

Ben.

Ben?

Do

gou spe[[

thot

B-Е-N?

Yes.

Тhot's

гight.

And

how

mong

tгuсks

oгe

theгe?

Theге's

one

tгuсk.

l've

got

onе

truсk.

Тhonk gou.

How

mong

сhiсkens

ore

theгe?

I've

got

12 сhiсkens.

I love

eoting

theiг

eggs

You'vе

got

12

сhiсkеns

...

Yes.

Тhere

qгe

some

сows

too.

Con

gou

see

thot

brown

onel

Yes

Whot's

its

nome?

Luсg.

You

spett

it

L-U-с-Y.

I likе

thot

nome.

Me too.

How

mong

goots

oгe

thеre

on

gouг foгm?

15.

I've

got

15

goots.

Thonks.

Thot's

the

еnd

of

mg

questions

Good

@

фв' '.

Whot

orе

the

onimols

eoting?

*

Lеarnеrs

look

at

thе

piсturе.

Аsk.. Whеrе

аrе

thеsе

аnimаls

пow?

(ilthе

gaгdеn)

Whosе

gаrdеп is

ilz

(Mrs

Daу's)

How

mсlпу

апimаls

сaп

уou

seе?

(1)

:+ Writе

on

thе

board:

Thеrе

is

сl ...

Thеrе

arе

Somе

...

.

Point

to

Thеrе

is

а

-'.

. aлd

ask

diffеrеnt

\еarners'.

|{hаt

апimаls

сап

уou

sеe?

Learnеrs

look at

thе

piсturе

and

answеr:

Thеrе

is

с ...

1whitе

goаt,

grеy

goаt.

brown

сoщ

blaсk

and

whitе

сoщ

whitе

shееp,

blaсk

shееp,

сhiсkеn)

Point

to

Thеrе

аrе

Somе

...

and

ask

diffеrеnt

lеarnеrs:

I|hаt

do

thеу wаnt

to есtt?

Lеarnеrs

look

at

thе

piсturе

and

answеr: Therе аrе somе oпioпs,

pеаs,fowers,

potсttoеS,

bеаns,

pеаrs, Ifyou

brought

rеal

vеgеtablеs

to thе сlass,

шsе

thеm

hеrе

to

сhесk

undеrstanding.

You

might

also

want

to

teach vеgеtаblеs.

т;.р

Ask:

Do

уou

likе

eаtiпgflowеrs?

(no)

Do

уou

likе еаtiпg

oпioпs?

...

peаs? ...

potаtoеs?

... bеаns?

'..

pеаrs?

,*,

Say:

Two

childrеn

аre

wаtсhiпg

the

апimаls

in

Mrs

Dау's

gаrdеп. Ше

аnimаls

аrе

еаtiпg

now.

I|/hаt

аrе

thе

апimаls

eаtiпg?

.:r

Play

Traсk

16 of

thе

СD

twiсе.

Lеarnеrs

draw

linеs to

matсh

animals

with

food.

Lеarnеrs

сhесk

answеrs

in

pairs

bеforе сhесking in

opеn сlass.

cheсk

onswers:

greg

goot

/

floweгs,

Ьrown сow

/

beons,

whitе

sheеp

/

onions'

БloJtЪnа

whitе

сow

/

peos,

сhiсken

/

pototoes,

white

goot /

Pеoгs

*

Ask

quеstions,

for

ехamplе:

Whаt''s

thе

greу

goаt

eаtiпs?

Whiсh

апimаl

isп't

еаtiпg?

(thе

blaсk

shееp)

Giгt:

Look

Theгe's

Mr

Gгog's

Ьгown

сow.

Boч:

Whегel

oh

...

lсon

sеe

it.

lt's еoting

thе

beons

Giгt:

oh

...

Girt:

And thot

white

sheep

is

eoting

heг

onions.

Bog: lt

likes

them Look

Gir[;

Тheгe's

o

bloсk

ond

white

сow

theге

too.

Bog:

Whot's

thot

сow

eoting?

Giгl:

lt's

eoting

Mгs

Dog's peos.

Bog:

And

thе

сhiсken

is eoting

heг

pototoes.

oh

deoг

And

thot

white

goot ...

thot

white

goot

is eoting

the

Peoгs

on

heГ

tгee.

Let's

stop

them

Howl

l

don't know. Let's

гun ond

tе[[

Мum

She сon

phone

Мгs

Dog.

Giгt:

Мг

Gгog:

Girl:

Giг[:

Mr

Gгog:

Giгl:

Mr

Gгog:

Mг

Gгоg:

Gir[:

Mr

Grog:

Giг[:

Мr Gгog:

Gir[:

Мг Gгoч:

Giгt:

Мг

Gгog:

Giгl;

Bog:

Giг[:

Bog:

@

wь"t's

on

the

woshing

tine?

:*

Tеaсh/rеvisе

diffеrеnt

itеms

of

сlothing.

Ask diffеrеnt

lеaгnеrs

to

stand

up

and

talk

about

onе

thing

thеу.rе

wеaring,

for еxamplе:

I'm

wеаriпg

а whitе

shirt.

Тest

note:

Тhе

futt

list

of Stoгters

сlothеs words

is: bс9,

drеss,

glosses'

hondbog,

hot,

joсkeц

jeong

shiп'

shog

skiп,

soсk,

trousеrE

Т-shirt

ond

wotсh'

Lеarтrеrs сlosе

thеir

books.

Draw

rwo

trееS

on

thе

board

with

a

washing

linе

bеtwееn

thеm.

Point

to thе

dгawing

on

thе

board

and ask:

Which

сlothеs

аrе

oп

the

wаshiпg

liпе

iп

Mrs

Dау's

gаrdeп?

As

lеatrrеrs

answец

draw

thе

сlоthеs

on

thе

linе.

Lеarnеrs

thеn

opеn

thеir books

again

and

look

at SB

p

34

to сhесk

thеir

answеrs.

Аskagain:

I|hiсh

сlothеs?

(hat,

shirt,

soсks,

T:shirt,

jеans/trousеrs

and drеss)

Lеaгnеrs

look

at

thе

washing

linе

and

word

box

in

F.

Point

to thе

join

thе

dots.

Аsk.. I4hаtb

this?

(a

shirt)

Lеarnеrs

join

thе dots

and

draw

a

linе

from

а

shirt

in

thе

word

boх

to

thе

drawing.

Lеarnеrs

look

at

thе othеr

сlothеs

in

thе

word box

and

now draw

and

сolour

thеsе

сlothеs

too.

Thеy

draw

a

linе

from

еaсh itеm

оn

thе

washing

linе

to

its

word.

Walk

around

and сhесk

that lеarnеrs

arе

doing

this сorrесtly.

Lеarnеrs

сan

draw two

morе

itеms

of

thеiт

оhoiсе

on thеir

washing

linеs

and writе

thе

words.



]]t.

Whrn

lеarnеrs havе

finishеd

dгawing, ask thrее or

four

diffеrеnt

lеarnеrs to

сomе

up

to thе

front and show

thеir

piсturеs.

Thеy

say whatЪ on thеir

linе

and what

соlour

it

is,

for

ехamp\e..

(Оn

mу

liпе)

thеrе is а

rеd

Tlshirt.

Thеrе

аrе Somе bluе

jеаns.

Мakе

surе

lеarnеrs

undеrstand

that

wе use Thеrе

аrе with trousеrs

ald

jеаns

(bесausе

thеy'vе

got

two lеgs).

@

oь

no

Look

Lеarnеrs

look

at

thе

piсturе

of thе animals.

Ask: lre

thеsе

сlothеs сlеап or

dirф

пow?

('dtrtу)

Look

at

thе

ехamplе

sеntеnсе and ask:

Whаt,s the

browп

сow

wеаring?

(a

skirt)

Tеl1

lеarnеrs

that

all

thе

answеrs

arе

сlothеs.

In

pairs

or on

thеir

own,

lеarnеrs

writе

onе-word

answеrs

on thе

dottеd

linеs.

Cheсk onswers:

1

Т-shiгt 2

shiгt

3 hot 4 swеoter

5 dгess

Еxtеnsion:

Divide

lеornеrs

into

groups

of four.

Givе

eoсh

group

mogozine

poges

thсt

show сhildren's сlothеs.

Leorners сut

out somе fovourite

piсtures ond poste them

onto

o

grouP

sheet

of

popeг.

Gгoups

then show thеiг

рiсtures

to the

сtoss

ond tоI<e

turns

to

sog

whot

eoсh

person in theiг сotloge

is

weoгing.

For

exomрle:

Тhis

pеrson

is weoring blue

jeons

ond o

beoutiful

gel[ow

shiп.

@

мg

fovouritе

food

"*

Say:

I

еаtfish' but

I don't

еаt

mаngoеS'

Аsk.. Whаt,s

уour

.fаvouritе

Jbod?

(lеarnеrs

answеr) t'Ilhаt

food

do

уou

еаt?


Whаtfood

don't

уou

еаt? (learners

answеr)

Writе thrее or four typеs of

food

on

thе

bоard.

tl Givе

еaсh lеarnеr

a

photoсopy

of

.Мy

favouritе

fооd '

(p

56).

Lеarnеrs

look

at

all

thе

food

on thе

shееt.

In

pairs,

thеy

writе

thе wоrd for

еaсh itеm

of

food.

Еnсouragе

thеm to usе

thе

word list on SB

pp

67

68

if

thеy nееd

hеlp with

spеllings.

i&

Lеarnеrs now

draw thrее itеms of

thеir

favouritе fоod

in

thе

thrее еmpty boxеs on

thе shееt

and

writе

thе

word undеr еaсh

piсturе.

Walk around and

hеlp

with

voсabulary whеrе

nесеssary.

ii$

Lеarnеrs

tiсk

food thеy

likе

and

put

сroSSеS

for food

thеy

don't

likе. In

pairs,

lеarnеrs

thеn

talk about

thе

food

and saу:

I

like ..

'

,

but

I

don|

likе .,.

.

* Lеarnеrs might likе

to

сolour

thе

food

piсturеs.

lllustroted

food:

bоnono,

gгoPes'

lemon, lime,

mongo,

Ьeons, сhips,

onion,

Peos'

tomoto,

buгgеr, egg,

fish,

meot,

bгeod,

сoke,

iсe сreom

Тest

note:

Otheг

food

items

in

Stоrсегs are

oрple, corrot'

сhiсken,

coсonut'

oronge'

pototo,

sousoges ond wаtermelon.

TеaсЫrеvisе:

breаkfа,st,

luпсh,

diпnеr.

If

yоur

lеarnеrs

сan

talk

abоut timе, ask what

timе thеy

havе

brеakfast,

lunсh

and dinnеr.

Lеarnеrs

thеn сomplеtе

thе thrее

sеntеnсеs

in

H with

thе

food thеy

еat at

diffеrеnt

mеals.

Lеarnеrs сould

add

drinks

to

thеsе

lists

too. Startеrs

drinks arе:

iиlсe,

lеmoпаdе,

milk and

wаtеr.

Walk around and

hеlp

with voсabulary if

nесеssary.

Lеarnеrs show еaсh othеr

thеir

сomplеtеd

sеntеnсrs.

Ask

thrее

or

four lеarnеrs what thеir

partnеrs еat

for

brеakfast,

lunсh

or

dinnеr.

@

woutd

gou

likе

to

hqve lunсh

with

mе?

'*

Say: Mr,s Dау

сomеs homе аnd

sееs

thе

апimаls iп hеr

gаrdеn'

Is

shе

апgry

or

sаd?

(Shе's

angry.) Ifhаt doеs

shе sау?

Lеarnеrs find

thе

answrг

at

thе

bоttom

ofSB

p

35.

(I'm

vеry angry )

Saу Mr Grау

sееs

thе апimаls

too. Is

hе

SorIу

or

hаppу?

(HеЪ

sorry.)

Whаt

doеs

hе

sау?

(|'m

vеry sorry )

*

Ask:

[|hаt

quе'stioп

doеs

Mr

Grау

аsk

Mrs Dау

аt

thе

еnd of thе,story?

(Wou|d

you

likе

to

havе lunсh

with

mе?)

Writе

on

thе

board:

Yеs,

plеаsе

No,

thапk

уou

ф

Writе Would

уou

like

to

... ? abovе

the

уes/пo

answеrs.

Lеarnеrs look at

thе piсturе prompts

in I.

Tеaсh go

fishiп,glswimmiпg

and

сhесk othеr

voсabularу

if

nесеSsary. Praсtisе asking and answеring onе

quеstion

in

opеn

сlass. For еxamplе, ask onе

lеarnеr:

IЦould

уou

likе to

plау.footbаll

with mе?

Potnt

to

thе les,

plеаsе

No, thаnkуou

answеrs

on

thе boaгd.

Thе lеarnеr

answеrs Yеs,

plеаsе

or

No, thаnkуou

.ф

In

pairs, using

thе

piсturе prompts

or

thеir own idеas,

lеarnеrs takе turns

to

ask and answеr

more

l|ottld

vou

likе

to

...

with mе?

qurstions.

@

wьot's

for

]unсh?

Lеarnеrs look at

thе

piсturе.

Аsk

l|hаt

food

сап

уou

sее

oп

thе

tаblе?

(burgеr/bеans/сhips,

mеat/riсе/pеas,

fisl/

lеmоn,/pоtatoеs,

еggs/sausagеs/tomato,

watеrmеlon,

iсе

сrеam,

grapеS

and

an

orangе.)

Аsk

l4lould

уou

likе

to

еаt

this

food?

Ask thrее

or

four

lеarnеrs:

Il/ould

уou

likе а burgеr

with

somе

bеаns апd

сhips? Learnеrs answеr:

Yеs,

plеаsе

or

|tIo, thапkуott

In

pairs,

lеarnеrs ask and answеr

quеstions

about thе

four mеals.

Whеn

thеу havе

finishеd'

ask two

or thrее

lеarnеrs:

Whаt|s

vour fауouritе

lunсh?

Proieсt:

ln

smo[[

gгouPs, leornеrs сhoose o nome foг o

rеstouгont.

Тhеg сut

out

piсtuгes

of

food

from

mogozines

or drсw

plotes

of

food

to

сreote

о piсtuгe menu. Theg list

four

to

six

diffeгеnt lunсhes ond desseгts' Theg

might

odd

ргiсes

too.

Gгoups

сould

role

plog

woitеrs

ond сustomeгs оnd

proсtise

the

usе

of

Would

цou

like ... ? Yes,

pleose.

No'

thonk

gou.

|f

gour gгoups

know

l'd

tike ...

'

theg сould

.oгdeг'theiг

[unсh,

soging,

foг

exomрle:

/,d likе some sсUsoges ond сhips,

p[eose.

Displog

thеir

menus

oround thе

сlossroom

if

possiЬ[e.



