ugra stars 2 part 1 mod 1 ts.qxp ugra stars 2 part 1 mod 1

38

Module 1

Hi! My name is Eremei and I am seven. My family isbig. We live in Numto, in Ugra.

Now, meet my mummy! Her name is Marina. She isa shop assistant. My mummy is really kind and clever.This is my daddy. His name is Vasya. He is a fishermanand a hunter.

My big sister Anya lives in Surgut and my brotherKolya works at an oil field. We’ve also got a dog. Itsname is Vit Khon (Spirit of Water) because it likeswater. Vit Khon can swim, too!

There is a beautiful park and a lake in my village.It’s really nice! Come and visit us! We can fish in thelake and ride reindeer, too!

2 Listen and read.1 Listen, point to the picturesand say.

shop assistant

fisherman

hunter

oil field

village

lake

reindeer

Ugra Stars 2_part 1_Mod 1 Ts.qxp_Ugra Stars 2_part 1_Mod 1 Ts.qxp 23/09/2019 15:23 Page 2

Module 1 – My Family

38(T)

Lesson 9 - My Ugra

Objectives

To explore their own culture, to talk about families, to talkabout going to the theatre.

Language

In this lesson the students will learn to understand:• My name is Eremei and I’m seven.• My family is big. We live in Numto, in Ugra.• There is a beautiful park and a lake in my village.• My mummy and I go for walks in the park and to

the shops.

In this lesson the students will learn to use:• shop assistant, fisherman, hunter, oil field, village,

lake, reindeer, businessman, shop, cinema,theatre, cartoon

Extra materials• None.

BEGINNING THE LESSON(An activity to revise the language of Lesson 8.)

Draw the following family tree on the board and askthe students questions about Dima’s family.

e.g. Teacher: Who is Sasha?Class: Dima’s daddy. etc

PRESENTATION & PRACTICE(Activities to present and activate the new language.)

1 Listen, point to the pictures and say.(TRACK 00)

Point to the pictures, one at a time, and present thewords. The students repeat, chorally and/or individually.Point to the pictures in random order and ask individualstudents to say the words. Ask the rest of the class forverification.

Play the CD. The students listen, point to the pictures andsay the words, chorally and/or individually. Check theirpronunciation and intonation.

2 Listen and read. (TRACK 00)

Point to the pictures and ask the students to tell youwhat they can see (e.g. a boy, a reindeer etc). Ask:Who is the boy with? Elicit: His daddy and a reindeer!Tell them Eremei has got a big family. Ask them, in L1if necessary, if their family is big or small. Have theygot any brothers or sisters?

Play the CD and ask the students to listen and followalong in their books. Then choose individual studentsto read from the text.

Dima’s Family

Sasha Sveta

Katya OlegDima



39(T)

3 Unscramble the letters. Write thewords.

Read the instructions and explain the activity. Point toeach picture and elicit the words. Allow the studentsenough time to unscramble the letters and write thewords. Check their answers.

1 shop assistant 4 lake2 fisherman 5 oil field3 hunter 6 village

4 Read and choose yes or no.Read the instructions and explain the activity. Allowthe students enough time to read the text again.Then they read the sentences and choose yes or no.Check their answers.

1 yes 3 yes 5 no2 no 4 no


My Family

39

Module 1

3 Unscramble the letters. Write the words.

1 Eremei is seven years old. yes no2 Eremei’s family is small. yes no3 Eremei’s mummy is a shop assistant. yes no4 Eremei’s brother lives in Surgut. yes no5 Eremei’s cat is Vit Khon. yes no

32

4 Read and choose yes or no.

h o s p s i s s t n a a t

m a n s h e r f i u n t h e r

4 5

l o i f i d e lk a l e

1

6

l l a g e v i


40

Module 1

Hello! I’m Masha. I’m eight and I’m from Nizhnevartovsk.My daddy’s name is Alexander. He is a businessman andhe’s got a big red car. My mummy is Olga. She is verybeautiful and happy.

My mummy and I go for walks in the park and to theshops. We also go to the cinema. We love cartoons andpopcorn!

Can you see me? I’m at the theatre with mummy and myfriends Katya, Liza, Vika and Nastya. It is Child ProtectionDay today and there are games, songs and poems. Thereis a play, too, the Mukha Tsokotukha. I love the theatre!


theatre

cartoon7 Read and match.

1 Masha

2 Masha’s daddy

3 Masha and her mummy

4 Katya

shop

cinema

a is Masha’s friend.b is eight.c are at the theatre.d has got a big red car.

businessman


40(T)



Play the CD. The students listen, point to the picturesand say the words, chorally and/or individually.Check their pronunciation and intonation.


Point to the pictures and ask the students to tell youwhat they can see (e.g. a girl, a funny picture, childrenat the theatre etc). Ask where they are. Elicit: At thetheatre. Ask the students, in L1 if necessary, if theyhave ever visited the theatre. What did they see there?


7 Read and match.Read the instructions and explain the activity. Allow thestudents enough time to read the text again. Then theyread and match the sentences. Check their answers.

1 b 2 d 3 c 4 a

ENDING THE LESSON(An activity to consolidate the vocabulary of the lesson.)

Divide the class into two teams. Ask two students, onefrom each team, to come to the board. Say a wordfrom the lesson (e.g. lake) and tell the students toquickly draw it. The student who finishes first wins apoint for his/her team. Repeat the activity with otherwords and the remaining students. The team with themost points wins the game.



3 Read and choose yes or no.

1 Vanya is nine. yes no2 He has got a ball as a present. yes no3 You can see fish at the oceanarium. yes no4 After the oceanarium, the children

go bowling. yes no

60

Module 2


grandma

shark

diver

climbing wall

high

bowling

Hello! I’m Vanya. Today is my birthday. I’m ten. Look at my

presents. A robot and a book from myfriends, Artyom and Dima. A bike from my

grandma, Golya and a toy car from mummy and daddy.

Now we are at the Galaktika Sport and Leisure Centrein Kogalym. I like the oceanarium. You can see a lot of

fish and big sharks there! Look! A diver with a poster.‘Happy Birthday, Vanya!’ Wow! What a great surprise!

After the oceanarium, we go to the climbing wall. It’s over seven metres high!

Then it’s bowling. I’m very happy!

What a great birthday!


Module 2 – My Birthday

60(T)

Lesson 9 - My Ugra

Objectives

To explore their own culture, to talk about birthdays.

Language

In this lesson the students will learn to understand:• Today is my birthday. I’m ten.• Wow! What a great surprise!• These are presents from my friends, Katya and

Dima.

In this lesson the students will learn to use:• grandma, shark, diver, climbing wall, high,

bowling, picnic, river, drawing kit


BEGINNING THE LESSON(An activity to revise the vocabulary of Lesson 8.)

Write on the board and say: Happy Birthday! Ask thestudents to say as many words as they can rememberfrom the previous lesson that are related to birthdays(e.g. birthday cake, hat, candles, balloons, streamers,presents, etc).






Point to the picture and elicit the different things shown(e.g. a diver, a climbing wall, a shark etc). Then ask thestudents, in L1 if necessary, how they usually spend theirbirthdays.


3 Read and choose yes or no.Read the instructions and explain the activity. Allowthe students enough time to read the text again.Then they read the sentences and choose yes or no.Check their answers.

1 no 2 no 3 yes 4 no



61(T)

4 Read the text again and findVanya’s presents. Write yes or no.

Read the instructions and explain the activity. Referthe students to the pictures and elicit them. Allow thestudents enough time to read the text again. Thenthey find Vanya’s presents and write yes or no foreach corresponding present. Check their answers.

1 yes 3 yes 5 yes2 no 4 no 6 yes

5 Complete the crossword puzzle withwords from the text.

Read the instructions and explain the activity. Referthe students to the pictures and elicit them. Allow thestudents enough time to complete the crosswordpuzzle. Check their answers.

Across3 FISH 5 ROBOT 6 PRESENTS

Down1 DIVER 2 SHARK 4 BOWLING


1 2 3

4

5

6

5 Complete the crossword puzzle with words from the text.

My Birthday

Across Down

61

Module 2

3 1

5 2

46

4 Read the text again and find Vanya’s presents. Write yes or no.

1

5

6

4

2

3


6 Listen, point to the picturesand say.

62

Module 2

My Birthday

drawing kit

river

picnic

7 Read and complete. Then listenand read.

Hi! My name is Klava. Today is my birthday. I’m 1) … !

We are at a 2) … in the park, near the Irtysh

3) … . These are presents from my friends, Katya

and Dima. What are they? A doll and a 4) … !

It’s great here at the park. We can play, dance and eat

a lot of sweets. Look, we are next to the big fish now! It’s

very nice. There is a big car in the park and the children

can paint it in many colours. We fly 5) … , too. We

play games and eat a birthday cake. We are all very

happy. Birthdays are great!



62(T)




7 Read and complete. Then listen andread. (TRACK 00)

Point to the pictures of the big blue fish and the carand elicit them from the students. Then refer thestudents to the pictures in the text and explain theactivity. The students read and complete the text.Then they listen and check their answers.

Play the CD and ask the students to listen and followalong in their books. Then choose individual studentsto read from their text.

1 eight 3 river 5 kites 2 picnic 4 drawing kit

ENDING THE LESSON(An activity to consolidate the vocabulary of the lesson.)

Divide the class into two teams. Ask a student to cometo the board. Whisper one of the vocabulary items fromthe lesson to him/her (e.g. river). Without speaking, thestudent draws a picture of the word on the board. Thefirst team to guess the word wins a point. Repeat theactivity with other words and students. The team withthe most points wins the game.


84

Module 3

My name is Zhenya. I’m ten years old and Ilive in Megion. I’ve got dark hair, brown eyesand my favourite colour is red.

I’ve got a lot of friends, but mybest friend is Zhenya. We’vegot the same name! Zhenya’sgot fair hair and blue eyes. Hisfavourite colour is green.

Zhenya and I are in the sameclass. Our favourite schoolsubject is PE. Zhenya can playfootball very well. I likebasketball. My teachersays I’m very good atbasketball.

Zhenya and I are bestfriends!

My Best Friend!


3 Read the text again and complete.

1 Zhenya lives in … .

2 He’s got dark … .

3 His favourite … is red.

4 His best … is Zhenya, too.

5 Their favourite school subject is … .

6 Zhenya can … football.

class

subject

PE

football

basketball


Module 3 – My Body

84(T)

Lesson 9 - My Ugra

Objectives

To explore their own culture, to talk about best friends,to talk about Stepan the bear, to talk about zoo andfarm animals.

Language

In this lesson the students will learn to understand:• I’ve got a lot of friends, but my best friend is

Zhenya.• Zhenya’s got fair hair and blue eyes.• Zhenya can play football very well. I like basketball.• I’m brown and I’ve got four legs with big paws.

In this lesson the students will learn to use:• class, subject, PE, football, basketball, strong, cage,

goat, fox, eagle, milk, bear



If you have assigned any written homework, correct itbefore beginning the lesson.




Play the CD. The students listen, point to the picturesand say the words, chorally and/or individually. Checktheir pronunciation and intonation.


Point to the picture and ask the students to tell youwhat they can see (e.g. children doing PE). Then referthe students to the title and elicit what it means. Askthe students, in L1 if necessary, if they have got a bestfriend.


3 Read the text again and complete.Read the instructions and explain the activity. Allowthe students enough time to read the text again.Then they read and complete the sentences. Checktheir answers.

1 Megion 3 colour 5 PE2 hair 4 friend 6 play



85(T)

4 Read and write.Read the instructions and explain the activity. Referthe students to the pictures and elicit them. Allow thestudents enough time to find a classmate for eachcorresponding sentence and write their names. Goaround the classroom monitoring the activity andproviding any necessary help. Then ask the studentsto report back to the class.

(Suggested answers)

Ilya likes chocolate.Venera has got a pet dog. Klava can sing.Oleg likes yellow.Sveta has got a brother.Eremei can play basketball.Alexander likes PE.Marina has got green eyes.Artyem can fly a kite.

5 Play the Spot the Mistake game.Tell the students they are going to play the Spot theMistake game. Explain the game. Tell them you aregoing to read the text in Ex. 2, but with some mistakes.When they spot the mistake they raise their hands tocorrect you.e.g. Teacher: Zhenya has got green eyes.

Student 1: No, Zhenya has got brown eyes! etc


Nikita has gotgreen eyes!

85

Module 3

4 Read and write.

My Body

Find a friend who …

likes chocolate.

Name: ?

has got a pet dog.

Name: ?

can sing.

Name: ?

likes yellow.

Name: ?

has got a brother.

Name: ?

can play basketball.

Name: ?

likes PE.

Name: ?

has got green eyes.

Name: ?

can fly a kite.

Name: ?

5 Play the Spot the Mistake game.


86

Module 3

8 Look and match. Write A or B.

ZooA

FarmB

6 Listen, point to the picturesand say.

7 Complete the text. Then listen and read.

1 2 54

3

bear

cage

goat

fox

eagle

milk

Hello! My name is Stepan.

I’m big, kind and 1) … . I’m brown and I’ve got

four legs with big 2) … . I like 3) … a lot!

I don’t live in a house. I live in a big 4) … in

Shapsha. You can also see rabbits, 5) … , a red

fox and an eagle here. The eagle is in the Red Book of

Russia!

Many people come to my birthday every year. There

are games for everyone and it’s a lot of fun!

What am I?

That’s right. I’m a 6) … !

strong



86(T)


Point to the pictures, one at a time, and present thewords. The students repeat, chorally and/or individually.Point to the pictures in random order and askindividual students to say the words. Ask the rest ofthe class for verification.


7 Complete the text. Then listen andread. (TRACK 00)

Refer the students to the pictures in the text and elicitthem. Explain the activity. The students read andcomplete the text. Then they listen and check theiranswers.


1 strong 3 milk 5 goats2 paws 4 cage 6 bear

8 Look and match. Write A or B.Write the following on the board: zoo animals, farmanimals. Explain, in L1 if necessary, the differencebetween zoo and farm animals. Ask the students ifthey’ve ever seen animals in a zoo or on a farm. Thenname an animal, e.g. lion and ask the students to tellyou if it is a zoo animal or a farm animal. Repeat withmore animals.

Read the instructions and explain the activity. Referthe student to the pictures and elicit them. Allow thestudents enough time to look at the pictures andwrite A if it’s a zoo animal or B if it’s a farm animal.Check their answers.

1 B 2 A 3 B 4 A 5 A

ENDING THE LESSON(An activity to consolidate the language of the lesson.)

Ask the students to work in pairs. One describes ananimal and the other draws it and guesses what it is.Then the students swap roles and repeat the activity. e.g. Student 1: It’s got four legs and fluffy ears. It’s

got four paws, too. It lives in a house.It likes to play and it’s very cute!What is it?

Student 2: It’s a dog! etc


106

Module 4


My name is Ira and I’m seven years old. This is mymummy, Venera. She loves music! She sings at concerts.She’s also a teacher. She teaches children to sing. Sheteaches me and my friend Valya after school. Mummysays I can sing really well!

My mummy works at the beautiful Surgut PhilharmonicSociety. You can see the Symphony Orchestra of Ugrathere. There are many instruments in the orchestra. Youcan see tambourines, triangles and my favourite, thepiano!

I like to go to concerts with my daddy, Sasha. We canwatch mummy on stage. She’s got a beautiful voice. Iwant to be like her one day!

stage

music

concert

school


Module 4 – I can sing

106(T)

Lesson 9 - My Ugra

Objectives

To explore their own culture, to talk about music inUgra, to talk about a poet from Ugra.

Language

In this lesson the students will learn to understand:• She teaches children to sing.• Mummy says I can sing really well!• My mummy works at the beautiful Surgut

Philharmonic Society.• People from other countries read her poems, too!

In this lesson the students will learn to use:• music, concert, school, stage, woman, fairy tale,

medal, prize



Ask the students to come to the front of the classroomand present their writing activities from Lesson 8, Ex. 4.






Point to the pictures and ask the students to tell you whatthey can see (e.g. a mummy on stage etc). Then referthe students to the title and ask them, in L1 if necessary,what kind of music they listen to. Can they play anymusical instruments?




107(T)

3 Read the text again and find theright words.

Read the instructions and explain the activity. Allowthe students enough time to read the text again.Then they read the sentences and choose the rightwords. Check their answers.

1 concerts 3 instruments2 sing 4 piano

4 Read. Then point and say.Read the instructions and explain the activity. Referthe students to the musical instruments and elicitthem and their colours. Then refer the students to theexample sentence and read it aloud. Allow thestudents enough time to read the sentences, point tothe corresponding musical instruments and say.Check their answers.

2 You can hit the blue drum.3 You can blow the green recorder.4 You can pluck the yellow guitar.


3 Read the text again and find the right words.

107

Module 4

1 Ira’s mummy sings at concerts/school.

2 Ira can sing/dance really well.

3 In the orchestra there are many instruments/games.

4 Ira’s favourite instrument is the tambourine/piano.

I Can Sing!

4 Read. Then point and say.

You can shake the red tambourine.

1 The instrument you can shake is red.

2 The instrument you can hit is blue.

3 The instrument you can blow is green.

4 The instrument you can pluck is yellow.


108

Module 4


7 Find 6 words from the text.

J W O M A N H W P O

F H J Y U X S L O U

A B M E D A L H E Q

I K U I C K E F T W

R U S P W F A P A G

Y S C I F A W R Y S

T T H V T I N I P U

A J O A S R N Z K C

L V O T C T P E C T

E U L V H Y R L M J

woman

fairy tale

medal

prize

My name is Masha. I’m nine and I live in Ugra.

There is a very famous woman here in Ugra. Her name isMaria Kuzminichna Voldina. She is a Khanty poet andshe can also sing. She comes from the village of Yuilsk inthe Berezovsky district. She writes poems and fairy tales.We read them in our books at school. People from othercountries read her poems, too!

She has got a lot of medals and prizes for her books! Sheis amazing! She is my favourite poet!



108(T)


Point to the pictures, one at a time, and present thewords. The students repeat, chorally and/or individually.Point to the pictures in random order and askindividual students to say the words. Ask the rest ofthe class for verification.

Play the CD. The students listen, point to the picturesand say the words, chorally and/or individually. Checktheir pronunciation and intonation.


Point to the pictures and ask the students to tell youwhat they can see (e.g. an old woman, a girl). Thenrefer the students to the title and elicit what it means.Ask the students, in L1 if necessary, what they knowabout Maria Kuzminichna Voldina.


7 Find 6 words from the text.Read the instructions and explain the activity. Allowthe students enough time to read the text again.Then they find six words from the text in the wordsearch puzzle. Check their answers.

ENDING THE LESSON(An activity to consolidate the language of the lesson.)

Mime playing a musical instrument from the lessonand say: I can … . The students have to guess whichmusical instrument it is and complete the sentence.e.g. Teacher: (mimes playing the drum) I can …

Class: … hit the drum! etc

J W O M A N H W P O

F H J Y U X S L O U

A B M E D A L H E Q

I K U I C K E F T W

R U S P W F A P A G

Y S C I F A W R Y S

T T H V T I N I P U

A J O A S R N Z K C

L V O T C T P E C T

E U L V H Y R L M J


II

Introduction

ñ Our School

The OUR SCHOOL section in the Student’s Book presents thenew language with cross-curricular material. The studentsuse English to complete the tasks related to other subjectareas, such as Art, Maths, Health and Safety, etc. Thisreinforces their language learning and promotes learnerindependence and peer cooperation.

Student’s Book

The Student’s Book has been designedto appeal to, as well as involve, thestudents in language learning. Newlanguage is presented in a clear andeffective way by means of livelydialogues, songs, games and listeningactivities. The Student’s Book is in twoparts. Each part includes fourmodules. The four modules, comprisedof ten lessons and a consolidationsection, contain interesting andcaptivating topics for young learners,reinforced by meaningful activities,which encourage children to thinkand speak in English. Each pagepromotes active participation andinteraction on their part, as well as the development oftheir receptive and productive skills. A Starter Unit is also included in Part 1 to help the students to consolidatethe alphabet as well as introduce them to reading.

Starlight is a course designed for Russian specialised language schools. It follows the Russian Standard of Educationand aims to introduce young students to the English language. The course has been designed to be covered inapproximately 100-110 hours. Young learners will be captivated by the adventures of Woody and Frosty as theyenter the Magic Forest and meet Erlina, Willow and Alvin. Through an array of activities such as stories, songs, games,sticker activities and craftwork, the students will be introduced to theme-oriented vocabulary and some simplestructures. In this way, the students will find the learning process enjoyable as they embark on their journey todiscover the English language.

Starlight 2 is divided into two parts, each of which contains four modules.

Starlight 2_part 1_Introd&Progr Ts 10-12-09 13:58 Page 4

III

Introduction

ñ Dialogues

Students consolidate the languagelearnt in simple, yet meaningful andappealing dialogues.

ñ Go Green!

The GO GREEN! section givesstudents the opportunity to learnabout the environment in a fun andcreative way.

ñ Grammar Land

This section focuses on thegrammatical structures presented inthe module. It begins with thepresentation of the theory followedby a variety of exercises. The longerGRAMMAR LAND sections may bedivided and taught in separatesessions.


IV

Introduction

ñ Word Lab

The students further consolidate thelanguage learnt in the modulethrough exercises in the WORD LABsection.

ñ Our World/My World

The students are familiarised withculture and ways of life in othercountries, as well as explore theirown, through the OUR WORLD/MYWORLD section.

ñ Storyland

The Fisherman and the Fish is a storypresented in narrative form with livelysongs to provide maximum enjoymentand it aims to get the young learnersacquainted with Russian folklore. Thestory recycles key language whileintroducing new language items todevelop the students’ comprehensionskills.


V

Introduction

ñ Phonics

The PHONICS section helps thestudents distinguish between differentsounds in spoken English as well ashelp the students start reading. It isaccompanied by humorousillustrations, adding fun to the activitywhile improving pronunciation andintonation.

ñ Checkpoint

The students have the opportunity torecycle and consolidate the languageof each module through theCHECKPOINT section.

The Student’s Book also includes:

I Fun Time

Students consolidate the language learnt in the course. The teacher can cover this section uponcompletion of the course or upon completion of a module.

II Special Days (Children’s Day, Happy New Year!)

There are two optional units at the back of the book, containing activities for Children’s Day and New Year,which should be covered as a lead-up to the respective celebrations.


VI

Introduction

The Workbook also includes:

I Stickers

There are some exercises with stickers in the Workbook. The type and aim of these exercises vary to givestudents the chance to practise the new language in a motivating and appealing way. There are also somereward stickers to give a sense of achievement and satisfaction which can be used whenever the teacherfeels that the students should be praised, which should be all the time!

II Board Games

There are two board games in each part, one per two modules. The aim of the board games is to providean atmosphere of relaxation while consolidating the language learnt.

How to play the board games

Divide the class into two teams, A and B, or into pairs. Ask the students to use a coin, a pencil sharpener, arubber, etc., as a marker and place it on the Start sign. Teams or pairs take it in turns to select a number bythrowing a dice, spinning a spinner, etc., and then move along the board according to the number. Thestudents must name the item in the square they land on. A correct answer allows the students to stay wherethey are, whereas an incorrect one means that they must move one square backwards. If they land on anOh no! square, they must go back to the beginning. If they land on a Great! square, they play again.

III Characters’ Cutouts

There are five full-body cutouts of the characters in the book, for students to use while acting out thedialogues, playing games or in any other communicative activity the teacher wishes to include in the lesson.

Workbook

The Workbook is in full colour andcontains fun activities, whichconsolidate the language taught ineach module. The Workbook is in twoparts and can be used either in theclass or for homework.


VII

Introduction

My Junior Language Portfolio

My Junior Language Portfolio is used to keep material that the students collect and use, along with any extramaterial given by the teacher throughout the course. My Junior Language Portfolio has been designed tostimulate and support the learning of the English language. Its purpose is to help the students reflect on, realisetheir progress in and improve their language learning.

My Junior Language Portfolio is the students’ property. It is a tool to accompany the students’ language learningthroughout their school life and is suitable for documenting their learning both inside and outside the classroom.

In practice, Language Portfolios may include project work, computer diskettes (with work or drawings completedinside or outside the class), DVDs (with the students’ favourite story or with performances of songs, school plays,etc.), certificates, reports from teachers, or even a collection of objects or pictures. It is a collection of materialthat the learners want to keep as evidence of their learning. The main emphasis is on the process of learning. Asa result, while compiling their Junior Language Portfolios, students learn how to work independently.

How to make a Junior Language Portfolio

During the first lesson, explain to the students that they should bring in a dossier, which they will have with themat all times and in which they will keep their Junior Language Portfolio. For the next lesson, bring in self-adhesivelabels, write My Junior Language Portfolio on them and help your learners stick them onto their dossiers.Demonstrate how to store their material in their Junior Language Portfolios and make sure they update itregularly.

ñ Test Booklet

The Test Booklet contains the Module Tests. A mid-of-the year as well as an end-of-the year Exit Test is alsoincluded and can be used as a placement test for the next level.

ñ Certificate of Achievement

This is filled in upon completion of the course. The aim of this certificate is to reward the students, as well as givethem a sense of achievement.

Teacher’s Book

The Teacher’s Book provides step-by-step lesson plans, as well as theanswers to the exercises in boththe Student’s Book and theWorkbook. It also contains extraideas on how to present newwords and language patterns,additional activities and games,as well as tapescripts for thelistening activities.


VIII

Introduction

The Teacher’s Book also includes:

I Instruments for Evaluation

Evaluation is an essential part of the learning process. It helps the learners become aware of their progress inthe target language, how much they have achieved and what areas need further practice. Evaluation alsoallows teachers to reflect on the validity of their teaching practices and the types of material being used.

In the Instruments for Evaluation, the teacher can find:ñ Formative Evaluation Chart: The teacher uses the chart to evaluate the students on an activity at any

time during the course and writes the marks obtained with the help of a code. [See p. 120(T) for furtherinformation.]

ñ Cumulative Evaluation Chart: The teacher uses the chart to evaluate the students at the end of eachmodule and writes the marks obtained with the help of a code. [See p. 120(T) for further information.]

II Templates

The Templates are for the craftwork activities in the Student’s Book.

Picture Flashcards

The picture flashcards illustrate the new vocabulary items and enable the teacher to use them for thepresentation of key words, revision, additional practice and memory games. Flashcards enable students tomake the connection between the visual prompts and the spoken words and help teachers avoid the use oftranslation or lengthy explanations.

Posters

There are eight double-sided posters accompanying Starlight 2. On thefirst side, there is the vocabulary of the first spread as well as the pictureaccompanying the song. On the second side there is the dialogue forthose teachers who wish to present or practise the dialogue with booksclosed. The book is also accompanied by an Alphabet Poster for thoseteachers who wish to teach/ consolidate the English alphabet. In theTeacher’s Bookthere are helpfulguidelines as towhen and howthe posters canbe used topresent and/orconsolidate thenew language.


IX

Introduction

Class CDs

The Class CDs include all the recordings for the listening activities in the Student’s Book.

Student’s CD

The Student’s CD includes all the vocabulary, chants, songs, dialogues and story so that the students can listento them at home, thus improving their pronunciation and intonation.

DVD

The DVD brings the characters to life, ensuring that the students have fun while learning. It is suggested that youview each module on the DVD upon completion of the corresponding module in the Student’s Book.

Interactive Whiteboard Software

An Interactive Whiteboard is a type of touch-sensitive board, connected to a computer. It has the power totransform any classroom into a truly stimulating learning environment. The coursebook activities are projectedonto the board and every activity is digitally enhanced by additional features such as:ñ The audio of the activityñ Videosñ Songs ñ Suggested answers and models.

Typical layout of a module

Each module consists of 10 lessons and a consolidation section. It’s up to the discretion of the teacher as to howto teach the lessons depending on the needs of his/her students.