-

Moin

topiсs:

Мoin

grommor:

Test proсtiсe:

Мovers/Flgers

words:

Non-YLE

words:

Еquipment:

Gron's

gtosses

homе,

fomi[ч,

сolours

РгеPositions

of

ploсe:

Е

Reoding ond

Writing

Poгt

.l:

F;

Poгt

2:

G;

Port

З:

F;

Port

5:

B,

D

Listening

Poгt

4:

H

SpeoI<ing

Poгt

2: J;

Porс

3:

F

сoot

(n),

home

(n),

hot

(odi),

toothЬгush

(n)

сushion

(n)'

gron

(n)

о

CD:

Storg,

H,

J

о

o

piсture

of

o

hot

ptoсе,

o

сoot'

o

сushion,

o

toothЬrush

(optionol):

А

.

o

Pоiг

of

glosses

(optionot):

А, G

o

photoсopies

(onе

per lеorneг)

of

'Home'P

57:

D

o

gtue,

sсissoгs (optionot):

D

о

Ьogozines

thot

show

homes

ond

furnituге:

D

о

сolouгing

pеnсils

or

pеns:

D'

F,

H

o

photoсopies

(one

per

poir

ond

сut

into

iwo

holves)

of

.ouг

kitсhen'

p 58:

F

о

o

book

(optionоl):

G

.

o

set

of сlqssroom

objeсts

(per

gгouр

of

four

leorners):

J

Storgtetting

Beforе

listenin9

Lеarnеrs

look

at

thе

first

piсturе

on

SB

p 40'

Thеу

do

not

rrad

thе tеxt.

t.н

Ask:

How

mаnу

pеople

cап

уou

sее?

(5)

This

is

а

fаmilу,

Whеrе

аrе

thеу?

(at

homе)

Who,s

got а

bikе,.,tthе

gгandma)

Is

thе

усtnсlmа

сoming

or

gсliпg?

Whаt

do

уou

thiпk.?

(\earners

guеss)

Say:

1t'ow

lеt,s

look

а,t

thе

piсturеs

аnd

listеn

tо rhе

srolу

{.фФ-

17

PlogТroсk

17

of

the

CD

or

reod

the

storg.

Suggestions

for

o

pouse

if

required:

т:.*

Stop

thе

СD

after

But

look

Mу

rеd

soсks

Grеаt

(SB

p 40)

Аsk:

Whiсll.fbur

thiпgs

hаs

Grап

got?

(handЪag,

сoat,

toothbrush,

bikе)

Иhаt

hаsп't

Grап

got?

(hеr

glassеs)

How

mапу

сhildrеп

аrе

thеrе?

('2)

Whаt

аrе

thеir

пtllllеs?

(Tom

and

Jill)

After

listеning

to

the

whole

storg

*

Ask:

Ссln

thе

сhilсlrеnfiпr|

Grап's

glassеs

in

thе

housе.|

(no)

WhLеrе

сlrе

Grаn's

glаssеs?

(on

hеr

hеad)

ls Grап

hаpp.v

n,lи',.,

|уes\

Саn

усltп,

grапdmсl аnd

grаndpа.find

thеit,

glаssеs

?

(lеarnеrs

answеr)

@

G"on

rides

o

bikе.

*

Tеaсh/rеvi

se

Whаt

.

'.

,?

Who

...

?

Шеrе

..

?

bу

hоlding

a

pеnсil

and

asking:

Whаt's

this?

(.apеnсil)

Givе

thе

pЁnсil

to

onе

lеarnеr

and

ask:

Who

hаs

got

mу

pеnсiL

пow?

(lеarrcr's

namе)

Put

thе

pеnсil

on

Уour

dеsk

and

ask:

Whеrе's

this

pепсil

пow?

(onthе

dеsk)

**

In

pairs,

lеarnеrs

rеad

sеntеnсеs

i-5

and

writе

onе-

rvo,d

u.'.lv..,

on thе

dottеd

linеs'

Thеу

should

bе

ablе

to rеmеmbеr,

but

if

thеy

nееd

hеlp,

thеу

сan find

thе

anSWеrS

and

сhесk

spеllings

in

thе

tеxt.

@

wь"

looks

here?

Point

to

thе

faсеs

(A,

B

and

С)

in

tuтn.

1.:sk

Who's

this?

(Тom,

Jill

and

Mum)

Look

at

thе

first

piсturе

togеthеr.

,Аsk:,Who

looks

hеrе,?

(Тom)

Whiсh

lеttеr

is

Tom,?

(Д)

Lеaтnеrs

look

at

thе

othеr

piсturеs

аnd

in

paiгs

or

on

thеir

own,

writе

thе

corrесt

1еttеrs

in

thе

boxеs.

@

ш"*

words

for

чou

*

With

bоoks

сlosеф

introdшсе

thе

topiс

of

thе

Story

by

asking

lеarnеrs

about

thеir

familiеs.

For

еxаmplе:

йп,oз

got а

brothеr?

...

а sistеr?

Is thеre а bаbу

in

уour

fаlпi\v

Аrе

thеrе

lots

o.f

pеoplе

iп

уour

fоmilу?

Who

hсts

а

grапdfаthеr,?

.

'.

а

grапdmothеr?

l+

Draw

or

put on

а

pair

of

glassеs.

Ask:

Иrhаt

аrе

thеsе'',

(glassеs)

Whаt

colour

аrе

thеу,/

Saу:

This

stсlrу

is

rlbсlttt

сl

grапсlmothеr.

Shе

саn't

fiпd

hеr

glоssеs

e.

TеaсЫrеvt

Se

с()аt,

grап,

hoпе,

сushion,

toothbrush

and

hot.Write

grапtlmothеr

оn

thе board

thrее

timеs.

Show

lеaгnеrs

how

wе

сan

shoтtеn

this

word

to

grапdmа

and

grап..

grаndmothеr

grаndmы\а

у-m^п у+ьеr

Draw

a

Бoll*.Ъ,,

thе

board.

Аsk'. Whаt's

this?

Wr\tе

п,tу

housе

on

thе

board

undеr

your

drawing.

Saу.'

а

hottsе,

а

flut,.а

boаt

сап

bе

,а

homе'.

Draw

or

show

a

rеal

сoat,

сushlon

and

toothbrush.

Show

a

piсturе

ofa

hоt

plaсе,

for

ехamplе

a dеsеrt.

Mimе

fееling

hot

and

say:

1r,s

vау

hot

hеrе

::.

Lrafnеrs

opеn

thеir

books

and

look

at

thе

piсturеs.

Ask

lеarnеrs

to

rеpсat

thе

nеw

woгds.

Lеarnеrs

draw

linеs

to

matсh

thе words

with

thе

piсturеs.

Walk

around

and

сhесk

thеy

havе

dоnе

this

сorrесtlу.

You

сould

also

сhесk

by

asking:

Whаt

сo

|ottr',s

thе

сoаt/сushion/trlothbrush?

(ьluе,

ьluе,

rеd)

Whаt

сolour

is

Grап's

hаir

/

Grоn,s

homе? (whitе/pink)

t



Cheсk

onswers:

A:

toЬle

B: сomputеr,

ТV

C:

ormсhoirs,

сushion

@

wьot's

in

Jill's

tiving

room?

Lеarnеrs

lоok

at

thе

piсturе

of

JillЪ living

room.

Ask

two or

thrее

Whаt

сolour...

?

quеstions.

For

ехamplе:

Whаt

сolour

s

thе

sф?

(bluе)

.

..

thе

аrmсhаir?

(orangе)

...

thе

сupboаrd?

(уd'low)

Look at

thе

linе

from а

TV to the TV

in

thе

piсturе.

In

pairs,

lеarnеrs draw

linеs from thе othеr

words

to

thе

furniturе

in this

iiving

room.

Chесk

сnswers:

Ask:

WhotЪ in|on the

... ?

questions.

Ask:

WhotЪ on

the tobIe?

(some

floweгs)

WhotЪ on the

desk?

(the

tomp)

-e

Lеarnеrs

writе onе-word

answеrs

to thе

two

quеstions

undеr

thе

piсturе.

cheсk

оnswers:

s[eеping,

brown

Note:

In Stoгtеrs

Reoding

ond

Wгiting

Port

5,

leoгners

ore

onlg

expeсted to wгite one-word

onsweгs.

|f

onе

of

thе

questions

in

Poгt 5

is,

foг

ехomplе,

Whot's

the bog

doing?

leornеrs

should

just

wгite

the

-ing

foгm of thе

oppгopriоte

veгb.

For

exomple:

sleeping,

eoting, running.

.*l

Givе

еaсh

lеarnеr a

photoсopy

of

.Homеl'

(p

57).

Ask:

Is this аn

old

housе/flаt

or

а

nеИ)

lзousеflаt?

(nеw) ЁIow

mапу

rooms

сс1п

уo|l

sее?

(2)

Whаt сап

уott

sее?

(abeф

a mat,

an

armсhaiц

a

sofa)

Rеvisе

thе

namеs of

thеsе

rooms

(bеdrсlom

arrd

liviпg room.)

and

оthеrs

in

thе

homе.

Test

note:

Other

гooms

in Stor.сers

oгe:

bothroom,

kitсhen, holl, dining

room

Note:

bedroam,

bothroom

(ond

сlossroom)

огe wгittеn

os

onе woгd,

Ьut dining

room ond

living room oгe

writtеn

os

two

words.

Lеarnеrs сolour

thе

smail piсturеs

and

.plaсе'

thеsе

tn

onе of

thе

two rooms.

Тhеy сan do

this

bу

drawing

linеs

to

shorv

whiсh thing

goеs

in еaсh

room,

by сopying

thе

piсturеs

and drawing

thеsе itеms

in

еaсh

rоom

or

by

сutting

thе

piсturеs

out and

plaсing

or

gluing

thеm

in

еaсh

room.

Lеarnеrs thеn add

thrее or four dеtails

of

thеir own

сhoiсе,

for ехamplе:

aЬa|I,

a

toy,

a

book,

a

radio.

Ask two

or

thrее

lеarnеrs

Whаt

'.,

? Whаt

сolour .,.

?

Whаt's

iп/oп

...

?

quеstions. For

еxamplе:

Whаt colottr's

thе

сushioп?

Whаt,s

iп

thе

bеdroom?

I|lhаt s

oп

thе

bed?

In

pairs,

lеarnеrs thеn ask and

answеr

quеstions

about

еaсh otlrеrЪ homеs.

Extension/homework

projесt for stronger

сlosses:

Leoгnеrs

dгow thеiг

own

homes

oг

Гooms ond

desсгibe

thеm

to

othегs

in

the сloss.

Foг exomple:

ln our

living

room,

there's

l

we've

got

o

gellow

sofа

аnd o big

TV. Аlternotivеlg,

gгoups

сou[d find

piсtuгes

of rooms

in

mogozinеs

ond

сut

them

out

to

mokе o

.homе'

сollogе.

Тhеg сould

lоbel thе

furnituгe

theg

сon seе

in

eoсh

гoom oг

fеotures

of

the

гooms

(foг

eхоmple:

door, window,

floor).

|f

possiЬ[e,

displog

thеse dгowings

oг

сolloсеs

oround

thе room.

@

wьere's

the сot

looking?

Writе

on

thе

board: I|/hаt

сolottr iS it?

Whеrе iS

it?

Lеarnеrs

ask

you

thеsе

quеstions to

guеss

objесts or

furniturе

in

thе

сlassroom,

fоr ехamplе:

Whаt colour

is i/?

(Whitе)

II/hеrе

is

it?

(on

thе

wall) Lеarnеrs

guеss

boаrd.

||lhаt

сolour

ls

lr2

(rеd)

I4/hеrе is

l/?

(on

mу

labIе) Lеaгnеrs

guеss

peлсl1.

In

pairs, lеarnеrs takе

turns to сhoosе somеthing

in

thе

сlassroom and

ask and answrr

quеStions

in

thе samе

way.

ЪaсЫrеvisе

iп, oп, bеhind,

пехt

to,

bеtwееn,

uпdеr.

Тe]r\

lеarnеrs to сlosе

thеir

еyеs whilst

objесts

arе

hiddеn

(for

ехamplе:

your

Watсh,

your

rulец

your

pеn)

somеwhеrе

in thе

сlassroom.

Рrеtеnd

that

you

сan't

find it.

Say:

I

саll't

find

шу

wаtсh/rulеr/pеn

Whеrе is

il?

Writе

lеarnеrs'guеSsеs

on thе

board.

For eхample

iп

thе

aryboаrd,

undеr

уour

сhаiц

bеhiпd

thе door.

onе at a

timе, diffеrеnt

lеarnеrs

gеt

up and

look

in

thеsе diffеrеnt

plaсеs. As

thеy do

this, thеy

say

whеrе

thеy1.е looking.

Рor

еxamplе:

I'm

lookiпg iп

thе сttpboаrd пow

I'm

lookiпg

under

уour

сhаir пow.

Point

to thе

еxamplе and ask:

Whеrе|s thе

саt lookiпg.?

(in

thе

сupboard)

Lеarnеrs

point

to thе

сorrесt

piсfurе.

In

pairs,

thеу thеn сomplеtе

thе iong

Sеntеnсе,

сrossing

out

prеpоsitions

aS

thеy

usе

thеm. Whеn

сhесking

answrrs,

point

to

еaсh

piсturе in turn and ask

Аnd

whеrе s

thе

саt

lookiпs пow'?

Cheсk

onswers:

Ьehind

the sofo' undег

thе

toЬte,

nеxt to the

ТV'

on

the

desk,

Ьеtwеen the two

сushions

@

wьot's

this? Whot

qre

thеse?

Rеvisе

this

and thеsе

if

necessary.

Makе

surе

lеarnеrs

undеrstand

Wе

сan

use

thеSе

for

onе thing

that has

tr,vo

parts,

for rxampiе:

glаsses,jеапs,

trousеrs'

Аsk

Whаt

colour

is Grап's

hаt in

thе stolу?

(bluе)

Look

at

thе

еxamplе

togеthеr.

Ask:

1s

this Grап's

hat?

(.уes)

How

do

уott

spеll

,hаt,?

(H-A-T) In

pairs

or оn

thеir

own,

lеarnеrs

look

at

еaсh

piсturе,

Sеntеnсе

and

sеt of

jumblеd

lеttеrs.

Thеy сomplеtе

sеntеnсеs

1 5

and

сolour

thе

piсturеs

сorrесtly.

Cheсk

onswers:

1

сoot

2 гuleг

3 roЬot

4

soсks

5

qtоsses



Ьsk

|Цhаt

colour...

2

quеstions

to

сhесk

сolouгing.

For

ехamplе:

Whаt

сolour

аrе

Мtlm's

soсks.?

(red)

Whаt

colour

is

Jill's

rulеr?

(ptлk)

Givе

only

thе

top

haif

of

thе

photoсopy

.ouт

kitсhеn'

(p

58)

to

еaсh

pair

of

lеarnеrs.

Tеl1

thеm

to

look

сarеfully

at

thе

piсturе

and

tо

rеmеmbеr

whеrе

diffеrеnt

things

arе.

неlp

thеm

by

asking:

Whеrе

аrе

thе'glаssеs?

(on

ihе

chair)

Whеrе's

thе сoаt'?

(on thе

door)

Givе

1"u*".,

a

minutе to

look

at

thеir piсturеs,

thеn

сollесt

thеm

in.

Givе

pairs

thе

bottom

half

of

thе

phоtoсopy

now.

Ask:

Whеrе

аrе

thе

glаssеs

апd

thе

socks.l

Whеrе's

thе

rulеr,

thе

robot,

thе

jасkеt,

the

cushioп,

thе

hаt,

thе

toothbrush,

thе

сloсk

апd

thе

mirror?

Drаw

thеm

iп

this

piсtttrе

пoу,.

Ilfter

lеarnеrs

havе

сomplеtеd

thеir

drawing

s,

ask..

Иhеrе's

/

|I/hеrе

аrе

thе

.

.

,

.1

quеstions

to

сhесk

positions

of

ob;есts.