ñ Key features of a module

I Presentation of the new language

The new language is presented by first listening to the new vocabulary. In each lesson plan the teacher willfind detailed guidance on how to vary the presentation of new vocabulary, as well as further reinforcementand extension activities.

II Dialogues

The students are introduced to short dialogues, aimed at gradually improving their reading and listeningskills. In this way, the students gain an appreciation for reading and are not intimidated by the written word.The dialogues feature the new language which can be used for classroom acting out.

III Activities

There is a great variety of activities catering for all types of learners and learning styles: colouring, pair andgroup work, matching, games, craftwork, etc. In this way, the students use the new language in ameaningful context.


X

Introduction

IV Games, Chants & Songs

Students at this level need a lot of opportunities to play and explore their surroundings. Playing games andsinging songs/chants provides a necessary outlet and ensures that the students are learning while havingfun. It is also a way of ensuring that the lesson always ends on a high note. In every module there are songs,chants and games that add a creative and enjoyable element to the language classroom.

V OUR SCHOOL

In the OUR SCHOOL section, the students explore other fields of study (e.g. Art, Maths, Health and Safety,etc.) through English. In this way, the students learn how to use English as a vehicle to approach othersubject matter.

VI GO GREEN!

The GO GREEN! section promotes an affinity with nature and makes the students more aware of theenvironment we live in.

VII GRAMMAR LAND

The students practise the grammatical structures introduced in the modules through various types ofexercises in the GRAMMAR LAND section.

VIII WORD LAB

In this section the students consolidate the language items that have been presented in the module.

IX OUR WORLD/MY WORLD

Through the OUR WORLD/MY WORLD section, the students have the opportunity to explore aspects of life inother countries as well as their own.

X STORYLAND

In this section the students are introduced to the story of The Fisherman and the Fish, a series of episodesaimed at providing real language input, reading for pleasure, as well as getting the students acquaintedwith Russian folklore.

XI PHONICS

Through the PHONICS section the students will increase their skills in letter/sound relationship and thusimprove reading achievement.

XII CHECKPOINT

This section includes exercises consolidating the module as well as preparing the students for the test, whichcan be found in the Test Booklet.

Teaching Young Learners

Teaching young learners is an enjoyable experience. The teacher can take his/her time and repeat an activityas many times as he/she feels is necessary for the students to understand and have fun with it! Moreover,students at this level do not have many inhibitions and can be very imaginative. They are naturally inquisitive,enthusiastic and receptive to new input.

A teacher at this level should always have the following in mind:

I Encouragement: Students need to be reassured all the time. Go around as they carry out the variousactivities and praise them. Do not over-emphasise their mistakes. Just repeat the correct word or phrase.Criticism can be discouraging and produce poor results.


XI

Introduction

II Activities: In this level, the activities should be simple, as students are still developing their hand-eyecoordination. On the other hand, students should acquire some basic language structures. Therefore, in theearly stages, our objective should be to provide an environment of fun and enjoyment for the younglearners. This is best achieved by a thematic approach to language teaching.

III The fantasy element: Young students’ imaginations are very vivid and they have the ability to immersethemselves in a fantasy world, often creating imaginary friends and sometimes pretending to be fictionalcharacters (e.g. Superman, Xena, etc.). This rich imagination can be captured and encouraged by theteacher in order to act out the dialogues from the lessons in Starlight 2. Students are very quick to repeatdialogues that they have heard and this ability should be utilised to its full capacity.

IV Social Skills: Young students prefer to play on their own. The sense of being in a social group and obeyingrules is not yet fully developed. Thus, the games promote the development of social skills.

V Students’ need for attention: Young learners will constantly demand your attention. In order to meet theirneeds, the teacher should go around and talk to them about what they are doing and, at the same time,elicit some vocabulary and language patterns. This is also a good time to see if they have understoodeverything they have been told or whether there are things which need further explanation.

VI Attention span: A student’s attention span is very short, so there is a need for a variety of activities. The bestway to hold their attention is by changing activities every five to ten minutes. At the same time, they tend tolove what is familiar. Thus, you should let a favourite activity go on for as long as they are actively engaged.

VII The ‘silent’ period: It is possible that young students will not produce anything in the target language duringthe initial stages. This is a period of adjustment and should not alarm teachers. What we should bear in mindis that students are absorbing the new language and will reproduce it naturally in their own time.

VIII Pronunciation: Young students are better at pronunciation than older students. That is because they arekeener listeners and they are not afraid to make mistakes. Thus, it is vital that teachers speak clearly, but at anormal pace. The class should be drilled as a group before moving on to individual practice. In this way,teachers can correct any pronunciation errors without embarrassing individual students, while at the sametime giving them time to get used to the new sound(s).

Classroom Management

Creating a pleasant environment in the classroom should be one of the teacher’s very first goals. It is a goodidea for the teacher to arrive a few minutes early to welcome the students and have something interesting forthe early comers to do. They can listen to the song from the previous lesson, watch the DVD again or play withthe picture flashcards, identifying the book’s characters, as well as the vocabulary items already presented.

The teacher should establish his/her policies from the start. Remind students to:ñ come to class on time,ñ bring their Student’s Book, etc.,ñ raise their hands when they want to ask a question,ñ wait for their classmates to answer the teacher’s questions before they raise their hand to give their answer.

The teacher should empower his/her learners by:ñ teaching classroom language, i.e. the teacher’s instructions, such as open your books, close your books,

etc. Classroom language is the language of communication between teacher and students in theclassroom and needs to be taught from day one.

ñ giving brief and clear oral instructions. The teacher should give or read the instructions. He/She reads themat a slower pace, providing examples and eliciting examples from the students so he/she can be sure thatthey know what to do.

Songs in the Language Classroom

Songs are of great value in language learning. They are vivid examples of how the language taught is used in areal context and highlight both pronunciation and intonation. Furthermore, their rhythm enables the students toremember the newly acquired language and stimulates learning.


XII

Introduction

There are numerous ways to use songs in the language classroom. You can play the CD and invite the studentsto move and clap to the rhythm or hum to the melody. If there are lyrics frequently repeated, students will soonstart joining in.

Here are some ways to animate the songs:

a Total Physical Response (TPR) Activities: Have the students stand in a circle and play the song once. Singand demonstrate the actions, encouraging the students to imitate you. Play the song again, this time askingthe students to listen to the song and repeat after you while doing the actions. Play the song a third timeand lead the singing while the students join in.

b Using props: Bring visuals or realia to class. Hand out these props to your students and ask them to hold upthe prop as soon as they hear the equivalent word in the song.

c Song dramatisations: Having interesting plots and characters, songs frequently offer themselves for furtherexploitation through drama. The teacher can dramatise the songs into short sketches, thus motivatinghis/her students. Assign roles and have the students sing their lines. Simple costumes and props can beprepared and used to make the performance more realistic.

These are just a few suggestions on how to use the songs in the language classroom. Be as inventive as you can,since students love performing.

Types of learning styles

Over the years, teachers have noticed that some of their students learn by listening to new information, somestudents prefer to read about it, while others need to do something with the new information. There are manydifferent learning styles. Consequently, a coursebook should offer a variety of exercises and material tostimulate all learning styles and help students learn in the way that suits them best.

ñ What are the types of learning styles?

– Visual Learners

These learners need to see the teacher’s body language and facial expressions to fully understand thecontent of the lesson. They think in pictures and learn best from visual displays including: diagrams,illustrations, transparencies, videos, flashcards and handouts.

– Auditory Learners

These learners learn best through verbal lectures, discussions, talking things through and listening to whatothers have to say. Written information may have little meaning until it is heard. They often benefit from usinga tape recorder.

– Tactile/Kinaesthetic Learners

Tactile/Kinaesthetic people learn best through a hands-on approach, actively exploring the physical worldaround them. They find it hard to sit still for long periods and may become distracted by their need foractivity and exploration. These learners express themselves through movement. They have a good sense ofbalance and hand-eye coordination. By interacting with the space around them, they are able toremember and process information. They have to do things on their own to be able to learn the newlanguage.


XIII

Programme (Contents & Syllabus)

� Starter Unit

In this starter unit students willñ be (re)united with the charactersñ listen to the theme songñ revise the English alphabetñ be introduced to reading

� Module 1

In this module students will …talk aboutñ family membersñ parts of the house

listen toñ a song introducing family membersñ a song presenting and practising location and

parts of a houseñ a dialogue about the characters looking for

Ronnyñ an episode of The Fisherman & the Fish

learn how toñ introduce family membersñ identify parts of a houseñ say where someone is

CRAFTWORK

Students willñ draw their family members

OUR SCHOOL

Students willñ make a part of a house (Art)

GO GREEN!

Students willñ talk about baby animalsñ talk about big and small families

PORTFOLIO

Students willñ draw a picture and write about themselves

being in a room of their house

OUR WORLD/MY WORLD

Students willñ talk about families in Great Britain, Mexico and

Russiañ make their family treeñ write about their family

PHONICS

Students willñ learn to read and pronounce words with the

/¥/ and /≤/ sounds

LANGUAGE FOCUS

Structuresñ This is my mummy.ñ Is Daddy in the living room?ñ Yes, he is./No, he isn’t.ñ This is Karen’s mummy.

Vocabularyñ family members: mummy, daddy, brother, sisterñ parts of a house: bedroom, bathroom, living

room, kitchen, garden

� Module 2

In this module students will …talk aboutñ presentsñ shapes

listen toñ a song about a Happy Birthday wishñ children saying how old they areñ a song practising shapesñ a dialogue about Woody and Frosty’s birthdayñ an episode of The Fisherman & the Fish

learn how toñ say how old they areñ identify and present presentsñ offer and accept giftsñ identify shapesñ say where things are

CRAFTWORK

Students willñ make a birthday card for their friends


XIV


OUR SCHOOL

Students willñ count the number of shapes and trace the

words (Maths)

GO GREEN!

Students willñ talk about how old trees are

PORTFOLIO

Students willñ make a birthday card for their friend and write

a short message

OUR WORLD/MY WORLD

Students willñ talk about birthdays in Great Britain, Spain and

Russiañ sing a birthday songñ write about their birthday party

PHONICS

Students willñ learn to read and pronounce words with the /ª/

and /¬/ sounds

LANGUAGE FOCUS

Structuresñ How old are you?ñ I’m six today.ñ Happy Birthday! This is for you.ñ Wow! A clock. Thank you.ñ The yellow clock is in the cupboard.ñ Where’s the blue robot? It’s on the table.

Vocabularyñ presents: robot, computer, bike, TV, lamp, clockñ numbers: 1-10ñ shapes: square, circle, triangle, rectangle

� Module 3

In this module students will …talk aboutñ parts of the bodyñ commands

listen toñ a song presenting and practising parts of the

body and related illnessesñ a song presenting and practising commandsñ a dialogue about some animals being illñ an episode of The Fisherman & the Fish

learn how toñ identify parts of the bodyñ talk about illnessesñ give and follow commandsñ describe people

CRAFTWORK

Students willñ make a Nessie/Yeti mask

OUR SCHOOL

Students willñ sing a song and follow commands (PE & Drama)

GO GREEN!

Students willñ talk about animals that have got paws/hoovesñ read a text about dogs

PORTFOLIO

Students willñ draw and label their body

OUR WORLD/MY WORLD

Students willñ talk about Nessie, Yeti and Indrikñ write about their fairytale character

PHONICS

Students willñ learn to read and pronounce words with the /ª/

and /¥/ sounds

LANGUAGE FOCUS

Structuresñ What’s the matter? ñ My arm hurts.ñ Let me see.


XV


ñ Simon says, clap your hands!ñ I’ve got two heads, four arms and two legs.

Vocabularyñ parts of the body: head, arm, tummy, leg,

foot, hand, mouth, eyes, ears, noseñ commands: clap your hands, nod your head,

stamp your feet, wave your arms

� Module 4

In this module students will …talk aboutñ actionsñ musical instruments

listen toñ a song presenting and practising actionsñ Sally and Roy saying what they can doñ a song practising musical instrumentsñ a dialogue about the Fairy Bandñ an episode of The Fisherman & the Fish

learn how toñ talk about actionsñ say what they can/can’t doñ identify/talk about musical instruments and

which ones they can play

CRAFTWORK

Students willñ make a guitar

OUR SCHOOL

Students willñ listen to the sounds some musical instruments

make (Music)

GO GREEN!

Students willñ talk about sounds they can hear in the country/

on a farm/by the sea/in a beautiful garden

PORTFOLIO

Students willñ draw and write what they can do

OUR WORLD/MY WORLD

Students willñ talk about Wayne Rooney, Shakira, Dima Bilan

and Andrei Arshavinñ make a class football teamñ write about their favourite football player/singer

PHONICS

Students willñ learn to read and pronounce words with the /Ω/

and /ø/ sounds

LANGUAGE FOCUS

Structuresñ She can dance and she can ride a bike.ñ I can play the guitar!ñ Can you dance? Yes, I can!

Vocabularyñ actions: sing, dance, ride a bike, play football,

drawñ musical instruments: piano, guitar, triangle, drum,

tambourine, recorder

� Fun Time

In this section students will …ñ consolidate the key vocabulary of Part 1

� Children’s Day

In this unit students will …ñ sing a song about Children’s Dayñ make a Me Treeñ play a Children’s Day game

� Happy New Year!

In this unit students will …ñ sing a New Year songñ play a Happy New Year gameñ find words connected with the New Year in a

word search


XVI

Introduction

� Module 5

In this module students will …talk aboutñ animals and what they can doñ numbers 11-20

listen toñ a song presenting and practising animals and

what they can doñ a song presenting and practising numbersñ a dialogue about Woody and Frosty meeting

a caterpillar which turns into a butterflyñ an episode of The Fisherman & the Fish

learn how toñ identify animalsñ talk about animals and what they can doñ describe animals

CRAFTWORK

Students willñ make animal spinners and play a game

OUR SCHOOL

Students willñ count and say how many legs different animals

have got (Maths)

GO GREEN!