Chесk

onswers:

оtosses

on

the

сhoir,

сoot

on

thе

door,

ruler

undeг

the

toЬ[e,

;;;-k';;

ih"

сhoiг,

roЬot

on

thе

toble,

сushion

on

the

ftooг,

hot

undeг

the

сhoiг,

toothЬгush

nеxt

to

the

window.

сloсk

on

the

wo[l,

mirгor

betweеn thе

P|сtuгes

@

l"

this

piсture

Gron's

hoir

is

whitе

;l Lеaгnеrs

look

at

thе

piсturе.

Аsk:

Whеrе's

Graп

пow?

(in thе

сar)

Who's

bеhiпсl

hеr?

(Tom

and

Jill)

Ask:

Whаt's

thе

саt

сloiпg,?

(looking)

n Say:

Iп

this

piсfutrе

(pointing

to

thе

big

piсturе

on

SB

p

41.)

Grап's

iаir

is...

?

(lеarnеrs answег

in

сhorus:

greyl)

Bit

in

this

piсturе

(poifiing

to

thе

piсturе

in

G)

lr

b

...

?

(

lеa

гnе

гs an

SWе

г in

с

horu

s:

u

lt

itе

\

i::.+

In

pairs,

lеarnеrs

find

four

morе

diffеrеnсеs.

Gо

arounФ

hефing

if

nесеssary.

Say,

fоr

еxamplе:

Iп

thе

piсturе

in

thе

stйу,

Grап's

glаssеs

аrе

purplе,

but

iп

this

piсturе

thеу

оrе..

'

?

(yеllow)

Altеrnativеly,

ask

quеstions'

;я

In

pairs'

lеarnеrs

ask

and

answеr

thе

thrее

quеstions

and

writе

thе

answеrs

on

thе

dottеd

linеs.

@

ф@я

''

Goodbgе,

Gron

ф Lеarnеfs

look

at

thе

piсturе.

Saу:

This

is

thе

еnd

o|,thе

Storv

пow'

Whаt's

Grап

doing,?

(gеtting

on

/

riding

hеr

ь*Ь1

wnаt

аrе

thе

childrеп

апd

Munl

апd

Dсld

doiпg,|

(waving)

Ifаs

Grап

got

hеr

glаssеs

пow?

(уеs)

Ask:

ILow

tnапу

hаts

саn

уott

sее?

(1)

:i].

Мakе

surе

еaсh

lеarnеr

has

сolouring

pеns

or

pеnсils.

Saу..

Listеп

апd

сolour

the

hаts'

в Plaу

Traсk

18 of

thе

СD,

stopping

aftеr

thе-ехаmplе.

Аsk:

Whаt

сolour

is

thе

hаt

oп

Grап's

hеаd?

(bluе)

Plaу

thе rеst

of

thе

rесording

without

stopping.

Lеarnеrs

соlouт

Iivе

morе

hats.

Aftеr

thе

first

listеning,

lеarnеrs

look

at

сaсh

othеr's

drawings

to

сomparе

answегs

bеforе

listеning

again.

Saу..

The

girl

сloеsп't

сolour

oпе

of

thе hаts.

Whiсh

hаt?

(thе

hat

on

JillЪ

hеad)

Lеarnеrs

сolour

thе

rеst

of

thе сlrawing

at

thе

еnd

of

thе

iеsson

or

Гor

homеwoгk.

;

Тopesсript:

$

Look

сt

the

piсture.

Listen

ond

look'

There

is one

exomple'

i

i

Мon.

Con

gou seе

the

hqt

on

Gron's

heod?

i

GiгL

Yes,

l

сon.

Т Mon:

Good.

Colouг

it b[ue.

il

':

Giгl:

Poгdon?

$

Mon.

Colouг

the

hot

on

Gгon's

heod

btue.

ii

Сon

цou

see

the

blue

hot

on

Gron's

heod?

Тhis

is

on

i

exomp{е.

Now

gou

listen

ond

co|our.

Еxtension:

C[eoг

o

spoсe

in

the

сlossroom.

Use

four

сhoiгs

to

show

thе

insidе

of

the

сoг.

д,к

ы"

t.o.n"гs

to

Ьe

Dоd,

Mum,

Jitt,

Tom,

Gгon

ond

the

сot.Leoгners[ookotthepiсtuгeondsсоndorsitin.theright

oloсes

(Dod,

the

сhildren

ond

Gron

in

thе

сoг,

ond

Мum

ond

lr,r"-*..Б"ьi"а

the

сor).

Give

props

(g[ossеs

ond

o

book)

to

Gгon

ond

Ji[t.

Prepore

lines

to

give

to

еoсh

Person

to

soЧ.

(evеrчonе

is

stonding

togetheг)

Mum:

Bgel

Cot:

Мeow

Tom

ond Jitt:

Coл

we сome,

Dod?

Dod:

Yes,

цou

сon.

(еvегgone

gев

into

thе

сor)

Gгоn:

(сokes

off

heг

hot)

Tom

ond

Jitt:

iour

glсsses

сre

on

gour

heod

Gron:

Greot

(evеrgonе

toughs)

Stronger

сlosses:

Rotе

ptоgers

oге

in

thе

сor.

Мum

ond

the

сot

oгe

Ьehind

thе

сor.

Lеorneгs

imoginе

whot

eосh

person

ond

thе

сot

ore

sоЧ|n9.

Put

their

suggestions

on

the

Ьooгd.

гo.

""o.ptБiood:

LetЪ

gol

Mum: Goodbцe

Jitt:

Тhis

t's

funng

тo..

G,сn,

gour

glosses

i,"

on

gou,

heсd

Gron:

oh

deor

Сot:'

Мeeow

кot"

plog".'

then

soч

their

linеs

ond

thе

гest

of

the

сloss

сtops

ot

the

еnd.

Notе:

This

is

o

Мoveгs

spеoking

tеst

oсtivitg

but,

with

suPPoft,

this

is

otso

usеful

рrосtiсe

ot

Stoгteгs.

Cheсk

onswers:

Storg/G:

Grоn's

glosses

purpte/Чettow,

Jitt

tou9hing/гeoding'

;й;;.

nu*.

.o

l ьЪьinа

thе

сor,

Gron's

got

bog/ftowегs

Chесk

onswers:

hоt

in

the

tгee

-

pink;

hоt

undеr

thе

сoг

_

brown;

hot

in

Dod's

hоnd

_

геd;

hot

bеtwееn

the

flowers

_

gгeеn;

hot

in

the

Ьog

_ oгonge



One

Mon:

Now find thе hot

in

the

trеe.

Girl: oK.

|

сqn

seе

the hot

in

the

tгеe.

Мon:

Right. Colour

thot

hot

pink.

Giгt:

Pink? oK I love

thqt

сo[our.

Мon:

Ме too

Two

Giг[: Theге's o hot undеr the сor.

Con

I

сolouг

thot

hqt?

Мon: Yеs.

Сolouг

the hot under the

сqr

brown.

Giгl: oK.

l've

got

o brown

penсil.

Here

it is

Мon:

Good.

Тhree

Мon:

Now, theгe's o hot

in

Dod's

hond.

Con

gou

seе it?

Giг[: Yes, l сon sее thе

hot

in

Dod's

hond.

Mon:

Gгеqt Colour

thot

hot red.

Giгl: Sorrgl

Red?

Mon:

Yes,

thot's

right.

Four

Mon:

Con

gou

see

the hot bеtwеen

the two flowегs?

Gir[:

The

hot between thе

two

flowers? oh

gеs

Mon:

Good. Colour

it gгeеn.

Girt: Greеn.

oK. l'm doing thot

now.

Five

Giг[: Con I сolouг the

hot

in

the

bog

tool

Мon: Yes Colour

thot

hot

oгongе'

p[eose.

Giгl:

oK.

l'm сolouring thе

hqt

in

the bog oгongе.

[Чon:

Thot's

gгеot

We[l

done

@

тьesе

hots

сre on Gron's

hеod.

Lеarnеrs

look

at

thе

poеm

and

at

thе

piсturеs.

Аsk:

How

mапу hаts

с(1п

уou

sее?

(2)

Whеre

аrе

thе

hаts?

(on

GranЪ hеad)

Lеarnеrs writе

thе word hеаd

on

thе

first

linе.

In

pairs,

lеarnеrs writе

thе

othеr

thrее words

on thе

dottеd

linеs

(bed,

soсks, boх).

Drill thе

pоеm.

Lеarnеrs rеpеat

thе

poеm

in сhorus.

Ask whiсh wоrds

sound

thе samе

at

thе еnd

(hеаdlbed,

soсkslboх).

Writе on

thе

board:

chаiц hаiц

саt,

mаt.

Point

and

drill

so that lеarnеrs

rесognisе

that thеsе

pairs

ofwords

sound

thе

samе

at thе еnd

too.

Dividе

lеarnеrs

into

groups

of

four.

Groups

think

of

two morе

linеs

(strоngеr

groups

сan

think

of four morе

linеs) to add

to thе poеm,

using

thе

samе

modelr:

Thеsе

.'.

аrе in/oп

...'s chаir/hаir

or саt/mаt.

Thеir linеs

сan

bе

as funny as

thеy

likе.

For еxamplе:

Thеsе birds

clrе

in

Mum,s hаir. Thеsе

ссrts

аrе

on

Dаd|s сhаir. oт

Thеsе

fish

аrе iп

thе

саt'

Thеsе

shoеs

аrе oп

the mаt.

Groups

takе

turns

to

rесitе thеir еxtra

сhаir/hаir

or

саt/

mаt \inеs

tо

thе сlass.

Note:

other rhgming

words in

the Storceгs

list

thсt

чou

сould

use

herе

to

ехtеnd this rhgming oсtivitg

ore сokelsnake,

troinl

plone,

feetl

street,

do

g I

frog,

house/mouse.

Homework

ideo:

Leoгneгs

writе

thе

сomplete

poеm

(six or

eight

lines:

thе

two

fгom

l

оnd thеiг own

fouг

lines)

ond

illustrotе theiг

poem

with

piсtures

in ong

wog theg wish.

O

М,'

Plog the

gome.

Dividе lеarnеrs into

groups

of

thrее or fоur.

Makе

surе

еaсh

group

has

an

еmpty

tablе

to

work

on.

Ask

еaсh

group

to

put

togеthеr thеsе objесts

from

thе

сlassrоom:

pеnсils,

rubbец rulеr, a book, bag

and

pеn.

Сhесk thеy know

thе

words for all

thе

itеms.

Saу:

Listеп

апd

put

thеsе

thiпgs

in

thе

right

plаcеs.

Play

Тraсk

19

of

thе

CD.

Lеarnеrs listеn

and

follow

thе

instruсtions.

Ask

quеstions to сhесk

positions. For

еxamplе: |{hеre's

thе

rubbеr?

(bеtwееn thе

pеnсils)

Ifhаt's

undеr

thе

rubbеr?

(thе

book)

||hаt|s behiпd

thе

book?

(thе

pеn)

Topesсript:

Listen.

Womon:

Put thе

penсits

on the toble.

Bog:

Soггg?

Put

the

penсils

wheгe?

Womon: Put

the

penсils

on

the toblе.

Bog: OK

ф

Ф

Womon:

Bog:

Womon:

Bog:

Womсn:

Bog:

Womсn:

Bog:

Womon:

Bog:

Womоn:

Bog:

Bog:

Womon:

Bog:

Womсn:

Boч:

Now

put thе

гubЬeг between thе

penсi[s.

Тhе

гubbeгl Betwеen the

penсils?

Thqt's

гi9ht.

OKI

And

put the

book

undeг

the

гubbeг

Soггgl

Put

the book

undeг

thе

гubbeг.

This

is o funng

gomel

Now

put

thе

pen on thе

toblе

behind

the

book.

Put the

pen

bеhind

thе Ьook?

Yes

pleose.

oK

Тhегe

Whot now?

Put

the

гuler next

to

one

of the

penсils.

Thе ruleг? Next to

o penсil'

Тhot's

гight

We[[

done

Thonk

gou



C\ossrnotes

Мoin

topiсs:

Мoin

grommor:

Тest

proсtiсe:

Мovers/Flgеrs

words:

Non-YLЕ

words:

Equiрmеnt:

@

ш"w

words

for

чou

*. With

books

сlosеф

introduсе

thе

topiс

of

thе

story

by

asking

lеarnеrs

about

sсhool

'

tsk..

Whаt

do

уou

likе

doiп{

аt

sсhool?

Rеаdiпg?

Pаiпtiпg,?

Writing?

Sport?

Saу:

This

story

is

аbout

somе

childrеn.

Thеу,rе

сtt

sсhool

todау.

sсhoot,

oсtivitiеs,

nomes,

tronsPoгt

Present

сontinuous:

Е

So

do

I

Мe

too

I don't :

H

Rеoding

оnd

Writing

Poгt

4: G;

Port

5:

E,

J

Listening

Poгt

2:

D;

Poгt

4:

r

Speoking

Port

1:

Е;

Poгt

3:

F,

G;

Poгt

5:

H

homе

(n),

jungte (n),

noughtЧ

(odi)'

poper

(n),

stor

(n),

whispeг

(v)

сtossmotes

(n)

о

CD:

Storg,

D'

I

о

o

piсture

of

o

jung[e: A

.

o

PoPer

ptonе

(optionоl):

A

о

twеlvе

piесes

of

рopeг:

E

о

рhotoсopies

(one

pеr teornег)

of

.Аnno's

сlossmotesl'

p 59:

F

о

сolouring

pеnсils

or

pens:

|' K

о

loгge

sheеts

of

popeг

(one

per

gгoup of

thrеe

to

fouг

teorners):

K

Storgtetting

Bеfore

listеning

*

Lеarnеrs

look

at

thе

fiтst

piсturе

on

SB

p

46.

Thеу

do

not

rеad thе tеxt.

Аsk:

Whаt room

is

this? @

сlassroom)

How

mапу

childreп

cа||

уou

sее?

(4)

Thеrе,s

с1

monstеr

in

this

piсture

too.

|I/hаt

colour

is

ir?

(grееn)

[|hаt's

it

doiпg?

(painting)

Say:

Now

lеt's

look

аt

thе

picturеs

апd

listеп

to

thе

Storv

@t

20

PlogTroсk

20

of

thе

CD

or

reod

the

storg.

Sиggestions

for

o

pouse

if

required:

Stop

thе

СD afIer

It's

throwing

pаpеr

plапes

аt

Sап

апd

Frеd

(SBp

46)

Ask:

1s

this

tпoпstеr

good

or

nаughtу?

(naughty)

Is

thе

moпstеr

hctving

luпсh?

(no)

Do

thе

children

like

thе

moпstеr?

(уes)

I|hаt's

thе

monster's

fаvouritе

hobbу?

(lеarnеrs

dесidе)

After

listening

to

the

whole

storg

+* Ask:

Аt

thе

епd of

thе

storу,

whеrе

аrе

thе

сhildrеп

goiпg?

(homе)

r44,n,n

с]oеs

this

moпStеrilve?

(bеhind

thе

door

of

сlassroom

10)

Is thе

monstеr hаppу or

sаd?

(lеarnеrs

dесidе)

Is

thеrе

а

mot1stеr

likе

thаt

iп

our

clаssrooп?

(no)

@

o.,"

сlossroom

monster

*

Lеarnеrs

look

at

thе

piсturеs.

Point

to

thе

piсturеs

аnd

ask..

I|hаt's

the

monstеr

doing

iп

this

piсturе?

HeIp

with

voсabularу

if

nесеssarу

(bouпсiпg

а

bаll,

throl,villg

а

plапе,

pаinti|1g

а Stаr,

rеаding,

driпkiпg,

wаving'

сlrаwing.

plауing

а

piапo\.

* Ask:

Whаt

doеs

thе

moпstеr

do

iп

thе

s/ory?

In

pairs.

lеarnеrs

tiсk

thе

сorrесt

bохеs.

Thеy

shouid

bе

ablе

to

rеmеmbеr,

Ьut

if

thеy

nееd

hеlp

thеy

сan

find

thе

answегs

in

thе

storу.

@

м"

Both

is

the

teoсher.

Ask:

1s

thе

tеаchеr's

паme

Mr

Bаth

or

Mrs

Bаth?

(Мr

Bath)

Whаt

colour

is

Mr

Bаth's

hаir?

(brown)

1s

Мr

Bаth

old

orуouпg?

(o\d)

Lеarnеrs

look

at

thе еxamplе

аnd

стoss

out

thе wrong

wоrds

on

thеir

own,

thеn

сhесk

in

pairs.

*t

Ъaсh/rеvi

sе clаssmаtеs,

whispеr,

stаr,

juпglе,

pаpеr

atdпаughtу.

Draw

a

Star

on

thе

board

and

say:

|I/е

sее

stаrs

аt7ight.

Whаt

сlo

wе

Sее

in

thе

dау./

(thе sun)

Show

a

piЁсе

of

papеr

(madе into

a

papеr

planе

if

possiblе).

Saу:

Wе

cаn

mаkе

thiпgs

with

pаpеr.

Whаt's

''иi,l

(upapеi

planеl)

Show

a

piсturе

оf

a

junglе.

Ask:

Whiсh

inimаls

livе

iп

thе

junglе? (monkеys,

snakеs)

Say

in a

normal

уoice..

Listеп

I,m

tаlkiпg

Say

in

a

rvhi,p"..

Shh

Listеп

I'm

whispеriпg

пow Mimе

doing

somЁthing

naughtу

(look

naughty

as

yоu

do this)

likе

drawing

u

гun"y

faсе

on

thе

board.

Saу..

I'm

not

good

I'пt

nаightу

Do

уou

hаvе

паughtу

brothеrs

апd

sistеrs?

Point

to

lеarnеrs.

Say:

Yoц

аre

iп

this

сlаss.

You

аrе

|riепсls

Ioо.

You.rе

.сlаssmа

tеs..

*

Lеarnеrs

оpеn

thеir

books

and

look

at

thе

piсturе

and

sеntеnсеs.

Ask

diffеrеnt

iеarnеrs

tо rеad

out

thе nеw

words.

Lеarnеrs

draw

linеs

to

matсh

thе

grееn

words

in

thе

sеntеnсеs

with

diffеrеnt

parts

оf

thе

piсturе.

Walk

around

and

сhесk

thеy

havе

donе

this

сorrесtly.

You

сould

also

do

this

by

asking:

|,4/hаt

сolour's

thе

stаr/

pаpеr?

(уеllow/bluе)

I]flho''s

паughtу?

(Аnna)

Who,s

,wiispеri-пg?

(thе

girl)

I{ow mапу сlаssmаtes

hаs Апnсt

got?

(z)

йhe,е',

|hе

piсturе

o-f'thе

juпglе?

(on

thе

wall)

Notе:

Time

is

not

intгoduсеd

until

Movers,

but

gou

mog

like

to

teосh

o,сloсk

ond

osk

lеoгneгs

whot

the

timе

is

in

eoсn

Cheсk

onswers:

(tiсked

Ьoxеs):

throwing

o

PoPег

p[one,

pointing

o stoг'

jгowing

funng

foсes,

plоging

the

Piono.



;q}

Тhеy should

bе ablе

tо

rеmеmbеr,

but if

thеy nееd hеlp,

thеy сan

find

thе answеrs

in thе story.

Lеarnеrs rеad

thе

sеntеnсеS.

Answеrs

i

3 arе

on SB

p

46

and

4

J are

on

o

41.

Cheсk

onswers:

1

jungtе

2 shoe 3

fish 4

wo[[

5 behind

6 сon't

7 piono

Еxtеnsion:

Lеorners

геоd sеntenсe

1 ogoin.

Ask

Whсt

do the

сhildren

reod obout?

(o

jungte

ond

o

zoo)

Do

gou

[ike

going

to the

zoo?

Ask

leoгneгs

to

get

UP

ond

wolk

slowlg oгound

the

сlossгoom

imogining

thot

theg

orе

in o

zoo

now.

|f

gou

do

not wont

thе сloss

to

move oгound, tеll

thеm

to

сlose

thеir

egеs

ond imogine theЧ

oге

in o

zoo.

Ask

Whсt

con

цou

see in

this

zoo? Listen

Whot

сon

цou

heor?

(birds,

еlephonts,

monkegs,

tigers,

peopte' еtс.).

Aссept

ong

гeosonoЬle onswers.

@

@

t''

Anno's

tolking

obout

the

monster.

Tеaсh/rеvisе

wh-

and

Йow quеstion

words.

Lеarnеrs

look at

thе

ехamplе.

Аsk..

Who is

Zonk?

(thе

monstеr)

Lеarnеrs look

at

quеstions

1

5.

Ask:

Whiсh аnswers

аrе

пumbеrs.?

(2,5)

Which

аnswеr

is а

сolour?

(4)

I|/hich

аnswеr

is а паmе?

(|,

З)

Saу'.

Апnа''s

tеlliпg hеr

dаd аbout

thе

moпStеr.

Lеarnеrs

listеn

and

writе thе answrrs

thеy

hеar on

thе

dottеd

linеs.

Play Traсk

21

of

thе

СD

twiсе.

Cheсk

onswеrs:

1

Pеог

210

3

Fгеd

4

btue

5

14

Тest note:

Leornегs onlg

need to

write

numЬeгs

or

nomes in Reoding

ond Writing

Port

2.

Questions

onlч

test numЬeгs below

20

ond

o[[

nomеs

wi[l Ьe spett out.

Give

lеoгnеrs

Proсtiсе

with

spelling

nomes

in

this

unit.

onе

or two

of the

questions

in

Por^t 2 mog Ьe Storteгs

nomes. Sеe

the photoсopg

.Anno's

сlossmotes'

in F.

Тopesсript:

List.en and

write

q

nome

or o

number. Ihеre

ls

one

eхomple,

Dod:

Hеllo.

ls

this o

piсtuге

of thе

monstег

in gouг

с[oss,

Annol

Yes, Dqd

Whot's its

nomе?

Zonk.

You

spe[[

thоt z-o-N-K.

Zonk

Thot's

o funng

nome.

Сon

gou

sеe the

onswer?

Now

gou

listen

ond

write

a

name

or o

number.

Оne

Dod: Whегe

doеs this

monsteг [ive?

Anno:

lt

lives

ot

Peor

Tree

Sсhool.

Dod:

At Peor

Тree

Sсhool?

Anno:

Yеs.

You

spе[[

thqt

P-Е-A-R.

Тwo

Dqd:

Whiсh

сtossгoom

is

the

monstеr

in?

Anno:

|t's in

сlossгoom

10.

Dod:

ln

сlossгoom

.l0?

Is

thot

uour

сlossгoom?

Anno:

Yes, it

is.

Тhree

Annо:

Тhe monstеr

loves eoting

сhips

Dod: Does

itl Who

givеs it

сhips?

Annq:

Fгеd.

Fred's one

of

mg сtossmotes.

Dod:

Ho ho

Four

Anno:

And

thе

monster's

got

o

fovouгite сolouг.

Dod:

Hos it? Whot's

its fovouгite

сolouг thеn?

Anno:

Blue.

Dod:

lt

tikes

thе

сolour

blue?

Anno:

Тhot's

гight

|

сon

sРell

blue.

|t's

B-L-U-Е.

Dod: Wеl[

donе

Five

Anno:

The monster's

got

lots

of points.

Dod:

Oh

How

mong?

Anno:

14. Тheg're in

o

Ьig box.

Dod:

14 Wow

Anno:

Yes.

lt loves

pointing lt

points

stoгs

ond

suns on

mg

shoes

Dod:

Нq

ho

@

looк

Fred's

drowing.

TеaсЫrеvisе

thе

prеsеnt

сontinuous

if

nесеssary.

Lеarnеrs look at

thе

fiгst

piсturе

on SB

p

46. Ask:

Иhаt's

Мr

Bаth

doing?

(writing)

Whаt аrе

thе childreп

doiпg?

(rеading)

II/hаt|s

thе monstеr

doiпg?

(painting)

Ask thе

quеstions

again and

drill

answеrs.

Stгongеr

lеarnеrs can

answеr using

сomplеtе sеntеnсеs,

for

еxamplе:

Thе

сhildrеп

аrе rеаdiпg.

In

pairs,

lеarnеrs

now look

at

thе

first

piсturе

in Е.

Ask

quеstions,

for еxamplе:

Whеrе|s thе tеаchеr/n,toпstеr?

Whеrе

аrе thе

pаpеr

plаnеs?

Learners

point

to thе

сorrесt

part

ofthе

piсturе. Pairs сhесk

thеy

arе

pоinting

to thе samе

part

of thеir

piсturеs.

Note:

Тhis is o

Мovers speoking

test oсtivitg

Ьut,

with

suppor.t,

this

is

olso

useful

oгосtiсе

ot

Stoгteгs.

t* Show

lеarnеrs

how

to

talk about diffеrеnсеs

by

сhoosing

a

сonfidеnt

lеaгnеr

to woгk with

in opеn сlass.

Look at

piсturе

1

and

say:

Iп

mу

piсturе' Frеd's drаwing.

Lеаrnеr

says:

1и mу

picturе,

Frеd|s slееping.

Writе

this

as

a

modеl

on

thе

board.

Annq:

Dod:

Anno:

Dod:



еа

In

pairs, lеarnеrs

find

fivе

diffеrеnсеs

bеtwееn

thе

piсturеs.

Thеy

point

to thе

diffегеnсеS

or

usе

singlе

wоrds

to

idеntify

thеm,

ior

ехamplе:

singiпg/drinkiпg.

Strongеr

lеarnеrs

сan

answеr

using

сomplеtе

sеntrnсеs,

for

еxamplе:

Thе

tеасhеr''s

siпgiпg

а

soпg

/

drinkiпg

soше

orаnge

juiсе.

Chесk

onswers:

Piсture

1:

Piсtuгe

2:

Тhe

teoсhег's

singing.

The teoсheг's dгinking.

The

monsteг's

рointing.

Тhe

monster's

rеoding.

Fred's

dгowing.

Fred's

sleeping.

Anno's

wгiting.

Anno's

eоting.

Тhe

poper

ptоnes

oгe

The

popег

Plоnes

ore

on

the

dеsk.

on the

floor.

$

Lеaгnеrs

look

at

thе

еxamplеs,

thеn

сomplеtе

thе

sеntеnсеs

with

thе

сorrесt

-lиg

forms.

Cheсk

onswers:

Piсtuгe,l:

wгiting/pointing/sin9in9

Piсture

2:

eсting/гeodin9/dгinking

Chесk

onswers:

2 Frеd

3 Suе

4

Тom

5

Kim

6

Luсg

7

Ben

8

Som

'*;

Say:

|,{owJiпсl

Аппа's

сlаssmаtеs

iп

thе

piсturе.

Rеаd

thе

SепtепсеS

апсl

writе

thеir

паmеs

on

thе

picturе.

In

pairs,

lеarnеrs

rеad

thе

srntеnсеs

and

writе

thе соrrесt

namеs

on

thе dottеd

linеs.

*

In

pairs, lеarnеrs

now

swap

shееts.

LеarnеrA

asks

lеarnеr B:

How

rlo

уou

spеll

уour

паmе?

Lеarnеr

B

answеrs

and

lеarnеr

A writеs

thе

namr

on

lеarnеr

B's

shrrt.

Lеarnrr

B

now

asks

lrarnеrA

thе samе

quеst1on

and

lеarnеr

B writеs

lеarnеr

A's

namе.

LеaгnегS

swap

shееts

again.

Аsk: Аrе

усlur

паmеS

corrесt,?

Kееp

thеsе

shееts

in

a

fllе

or

displaу

thеm

or

ask

lеarnеrs

tо

gluе

thеm

into

thеir

notеbooks.

@

wь"t

om

l?

lt. Ask:

Iп

thе storу,

ууhаt

сJo

thе

сhildrеn

hаvе.fbr

luпсh?

(fish

and

сhips

and

pеas and

Ъread)

Аrе

thеу

sitting

iп

а

clаssroom?

(no)

Аrе

thеу Sitting

iп

а

diпiпg

room?

(уes)

Il/herе

do

уou

hаvе

уour

luпch

аt homе? Do

уоu

hаvе

а

diniпg

rooп

аt

homе?

*

Rеad

thе last

sеntеnсе:

I,m

а

diпing

room Thellook

at

thе еxamplе

togеthеr'

Аsk Whеrе's

this

dining

rсlom,|

(in

AnnaЪ

sсhool)

*:

In

pairs,

lеarnегs

rеad

thе

rеst

ofthе

tеxt

and

сhoosе

thе

fivЬ

missing

words

from

thе word

box.

Notе

that

thеrе

arе

two

ехtra

wоrds

that

thеy

will

not

nееd.

Lеarnеrs

сan

сroSS

out

Words

as thеу

usе

thеm.

Cheсk

qnswers:

1

books

2

сhoirs

3

tobte

4

сhips

5

juiсe

@

wь"t

ore

theg

ploging?

ll

Ask:

Iп

thе

storу,

dсl thе

сhildren

hаvе

thеir

sports

lеssoп

iп

thе

morпiпg

or

thе

qfiеrпoon?

(t\tе

aftеrnoon)

Whiсh

thrее

sports

do

thеу

plау?

(soссеr,

tеnnls

oг

basеball)

Whiсh

of

thеsе

sports

do

уou

likе

plауiпg?

(lеarnеrs

dесidе)

яu Ask:

Doеs

thе

moпStеr

hаvе

а

sports

lеssoп

too?

(no)

Saу:

I4/еll'

thе

moпstеr

likes

sport.

Look

It's

plауiпg

сlilfеrепt

Sports

|1ow.

Lеarnеrs

look

at

thе

piсtuгes

in

H.

How

mапу Sports cаn

уou

sее?

(6)

;+

ln

pairs,

сhildrеn

look

at

thе words

and

draw

linеs

to

thе

six

piсturеs.

.e

Point

to

еaсh

piсturе

in

turn

and

ask:

Whiсh

spсlrt

аrе

thеу

plауiпg?

(basеball,

tеnnis,

hoсkеy,

baskеtbal1,

badminton,

football)

t*,

Writе

on

thе

board

оr

usе

thе

modеl

in

H.

Аsk.'

Whаt

sport

сlo

уou

likе?

W\en

lеarnеrs

answеr

thеsе

quеsttons

|for

еxamplе:

I likе

swimmiиg.),

smilе

and

say: So

do

I

Ме

too

Еxplain

in

L

1

if

nесеssary

that whеn

somеonе

says

thеy

likе

(doing)

somеthing

or

thеy

likе

somеonе,

if

wе

fееl

thе

samе

Waу' wе

сan

Say:

So

do

I

or

Mе

too

If wе

don't

fееl

thе

samr

way' Wr

сan

saу..

I don

7/

Drill

thе ехprеssiоns.