Students willñ talk about the life cycle of a butterflyñ act out the life cycle of a butterfly

PORTFOLIO

Students willñ draw a picture of and write about their favourite

animal

OUR WORLD/MY WORLD

Students willñ talk about horse shows in Great Britain, elephants

playing football in Thailand and the MoscowCats Theatre

ñ make their own Animals Theatre

PHONICS

Students willñ revise words with the /±/, /ª/, /e/ and /μ/ sounds

LANGUAGE FOCUS

Structuresñ It’s an elephant.ñ A bird can fly, but it can’t swim.ñ A frog has got four legs.

Vocabularyñ animals: butterfly, elephant, spider, bird, frog,

monkeyñ numbers 11-20

� Module 6

In this module students will …talk aboutñ foodñ food preferences

listen toñ a song presenting and practising food

preferencesñ a child talking about the food items she likesñ a song presenting and practising food itemsñ a dialogue about the characters meeting the

Sweet Monsterñ an episode of The Fisherman & the Fish

learn how toñ talk about food preferences ñ talk about food that is good for themñ talk about fruit and vegetables

CRAFTWORK

Students willñ spell out their favourite treat using ‘smarties’ñ make fruit/vegetable men/women

OUR SCHOOL

Students willñ talk about food that is good for them (Health &

Safety)


XVII

Introduction

GO GREEN!

Students willñ identify fruit and vegetablesñ talk about fruit and vegetables that grow on

trees/underground

PORTFOLIO

Students willñ draw pictures of and write about their favourite

fruit and vegetable

OUR WORLD/MY WORLD

Students willñ talk about ice creams in Great Britain, Italy and

Russiañ write about their favourite ice cream

PHONICS

Students willñ revise words with the /n/ and /∞/ sounds

LANGUAGE FOCUS

Structuresñ I like chocolate. I don’t like jam.ñ Do you like lollipops? Yes, I do./No, I don’t. ñ Eat tomatoes. They’re good for you.ñ I’m Mr Carrot. I’m a vegetable.ñ What’s your favourite fruit? Bananas. I love

bananas!ñ An ice cream, please. Here you are. Thank you.

Vocabularyñ food/drink items: chocolate, jam, cake,

lollipops, juice, sweetsñ fruit/vegetables: carrots, potatoes, peas,

tomatoes, pears, oranges

� Module 7

In this module students will …talk aboutñ the weatherñ seasons

listen toñ a song presenting and practising the weather

ñ a song practising the seasonsñ a dialogue about the characters having fun

on a summer dayñ an episode of The Fisherman & the Fish

learn how toñ identify different weather conditionsñ talk about the seasonsñ talk about actions happening now

OUR SCHOOL

Students willñ colour in a tree according to seasons (Art)

GO GREEN!

Students willñ talk about water and its importanceñ talk about migratory bird and the difficulties

they face when travelling

PORTFOLIO

Students willñ draw a picture of and write about their favourite

season

OUR WORLD/MY WORLD

Students willñ talk about the weather in the UK, Greece and

Moscowñ write about their town/city

PHONICS

Students will ñ revise words with the /¡/, /¥/, /ø/ and /∑/ sounds

LANGUAGE FOCUS

Structuresñ It’s hot.ñ What’s the weather like today? It’s raining.ñ Look! It’s spring.ñ Erlina’s favourite season is spring because she

loves flowers.ñ A child needs water.ñ My favourite season is winter because I love

the snow.


XVIII

Introduction

Vocabularyñ weather: It’s hot. It’s cold. It’s sunny. It’s rainy.

It’s snowing.ñ seasons: spring, summer, autumn, winter

� Module 8

In this module students will …talk about ñ clothesñ size

listen to ñ songs presenting and practising clothesñ a dialogue about the characters getting ready

to go on holidayñ some children describing what they are wearingñ an episode of The Fisherman & the Fish

learn how to ñ talk about clothes and describe what they are

wearingñ talk about size

CRAFTWORK

Students will ñ use templates to draw and dress themselves

OUR SCHOOL

Students will ñ match the clothes to Daddy Bear and Baby

Bear according to the correct size (Maths)

GO GREEN!

Students will ñ talk about scarecrows and their importanceñ read a story about Sally the Scarecrow

PORTFOLIO

Students will ñ draw a picture of and write what they are

wearing

OUR WORLD/MY WORLD

Students willñ talk about traditional costumes in Great Britain,

Japan and Russia

ñ write about traditional costumes in their town/city

PHONICS

Students will ñ revise words of different sounds

LANGUAGE FOCUS

Structuresñ I’m wearing my hat and jumper.ñ Daddy Bear’s shorts are big.ñ Take off your shoes. Put on your cap.ñ It’s hot. I’m wearing my shoes.ñ It’s red! A T-shirt!

Vocabularyñ clothes: boots, jacket, jeans, jumper, dress, hat,

T-shirt, shorts, vest, socks, cap, shoes

� Round-up

In this section students will …ñ consolidate the key vocabulary and structures

of the course

� Fun Time

In this section students will … ñ consolidate the key vocabulary of the course

� Happy Easter

In this unit students will …ñ sing a song about Easterñ sort out Easter eggs according to the number

on themñ make an Easter basket

� May Day

In this unit students will …ñ talk about Maypolesñ make a May Day crownñ sing a song about May Day


4(T)

Starter Unit – Hello, Magic Friends!

Lesson 1

Objectives

To (re)unite the students with the characters. Topractise introducing oneself and greeting others.

Language

In this lesson the students will learn to understand:ñ Who’s this?ñ This is (Erlina).ñ Open/Close your books.

In this lesson the students will learn to use:ñ Hello, I’m (Tina).ñ What’s your name?ñ Goodbye.

Extra Materials

ñ Slips of paper with the students’ names;ñ characters’ cutouts.

Getting startedWelcome your class by saying Hello! several times.Present yourself. Say: Hello, I’m (Mrs Adams). Encouragethe students to greet you back. Stand in front of astudent and say: Hello, I’m (Mrs Adams). What’s yourname? Encourage the student to respond.

Pin up the slips of paper with the students’ names onthe classroom walls. Make sure you pin up the slips ofpaper in sets of two. Explain the activity. The studentsgo around looking for their names. When they find thecorresponding slips of paper, they act out thefollowing short exchange.

e.g. Student 1: Hello, I’m (Tina). What’s your name?Student 2: Hello, I’m (Jim).

Demonstrate this yourself first.

Meeting the characters(Activities to (re)unite the students with the characters.)

Students’ books closed. Ask the students to look at thecovers of their books. Point to the characters, one at atime, and elicit their names.

e.g. Teacher: (pointing to Willow) Who’s this?Class: Willow. etc.

Have a class discussion, in L1 if necessary, about whatthe students remember from the previous year. Tell thestudents that they are going to learn more about theMagic Forest and their magic friends this year.

Students’ books open. Say: Open your books at pagefour. Write the number 4 on the board and hold upyour book. Ask the students to look at the picture. Pointto Frosty and ask: Who’s this? Elicit the answer. Thensay: Hello, Magic Forest! Hello, magic friends! Hello,Frosty! Follow the same procedure with the rest of thecharacters.

1 Sing and do. (TRACK 02 CD1)

Play the recording. The students listen and point to thecharacters as their names are mentioned. Play therecording again. The students listen and sing along.

Tapescript

(students wave their hands throughout the song)

Hello, Magic Forest,Hello, Magic Friends!Hello, Frosty! Hello, Woody!Hello, hello again!

Hello, Magic Forest!Hello, Willow, too!Hello, Erlina! Hello, Alvin!Hello, hello to you!

Extension

Ask the students to open their Workbooks and cut outthe characters’ cutouts. Assign the roles of Frosty,Woody, Willow, Erlina and Alvin to various students. Tellthe remaining students to imagine that they are in theMagic Forest meeting the characters. Play the song.The students move around the class singing andwaving hello to the characters. The students whoportray the characters wave back.

Before going into class

Prepare slips of paper with the names ofthe students.

Starlight 2_part 1_Starter Ts 10-12-09 17:43 Page 23


5(T)

2 Listen. Then talk with your friend:Hello, I’m (John). Hello, I’m (Anna).(TRACK 03 CD1)

Explain the activity. Play the recording. The studentslisten and repeat. Then students, in pairs, greet eachother by saying: Hello, I’m (Tom). Go around the classmonitoring and providing any necessary help.

TAPESCRIPT

Boy: Hello, I’m John.Girl: Hello, I’m Anna.

Closing activityAsk the students to choose one of their characters’cutouts. Say a name, e.g. Erlina. The students with thecorresponding cutout stand up and leave the class.Encourage them to say goodbye as they leave.

WORKBOOK (Optional)

If you wish, you can do Exs 1 and 2 during this lesson orthe next one.


6(T)


Lesson 2

Objectives

To present/consolidate the English alphabet.

Language

In this lesson the students will learn to understand:ñ Who’s got (a – /±/) in their name?

In this lesson the students will learn to use:ñ ant, bat, cap, duck, elf, flower, ghost, hat,

iguana, jaguar, koala, lion, mouse, nut, orange,puppet, queen, rabbit, snail, tomato, umbrella,violet, wizard, fox, yo-yo, zebra

Extra Materials

ñ The Alphabet poster for Presentation &Practice;

ñ slips of paper with the letters a-z and a bag forthe Ending the Lesson activity.

BEGINNING THE LESSON

(An activity to revise the language taught in Lesson 1.)

Invite students, in pairs, to stand in front of the classand introduce themselves to each other.

e.g. Student 1: Hello, I’m (Mary).Student 2: Hello, I’m (Bill). etc.

PRESENTATION & PRACTICE

(Activities to present and practise the English alphabet.)

1 Listen, point and say. (TRACK 04 CD1)

POSTER

Students’ books closed. Pin the Alphabet poster on theboard. Point to the letter a and say: a – /±/. Invite thestudents to repeat, chorally and individually. Then writethe word ant next to the letter a. Point to the letter andthe word and say: a – ant, /±/ – /±nt/. The studentsrepeat, chorally and individually. Finally, write the letterA a again on the board so that the students can seehow both the capital and small letters are formed.Repeat the same procedure with the rest of the lettersand words.

Students’ books open. Say: Open your books at pagesix. Write the number 6 on the board and hold up yourbook. Play the recording. The students listen, point tothe letters and the words and repeat. Point to theletters and the words as they are heard, making surethe students point to the correct letter and word eachtime. Repeat the procedure more than once ifnecessary.

Extension

1 What’s in a name?Point to the letter a on the board and ask: Who’sgot an a – /±/ in their name? The student(s) withthe letter a in their name raise their hands. Do thesame with the rest of the letters.

2 Write the words ant – zebra on the board, omittingthe first letter of each word. Ask a student to cometo the board, choose any word he/she likes, writethe missing letter and say the word. Ask the rest ofthe class for verification.


7(T)


2 Listen and sing. (TRACK 05 CD1)

(Activities to present/consolidate the English alphabetin alphabetical order and familiarise the students withtheir pronunciation.)

Students’ books closed. Write the letters of the alphabeton the board, one at a time, and pronounce them, e.g.Aa /Ω/, Bb /b∞/, etc. The students repeat, chorally andindividually.

Students’ books open. Play the recording. The studentslisten and point to the letters in their books. Play therecording again. The students listen and sing along.

ENDING THE LESSON

Lucky dip!

Hold the bag with the slips of paper inside and inviteindividual students to come and take a ‘lucky dip’from the bag (i.e. the student dips his/her hand in thebag and takes out a slip). The student then shows theslip to the class and tells the class the letter sound anthe word that starts with this letter. Ask the rest of theclass for verification.

e.g. Student 1: (taking out v) v – violet Class: Yes! v – violet! etc.

WORKBOOK (Optional)

If you wish, you can do some of the exercises duringthis lesson or the next one.


Write each of the letters (a-z) on slips ofpaper and put them in a bag.



8(T)

Lesson 3

Objectives

To practise greetings. To read and pronouncewords with the /±/, /Ω/, /æ/ and /¡/ sounds.

Language

In this lesson the students will learn to use:ñ Hello, (Tina). How are you? I’m fine, thank you.

In this lesson the students will learn to read thefollowing words:ñ cat, fat, hat, bat, cap, black, can, hand, man,

Dan, and, have, ant, has, Pamñ cake, snake, lake, plane, Jane, name, plate,

Daveñ milk, pink, Kim, sit, big, swim, rich, is, sister,

kitten, little, listenñ bike, like, Mike, kite, write, white, fine, nine, ride,

drive, five, ice, I, hi

Extra Materials

ñ Flashcards 1-4;ñ a bag, slips of paper with words for the Ending

the Lesson activity.


(An activity to revise the English alphabet.)

Write the letters of the alphabet on the board. Point toeach letter and invite the students to say the sound ofeach letter, first chorally and then individually. If thestudents feel confident enough, ask them to produceboth the sound of the letter and the word. Praise themeach time they get it right, while helping them, ifnecessary, to remember the sounds and/or the words.


(An activity to practise greetings.)

1 Play the How are you? game.Students’ books closed. Approach a student, shakehis/her hand and say: Hello, (Mary). How are you?Encourage the student to greet you in the same wayand respond: I’m fine, thank you. Approach a differentstudent and ask him/her the same question, this timeeliciting the response I’m fine, thank you.

Students’ books open. Say: Open your books at pageeight. Write the number 8 on the board and hold upyour book. Explain to the students that they are going toplay the How are you? game. Point to the picture andread out the exchange. The students repeat after you,chorally and individually. Explain the game. Ask the

students to sit in a circle and choose a student (StudentA) to stand/sit in the middle of the circle. Choose astudent from the circle (Student B) to stand up,approach Student A, shake his/her hand and greethim/her. Student A responds. Now Student A returns tothe circle, Student B stands in the middle and the gamecontinuous. Repeat the game until all the students havehad a chance to play.

(Activities to help the students read and pronouncewords with the /±/ and /Ω/ sounds.)

2 Listen, point and repeat the sounds andthe words. (TRACK 06 CD1)

FLASHCARDS (1-2)

Students’ books closed. Hold up the cat flashcard. Pointto and ask: What’s this? Elicit: cat. Say the word. Thestudents repeat after you. Write the word cat under theflashcard. Underline the letter a. Then point and say: /±/,/k±t/. The students repeat after you. Repeat the sameprocedure with cake. If you wish, explain that e at theend of a word usually makes the vowel in the middle ofthe word say its name instead of its sound.

Extension

Write the following on the board:

Students say the sounds and the words.

e.g. /k/, /±t/ – /k±t/ etc.

Students’ books open. Play the recording. The studentslisten, point to and repeat the sounds and the wordschorally and/or individually.

3 Read the words to your friend.Read the sounds and the words. The students follow intheir books. Then the students work in pairs. One readswhile the other checks and then they swap roles. Duringthis stage, check round the class offering any necessaryhelp. Finally ask some students to read the words out loud.

4 Use the code and colour the pictures.Point to the pictures and the words underneath andhave students read them out loud. Explain the activity.The students use the code to colour the words with the

ake

ane

c

l

sn

pl

J

at

c

b

f

h



9(T)

//±±// sound blue, and the words with the //ΩΩ// sound red.Allow the students some time to finish the activity. Then,hold up your book, point to each picture and askindividual students to say the word and the colourhe/she used. Ask the rest of the class for verification.

e.g. Teacher: (points to ant)Student 1: ant – blue etc.

blue: ant, hat, cat, bat, capred: cake, plane, plate

(Activities to help the students read and pronouncewords with the /æ/ and /¡/ sounds.)


FLASHCARDS (3-4)

Students’ books closed. Hold up the milk flashcard. Pointto and ask: What’s this? Say: milk. The students repeatafter you. Write the word milk under the flashcard.Underline the letter i. Then point and say: /æ/, /mælk/. Thestudents repeat after you. Repeat the same procedurewith bike. If you wish, remind the students that e at theend of a word usually makes the vowel in the middle ofthe word say its name instead of its sound.

Extension



e.g. /sw/, /æm/ – /swæm/ etc.


6 Read the words to your friend.Read the sounds and the words. The students follow intheir books. Then the students work in pairs. One readswhile the other checks and then they swap roles.During this stage, check round the class offering anynecessary help. Finally, ask some students to read thewords out loud.

7 Say the words. Circle the word that isdifferent.

Explain the activity. The students read the words ineach group and circle the word whose sound isdifferent from the rest. Check the students’ answers.

1 five 2 listen 3 snake 4 cap


Point to the picture and ask: Where’s the cat? Elicit: Thecat is in the hat. Say: The cat is in the hat, E-I-E-I-A! Thestudents repeat after you. Next, draw a simple sketch ofa snake in the lake, a kitten in the milk and a bike in theice and repeat the procedure. Play the recording asmany times as you wish, inviting the students to singalong.

ENDING THE LESSON

(An activity to revise the a (//±±//, //ΩΩ//) and i (//ææ//, //¡¡//) sounds.)

Draw the following table on the board:

Place the bag with the slips of paper inside on yourdesk. Invite students, one by one, to come to yourdesk, pick a random slip of paper from the bag andread the word out loud. Provide the student with someblue tack and ask him/her to stick the word under thecorrect category according to the sound of letter a ori. Ask the rest of the class for verification. Repeat theprocedure until all the words have been placed underthe correct category.

WORKBOOK (Optional)


//±±// //ΩΩ// //ææ// //¡¡//


Prepare some slips of paper with thewords in Exs 3 and 6 and put them in abag. Bring in some blue tack.

ike

ite

b

l

k

wr

imsw

K



10(T)

Lesson 4

Objectives

To practise greetings. To read and pronouncewords with the /∞/, /e/, /¡/ and /æ/ sounds.

Language

In this lesson the students will learn to use:ñ Good morning, your Majesty!

In this lesson the students will learn to read thefollowing words:ñ we, me, be, he, she, Peteñ zebra, seven, desk, men, ten, pen, hen, red,

bed, wet, egg, leg, dress, elf, Kenñ fly, sky, bye, myñ baby, teddy, pretty, family

Extra Materials

ñ Flashcards 5-8.


Write the following words on the board, one under theother: cat, cake, bat, snake, ant, hat, plane, milk, kite,five, big, nine, sister, listen, bike, ride. Underline theletters in bold. Write the phonetic symbols of theunderlined letters next to the list. Ask students to cometo the board, read the words and point to/write thephonetic symbol of the underlined letter. Ask the rest ofthe class for verification.

Play the song from the previous lesson (Track 08 CD1).The students listen and sing along.


(Activities to practise greetings.)

1 Play the Good morning, your Majesty!game.

Students’ books closed. Draw a sun on the board. Pointto it, mime waking up and say: Good morning,everyone. The students repeat after you. Explain thatwe use this greeting from morning to noon (12:00 pm).If you wish, you can use this opportunity to teach therest of the greetings:

Good afternoon (from 12:00 pm till 5:00 pm)Good evening (from 5 pm till midnight)Good night (when we are leaving or going to bed)

Students’ books open. Say: Open your books at pageten. Write the number 10 on the board and hold up yourbook. Explain to the students that they are going to play

the Good Morning, your Majesty! game. Point to thepicture and read out the exchange. The students repeatafter you, chorally and individually. Explain the game.Ask the students to sit in a circle and choose a student(Student A) to stand/sit in the middle of the circle withhis/her eyes closed. Choose a student (Student B) fromthe circle to say the greeting. Student A tries to guesswhich student spoke and says his/her name, e.g.Michael! If Student A guesses correctly, he/she sits down,Student B stands in the middle of the circle and thegame continues in the same way. If Student A fails toguess the correct student, he/she remains in the circleand it’s another student’s turn to say the phrase. Repeatthe game as many times as you think is necessary.

(Activities to help the students read and pronouncewords with the /∞/ and /e/ sounds.)


FLASHCARDS (5-6)

Students’ books closed. Hold up the we flashcard. Pointto and say: we. Pin the flashcard on the board. Say theword again. The students repeat after you. Write theword we under the flashcard. Underline the letter e.Then point and say: /∞/, /w∞/. The students repeat afteryou. Repeat the same procedure with zebra.

Extension



e.g. /w/, /∞/ – /w∞/ etc.


3 Read the words to your friend.Read the sounds and the words. The students follow intheir books. Then the students work in pairs. One readswhile the other checks and then they swap roles. Duringthis stage, check round the class offering any necessaryhelp. Finally, ask some students to read the words out loud.

4 Colour the words with the //ee// sound.Explain the activity. Students read and colour only over

en

m

t

p

h

e

w

sh

h

m



11(T)

the words with the //ee// sound. Allow the students some timeto complete the activity. Check the students’ answers.

Answer: ten, red, elf, pen, seven, bed, men, zebra

(Activities to help the students read and pronouncewords with the /¡/ and /æ/ sounds.)


FLASHCARDS (7-8)

Students’ books closed. Hold up the fly flashcard. Pointto and say: fly. Pin the flashcard on the board. Say theword again. The students repeat after you. Write theword fly under the flashcard. Underline the letter y.Then point and say: /¡/, /fl¡/. The students repeat afteryou. Repeat the same procedure with baby. If youwish, explain that y at the end of a one-syllable word isusually pronounced /¡/ whereas at the end of a longerword is usually pronounced /æ/.

Extension



e.g. /fl/, /¡/ – /fl¡/ etc.


6 Read the words to your friend.Read the sounds and the words. The students follow intheir books. Then the students work in pairs. One readswhile the other checks and then they swap roles. Duringthis stage, check round the class offering any necessaryhelp. Finally ask some students to read the words out loud.

(Activities to consolidate the /±/, /¡/ and /æ/ sounds.)

7 Complete the word pyramids. Say thewords.

Refer the students to the words and the pyramids.Read the words out loud and have the students repeatafter you. Explain the activity. The students completethe pyramids with the correct words according to their

sounds. Tell them that each cube of the pyramidcorresponds to a letter. Allow them some time tocomplete the activity and check their answers.Individual students read out the words in the pyramids.

//±±//: a, an, and, have, black//¡¡//: I, hi, ice, like, write//ææ//: in, sit, milk, drink, little


Point to the boy in the picture and say: This is baby Ben.The students repeat after you. Then point to the henand say: This is my red hen. She lays eggs for Baby Ben!The students repeat after you. Play the recording. Thestudents listen and follow in their books. Play therecording again. The students listen and sing along.

ENDING THE LESSON

(An activity to consolidate cvc words.)

Write a cvc (consonant-vowel-consonant) word on theboard, e.g. hen. Allow the students some time to look atit before you cover it. The students write the word.Uncover the word for the students to check theirspelling. Ask a student to read the word out loud.

Suggested words: cat, bat, can, mat, man, big, men,ten, pen, hen, red, leg, bed

WORKBOOK (Optional)


prett

fair

bab

y

fl

m

sk

y



12(T)

Lesson 5

Objectives

To practise offering things and saying thank you.To read and pronounce words with the /ø/, /≥/,/j∂/ and /∑/ sounds.

Language

In this lesson the students will learn to use:ñ Here you are.ñ Thank you.ñ You’re welcome.

In this lesson the students will learn to read thefollowing words:ñ home, bone, rose, go, ghost, rope, nose, no, Tonyñ frog, dog, stop, hot, got, on, Donnañ pupil, cute, computer, use, student, musicñ nut, but, drum, sun, fun, run, bus, cup, jump,

puppy, rubber, Russia

Extra Materials

ñ A soft ball for Let’s play; ñ Flashcards 9-12;ñ a bag, slips of paper with the words in Exs 3

and 6 and some blue tack for the Ending theLesson activity.


Write the following words on the board, one under theother: cat, cake, men, snake, he, fly, sky, plane, milk,teddy, five, big, pen, sister, we, bike, ride. Underlinethe letters in bold. Write the phonetic symbols of theunderlined letters next to the list. Ask students to cometo the board, read the words and point to/write thephonetic symbol of the underlined letter. Ask the rest ofthe class for verification.



(Activities to practise offering things and saying thank you.)

1 Play the Thank you game.

Students’ books open. Say: Open your books at pagetwelve. Write the number 12 on the board and hold upyour book. Refer the students to the picture. Read thespeech bubbles. The students repeat after you. Explaintheir meaning. Ask the students to sit in a circle. Stand in

the middle of the circle. Give the soft ball to a student andsay: (Tina), here you are. Encourage the student to saythank you when he/she receives it. Reply by saying You’rewelcome. Repeat with another student. If you wish, ask astudent to stand in the centre and play your part.

Extension

The students work in pairs. They choose a school itemto offer to their partner while acting out the exchange.

(Activities to help the students read and pronouncewords with the /ø/ and /≥/ sounds.)


FLASHCARDS (9-10)

Students’ books closed. Hold up the home flashcard.Point to and say: home. Pin the flashcard on theboard. Say the word again. The students repeat afteryou. Write the word home under the flashcard.Underline the letter o. Then point and say: /ø/, /høm/.The students repeat after you. If you wish, explain thate at the end of a word usually makes the vowel in themiddle of the word say its name instead of its sound.Repeat the same procedure with frog.

Extension



e.g. /h/, /øm/ – /høm/ etc.



4 Colour the words with the //øø// sound.What is it? Complete and read.

Point to the picture and the words and have thestudents read them out loud. Explain the activity. The

st

g

d

fr

op

ot

og

og+

+

+

+

r

r

n

h

ose

ope

ose

ome+

+

+

+


Bring a ball into class.



13(T)

students colour in the words with the //øø// sound. Allowthe students some time to finish the activity. Then, askthe students to look at the picture and ask: What is it?Elicit the response: (It’s a) home. Refer the students tothe speech bubble and ask the students to write theword home to complete the sentence.

The students colour in the words: nose, go, rope, bone,no, yo-yo

(Activities to help the students read and pronouncewords with the /j∂/ and /∑/ sounds.)


FLASHCARDS (11-12)

Students’ books closed. Hold up the pupil flashcard.Point to and say: pupil. Pin the flashcard on the board.Say the word again. The students repeat after you. Writethe word pupil under the flashcard. Underline the letteru. Then point and say: /j∂/, /'pj∂pºl/. The students repeatafter you. Repeat the same procedure with nut.

Extension



e.g. /pj∂/, /pºl/ – /'pj∂pºl/ etc.



(Activities to consolidate the vowel sounds.)

7 Complete the words. Read the wordsto your friend.

Explain the activity. The students complete the words withthe correct vowels. Allow them some time to completethe activity and check their answers. Individual studentsread out the words.

Answers: cute, nose, he, milk, cake, run, hi, frog, is, she,sister, kite, pen, sun, rose, baby, five, cat, black, use, hat,teddy, snake, fly


Point to the frog in the picture and say: Go home, funnyfrog! The students repeat after you. Then mime and say:Hop and hop and don’t you stop! The students repeatafter you. Play the recording. The students listen andfollow in their books. Play the recording again. Thestudents listen and sing along.

ENDING THE LESSON

(An activity to revise the o (//øø//, //≥≥//) and u (//jj∂∂//, //∑∑//) sounds.)


Place the bag, with the slips of paper inside, on yourdesk. Invite students, one by one, to come to yourdesk, pick a random slip of paper from the bag andread the word out loud. Provide the student with someblue tack and ask him/her to stick the word under thecorrect category according to the sound of letter o oru. Ask the rest of the class for verification. Repeat theprocedure with as many students as you wish.

WORKBOOK (Optional)


//øø// //≥≥// //jj∂∂// //∑∑//



b

s

dr

n

us

un

um

ut+

+

+

+

cu

mu

u

pu

te

sic

se

pil+

+

+

+



14(T)

Lesson 6

Objectives

To practise asking and answering questions. To revisekey vocabulary from the previous level. To read andpronounce words with the /∞/, /∫/, /ı/ and /w/ sounds.

Language

In this lesson the students will learn to use:ñ What’s this?ñ It’s (a pen).

In this lesson the students will learn to read thefollowing words:ñ bee, tree, feet, deep, feel, sweets, green, queen,

eat, meat, team, read, jeans, peas, pleaseñ mother, brother, with, this, they, then, that, theñ teeth, thanks, three, thinkñ whale, white, when, why, what

Extra Materials

ñ Flashcards 13-18;ñ a bag, slips of paper with the words in Exs 3

and 6 and some blue tack for the Ending theLesson activity.