Say:

l love

Jbotbоll/

All

thе lеarnеrs

who

agгее

with

you

say:

So

do

I

А11r

thе

lеarnеrs

Еxtension:

Pгеpore

twelve

pieсеs

of

poper

with

instгuсtions

on

thеm.

Fotd

them

up

ond

put

them

in

o hot. Leoгners сhoosе

on

instruсtion,

гeod

it,

thеn

give

it Ьoсk

to

gou.

Тheч

mimе

oг

oегfoгm

the

oсtion.

otheг

lеоrneгs

gUess

whot

thеч'гe

doing

Ьnd

the

leoгner

doing

thе

mime

sogs

ges

or

no.

Strongег

leorneгs

сould

rеspond

more

fultg,

for

exomplе:

Nq

lm

not

writing.

No,

Гm

not

s|eeping.

Тhe

leoгnег

who

guesses

сoгreссlg

сokеs

the

nеxt

instruсtion.

Suggested

oсtions:

Yoi;re

eoting.

You're

drinking.

You're

loughing'

You're

stonding'

You,re

jumping.

You,re

slееping.

You're

sitting.

You're

pointing.

You're

drowing'

You're

woviig.

You're

reoding.

You're

writing'

@

лn'..q's

с[сssmсtеs

.i;l

Givе

еaсh

lеarnеr

a

photoсopy

of

.Anna's

сlassmatеs'

(p

59).Lеarnеrs

look

at

thе

piсturе ofthе

сhildrеn

in

thеir

сomputеr

сlass.

lf

your

lеarnеrs

сan

uSе

o'сlock,

ask..

Whаt's

thе

tillle

пow?

(|1

o'сloсk)

Is

it

thе

morпiпg

or

thе

аfiеrпooп?

(the

morning)

Point

to onе

of

thе

сomputеrs

and

ask:

I]tlhаt',g

this?

(a

сomputеr)

11oи:

mаiу

сhildrеп

аrе

thеrе

iп

thе

сlаssroom?

(8)

Whаt,s

thе

tеаch

еr

d сl

iпg.?

(drawing).

;s

Ask:

IЦhiсh

girl

is

Аnnа?

(Тhе mоnstеr

paintеd

AnnaЪ

shoе

on

SB

p

a6.)

Ask:

Ё1ow

do

уou

spell

Аnпа?

(A-doublе

N-A)

:э

Ask:

Now,

whеrе's

Frеd,/

Hе,s

w*еаring

а

уеllow

I|shirt

o|1

pаgе

46.

Сап

уoL|

Sее

him..,

Learnеrs

point

tо

Frеd.

Note:

In

thе

YLЕ

Listening

ond

Spеoking

tеsts,

the

сontгoсted

foгm

is

fгеquentlg

heord.

|n the

YLЕ

Rеoding

ond Writing

test,

the

.ontr.oсt"dlo.m

isn't

widelч

usеd.

Writе

on

the

Ьoord:

FrеdЪ

drowing.

Fred

is drowing.

Point сnd

exploin

in L1

if nесеssoгg

thot

wЪ

сon wгite

shе,s,

hе,s

ond

itЪ

oг

she

is,

hе is

оnd

it is.

Тhе

сontгoсtеd

form

is

o

foster

wog

of

soчing

the

some

thing,

so

whеn wе

speok

we

oftеn

just

odd

the

Ъ.

You

сould

then-show

leorneгs

the

diffеrеnсe

bеtwееn

thе

is/isnt

form

more

fullg,

foг

exomple:

Tom

is drаwing.

Tom

isлl drowing.



who

disagrее

with

you

saу

I

doп't Saу

I likе

tеnпis

Lеarnеrs

who likе

tеnnis say:

Mе

too Al1

thе

lеarnеrs

who

dоn't

likе tеnnis

saу

I don't

In

pairs,

lеarnеrs

thеn

ask and answег: |{hаt

sport

do

уou

likе?

If thеy

agrее

with

thеir

partnеr's answеr,

thеy

сan rеspond

with:

So

do

I

or Mе

too

Saу

I

lovе

thе

шoпstеr iп this

story Thosе

who agrее

with

vou saу

So do

I

O @o

rt

Goodbge Goodbge

Ask

onе сonfidеnt

lеarnеr

to

rеad thе

sеntеnсе

from

thе

Story

on SB

p

47:

Thе

сhildrеn

iп Mr

Bаth's сlаss аrе

goiпg

homе

пow.

Say:

113

thе

епd

ofthе

аftеrпooп

l1o1ц' Lеarnеrs look

at

thе

piсturеs

in I. Ask: How

mапу

сhildrеn

cаn

уoLl

sее?

(4)

|Цhаt аrе thеir

паmеs?

Do

уou

kпow'?

(Sue,

Tom,

Frеd

and

Luсy) Аsk

Whеrе's

Suе

goiпg?

(the

park)

Lеarnеrs follow

thе strееts to

find

whеrе thе

othеr

сhildrеn

arе

going.

Cheсk

onswеrs:

Tom

_

shop,

Fred

_

bеoсh,

Luсg

_

hеr house

,в

Мakе

surе lеarnеrs havе сolouring

pеnсils

or

pеns.

Saу You

сап

сolour thе

strееts

to thеsе

diffеrеnt

plасеs

Listеn

and сolour.

Plav Traсk 22

of

thе

СD

twlсе'

Cheсk

onswers:

Sue's

street

_

ge[[ow,

Тom's

stгeet

_

bгown, Fred's stгeet

_

gгeеn, Luсg's strееt

_

PuгP[е

.н

Ask: |4/hаt саn Suе seе iп hеr strееt?

(a

rеd motorbikе)

Ask

what

thе

othеr сhildrеn

sее.

(Tom

_

bluе bus,

Frеd

_

grеy lorry/truсk,

Luсy

_ orangе

bikе)

Тopesсript:

Look

вtthe

piСture.

Listen ond сolour.

Моn:

Con uou

sеe

Sue?

Giгl: Yеs,

l

сon.

Мqn: Good.

Where's

shе

goingl

Giг[: She's

going

to the

pork.

Мon:

Тhot's

гight.

Colour

hеr

stгееt

gеllow.

Giгt:

Yеllow.

oK

Мon:

Whеre's Тom

going?

ls hе

going

homе?

Giгl:

No. Не

isn't going home. He's

going

to

the

shop.

Mqn:

oh

ges

Cotouг Tom's

stгeеt Ьгown

p[eоsе.

Giгl:

Soгrg?

Mon:

Colour

Tom's

strееt brown.

Giгl: oK

Giг[:

Fгеd's going

to thе beqсh.

Мqn: Yes,

thot's

гight.

Colour

his stгeet

gгeen.

Gir[: Greеn. oK. l

like

thot

сotouг.

Mon:

Ме

too

Gir[:

Тheгe

Mon:

Thоnk

uou.

Wеll

donе

Giг[: And Luсg's

going

to her house now.

Look

Мon:

oh

gеs.

Giг[: Con l

сolour

t'he

stгeet to hег housе

рuгp[е?

Mon: Purple

'..

Mmmm.

Good

idео

Gir[:

Тhonks.

@

wь"t

ore thеsе monstеrs

doing?

Тest note:

Lеoгnеrs

hоvе

to

look

оt thгee piсtures ond onswеr

five

questions

in

Stoгters Reoding ond

Wгiting

Poгt

5.

Thеg

onlч

hove

to wгitе one-word

onsweгs.

Еoсh question

wi[l Ьеgin

with

Нow mona

or

o

Wh-

question

woгd

(tgpiсollч

Whц

Whoц

Whot's, Whot

сolour,

Where),

Cheсk

thсt

leогners understond

these.

Ask: 1s it

dау

or

is it

пight in

this

piсturе? (nighQ

Whаt|s thе

moпStеr

doiпg now?

(playing

with

its friеnds)

How

mапу moпStеrs аrе

thеrе?

(5)

Whеrе

аrе

thеsе

moпstеrs?

(in

сlassroom l0)

Look

at

thе

еxamplе.

Аsk lllhаt's

thе

orапge moпStеr

doing?

(writing)

In

pairs

or

on

thеir own,

lеarnеrs

answеr

thе

ouеstions.

Cheсk

onswers:

15 2сomoutег з2 4гed

5Ьotl

@

мg

monstеr

Lеarnеrs now think of thеir own

monstеr. Writе

on

thе

boагd:

l

Mу

moпstеr

i's

...

2 Mу

moпstеr

hаs got

...

З

Mу

moпstеr livеs

..

'

4 Mу

moпstеr

likеs

...

Ask: 11ow ссlп wе

сomplеtе

thеsе

four

sепtепcеs?

Lеarnеrs offеr

suggеstions.

Writе

thеsе on

thе

board.

For еxamplе:

1

(a

сolour)

orапgе

/

bluе

2

(a

numbеr and

body

parts)

4

lеgs

/

З

еуеs

3

(a plaсе)

iп our

gаrdеn

/ uпdеr

mу

bеd

4

(an

aсtivity)

swimming

/Jlуiпg / riding

mу

bike

In groups

ofthrее

or fouц lеarnеrs сould

thеn

makе a

monstеr

сollagе

on

a

largе

shееt

ofpapеr. Thеy

еaсh

draw and сolour thеir own monstеr and writе about

it

using thе four modеl sеntеnсеs

abovе.

Altеrnativеly'

lеarnеrs сrеatе thеir own

monstег

piсturе

on

a

srparatе

piесе

оf

papеr

and writе about

it in thе

samе

way.

Ask

two or thrее

groups

to

show

thеir monstеr

piсturеs

and

to talk

about

thеm. Display

thе

drawings around

thе

сlassroom

ifpossiblе.



Мoin

topiсs:

Мoin

grommor:

Тest

proсtiсe:

Мovers/Flgers

words:

Non-YLE

words:

Еquipment:

тhe

night

troin

fomi[g,

homе'

tronsPoгt

pгepositions

of

ploсе:

D

odjeсtives:

Е

Reoding

ond Writing

Port

4: G; Poгt

5:

C

Listening

Poк

1:

D; Port

3:

F

Spеoking

Poгt

3:

E;

Poгt

5:

F

mountoin

(n),

quiсktg

(odv), snow

(n)'

snowmon

(n),

snowboll

(n)' tiсket

(n)'

woit

foг

(v)

nonе

о

CD:

Storч,

D,

F

о

Ьus tiсI<et.

piсturе

of o snowg

mountoin:

A

о сolouгing

pеnсits

oг

pens: B,

G,

H, l

o

piесes of

popeг

(one

рer

leorner):

G

о

photoсopies

(one per leoгneг)

of

.Tiсkеts,

ptеose '

p 60:

l

о

photoсopiеs

(one

per

group

of

threе)

of

.A

long

tгoin,

o shom

troin'

p

61:

J

Storgtetting

Before

listening

:}

Lеarnеrs

look at

thе

first

piсturе on

SB

p

52.

Thеy

do

not rеad

thе tеxt.

Аsk:

Which

roon1s са|1

уoLl

Seе

iп this

house?

(bеdroоm,

bathroom,

living

гоom,

kitсhеn)

Whеrе

аrе

Bill's

pаrепts?

(in thе living

room)

Wherе's

Bill?

(in

his

bеdroom)

Is it

morпing,

а;ftеrnooп

or еvеniпg?

(еvеning)

Say:

ly'ow lеt's

lсlсlk

аt thе

piсturеs

апd

listеn

to

thе

storу.

@',

PtogТroсk

23 of

thе

CD

or rеod

thе

storg.

Suggеstions

for

o

pouse

if required:

;э

Stop

thе

СD

aftеr

l|аit

Jbr

иel

(SB

p 52)

Аsk:

Аrе

Bill's

mum апd

dаd

slееpiпg?

(.уes)

Is Bill

iп his

bеdroсlm

now?

(oo)

Whаt''g

Bill

got iп

his

hапd?

(his

tiсkеt)

Do Bilt,s

tпum,

dсld апd

sistеr

kпow

аbout

thе

night

trсliп?

(no)

After

listening

to

the

whole

storg

+

Ask:

,[I/herе

doеs

Bill

go

oп

th'е

trаiп?

(to

thе

mountains)

Doеs

he

go

with

his

fашilу?

(no)

Иrhаt's

Bilt doing

иow?

(looking

at

his

nеw

tiсkеt)

Do

уou

go

o|1

сl

trаiп

аt

night

likе

this?

(no)

@

wьo's

tolking

obout

this

storg?

Lеarnеrs

look

at

thе faсеs and

rеad

thе sеntеnсеs

in

thе

spеесh

bubbiеs.

Аsk:

Who's

tаlkiпg

аbout

this

storу?

Is

it

thе

woпlап,/

. .

. thе

mап?

..

. thе

girl?

Lеaтnеrs

stand

up whеn

thеy

think

your

answеr

is гight.

Cheсk

onswer:

the

girt

эi;

Lеarnеrs

сopy

and

сolour

thе

girl,s

faсе

in

thе

сirсlе in

thе sеntеnсе

bеlow

thе spеесh

bubblеs'

@

вitl's

dod

wotсhеs

TV.

Look

at

thе еxamplе

quеstion

togеthеr.

Аsk.'

Who

wаtсhеs

TV with

Bill's

mum?

(Bill's

dad)

In

pairs, lеarnеrs

look

at

quеstions

1 6

and

writе

onе-

woгd

answеrs.

Thеy

should

bе

ablе

to

rеmеmbеr,

but

if

thеy nееd

hеlp,

thеy сan

find

thе answеrs

in thе

story.

Cheсk

onswers:

I both(гoom)

2 tiсket

3 window

4

night

5 mountoins

6

fгiеnds

;:;

Ask:

Do

уott

siпg

iп

thе

bаth?

Whаt's

уour.fаvouritе

hаppу

soпg?

@

ш"*

words

for

gou

:;

With

bооks

сlosеф

introduсе

thе

topiс

of

thе story

by

asking

lеarnеrs

about

going

to

diffеrеnt

plaсеs.

Ask:

Whеrе

do

уou

likе

goiпg? How

do

уou

go

thеrе?

Do

уou

go

on

а bus?

...

oп

а

plапе'? ...

on

уour

bikе?

..'

on

а

trаiп'?

Saу:

This

stotу

is аbout

а

boу,

His

паmе

is Bill.

Bill

goеs

oп а

trаin

аt пight.

g

Tеaсh/rеvise

mouпtаiп,

S|low'

Snowmап,

snowbаll,

tiсkеt,

quicklу and

thе ехprеssion

II/аitJbr

mе Draw

or

show

lеarnеrs

a

piсturс оf a

mountain

with

snow

on

tt.

Аsk.. Whаt

са||

уou

mаke

with

sпow?

Draw

a

snowman

thеn

mimе

piсking up

snoщ

making

a

snowball

and

throu,ing

it.

Draw

or

show

a

bus

tiсkеt.

You,ll

nееd

to

dеsсribе

a

situatiоn

tо tеaсh

|4/аit.for

mе

and

quiсklу.

Saу..

Mу

friепd

апd

I loуе

ruппiпg.

Mу

friеnd

сап

rцn

vеry

quiсklу

Тirгn

уour

hеad

from

lеft

to

right

as if

you'rе watсhing

him

run

past

you vеry

fast. Say:

I саn,t

run

quiсklу Draw two

pеoplе

on

thе

boarф

onе

far

bеhind

thе

othеr.

Рoint and

saу

Mу

friеnd

is

ruппiпg

in

froпt

oJ,mе.

I'm

ruппiпg

bеhiпd

him.

I

doп,t

likе

thаt

I

wапt

to

ruп

with

him

I

sау:

,Stop

|4/аit.for

mе '

;l;

Lеarnеrs

now

opеn

thеir

boоks

and

loоk

at thе

piсturеs

and

words.

Ask

diffеrеnt

lеarnеrs

tо геad

out

thе

nеw

wоrds.

Thеy

draw

linеs

frоm

thе

words

to

thе

piсturе

or

part of

thе

piсturе

that shows

thе

word.

Walk

around

and

сhесk

thеy

havе donе

this

сorrесtlу.

You сould

also

do this

by asking,

ior

ехamplе:

I4/hаt

сolour

is thе

sпow/

tiсkеt?

(whitе/yеllow)

Who's

mаkiпg

thе sпowmаn.',

(thе

girl) How

lпапу

mouпtаiпs

аrе

thеrе?

(onе)

I|ho's

rтLnпiпg

quiсklу?

(thе girl)

I|/ho's

sауiпg:

,I|/аitfor

mе?'

(thе

bov)



@ @o,o

Put

the

joсket

on Bill's

bed.

Rеvisе

prеpositions.

Movе

a

pеnсil

from

plaсе

to

plaсе

in thе

сlassroom

and

ask Whеrе

s thе

pеnсil

now?

Lеarnеrs look

at thе

piсturеs

in

D.

Ask: How

шапу

smаll

picturеs

сс1п

уou

sее?

(1)

I4/hаt сап

уou

Sеe iп

thе

smаll

picturеs?

In

pairs,

lеarnеrs

writе

a

list inсluding

thе

сolours

in

thеir notеbooks.

Cheсk

onswers:

o гed

joсket,

o

gеllow

tiсkеt, bloсI< shoes,

on oгongе ond whitе

hot,

o

gellow сomеro, o green

Ьog, o

tog

snowmon

(white)

Play traсk

24

of

the

СD. Listеn

to

thе

еxamplе and

thеn stop

thе

rесording.

Сhесk

lеarnеrs

undеrstand

thе

instruсtions. Point

to

thе

linе

and

say:

Look Bill's

jсtcket

is on

thе

bеd

пow.

Lеarnеrs now listеn

tо thе

rеst

ofthе

rесording.

Thеy

put

fivе

ofthе

othеr objесts in

diffеrеnt

parts

ofthе

room by drawing linеs.

Plav Тгaсk

24

a

sесond

timе.

Cheсk

onswers:

shoes undeг the сhoir,

tiс|<et

in Bill's

hond,

сomeгo betwееn

the

window

оnd thе piсture, hot

on

Bi[l's heod,

tog

snowmon

on the сuрbooгd

Test tip:

Leoгnегs mog

heor:

.Put

something

in,

on,

under, between or

next

to

somеthing'

in

Storceгs Listening Pогt

1.

Тhе9 might

olso hove

to follow

on instгuсtion with Ьehind

or

in

front

of,

Ьut

thеsе

two

pгepositions

ore

less

сommonlg heord os

it's

diffiсult

for

lеornеrs

to

show these oositions with o tine'

Extension:

Divide leornегs into

gгoups

of

fouг.

Ask

eoсh

lеoгner in the

gГouP

to

find

two

things

in

thе

сlossroom oг

in

theiг

bogs

thot

other leornеrs

сon

Put

in diffегent

ploсes.

Leoгners

now

Put

the

gгouP's

eight oЬjeсts on

o

toblе. Eoсh lеoгner

in

turn

tells onotheг

to

put something

in,

on,

under,

betwеen oг

,lеxt

to

something еlse in thе сlossroom,

for

exomple:

Putthe

book

under the teoсherЪ сhoir.

Put

the

rubber on Tom's

hеod.

Тheg

leove the oЬjесts wheге theg hove

put

thеm.

Afteг

o[[

objeсts

hove

Ьeen

ploсed,

leqгneгs

sog

wheгe differеnt things оre.

Мokе

sure

oll

oЬjесts

ore

гeturned

to

theiг owneгs

Topesсript:

Look

ot

the

piсture'

Listen

ond

look. There is one exomple.

Bog:

ls

this

Bitl's

Ьedгoom?

Womon:

Yes, it is. Put thе

joсket

on his bed'

pleose.

Bog:

Put

the

jосket

wheге?

Womon:

on

Bitl's Ьed.

Good.

Сon

gou see the line? This is on eхomp|e.

Now

goи

listen

ond

drow

lines.

Оne

Womon:

Bog:

Womon:

Bog:

Тwo

Womon:

Bog:

Womon:

Bog:

Three

Womqn:

Bog:

Womon:

Bog:

Four

Womqn:

Bog:

Womon:

Bog:

Five

Womon:

Bog:

Womon:

Bog:

Womon:

Now

рut

the

shoes

under the

сhoiг.

Soгrg?

Put the shoеs wherе?

Under the сhoiг'

plеosе.

oK

|

сqn

do

thot.

Whot

now? l

know

...

Find

the tiсket.

l

сon

seе

thе tiсket.

Wheгe

сon l

put

thot?

Put it in Bill's

hond.

ln

Bitl's hond.

OK

Now lеt's

Put

the сomeгo between the

window

ond thе

piсtuге.

Thе сomегq? Bеtween

the window ond the

piсtuге?

Yеs, pleose. ls it oK theге?

Yеs, it

is

And

сqn

gou

seе

Bitt's hqt?

Yеs, l сon.

|t's

o

greot hot. l

tike

the сolouгs.

Me too

Put

the

hot

on

Bitt's

heod.

on

his

hеod. ... Right |'m doing thot

now.

And

сon

gou

see the

tog

snowmonl

Yes,

l

сqn.

Good

Put the snowmon on

Bitl's

сupЬooгd.

oK.

|t's

on

Bil['s

сupboord

now.

Greot

@

Ir

it

long

or

short, old

or new?

Writе on thе

board: old, short'

Аsk:

Whаt s

old in our

clаssroom or iп thе

plауgrouпd?

(l,earners

answеr)

Ask:

|4lhаt's

short?

(\еarnеrs

answеr)

Writе

on

thе

board: loпg,

nеw,

fuпnу.

Saу

Fiпd

thеsе

thrее words

in thе

storу.

Lеarnеrs look at

thе

pagеs

and

find

thеsе

thrее words.

Thеy сould сirсlе

thеm.

(Thеy

dеsсribе

BillЪjaсkеt, his

sесond

train

tiсkеt

and

thе

snowman.)

Аsk

||hаt's loпg?

(B1|1,s

jacket)

I4/hаt\

nеw?

(Bt||,s

sесond train

tiсkеt)

I|/hаt

s

funпу?

(the

snowman) Аsk t|hаt сolour

is

Bill

s

jасkеr?

(rеd)

Tеaсh/rеvisе

bеаutiful.

Rеmind

lеarnеrs

that

иgiy is

thе

opрositе of bеаutiful.

Look at thе

еxamplе

piсfurе,

thе

word boх

and

thе

answеr.

Ask: 1s

Billb

jасkеt

long or

short?

(1,olg)

In

pairs,

lеarnеrs

look at

thе

piсturеs

and

сhoosе

an

adjесtivе

from

thе

word box

to dеsсribе

it.

Suggested onswers:

1 new 2

otd

3

funnu

4

shom

5 beoutiful



-

Еxtension:

Wгite

on

the

Ьoоrd:

big,

goung, sod'

shorq

diпg,

uglg.

In

poirs

or

on

their

own,

[еorneгs

drow

six сirсtes

ond wгitе

onе of

these

odjeсtives

in

еосh

сiгсlе.

Theg

thеn

odd

the

oppositеs

(smсll,

old,

hoppg,

Iong, с|eon,

beoutiful)

."jh"

.Ц:l

Homework

idеo

for

strongеr

сlсsses:

Leoгnегs

wгite

three

sеntеnсes

using

thгeе

of

thе

odjeсtivеs

from the

сiгс[es,

for

exomple:

l've got long hoir.

These

ore

mц

old soсks.

rhis

is

our

beoutiful

cor.

@

@,,'

Bitt

сnd

his

fomilg

Lеaгnеrs

look at

thе

piсturеs.

Ask

lеarnеrs

what

thеy

сan

sее

in еaсh

piсturе.

Usе

thе dеtails

in

thе

piсturеs

to

praсtisе Startеrs

Spеaking

Part

5

quеstions.

Аsk..

I,|/ho

do

уou

wаtch

tеlеvisioп

with?

Whаt's

уour.fаvouritе

toу?

Do

уou

like

plaуiпg

in

thе

sпow?

.Геl1

lеarnеrs

to

listеn

to

a

man

and

a

girl

talking

about

thе

story.

Lеarnеrs

rеad

thе

quеstions and

tiсk

thе

right

box (A,

B

or С).

Tеl1

lеarnеrs

that

thе answеrs

might

bе

diffеrеnt

to

what

happеns

in

thе

story.

Play

Traсk

25 of

thе СD

twiсе.

Cheсk

onswers:

lA

2с 3B

Тopеsсript:

Look

ot the

piсtures.

Listen ond

Iook.

Тhere

is one

eхample.

Whot's

in BiII's

bog?

Giгl:

Whqt's

in

Bitl's bog?

ls

it o

kite?

Мon:

No,

Bitl

hosn't

got o

kite.

GirL

Bitt

likes

musiс.

|s

it o

guitor?

Мon:

No

it

isn't.

|t

isn't

o

guitoг.

lt's

o

гobot.

Сon

gou sеe

thе

tiсk?

Now

gou

|isten

ond

tiсk

the

boх.

Оne.

Whot

ore

Bil{'s mum

ond dad

doing

now?

GiгL

Whot

qгe

Bill's

mum

ond

dod

doing

now?

Are

theg

totking

in the

living

гoom?

No, theg

oren't.

Aгe

theg

wotсhing

tеlevision

thеn?

No.

Тhеg'ге

in bed.

Theg'гe

s[eeping.

WhereЪ

BillЪ sister?

And whегe's

Bill's sistеr?

Shе isn't

in

her bedгoom.

Тhot's

гight.

And she

isn't

in

thе

Ьothroom

now.

No.

She's

in

the

tiving

гoom.

Shе

сon't

slеep.

She's

hoving

o drink

of

milk.

Тhree. Whot,s

BiII

doing

now?

Giгl:

Whqt's

Bit[

doing

now?

Mon:

He's toughing

ond

ploging

in

the

snow.

Giгt:

ls

he

sitting

in

the

snow?

|s he

|umping

in

thе

snow?

Мon:

No. He's

running. His fгiend

is

throwing

o

snowЬqll

qt

him

Girl:

Ho

ho

Мon:

Giг[:

Mon:

Тwo.

Girt:

Mon:

Giгl:

Мon:

Extension:

Give

eoсh

leornег

o

pieсe of

popeг.

Tell

them

theg

сon

dгow

ond

сolour

theiг own snowmon

or

snowwomqn now

Writе

on the

boогd

(oг

sog)

fivе things

thot

thеg

shou[d

inсludе

in

theiг

piсtuгe

of

the

snowwomon:

а

red

joсkeц

some

blссk

glossеs,

grееn

hoir,

o tomoto,

o

penсil.

Leo.ne.'

сon

use

thesе

things

os

theg wish'

toг

exоmple,

theg

might

use

thе tomoto

to

moke

o

nose

ond

the

penсil

to

.oй"

o

mouth.

Displog

thе

drowings

огound

the сlossroom

if

possible.

@

wь"t

om

l?

Ask:

1и

thе stotу,

whаt

doеs

Bill,s.friепd

throlу

аt

him?

(a

snowball)

Аsk:

Whаt

do

thе

сhildrеп

mаkе

iп

thе

mounrаiпs?

(a

snowmаn)

Look

at

thе еxamplе

togеthеr

and

say:

А

boу's

mаkiпg

(7

Snowmап

иor't,.

Ask:

Hou-

mаnу

words

аrе

iп

thе word

boх?

(8)

Makе

surе

lеarnеrs

sее

that

thеy

will

nоt

havе

to usе

two of

thе

rеmaining words

in

thе

word boх.

Lеarnеrs

rеad

thе

tехt

and

сhoosе

words

from

thе box

tо

сomplеtе

thе

tеxt.

Thе

piсturеs will

hеlp

thеm.

Lеarnеrs

сomplеtе

thе

task

on thеir

own,

thеn

сhесk

anSWеrS

in

pairs.

Chесk

onswers:

l

hot

2

bodg

3

сorrot

4

lеgs

5

mouth

g:

Ask:

И/hiсh

words

аrеп't

аnswеrs?

(TV,

radio)

@

would

gou tike

on

еgg

for

brеokfost?

*

Say:

Аt

thе

епd of

the

stotу,

it's

morпing

апd

Bill

s

fаmilу

оrе

hаviпg breаkfаst.

Аsk

Whаt do

уou

еаt.for

brеаkfа,st?

ИГhаt

doеs

уour

fаthеr/sistеr/mothеr

hауе

for

brеаkfаst?

Writе

lеarnеrs'

suggеstions

on

thе

boaтф

hеlping

with

voсabulary

if nесеssary.

You

may

wish

to

tеach

сеrеаl

herе.

*

In

pairs

(as

in

thе сonvеrsation

bеtwееn

Bill and

his

mothеr),

lеarnеrs

usе

thеir

suggеstions

on

thе

Ьoard

and

ask

and

answеr:

IЦould

уou

likе ,..

?

Yеs,

plеаse /

|'{o,

thапk

уou

*ь

Lеarnеrs

look

at

thе food

and

draw

and

сolour

thеir

favоuritе

brеakfast

on

thе

tablе.

Thеy

сan

usе

idеas

from

thе

piсturеs

or сhoosе

thеir

оwn

food.

Lеarnеrs

show thеir brеakfasts

to

thеir partnrrs.

Ask

thrее or

four

lеarnеrs

what

thеу'rе

having

for brеakfast.



@

wьеre

orе

gou

going

now?

Teoсhing

tip:

Keеp the sensе

of

this oсtivitg veгg muсh

in

the

pгesent.

lt

might сonfusе leornегs

to

intгoduсе

Pгesеnt

сontinuous

foг

futuгe

use here.

Тbll

lеarnеrs,

likе Bill,

thеy

aге

going

sоmеwhеrе

now.

on

thе

board writе:

I'm

goiпg

to

...

I'm

goiпgwith

'..

I'm

goiпg

on/iп

а ...

Аsk Whеre

do

уouwаnt

to

go?

Writе

lеarnегs,

suggеstions nехt

to thе

right

Sеntеnсе

on thе

board

(thе

moon' San Franсisсo,

London, Australia) Ask:

Who do

уou

wаnt

to

go

with?

(my

mum, my unсlе,

my

сlassmatеs,

thе

namе of

a

famous

pеrson)

How

аrе

уou

going

thеrе?

(in

a

boaфlanе/hеliсoptеr)

Lеarnеrs look at thе

piсturеs

ofthе

bag and

ofthе

diffеrеnt

things thеy сan takе

with

thеm.

Chесk

lеarnеrs

know

thе

voсabulary

(aсkеt,

hat,

soсks,

shoеs, glassеs,

applе,

banana, watеr,

gamе,

book,

сamеra'

phonе).

Lеarnеrs

dесidе

whiсh six

things to takе and

writе

thе

words on

thе

dottеd

linеs.

Writе

thе

words

on

thе

board

to

hеlp with spеlling

if

nесеssary.

Ask

two

or

thrее lеarnеrs whiсh things thеy

arе

taking.