Write the following words in random order on the board:cat, bat, can, man, cake, snake, bike, like, we, me, ten,pen, fly, my, nose, rose, fun, run. Allow the students sometime to match the rhyming words. Ask students to cometo the board, point to and say/write the rhyming words.Ask the rest of the class for verification.

Rhyming pairs: cat – bat, can – man, cake – snake, bike –like, we – me, ten – pen, fly – my, nose – rose, fun – run.



(Activities to practise asking and answering questions,revising key vocabulary from the previous level.)

1 Play the What is it? game.Students’ books open. Hold up a pen and ask: What is it?Elicit: It’s a pen. Repeat with some other school items, e.g.pencil, rubber, book, schoolbag. Say: Open your booksat page fourteen. Write the number 14 on the board andhold up your book. Refer the students to the picture.Read the speech bubbles. The students repeat after you.Explain the game. Put the school items on your desk. Asktwo students, A and B, to come to the front of the class.Allow Student B to look at the items for a minute beforeclosing his/her eyes. Then Student A takes one of the

school items and hides it behind his/her back. Student Bopens his/her eyes and tries to guess the item behindStudent A’s back. If Student B guesses correctly, he/shetakes Student A’s role and the game continues withanother student.

Note: The items used for the game can be flashcardsof food items, toys, etc. In this way you can revise morevocabulary items.

(Activities to help the students read and pronouncewords with the /∞/ sound.)


FLASHCARDS (13-14)

Students’ books closed. Hold up the bee flashcard.Point to and say: bee. Pin the flashcard on the board.Say the word again. The students repeat after you. Writethe word bee under the flashcard. Underline the lettersee. Then point and say: /∞/, /b∞/. The students repeat afteryou. Repeat the same procedure with jeans.

Extension



e.g. /b/, /∞/ – /b∞/ etc.


3 Read the words and the text to yourfriend.

Read the sounds and the words. The students follow intheir books. Point to the boy and ask: Who is this? Howold is he? What has he got? What does his dog like?Allow the students some time to read the text andanswer your questions. Then the students work in pairs.One reads while the other checks and then they swaproles. During this stage, check round the class offeringany necessary help. Finally, ask some students to readthe words out loud.

4 Join the words with the //∞∞// sound.Point to the words and have the students read themout loud. Explain the activity. The students draw lines to

s

r

t

j

ea

ead

eam

eans+

+

+

+

gr

f

tr

b

een

eet

ee

ee+

+

+

+



15(T)

join the words with the //∞∞// sound in order to get fromstart to finish. Allow the students some time to finish theactivity. Individual students read out the words theymatched. Ask the rest of the class for verification.

The students join the words: tea, feet, eat, jeans, green,read, peas, sea

(Activities to help the students read and pronouncewords with the /∫/, /ı/ and /w/ sounds.)


FLASHCARDS (15-18)

Students’ books closed. Hold up the mother flashcard.Point to and say: mother. Pin the flashcard on theboard. Say the word again. The students repeat afteryou. Write the word mother under the flashcard.Underline the letters th. Then point and say: /∫/, /'m∑∫º/.The students repeat after you. Repeat the sameprocedure with teeth, whale and who.

Extension



e.g. /m∑/, /∫º/ – /'m∑∫º/ etc.


6 Read the words and the questions toyour friend.

Read the sounds and the words. The students follow intheir books. Point to the boy on the plane and ask:Who is that? etc. Read the text. Then the students workin pairs. One reads while the other checks and thenthey swap roles. During this stage, check round theclass offering any necessary help. Finally, ask somestudents to read the words out loud.

(Activities to consolidate the vowel sounds.)

7 Use the code and colour over thewords.

Hold up your book and refer the students to the picture

and the words. Read the words out loud and have thestudents repeat after you. Explain the activity. The studentsuse the colour code to colour in the picture, according tothe sound the words make. Allow them some time tocomplete the activity and check their answers.

Answers:

//±±//: cat, bat – black//≥≥//: dog – red//∑∑//: sun – yellow//∞∞//: tree – green//¡¡//: sky – blue//øø//: rose – pink


Point to the bumblebee in the picture and say:Bumblebee, one, two, three. Bumblebee, time for tea!The students repeat after you. Play the recording. Thestudents listen and follow in their books. Play therecording again. The students listen and sing along.

ENDING THE LESSON

(An activity to revise the ee/ea (//∞∞//), th (//∫∫//, //ıı//) and wh(//ww//) sounds.)


Place the bag with the slips of paper inside on yourdesk. Invite students, one by one, to come to yourdesk, pick a random slip of paper from the bag andread the word out loud. Provide the student with someblue tack and ask him/her to stick the word under thecorrect category according to the sound of lettersee/ea or wh. Ask the rest of the class for verification.Repeat the procedure with as many students as youwish, until all the words have been placed under thecorrect category.

WORKBOOK (Optional)


//∞∞// //∫∫// //ıı// //ww//



wh

ale

o

at

en

tee

th

bro

mo

th

ink

ther

ther+

+

+

+



16(T)

Lesson 7

Objectives

To practise making suggestions. To revise keyvocabulary from the previous level. To read andpronounce words with the /«/, /f/, /∏/, /…/ and /k/ sounds.

Language

In this lesson the students will learn to use:ñ Let’s (fly a kite)!

In this lesson the students will learn to read thefollowing words:ñ ship, she, shell, shine, shop, fish, wishñ phone, dolphin, elephantñ cheese, chips, chimp, chin, cherry, chocolate,

beach, teacherñ king, sing, ring, song, strong, long, going, jungleñ socks, clock, duck, crack, pack, quick, kick,

Nick, chicken

Extra Materials

ñ Flashcards 19-23;ñ photocopies of flashcards 1-23 for the Ending



(An activity to revise the ee/ea (//∞∞//), th (//∫∫//, //ıı//) and wh(//ww//) sounds.)

Write on the board: //∞∞//, //∫∫//, //ıı//, //ww//. Say a word, e.g. python.Ask a student to tell you which is the correct sound for theletters th (Answer: /ı/). Ask the rest of the class forverification. Repeat with as many words as you wish.



(Activities to practise making suggestions/key vocabularyfrom the previous level.)

1 Play the Let’s ... game.Students’ books open. Draw a simple sketch of a kite onthe board. Point to it, mime and say: Let’s fly a kite!Encourage the students to repeat the sentence as theymime the action. Say: Open your books at page sixteen.Write the number 16 on the board and hold up yourbook. Refer the students to the picture. Read the speechbubbles. The students repeat after you. Explain thegame. The students stand up, preferably in a line behindyou. Start walking. Say and mime an action and thestudents have to repeat both the sentence and theaction. Once the students are familiar, choose a studentto be the leader.

Suggested cues: fly a kite, eat a sweet, ride a bike, phonehome, make a cake, drink some milk

(Activities to help the students read and pronouncewords with the /«/, /f/ and /∏/ sounds.)


FLASHCARDS (19-21)

Students’ books closed. Hold up the ship flashcard. Pointto and say: ship. Pin the flashcard on the board. Say theword again. The students repeat after you. Write theword ship under the flashcard. Underline the letters sh.Focus the students’ attention on how s and h are voicedindividually, e.g. s – snail, h – hat. Point out the differencein sound when both letters are joined. Then point andsay: /«/, /«æp/. The students repeat after you. Repeat thesame procedure with phone and cheese.

Extension



e.g. /«/, /æp/ – /«æp/ etc.


3 Read the words and the sentences toyour friend.

Read the sounds, the words and the sentences. Thestudents follow in their books. Then the students work inpairs. One reads while the other checks and then theyswap roles. During this stage, check round the classoffering any necessary help. Finally, ask some studentsto read the words out loud. If you wish, you can askstudents to say the sentences as fast as they can!

4 Complete the words. Read them toyour friend.

Point to the incomplete words in the box and to themissing letters above. Explain the activity. The students

ch

ips

in

eese

ele

dol

ph

phant

phin

one+

+

+

sh

ip

op

ell


17(T)


choose the correct letters to complete the words. Allowthe students some time to finish the activity. Individualstudents read out the completed words.

Answers: whale, teeth, mother, dolphin, elephant,cheese, fish, chips, shop

(Activities to help the students read and pronouncewords with the /…/ and /k/ sounds.)


FLASHCARDS (22-23)

Students’ books closed. Hold up the king flashcard. Pointto and say: king. Pin the flashcard on the board. Say theword again. The students repeat after you. Write theword king under the flashcard. Underline the letters ng.Then point and say: /…/, /kæ…/. The students repeat afteryou. Repeat the same procedure with socks.

Extension

Write the following on board:


e.g. /kæ/, /…/ – /kæ…/ etc.



Read the sounds and the words. The students follow intheir books. Point to the chicken and ask: Who is that?Why does he pack? Read the text. Then the studentswork in pairs. One reads while the other checks and thenthey swap roles. During this stage, check round the classoffering any necessary help. Finally, ask some students toread the words and the story out loud.

(Activities to consolidate rhyming words.)

7 Read the words. Do they rhyme? CircleYes. If not, circle No.

Refer the students to the pairs of pictures (1-4) and thewords underneath. Read the words out loud and havethe students repeat after you. Explain the activity. Thestudents look at the pairs of pictures/words and decidewhether they rhyme or not. If the words rhyme, theycircle yes. If not, they circle no. Allow the students sometime to complete the activity and check their answers.

Answers:

1 yes 2 yes 3 yes 4 no


Point to the chicken in the picture and say: Chick,chick, chick, chick, chicken, sing a little song for me!The students repeat after you. The point to the otheranimals and ask: Where are they? Point to and say: Thedolphin is in the sea. The fish is in the sea. The chimp isin the jungle. Play the recording. The students listenand follow in their books. Play the recording again. Thestudents listen and sing along.

ENDING THE LESSON

Divide the class into groups of 4. Give each group 3flashcards cut into puzzle pieces. The first group topiece together and write the names of their flashcardsis the winner.

WORKBOOK (Optional)



Photocopy flashcards 1-23.

ck

du

clo

ki

ng

ki

si

lo



18(T)

Lesson 8

Objectives

To consolidate key vocabulary. To review theupper case. To read and pronounce words withthe /Ω/, /√/, /≈/ and /¥l/ sounds.

Language

In this lesson the students will learn to read thefollowing words:ñ play, grey, day, way, say, pay, away, today,

Fridayñ boy, toyñ where, there, pear, square, wear, bear, hare,

shareñ ball, call, fall, all, tall, wall, small

Extra Materials

ñ Pieces of paper with words for Ex. 1;ñ Flashcards 24-30;ñ cardboard paper, safety pins, sellotape for the

Ending the Lesson activity.


(An activity to revise the sh (//««//), ph (//ff//), ch (//∏∏//), ng (//……//)and ck (//kk//) sounds.)

Write on the board: //««//, //ff//, //∏∏//, //……//, //kk//. Say a word, e.g.beach. Ask a student to tell you which is the correct soundfor the letters ch (Answer: /∏/). Ask the rest of the class forverification. Repeat with as many words as you wish.

Play the song (Track 20 CD1) from the previous lesson.The students listen and sing along.


(Activities to consolidate key vocabulary. To reviewupper case.)

1 Play the Body Words game.

Students’ books open. Say: Open your books at pageeighteen. Write the number 18 on the board and holdup your book. Refer the students to the children in thepicture. Ask: Which word is it? Read the word. Dividethe students into groups of four and explain the game.Hand each group a 4-letter word and ask them tomake a body shape of the word, i.e. each studentforms an upper case letter. Demonstrate some of theshapes yourself first.

Suggested words: BABY, BIKE, CAKE, DUCK, FROG, HOME,KING, KITE, LION, MILK, PUPIL, SHIP, YO-YO, etc.

(Activities to help the students read and pronouncewords with the /«/, /f/ and /∏/ sounds.)


FLASHCARDS (24-26)

Students’ books closed. Hold up the play flashcard. Pointto and say: play. Pin the flashcard on the board. Say theword again. The students repeat after you. Write theword play under the flashcard. Underline the letters ay.Then point and say: /Ω/, /plΩ/. The students repeat afteryou. Repeat the same procedure with grey and boy.

Extension



e.g. /pl/, /Ω/ – /plΩ/ etc.



Read the sounds and the words. The students follow intheir books. Point to the girl holding the teddy and ask:What colour is the teddy? What is his name? Read the

oyt

b

ay

pl

d

s


Prepare slips of paper with 4-letter words.

A B C D E F

G H I J K L

M N O P Q R

S T U V W X

Y Z



19(T)

text. Then the students work in pairs. One reads whilethe other checks and then they swap roles. During thisstage, check round the class offering any necessaryhelp. Finally, ask some students to read the words andthe story out loud.

4 Use the code to colour over the words.Point to the words in the boxes and read them out, oneby one. The students repeat after you. Then point to thecolours above and read the names of the colours outloud. The students repeat after you, chorally andindividually. Explain the activity. The students choose thecorrect colour code to colour in the words in the boxes,according to how they sound. Allow the students sometime to finish the activity. Check their answers. Then thestudents read out the words and say the colour theyused. Ask the rest of the class for verification.

grey – day, say red – bed, zebragreen – bee, tea, cheese pink – milk, swimblack – cat white – kite, five

(Activities to help the students read and pronouncewords with the /≈/ and /¥l/ sounds.)


FLASHCARDS (27-30)

Students’ books closed. Hold up the where flashcard.Point to and say: where. Pin the flashcard on the board.Say the word again. The students repeat after you. Writethe word where under the flashcard. Underline the lettersere. Then point and say: /≈/, /w≈/. The students repeatafter you. Repeat the same procedure with pear, squareand ball.

Extension



e.g. /w/, /≈/ – /w≈/ etc.



Read the sounds and the words. The students follow intheir books. Point to the boy and ask: Where is histeddy bear? Read the text. Then the students work inpairs. One reads while the other checks and then theyswap roles. During this stage, check round the classoffering any necessary help. Finally, ask some studentsto read the words and the story out loud.