Givе

еaсh

lеarnеr

a

photoсopy

of.Tiсkеts,

plеasе ,

(p

60).

Lеarnеrs now сomplеtе

thе

sеntеnсеs.

Thеy thеn

сomplеtе

]'{аmе:

From..

Tо:

on

thеir tiсkеt.

Thеy

сan

now

draw and

сolour a

piсturе

ofthеir

сhosеn

dеstination

in

thе

boх.

Ask

two оr

thrее lеarnеrs

to

tеll

thе

сlass whеrе

thеy arе

going.

Display thеir.Тiсkеts,

plеasеl,shееts

around

thе

room if

possiblе.

@

вtog the

gсmе.

Dividе

lеarnеrs into

groups

of thrее or

four.

Givе

еaсh

group

a sеt ofсards

whiсh havе bееn сut

from

thе

photoсopy

.A

long

train,

a

short

train'p

61.

Chесk

that lеarnеrs undеrstand

what еaсh сard

is

showing

(long/short

trаiп, big/smаll

саr

old/пеw

bike,

dirtу/cleап lorry,

big/smаll

plапе,

old/пеw boаt,

dirtу/

сleаn

bus.)

Groups

put

thеir сards faсе down on

a tablе

or

on

thе

floor

and

movе thеm around

so that thеy

don't

know

whеrе еaсh

сard is. Lеarnегs

try

to

find

a

matсhing

pair.

Thеy

should

turn ovеr onе сard

first, look at it and say,

for еxamplе:

А

long trаiп.

Theу turn ovеr

a

sесond сard

and again

say

what thеy сan

sее,

for ехamplе: А short

trаiп.

Тheу

сan

only

kееp

thе

pair

if thе сards show

thе

samе

thing.

If

not, thеy turn thеm faсе down again.

At

thе

еnd of

thе

gamе,

thе

playеr

with

most

pairs

wins.

Altеrnativеly,

play

thе

gamе

whеrе oppositеs

makе

thе

paiц for

ехamplе: а

big/smаll саr.

*f

&

1i



_

\Ninners

Storgtetting

Мoin

topiсs:

sPoпs'

nomes,

сorouгs

Мoin

topiсs:

sPorts,

nomes,

сolouгs

Мoin

grommor:

сon1unсtions

ond,

but,

or:Е

''u

t-"u.*.*

tooк

ш

thе

first

1эig

piсturе

on

SB

p

58.

Тhеу

;.'.;;;.;:;;

iн**::::.-;:Т:.,'

,;;-;;i,'jjri'::;i;i:::r:,;::i|':],:]

''.

sp".кi^g

Poгt

1:

D;

Poгt

2:

D

L

+.

l

]i,,.,|,o",,

o,n

thnу

pl'ау|пg?

(baskеtball)

Мovers/Ftgers

*,.

..oy.o,,

sсoгe

(n),

stor

(n),

teom

(n)

Say:

,Vow

tntз

tootu

оt

thе

piсturеs

аnd

listеп

to

thе

words:

Storу.

Non.YLЕ

words:

net

(n),

winneг

(n)

и$.&Фt

26

PtсgТroсk

26

of

the

CD

or

reod

thе

Еquipment:

]

iР,^il?Н;J;l.o,

of

s.o*".s

spoгts

ond

on"йi",'o"*1 l"oT.,1.ionoц.

в

Suggestions

for

o

pouse

.lf

required:

:'ffi*"*:H;"*,'':у,Ёi::i;;;:,#ii;x;'{Ё{:j;,'

hаt's

thе

l,Idll1е

oJ

Аl'

p

62:

Е

^.

E

l

Whiсh

tеаtп

arе

Riсk

o'а

мi,.к

lru?

(Thе

Fivе

Suns)

:','"iffii*ftl*;-::,,

^*',у:::*';**;.:нo".'u.].,'^'

l

Ask

:

H

o*

* onу

*',

,,^:,,

;:|;::;i

f:

::;

:; ?]

^,

hаt's

thе

sсorе

аl,

tt

@

ш"w

words

for

gou

ъ^ o+ntrr hv

'|.ho

o,n

thе

winпеrs?

(Thе

Fivе

Stars)

..li

With

books

сlosеd'

introduсе.

thе

,:|'::::n"

story

bу

',ц,|n

'in

wiппеrs

hаppу?

(уеs)

as

kin

g 1е

arnеrs

..

#.*;11.,^.у

"",,,,;|i.'jj$

l.'o"

-

Y:i;:{::i{:;::ffi;ffi.;l-.:;:ч::i1..:":};,"-

@

ou.

teom

is

good

ot

...

to геvisе alt thе

StaтtБrs

sports:

?'o*::::^:,

bаsеDаtt'

-,*k.

Whаt

с]o

уou

сlo

iп а

bаskеtbаll

gаmе?

Wtttе

,:# :rJ:'l:"жi"ii:";', ii;;;;'^:iпg'tаblе

"

fl}"к,J.*ъ:;;'i;;o.u.JТo?ou,,щl..

Saу:

ТЙls

storу.is'oь,ou,

,o*,

,hilсlrеп.

Thеу

lovе

::ii';:;::й: ii:i':#:3,Jiii3li1,,.'*"

pt,у*g

bаskеtbоll'

.'.

r-"l Shоw

stand

up

and

mimе

еaсb

aсtton.

*;

Tеaсh/rеvr

Sr

tе(lm,

sсorе,

wiпnеr.,'t1еt''.S.tсI'r,

fаSt.

Show

l

a

piсturе

oi

u

*po*,i"u*.

д,t..

нoу

ууl

rtауеrs

аrе

*

;;;**

look

at

tl:

fivе

piсturеs

in

thе

tablе.

Ьsk..

Whаt

iп

а

t'botbаll/b",,i),i"i,,',',.*?

(l1/5)

Writе

a

Sсorе

on

i

'','i"i,'.

t:'".n]ig.iЁali,

bounсing

a

ball..1umpшg,

thе

board

tь,

"*umpl"

z-l.

|оint-a1

u"уj.

i""у..'

| i.^"

throwing

a

ball,

running)

sсorе.TеаlпАh,,stwo0ookhapф,.o'n',,**,Boпlуhаs

*

Saу:

Look.сttthеехаmpl,е'Аlехisgoodаt...?

oиel

(look

*ul

i),*i',"'у,:у:::'^:lТ"ж;#

g:":":i]атnеrs

rеad

thе

top

of

SB

p 58

agаin

an<i.trck

".,"i.'"J

'.J

1Tеum

А

оrе

thе

wiпnеrs

DIaW

a

IJgtьUrl

..n.'*','1]"...rs

rеad

thе

top

of

SB

p 58

agаin

and

tiсk

on

apodiumwith

andffЩH];1;''Tr:.r;'Т

iНi5"l.i1;;ъ::f#;;;n"i;""*.to

еaсhpеrson.

.n-u

poаiu-'ill'u1olуnrpiс-tуpе

tТlCLLat

сrw*..*.---

-

iiJi]i#;;;;

aсtion

and

nrxt

to

еaсh

pеrson.

;:.i;;;.

;

е\/Shе's

а

tt,iуеу у,::':T

i,ilТ,n",

:*"i"#;;

'i,'')i,i

Б'iY

fi'"::::^:n

aT:shшt

on

thе

board.

Po'nt

unJ

saу

..

Thеsе

аrе

stаrs-.^How

ma|Iу

StаrS

сс|l1

уou

sее,?

tsl

Ы"'

a

pеrson.

running

(with

movеmеnt

linеs)

on.,-,"

ьou,о

and

mimе

watсhing

hirn

*';;;;;".,y

q*i.кry

Saу.'

IVow

Не's

goоd

сlt

,,,niing

Не

сrlп

ruп

vеrу.fоst.

+

Lеarnеts

opеn

thеir

ьook,

and."'

,:ч1l:turеs

and

'-

;;;;;;;;'.

isk

diffеrеnt

lеarnеrs

to

rеpеat

thе

nrw

words

(show,'

',.

*,.Ы.iь"i1;"1.-tii.1to'thе

parts

of

.;

;;;;;,

-:тy.l"h;1*#ffi

Hжii'

:ъТ-

.*?.$*"iiTii;;;;

аrе

iп

thе

n

':::,

(3)

Whаt

сolour

is

thе

пеt,/tg;Ь

Which

pе'rsoп,is

r^unпiпgJаst?

ii;;;lф

i::::{.;:;;;.,i:, ::,.,

thе

boу?

(thе

boу)

Whаt,s

aп

thе

boу

S

Cheсk

onswers:

Ask:

Who,s

go

od

ot

сotсh

n

g

b

o

u

nсi

g

l

u

mpin

I

th

r

owin

g

I

ru

n

nin

g?

сotсhing:

Kim,

Jim

ond

lom

bounсing:

Тom

iumpin9:

Тom

throwing:

Atex

ond

tom

r.unning,

Jitt

ond

Tom



{}r

ф

Note:

Be good

ot

+

-ing

is

o

Movers stгuсtuгe,

Ьut lеоrners should

еosilg understond this. If

gou

wish to

Pгссtise

it

further,

gou

сould show

photos of

two

othletes

(for

exomple,

o

swimmеr

оnd o spгinter) ond

osk:

ls

she/hе

good ot swimming?

... running?

(чеs)

You сould

then

drow

o

Pегson's

foсe (Ьodtg)

on

the

Ьooгd

ond

osk:

Аm

l

good

ot drowing?

(no|)

Homеwork

ideo

for stronger leсrners:

Leorners

wгite

o long sentenсе

soging whot

theg're

good

ot. Foг eХomPlеj

l'm good ot

drowing,

pointing,

throwing

ond

сotсhino o boII.

@

яte*'s

tесm

is

The

Fivе

Stсrs

Look

at

thе

еxamplе

quеStion

in

opеn

сlass.

In

pairs,

lеarnеrs

rrad

quеstions

1

4

and

writе

thе

answеrs. Тhеy should

bе ablе

to

rеmеmbеr, but

if

thеy

nееd hеip,

thеy

сan

find thе answеrs

in thе story.

Cheсk

onswers:

1

ЬosketЬotl

2 Тhе tivе

Suns

3 Тonu

ц

5_4

@

Look

ot thе

teom

Lеarnеrs

lоok

at

thе

piсturе.

Аsk,.

Whеrе

аrе

Thе Fiуе

Stаrs

plауing?

(in

a

playground) Ask:

Whаt

сап

уou

Seе

iп thе

plауground?

(learners givе

thrее

or

four answеrs)

on

thе

board draw

fivе сirсlеs that сould bе balls.

Insidе

thе

ball

shapеs,

writе

jumblеd

lеttеrs: еert, еtki'

gdo,

Паb,

keib.

Saу

You

сап

Sее

аll

thеsе thiпgs

iп

thе

piсturе

of

Thе

Fivе

Stаrs in

thе

plауgrouпd. Look

аt

thе lеttеrs. Whаt

аrе

thе

words?

In

pairs,

lеarnеrs

look

at

thе

jumblеd

lеttеrs

and

try to dесidе what

thе

word

in

еaсh ball

is.

Chесk

сnswers:

Аsk

leornеrs to

sog

then

spe[[

thе

words

for

gou.

Wгite eoсh

word

on the Ьoord: tree,

kltе,

dog, boII,

bike.

Аsk..

Whеrе's

thе

bikе?

(lеarnеrs

point

to thе

bikе

in

thе

piсturе)

Saу..

Yеs, it's

undеr

thе trее.

Strongеr

сlassеs

answеr

in сhоrus: Itls uпdеr

/ iп

front

of

the

trее.

Аsk..

Whеrе

аrе

thе сhildrеп?

(lеarnеrs

point

to thе

сhildrеn

in

thе

piсturе) Say:

).es,

thеу'rе

in

а

plауgrouпd.

Strongеr

сlassеs answrr

in сhorus: Thеу,rе in а

plауgrouпd.

Look at

thе

two

ехamplеs. Аsk

Сап

уou

sееfive

childreп?

(уеs)

1s thе

kitе

rеd

апd

уеllow?

(no)

t4lhаt

сolour

is thе kitе?

(bluе

and

grееn)

ln

pairs

or on thеir own,

lеarnеrs now rеad

sеntеnсеS

1-6

and writе

yes

or /?o

answеrs.

Cheсk

onswers:

1no 2no 3цes

4no

5ges 6ges

Тest

note:

Thегe oге usuollg еquol

numЬers of

ges

ond

лo

onswегs

in

the test,

so lеornегs should expeсt two

oг thгee

questions

to

nove лo

onsweгs.

Еxtеnsion:

Leоrners сhonge one word

in

1'

2

ond

4

to

moke

ges

onswеrs

(rеc

bгown

ееt dog,

тh+ее Two).

Ask:

WhoЪ

the bog with

red

hoir?

(Atex)

ls АIeх running?

(no)

WhotЪ he doing?

(hе's

wolking

on

his

honds)

Сon

цou

do

thot?

(leoгners

onsweг

gеs

oг

no)

Givе

lеarnеrs siх stiсky

stars

еaсh.

Теl1 thеm

to

listеn

to

you

and

to stiсk fivе

stars

on thе

piсturе

in

diffеrеnt

plaсеs.

Lеarnеrs

havе

an

ехtra

star

in

сasе

thеу makе

a

mistakе. If

you

havеn't

got

stiсky

stars,

tеll lеarnеrs

to

draw

stars.

Say

slowly'

pausing

bеtwееn

instruсtions:

Put

а

stаr

in

thе trее.

Put it iп

thе

trее.

Now

pttt a

Stаr on

thе

bikе,

Put thе St(lr

on

thе bikе.

Put

а

stаr

bеhiпd

thе dog.

Put

thаt

stаr

bеhind

thе dog.

Put

а

stсlr undеr

thе kitе.

Ptп

it undеr

thе

kitе. Good.

Now

put

а

St.lr bеtwееп

thе

sсhool

bаgs.

Put

it

bеtwеeп

thе

school

bаgs.

Lеarnеrs

look

at

еaсh othеrЪ

piсturеs.

Walk

around

and

сhесk

that

lеarnеrs undеrstood

your

instruсtions

and

havе put thе

stars

in

thе

right plaсеs

in

thе

piсturе.

@

wьlсh sports

does Alex like?

Lеarnеrs

look

at

thе siх

piсturеs.

Аsk l|/hiсh

sports

аrе thеsе?

(tablе

tеnnis' swimming,

badminton'

hoсkеy, basеball,

horsе

riding) Ifnесеssary, rеvisе

thе

vосabulary

by

asking diffеrеnt

lеarnеrs

to

mimе

thеsе

sports.

Saу

А|ех likеs

thrее

of

thеsе

Sports. Whiсh

thrее

sports

doеs Аleх

likе?

Rеаd

апd tiсk

or

cross

thе boхes.

Cheсk

onswеrs:

hoгse riding,

bosеЬo[l,

Ьodminton

Rеvisе Startеrs

сonjunсtions:

апd, but and

or

(in

nеgativе sеntеnсеs).

Writе

thе

following

sеntеnсеs

on

thе

board

and usе

tiсks

and сrossеs

to

support

undеrstanding:

Аleх likеs

horsе

riсling апd bаsеbаll.

(tiсk

+

tiсk)

Аlех likеs

bаdmiпton,

but hе

doеsп't

likе swimming'

(tiсk

+

q1955,)

Аlех

doеsп't

like

tаblе tеппis

or

hoсkеу.

(сross

+

сross)

If nесеssary,

еxplain

in L 1

that

Wе

usе

апd

Io

join

two

words

or

phrasеs

that arе

thе samе

in

somе

kind

of

way.

For ехamplе:

Аlех likеs

horse

ridiпg

апd

bаsеbаll.

Wе

шse

but

to

join

two

phrasеs that arе

diffеrеnt

in

somе

kind of way.

For

еxamplе:

Аlех

likes

bаdmintoп,

but hе

doеsп,t

likе

swimmiпg.

Wе

usе

or

to

join

two woгds

in

a

not

Seцtenaе

to mеan аnd

not.

Аlех

doеsn't

like

tаblе

tеппis or

hoсkеу'

Writе

thе

following SеntеnсеS

on thе board:

I likе

..

'

аnd...

. I

likе

'..

,

but

I doп't

likе

'..

.

I

don't

likе ..'

or ... . Lеarnеrs

writе

Sеntеnсеs

about

thеir own likеs

and

dislikеs.

If thеy

don't

want

to

uSе Sports

in thеir

sеntеnсrs,

thеy

сould

usе

lood

or

сolours,

for ехamplе:

I

likе bапапаs

апd orаngеs.

I

lilсе

bluе,

but I

doп,t

likе

grееп. I

don't

likе

piпk

or

brown.



l:

In

pairs,

lеarnеrs

tеll

еaсh

othеr

thеir

Sеntеnсеs,

drawing

tiсis

and

сrossеS

in

thе

air

appropriаtеly.

Walk

around

and

сhесk

thеy

arе

doing

this

сorrесtly.

l Givе

еaсh

lеarnеr

a

phоtoсopy

of.Sports'(p

62).

ln

pairs,

thеу

look

at

thе

piсtuтеs

ofthе

tеn sports.

Thеy

writе

thе

namе

of

еaсh

Sport

on

thе

dottеd

linе

undеr

еaсh

piсturе

(bсldmiпttlп,

tеппis'

sу,iпntiпg,

horsе

riсliпg,

b

а s

kе t

b

аll,

rtLnп

in

g,

jb

ot

b аll,

b

а s

еb аll,

ho

с

kеу,

tаblе tеnпis).

Lеarnеrs

сan

usr

thе

word list on

SB

p

71

to

hеlp

thеm.

If

lеarnегs

want

to add

two

morе

Sports,

thеу

сan

draw

piсturеs

in

thе

two

еmpty

boxеs.

For

ехamplе,

thеy

may

likе

to draw

and

writе

Movеrs

words,

sаiliпg,

skаtiпg,

Flyеrs

words

skiiпg

or

popшlar

non-YlЕ

listеd

sports

for

this

agе

group skаtеboаrdiпg,

B

М X i

пg.

с.vсl

i пg.

stt

ф

n

g.

;*

Lеarnеrs

writе

thеir

namеs

and

сomplеtе

thе

sеntеnсеs

at

thе

bottom

оf

thе

pagе.

Thеy

сan

list as

many

sports

as

thеy

likе

in

еaсh

sеntеnсе.

fi

Lеarnеrs

now

look

at

thе

sports

vетbs

in

thе word

box

and

nехt

to еaсh

piсturе

writе

what

thеy

do

in

еaсh

of

thеsе sports,

for

ехamplе:.

/botbаll,

ruп,

stаnd,

jump,

kiсk

and

Йold.

Rеvisе

thе

соmplеtе

list

of aсtion

vеrbs

with

lеarnеrs

miming

thеm

if

nесrssary,

bеforе

thеy

do

this

task.

;*..

Whеn

lеarnегs

havе

flnishеd

thеir

spогts

pagеs,

ask:

Whiсh

sports

саl1

oпе

pеrson

сlo?

(swimming,

horsе

riding,

running)

Whiсh

sports

саt1

two

pеoplе

plаv?

(badminton,

tеnnis,

tablе

tеnnis)

Whiсh

sports

do

pеoplе

plау

iп

а big

tеаm?

(baskеtbail,

basеball,

football/

soссеr'

hoсkеy)

,:.;.

Lеarnеrs

сould

сolоur

thе

piсturеs

for

homеwork.

Display

thеsе

around

thе

сlassroоm

if

possiblе.

@

фo,

Lеt's

stqrt

this

gome

Lеarnеrs

look

at

thе

piсturе'

Point

to

thе

rеd

ball

and

ask:

|I/hаt'.s

this?

(aЪa1|)

Whаt

сolour

is

thе

bаll?

(rеd)

How

пlапу

bаlls

аrе

thеrе?

(.6)

Lеarnеrs

iоok

at

thе

thrее

quеstions

and

writе

onе-word

or

numbеr

answrrs.

Chесk

onswers:

17

2Ьtoсk

з5

:l.

Makе

surе

еaсh

lеarnеr

has

сolouring

pеnсils.

Say:

Listеп

сlпd

сolour

thе

bаlls.

Do

a

quiсk drawing

of

a

ball

on

thе

board

and

show

lеarnеrs

that thеy

сan

just

со1оr.lr

thе tops

of

thе

balls

first.

Thеy

don't

nееd

to

finish

сolouring

thе

bails.

Thеy

сan

do

that

at

thе

еnd

ofthе

aсtivity.

**

Play

Тrack2,7

of

thе

СD.

Lеarnеrs

listеn

to

thе

ехamplе,

thеn

сolour

thе

fivе

whitе

balls.

Walk

around,

сhесking

that lеarnеrs

havе

сhosеn

thе

сorrесt

сolours.

Play

thе

CD

again

ifnесеssary.

.*

Lеarnеrs

сolour

thе

rеst

of

thе

drawing

at

thе еnd

of

thе

lеsson

or

for

homеwork.

Cheсk

onswers:

bo[[

on

сhоir

-

green

bоlt

undeг

Alex's

foot

_

bluе

bott

in

Jitt's

Ьog

_

pink

bоlt

in

box

_

brown

Ьo[[

in

fгont

of

dooг

_

PuгPle

fr

Тоpesсript:

; Look

ot

the

piсture.

Listen

сnd

look.

There

is one

еxomр[е.

Ё

мon.

one

giгl isn't

ptoging,

but

she's

hotding

o

Ьott'

Giгt:

oh

ges. l

сon

seе

heг.

She's

got

long

bloсk

hoir.

i

Mon.

Thot's

right.

Colour

hег

boll

гed.

1Giгt:

Red?

Ё

ij

Mon:

Yes,

plеosе.

$

сon

go, sеe

the red

bol|?

rhis

is

on eхomple.

Now

gou

]i

listeл

ond

сolour.

i

i;

One

Mon:

il

Girt:

$

Mon:

i Giг[:

i

Mon:

7Тwo

}

Giгl:

i

Mon'

ЁGiгl:

t

Мon.

}

сiгl:

.$

Тhree

f;мon.

.;

Giгt:

'j

Mon:

*

Gt.t:

*

tour

l

Mon'

i

сiгt:

t

Мon.

*

Giгt:

$

Mon,

$

Girt:

i-.

}.

Ёlve

$'

Mon,

Тhеге's

o

Ьoll

on

thе

сhoiг.

Con

gou

sеe

it?

Yеs.

Con

|

сolouг

itl

Yes.

Colouг

the

boll

on

thе

сhoir

9геen'

plеosе

Gгеen?

Yes.

Тhегe's

o

Ьot[

undеr

Alex's

foot

Look

Yеs

Con

l

сolouг

thot

bott?

Con

l

сolouг

it btue?

A[еx's

bott

...

blue?

Yеs,

oK.

Thonks.

Now

сo[our

the

bolt

in

thе

bog.

The

botl

in Jitl's

bоg?

Yes.

Colour

it

Pink.

Pink.

OK.

I'm

doing

thot

now.

And

theгe's

o

bol[

in

the

box.

Oh

ges.

Colour

the

bo[l

in

thе

box

bгown.

Poгdon?

Colour

it

Ьгown.

oK

Now

find

thе

bott

in

front of

the

door.

| сon

see

it.

Good.

Cotouг

thе

boll

in

fгont

of

the

dooг

Puгp[еl

Puгple

Yes.

Thot's

mg

fovouгite

сolouг.

ls

it?

Good.

Wet[

done

Girl:

Мon:

iiGiгt:

A

Mon,

"t

Gi.t,

ё'Мon:



@

ть"ow ond

сotсh

thot

boll

l.:

Lеarnеrs

look at

thе

sесond

piсturе оf

thе

gamе

on

SB

p

59 and

at

thе

tехt

bеlow

it.

Play this

part оfthе

story

again

or rеad

it

out to

rеmind

lеarnеrs

of

what

thе

playегs say

to

еaсh

othеr.

:;:

Play

thе

following

gamе

outsidе

prеfеrably.

Say:

ly'oru

уou

с(lrl

plау

too Dividе

lеarnегs

intо tеams

оf fivе

if

possiblе. Lеarnеrs should

stand

in small сirсlеs.

Tе11

еaсh

lеarnеr

what

tеam

numbеr

thеу

arе.

Point

and

say:

Yo u'rе numb

еr

onе

/two /

th

rе

е/fo ur/fiv

е,

.:;i

Say:

Listеп

апd

do .*hаt

1sa1

Givе

еaсh

tеam's

numbеr

onе

piaуеr

a

soft

ball. Givе

instruсtions.

Spеak

сlеarly

and

loudly

Say:

Numbеr

oпе Throw

thе

bаll

to

пttmbеr

two

|t[umbеr two

Саtсh

thе bаll

апd

throw

it to numbеr

thrее

Nuпnbеr

thrее

Саtсh

thе bаll

аnd bottпсе

it

to

пцmbеr

Jbur

NumbеrJbur

Саtсh

thе

bаll

апd

jump

Now

throw

thе

bаll

to пumbеr

Jivе

Numbеr.fivе

Саtсh

thе

bаll,

but

don't

throw

it

Ruп

to

mе

апd

givе

mе thе bаll'

.*:

6,'

сan

еxtеnd

this

gamе

by

сhanging

thе

playеrs'

numbегs

and

using

thе samе

list

of

instruсtions

or by

varying

thе instruсtions.

You сould

add,

for

еxamplе:

Sit

dowп

Stапd

up

Stop

,tr4/аvе

andThrow to

thе

list

abovе.

Strongег

lеarnеrs сould

takе

turns

to

сall

thеir

own

instruсtion

to anothеr

playеr.

For

еxamplе:

Hеrе Саtсh

Throw

thе

bаll

to

mе

Bouпсе

thе

bаll

Throw

it

ro

(anothеr

playеr's namе)/

Jump

апd

throw

Jump

апd

cаtсh

Doп't

throw

thе

bаll

Givе it

to

пlе

@

w.'rе

the

winners

Ask

lеarnетs

whiсh

tеam

arе

thе

winnеrs

in thе stоry

(Thе

Fivе

Stаrs).

Lеarnеrs

imaginе

it,s

thе

еnd of

thе

gamr

now.

Lеarnеrs

look at

thе ехamplе

and

thе linе

bеtwееn:

Аrе

wе

thе

wiппеrs?

-Yеs,

уou

аrе.

|l/ell

doпе Point

to

thе

fiгst bluе

spеесh

bubblе

and

say:

oпе

ofThe

Fivе

Stаrs аsk this

quеstioп.

Point

to

thе

third

rеd spеесh

bubblе

and

say:

Опе qf Thе

Fiуе

Suпs

апswеr

it.

Lеarnеrs

look at

thе

othет

fivе bluе

spеесh

bubblеs.

In

opеn

сlass,

thеy сhoosе

who

says

еaсh thing.

Ask: 1s

il

Аlех'

Jill,

Tom,

Kim

or

Jim

iп

Thе Fiуе

Stаrs

teаm?

Theу

writе

a

namе nеxt

to еaсh

bluе

spеесh

bubblе.

Lеarnеrs

look at

thе

othеr

fivе

rеd spеесh

bubblеs.

In

opеn

сlass,

thеy

сhoosе

who

says еaсh

thing.

Ask:

1s

i/

Luсу,

Riсk,

|Viсk, Tbnу

or

Pсtttу

iп

Thе

Fivе

Suпs

tеаm./

Thеy

writе

a

namе

nехt to

еaсh rеd spеесh

bubblе.

In

pairs,

iеarnеrs

now

matсh еaсh

bluе

spеесh

bubblе

with a

rеd

onе.

Thеy

draw

linеs bеtwееn

thеm.

Сhеоk

answеrs

in оpеn

сlass.

Ask

diffеrеnt

pairs

to

rеad

out еaсh

sеt

of

spеесh

bubblеs.

Cheсk

onswеrs:

Con

gou run

fostl

-

Yеs, | сon

Wherе's

thе

Ьott?

_

It's

undеr

the

сhoir.

I

tove

plоging ЬoskеtЬoll

_

So

do I

Aге

gou

good

ot

tennis?

_

No,

I'm

not

We're

going

now.

-

oh,

oK.

89е

In

сlosеd

pairs, lеarnеrs

praсtisе rolе

playing

thе spеесh

bubblеs.

Walk

around

and

сhесk

that

pairs

arе doing

this

сorrесtly.

Аsk:

I|ould

уou

likе

to

bе

iп

Thе Fiуе

Stаrs

or

iп

Thе

Fiуе

Suпs tеаm?

c

@o

''

Whot's

Alеx

doing

now?

,ь

Say:

It

s

thе еnd of

thе

gаmе

now.

Аlех',s

tеаm

аrе

thе

wiпnеrs.

Point

to еaсh

piсturе

and

ask:

Whоt's

Аlех

doiпg now?

(Hе's

having

a

drink.

Hе's rеading this

bоok

Hе's

throwing

a

ba11.)

Lеarnеrs

guеss whiсh

piсturе

shows

thе

right answеr

bеforе

thеy listеn.

*:}

Say:

Listеn

to

Аlех пow.

Сhoosе

thе

right

апS\|еl,.

]i:l

Play

Traсk

28 of

thе

СD

twiсе.

t

fl

Тopesсript:

Womon:

Whot

qre

gou doing

now,

Alex?

Aгe

gou

throwing

thot

Ьotl?

A[ex:

No.

|t's

the

end of

ouг

gome.

Womon:

Are

gou hoving

o dгink?

Atеx:

No.

l'm

reоding

this stoгg

|t's obout

o

boskеtЬo[l

tеom

lt's

qreot

@

wьot

tеom

orе

gou

in?

Writе

on

thе

board

thе four

sports

that

your

lеarnеrs

arе

likеlу to еnjoу

most.

Poirrt

tо

thеsе

and

ask..

I4/hiсh

sport

do

уou

wаnt

to

plау?

Dividе

lеarnегs

into

groups

aссording

to

thеir

answеrs.

For

ехamplе,

put

all

thosе

who

сhoosе

football

togеthеr

and

all

thosе

who

сhoosе

tеnnis

tоgеthеr.

Ifуou

havе

morе

than four

lеarnеrs

in

a

group,

dividе

thеm again

into smallеr

groups. Тhrее or four lеarnеrs is idеal.

Givе

еaсh

group

a shееt

of

papеr and makе

surе

thеy

havе

соlouring

pеnсils. Groups

сhoоsе

a

namе

for thеir

tеam

and thеn

dеsign

a

tеam

Т:shirt.

Тhеy

should

writе

thеir

sport,

thе

namе

of

thеir

tеam, thеir

own

namеs and

draw

thе tеam

T].shirt on

thеir

shееt of

papеr.

If

possiblе, display

thеsе

pоstеrs around

thе

room.



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