7 Listen and repeat the numbers. Thenmatch them to the words. (TRACK 23 CD1)

Students’ books closed. Write the numbers 1 to 10 onthe board. Point to the number and say. The studentsrepeat after you.

Students’ books open. Play the recording. The studentslisten, point to and repeat the words chorally. Individuallystudents match the number with the word.


If you wish, revise numbers 1-10. Point to the bears inthe picture and say: Ten small bears sitting on a wall!The students repeat after you. Play the recording. Thestudents listen and follow in their books. Play therecording again. The students listen and sing along.

TAPESCRIPT

Ten small bears sitting on a wall,Ten small bears sitting on a wall.Take one away, and now count them all,Nine small bears sitting on a wall.

Nine small bears sitting on a wall,Nine small bears sitting on a wall.Take one away, and now count them all, Eight small bears sitting on a wall.

……

One small bear sitting on a wall,One small bear sitting on a wall.Take one away, and now count them all,No small bears sitting on a wall.

ENDING THE LESSON

Children make badges with their whole name. Providecardboard, a safety pin and some sellotape or a sticker.

WORKBOOK (Optional)


all

b

c

f

w

squ

th

p

wh

are

ere

ear

ere+

+

+

+

b ear+

w ear+


20(T)


Lesson 1

Objectives

To present family members.

Language

In this lesson the students will learn to understand:ñ Hello, I’m (Mrs Jackson).ñ Who’s this?ñ Open/Close your books.ñ This is Ronny’s family. His family is cool.

In this lesson the students will learn to use:ñ Family members: mummy, daddy, brother,

sister.ñ This is Ronny’s (mummy).ñ This is my (mummy), (Vicky).ñ Your (mummy)?

Extra Materials

ñ The My Family poster for Presentation & Practice;ñ slips of paper with words for Ex. 2 (Extension).


(An activity to consolidate the English Alphabet.)

Write the following words in random order on the board:boy, toy, pear, square, say, pay, song, long, fish, wish,tea, sea, sun, run, dog, frog. Allow the students sometime to match the rhyming words. Ask students to cometo the board, point to and say/write the rhyming words.Ask the rest of the class for verification.


(Activities to present family members.)

ñ Listen, point to the family members andsay. (TRACK 25 CD1)

POSTER

Students’ books closed. Pin up the My Family poster onthe board. Point to Ronny and ask: Who’s this? Say: It’sRonny, Frosty and Woody’s friend. Point to themembers of the family, one at a time, and presentthem. The students repeat after you. Point to themembers in random order. Individual students namethem. Ask the rest of the class for verification.Demonstrate this yourself first.

e.g. Teacher: (pointing to mummy) Who’s this?Student 1: Mummy.Class: Yes! etc.

Students’ books open. Say: Open your books at pagetwenty. Write the number 20 on the board and hold upyour book. Play the recording. The students listen, pointto the family members and repeat.

TAPESCRIPT

Mummy, daddy, brother, sister.

1 Listen to the song and point to thefamily members. (TRACK 26 CD1)

Ask the students to look at the picture. Say: This isRonny’s family. His family is cool. Explain the meaningof cool (wonderful). Then point to daddy rabbit andask: Who’s this? Elicit the answer. Repeat with the restof the characters.

Explain the activity. Play the recording. The studentslisten and point to the characters.

TAPESCRIPT

This is my mummy,My mummy is cool.This is my daddy –My daddy is cool, too!

My family is wow,My family is cool,My family is Number One!My family is wow,My family is cool,My family is Number One!

This is my brother,My brother is cool.This is my sister –My sister is cool, too!

2 Listen and sing.Play the recording again. The students listen and singalong.

Extension

Hand out the slips of paper to the students. Ask themto raise their slips every time they hear the word ontheir slip. Play the recording. The students listen and dothe activity.


Write the words (mummy, daddy, brother,sister) from the song on slips of paper.

Starlight 2_part 1_Mod 1 Ts 10-12-09 17:51 Page 55


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(Activities to practise family members.)

3 Circle the words. Match them toRonny’s family members. Then pointand say: This is Ronny’s (mummy).

Do the first one with them as an example. Point toRonny’s mummy and say: Who is this? Ask them to findand circle the word MUMMY. Allow the students sometime to circle the rest of the words (DADDY, BROTHER,SISTER). Then ask the students to match the words toRonny’s family members. Check the students’ answers.

4 Draw a picture of your family.Present it to the class. Say: This is my(mummy, Vicky).

Point to the picture and elicit the family members. Thenpointing to the speech bubble, read aloud: This is mymummy, Vicky. Ask the students to draw a similarpicture about their family and present it to the class.Make sure you display their work somewhere in theclassroom. Finally, help them file their drawings in theirJunior Language Portfolios.

e.g. Student: This is my daddy, Sam. This is my brother,Tom. This is my mummy, Liz.

ENDING THE LESSON

(An activity to consolidate the language of the lesson.)

The students, in pairs, take it in turns and say a familymember’s name and the other has to guess who it is.Demonstrate this yourself first.

e.g. Student: Tracy!Teacher: Your mummy?Student: No!Teacher: Your sister?Student: Yes! etc.

WORKBOOK (Optional)


For the next lesson: If you wish, ask the students to bringin materials to make parts of a house (see Ex. 1, p. 22).


22(T)


Lesson 2

Objectives

To present parts of a house. To talk aboutlocation. To explore other subject areas: Art.

Language

In this lesson the students will learn to understand:ñ What’s this?

In this lesson the students will learn to use:ñ Parts of a house: bedroom, bathroom, living

room, kitchen, garden.ñ (It’s the) kitchen.ñ Where’s Alvin? Is he in the kitchen?ñ Yes, he is!

Extra Materials

ñ Flashcards (31-35) for Presentation & Practice;ñ 2-4 shoeboxes, glue, scissors, markers or paint,

cardboard, pictures from magazines, scraps ofpaper, smaller boxes, thread spools, pieces offabric, etc.;

ñ magazine pictures of pieces of furniture for theEnding the Lesson activity.


Play the recording for Ex. 1 from the previous lesson(Track 26 CD1) and pause before the name of eachfamily member. Ask the students to say who it is.


(Activities to present and practise parts of a house.)

ñ Listen, point to the parts of the houseand say. (TRACK 27 CD1)

FLASHCARDS (31-35)

Students’ books closed. Pin up the flashcards on theboard, one at a time. Point to the parts of the house(bedroom, bathroom, living room, kitchen, garden)and present them. The students repeat after you. Pointto the parts of the house in random order and askquestions. Elicit the responses from different students.Demonstrate this yourself first.

e.g. Teacher: (pointing to the kitchen) What’s this?Class: (It’s the) kitchen. etc.

Students’ books open. Say: Open your books at pagetwenty-two. Write the number 22 on the board and holdup your book. Play the recording. The students listen,point to the parts of the house and repeat.

TAPESCRIPT

Bedroom, bathroom, living room, kitchen, garden.

1 Read the words and match them tothe parts of the house. Then, in groups,choose and make a part of a house.

Elicit the names of the parts of the house by pointing andasking: What’s this? Explain the activity. The studentsread the words and match them to the parts of thehouse.

Divide the students into five groups. Have each groupchoose a part of the house to work on. Provide thestudents with the shoeboxes and related materials, e.g.glue, scissors, pictures from magazines, cardboard, etc.Alternatively, ask the students during the previous lessonto bring the materials needed.

Have a class discussion, in L1 if necessary, about howthey can make the furniture. Refer the students to thepicture in the Student’s Book for ideas (i.e. they drawwindows on the shoeboxes, they can use straws fortaps, empty boxes for furniture, tissues for curtains, teabags for cushions, etc.). Go around the class andguide them through the making of the furniture andthe decorating of their part of the house. Once theyfinish, have each group present their model to theclass. Make sure you display their work somewhere inthe classroom.

Variation

Once you have had a class discussion about how thegroups can make their allocated rooms, you can askthe groups as homework to collect the materialneeded and continue with the making of their roomsduring the next lesson.


23(T)


2 Play the Where’s Alvin? game.Elicit the parts of the house. Read the speech bubblesas you follow with your finger in the book.

Focus the students’ attention on the use of he forboys/men and she for girls/women. Say: Alvin. Invitethe students to say he. Repeat the procedure withErlina, Woody and Frosty.

Explain the game. The students think of a place in thepicture where Alvin could be. Then the students, inpairs, take turns asking and answering questions as inthe example.

Alternatively, ask a student to be the leader and cometo the front of the class. Ask him/her to tell you whereAlvin is. The rest of the class in teams tries to guesswhere Alvin is. Each correct guess wins a point. Theteam with the most points wins. Keep changing theleaders.

e.g. Leader: Where’s Alvin?Team A Student 1: Is he in the garden?Leader: No, he isn’t.Team B Student 1: Is he in the living room?Leader: Yes, he is. etc.

Note: You can keep changing the characters. It canbe Where’s Alvin?, Where’s Erlina?, etc.


Ask: Where’s Alvin? Where? The students repeat afteryou. Then point and say: He’s in the kitchen, overthere. The students repeat after you. Follow the sameprocedure with Erlina – bedroom, Woody – bathroom,Frosty – living room. Play the recording. The studentslisten and point to the parts of the house. Play therecording again. The students listen and sing along,joining in with the actions.

TAPESCRIPT

Where’s Alvin? (shade eyes with hand, look from sideto side)Where’s Alvin? Where? Where? Where? (hold out both hands in aninquiring gesture)He’s in the kitchen. He’s in the kitchen, over there. (stretch out arm andpoint)

Where’s Erlina? (shade eyes with hand, look from sideto side)Where’s Erlina?Where? Where? Where? (hold out both hands in aninquiring gesture)She’s in the bedroom.

She’s in the bedroom, over there. (stretch out arm andpoint)

Where’s Woody? (shade eyes with hand, look from sideto side)Where’s Woody?Where? Where? Where? (hold out both hands in aninquiring gesture)He’s in the bathroom.He’s in the bathroom, over there. (stretch out arm andpoint)

Where’s Frosty? (shade eyes with hand, look from sideto side)Where’s Frosty?Where? Where? Where? (hold out both hands in aninquiring gesture)He’s in the living room.He’s in the living room, over there. (stretch out arm andpoint)

ENDING THE LESSON


Students think of a room they’re in and make up averse. They sing it to the class.

e.g. Maria: Where’s Maria? Where’s Maria?Where? Where? Where?She’s in the kitchen.She’s in the kitchen, over there.

WORKBOOK (Optional)




24(T)

Lesson 3

Objectives

To listen to a story about Frosty and Alvin lookingfor Ronny. To develop listening comprehensionskills through a dialogue. To consolidate thelanguage used in the module.

Language

In this lesson the students will learn to understand:ñ Who’s this?ñ Where is (Ronny)?

In this lesson the students will learn to use:ñ Be good!ñ Let’s play in the garden.ñ This is fun!ñ Where’s Ronny?ñ I don’t know.ñ Is he in the (living room)?ñ No, he isn’t.

Extra Materials

ñ The My Family poster for Presentation & Practice.


POSTER

Pin up the My Family poster on the board. Point to aroom. Ask a student to name it. Ask the rest of the classfor verification. Repeat with the rest of the rooms.


(Activities to present the story and develop students’listening skills.)

1 Listen to the dialogue and point to thepictures. (TRACK 29 CD1)

POSTER

Students’ books closed. Use the My Family poster topresent the story. Explain to the students, in L1 ifnecessary, that Ronny is going out to play with Alvinand Frosty. Point to Ronny in the first picture and ask:Who’s this? Elicit: Ronny. Say as you wave: Bye, Ronny.Be good! The students repeat after you. Point toWoody in the second picture and say: Let’s play in thegarden. Point to Ronny in the third picture and ask:Where is Ronny? Elicit: He’s in the garden. Pointing to

the fourth picture, ask: Where’s Ronny? Elicit: I don’tknow. Repeat with the remaining pictures.

Students’ books open. Say: Open your books at pagetwenty-four. Write the number 24 on the board andhold up your book. Ask students to identify the parts ofthe house.

e.g. Teacher: (pointing to Frosty in Frame 5) Where’sFrosty?

Student 1: He’s in the living room! etc.

Play the recording and ask the students to point to eachpicture in their book in turn. Show them what to do byholding up your book and pointing. Play the recordingagain with pauses for the students to listen and followwith their fingers in the book. Play the recording again.The students listen and repeat, chorally and/orindividually. Then individual students take roles and readout the dialogue.

Point to the first picture on the poster. Ask the studentsto complete your sentences.

e.g. Teacher: Bye Ronny! Be …Class: good! etc.

Extension

Ask for a volunteer to come and point to the firstpicture on the poster. Encourage him/her to say thedialogue. Ask the rest of the class for verification.Repeat with the rest of the pictures.



25(T)

Read the question at the bottom of p. 25. Ask thestudents to draw a happy face or a sad face,depending on whether they like the story or not. Askthem to tell you, in L1 if necessary, what they like most.

ENDING THE LESSON

Ask the students to draw a new nose for Frosty. Theycan decorate it with a ribbon and/or attach a shortmessage.

e.g. Dear Frosty, This is for you.

Love,Kelly

Make sure you display their work somewhere in theclassroom.

WORKBOOK (Optional)




26(T)

Lesson 4

Objectives

To talk about baby animals and their mummies.To talk about a big/small family. To consolidatethe language learnt in the module.

Language

In this lesson the students will learn to understand:ñ This is a big/small family.

In this lesson the students will learn to use:ñ lamb, puppy, kitten, foalñ horse, cat, dog, sheepñ A (lamb) is a baby (sheep).ñ Have you got a big or a small family?

Extra Materials

ñ Slips of paper with the words lamb, puppy,kitten, foal, horse, sheep, dog, cat for Ex. 1.


Play the dialogue from the previous lesson (Track 29CD1). The students listen and follow in their books.Assign roles. Students read out the dialogue.


(Activities to talk about baby animals and theirmummies.)

1 Help the babies find their mummies.Then say: A (lamb) is a baby (sheep).

Students’ books closed. Tell students that some babyanimals have different names than their parents. Forexample, a baby dog is called a puppy. Write the wordpuppy on the board. Next write the words lamb, kittenand foal on the board. Explain/Elicit what they are.

Students’ books open. Say: Open your books at pagetwenty-six. Write the number 26 on the board and holdup your book. Ask the students to follow the lines so thebaby animals can find their mummies. Then have themsay, e.g. A lamb is a baby sheep. etc.

As an extension, you can ask the students to trace thewords.

Answers: A lamb is a baby sheep.A puppy is a baby dog.A kitten is a baby cat. A foal is a baby horse.

Extension

Hand out the slips of paper in random order. The studentscirculate to find their matching pair, e.g. lamb – sheep.


Prepare slips of paper with the words lamb,puppy, kitten, foal, horse, sheep, dog andcat.



27(T)

2 Look at the pictures, count the familymembers and complete thesentences. Have you got a big orsmall family?

(An activity to talk about a small/big family.)

Point to the first picture and ask the students to countthe family members. Ask: Is this a big or a small family?Read out the example: This is a small family. Explain tothe students, in L1 if necessary, that when a familyconsists of up to four members, i.e. mummy, daddyand two children, it is a small family. On the otherhand, a big family consists of more than two childrenand/or grandparents.

2 big 4 small 6 small3 big 5 big

Ask students to talk about their families.

e.g. Teacher: Have you got a big or a small family?Student 1: A small family. etc.

ENDING THE LESSON

Ask the students to draw pictures of their families andpresent them to the class.

e.g. This is my family. My mummy, my daddy, my sisterand me. It’s a small family.

WORKBOOK (Optional)




28(T)

Lesson 5

Objectives

To consolidate the language learnt in the module.To develop writing skills: to write about themselvesand their house.

Language

Consolidation.

Extra Materials

ñ Flashcards 31-35 for the Ending the Lessonactivity.


Ask the students to name the members of their families,e.g. In my family, there’s my mummy, my daddy, mysister and me. We are a small family.


1 Look and trace the right words.Students’ books open. Say: Open your books at pagetwenty-eight. Write the number 28 on the board andhold up your book.

Point to the characters in the picture and elicit theirrelationship. Explain the activity. Allow the studentssome time to trace the right words. Check the students’answers.

Answers: sister, brother, mummy, daddy

2 Listen to the sounds and circle thecorrect picture. Then talk with yourfriend: Is Ronny’s mummy in the livingroom? Yes, she is. or No, she isn’t.(TRACK 30 CD1)

(An activity to consolidate talking about location.)

Point to the first set of pictures and ask: Where’s Ronny’smummy? Elicit the possible answers: (she’s in the) livingroom, (she’s in the) kitchen. Repeat with the remainingpictures. Play the recording, twice if necessary. Thestudents listen to the sounds and circle the correctpicture.

1 in the kitchen 3 in the bedroom2 in the living room 4 in the bathroom

Then, in pairs, the students ask and answer questions,

e.g. Student 1: Is Ronny’s mummy in the living room?Student 2: No, she isn’t.Student 1: Is she in the kitchen?Student 2: Yes, she is. etc.



29(T)

(Activities to practise writing skills.)

3 Read and complete the sentences.Refer the students to the pictures. Elicit the parts of thehouse. Allow the students some time to read andcomplete the sentences. Check the students’ answers.

2 bathroom 4 living room3 kitchen 5 garden

4 Portfolio: Draw and write. Presentyour picture to the class.

Point to the picture and ask: Where is the child? Elicit: Inthe bedroom. Then point to the picture again and read:This is my house. Can you see me? I’m in my bedroom.Ask the students to draw a similar picture of themselvessomewhere in their house then present it to theclassroom. Make sure you display their work somewherein the classroom. Then help them file their drawings intheir Junior Language Portfolios.

ENDING THE LESSON

FLASHCARDS (31-35)

Write the numbers 1-5 on the board. Below each numberput a flashcard, e.g. 1 – bedroom, 2 – bathroom, etc.Allow the students some time to look at the flashcardsand then remove them. Ask a student to tell you whereeach flashcard was. Ask the rest of the class forverification. Repeat with as many students as you think isnecessary.



30(T)

Lesson 6 – Grammar Land

Objectives

To present and practise the verb ‘to be’ and‘possessive adjectives’.

Note: Depending on your students’ needs, you canspend more than one lesson on Grammar Land.

ñ The verb ‘to be’

PRESENTATION

Students’ books closed. Say then write on the board:I am (Mrs Smith). The students repeat after you. Underlinethe words in bold. Point to a student, say then write: Youare (Sue). The students repeat after you. Underline thewords in bold. Follow the same procedure and presentthe rest of the persons of the verb to be in the singularand plural. Show students how the short forms are made.Follow the same instructions to present the negative andthe interrogative forms of the verb ‘to be’.

Drill your students.

e.g. Teacher: (pointing to a chair) Is it a desk?Student 1: No, it isn’t. It’s a chair.Teacher: (pointing to a student) Are you Mary?

etc.

Students’ books open. Read through the presentationpicture and draw the students’ attention to the wordsin bold. Go through the table on p. 30 with the class.Ask the students to make sentences about themselves,their classmates and classroom objects using variousforms of the verb ‘to be’.

e.g. Student 1: I’m Brad. (pointing to a male classmate)He’s Larry.

Student 2: (pointing to a pen) It’s a pen. Student 3: (pointing to and looking at a female

classmate) Are you Linda? etc.

PRACTICE

1 Ask and answer. Then write.Point to the mouse and explain that he is presenting hisfamily. Elicit the members of his family (daddy, mummy,brother, sister). Read the example and explain theactivity. The students, in pairs, ask and answer. Checkround the class. Then the students write the questionsand answers. Check the students’ answers.

2 Who is she 4 Who is sheShe’s my mummy She’s my sister

3 Who is heHe’s my brother



2 Look at the picture and complete thesentences. Then play the Game.

Have a picture discussion. Ask: Where’s (the dog)?Elicit: In the (bathroom). Read the instructions andexplain the activity. Allow the students some time tocomplete the activity. Check the students’ answers.

1 isn’t 3 aren’t 5 isn’t2 isn’t 4 isn’t

ñ GameExplain the game. The students look at the picture in Ex. 2for one minute and close their books. The students, in twoteams, answer your questions. Each correct answer gets1 point. The team with the most points is the winner.

e.g. Teacher: Is Roy in the house?Student 1 Team 1: No, he isn’t. He’s in the garden.Teacher: Correct! One point. etc.

3 Write the questions. Then look at thepictures and circle the right answers.

Refer the students to the first picture. Ask: What is it?Elicit: A mouse. Follow the same procedure with therest of the pictures. Read the instructions and explainthe activity. Allow the students some time to completethe activity. Check the students’ answers.

1 a 4 Is he ..., a2 b 5 Are they ..., a3 Is it ..., b 6 Is she ..., a

ñ Are you …?

Explain the game. Blindfold a student. Ask anotherstudent to say hello. The blindfolded student tries toguess who the student saying hello is. If he/she guessescorrectly, the student who said hello is blindfolded andthe game continues.

e.g. Student 2: Hello!Student 1: Are you Paul?Student 2: Yes, I am! etc.

ñ Am I …?

Elicit the names of various animals the students knowand write them on the board (e.g. ant, bat, duck,iguana, jaguar, koala, lion, mouse, rabbit, snail, fox,zebra). Write the name of an animal on a post-it noteand stick it on a student’s back. The student with thepost-it note asks questions, e.g. Am I a (dog)? andimitates the sound the animal makes or mimes an

action related to the animal, etc. The rest of the classanswers Yes, you are. or No, you aren’t.

e.g. Teacher: (pins the word bat on Student’s 1back)

Student 1: Am I a duck? (makes a quacking sound)Class: No, you aren’t.Student 1: Am I a bat? (mimes flying)Class: Yes, you are. etc.

ñ Animal pictures

A student comes to the board and starts drawing ananimal. The rest of the class tries to guess the animal asquickly as possible. Whoever guesses correctly comesto the board and the game continues.

WORKBOOK (Optional)

If you wish, you can do Exs 9, 10, 11 and 12 during thislesson or the next one.

The students find pictures of their favouritecartoon characters, stick them on a piece ofpaper, and write about them. Make sure youdisplay their work somewhere in the classroom.

e.g. Hi, I’m Mickey Mouse and this is Pluto. Weare friends.

31(T)



32(T)

ñ Possessive adjectives

PRESENTATION

Students’ books closed. Show the students your pen andsay: That’s my pen. Emphasise the word my. Studentsrepeat after you. Write my on the board. Approach astudent, point to his/her pen and say: That’s your pen.Students repeat after you. Write your on the board. Dothe same to present all possessive adjectives.


e.g. Teacher: HeStudent 1: HisTeacher: TheyStudent 2: Their etc.

Students’ books open. Read through the presentationpicture and draw the students’ attention to thepossessive adjectives my – his in bold. Go through thetable on p. 32 with the class.

PRACTICE

4 Look at the picture and ask andanswer. Then write.

Point to the picture of Larry and ask: What’s his name?Elicit: His name is Larry. Follow the same procedure withthe rest of the children. Read the example and explainthe activity. Allow the students some time to completethe activity. Check the students’ answers.

2 ... her ... Her ... Emma

3 ... their ...Their ... Amy and Claire

4 ... his ...His ... Harry

5 Read the sentences and circle theright words.

Read the instructions and explain the activity. Allowthe students some time to complete the activity.Check the students’ answers.

2 Our 3 your 4 my


33(T)


ñ Possessive case

PRESENTATION

Students’ books closed. Write: This is Ben’s bike. on theboard and underline ’s. Explain that this shows thatsomething belongs to somebody.

Drill your students using the possessive case.

e.g. Teacher: (pointing to a student’s pencil case) Student 1: It’s Mark’s pencil case. etc.

Students’ books open. Read through the presentationpicture and draw the students’ attention to ’s. Gothrough the table on p. 33 with the class.

PRACTICE

6 Look at the pictures and completethe sentences.

Read the instructions and the example, explain theactivity. Elicit the items. Allow the students some timeto complete the activity. Check the students’ answers.

2 Paul’s 4 Philip’s 6 John’s3 Linda’s 5 Peter’s

Extension

Ask the students to look at the pictures for one minutebefore they close their books. Ask: Whose (yo-yo) is it?Elicit: It’s (Helen’s yo-yo).

ñ Feely Bag

Bring a bag to class. Go around and ask the studentsto put an item of theirs into the bag, e.g. a pen, apencil, a rubber, etc. Choose a student to take anitem out of the bag. Ask: Whose it is? Elicit a responsefrom the same student: It’s (Jack’s). Ask for verificationfrom the student the item belongs to.

WORKBOOK (Optional)

If you wish, you can do Exs 13 and 14 during this lessonor the next one.



36(T)

Lesson 8 – Our World/My World

Objectives

To consolidate the language of the module. Tofamiliarise students with British and Mexican culture.To explore their own culture. To talk about familyand houses in Great Britain, Mexico and Russia.

Language

In this lesson the students will learn to understand: ñ Great Britain, Mexico, Russia.

In this lesson the students will learn to use: ñ This is Karen. She is from Great Britain. Look at

Karen’s family. This is Karen’s daddy.ñ I’m Isabel. I’m from Mexico. This is my mummy

and daddy.ñ My name is Maxim. I’m from Russia.

Extra Materials

ñ A map of the world for Ex. 1 (Optional);ñ a map of the students’ country for the Ending


OUR WORLD

(Activities to familiarise students with aspects of Britishand Mexican culture.)

1 Read the texts and answer thequestions.

Students’ books open. Say: Open your books at pagethirty-six. Write the number 36 on the board and holdup your book. Point to the British flag and say: GreatBritain. If you have a map of the world, put it up on theboard and show where Great Britain is. Ask thestudents if they know anything about Great Britain andhave a class discussion in L1 (e.g. famous people,cities, houses, etc.). Explain to the students that in thissection they will be learning a lot of interesting thingsabout this country. Point to Karen and her family. Readthe text, one sentence at a time. The students repeatafter you.

Read the questions and elicit the answers from individualstudents.

1 She is from Great Britain.2 She’s six years old.3 Rose is her mummy.4 Harry is her brother.

Point to the Mexican flag and say: Mexico. If you havea map of the world, put it up on the board and showwhere Mexico is. Point to Isabel and say: This is Isabel.Ask individual students to read the text. Read thequestions and elicit the answers.

5 She is from Mexico.6 Dora is her mummy.7 Carlos is her daddy.8 Pedro is her little brother.

Optional Activity

Ask the students to take out the pictures of theirfamilies and homes. Have a class discussion.


Ask the students to bring in pictures of theirfamilies and homes.



37(T)

MY WORLD

(Activities to familiarise students with aspects of theirown culture.)

2 Read Maxim’s family tree andcomplete the text.

Refer the students to the picture of Maxim and hisfamily tree. Point to the first name on the family treeand ask: Who is Andrei? Elicit: Maxim’s daddy. Followthe same procedure with the rest of the familymembers. Then focus the student’s attention on thepicture of Maxim’s parents. Point and say: This is hismummy and daddy. Ask: What’s his mummy’s name?Elicit: Natalia. Repeat for the remaining pictures. Pointto the speech bubble and ask the students to read itand write the names. Check their answers.

1 Natalia 2 Andrei 3 Vlad

3 Make your family tree. Talk with yourfriend.

Tell the students they are going to make their familytrees. Go around the class as the students completethe activity, providing any necessary help with thespelling of the family names. Then, in pairs, they use themodel from Ex. 2 and talk about their families.

4 Write about your family. Use Maxim’stext as a model.

Explain the activity. Ask the students to write about theirfamily using Maxim’s text as a model. Make sure youdisplay their work somewhere in the classroom. Thenhelp them file their drawings in their Junior Portfolios.

ENDING THE LESSON

Bring in a map of your country. Ask the students todraw a picture of their house and to pin it around themap. As an extension, the students can pin up onother parts of the map slips of paper with the names ofrelatives who live elsewhere.



38(T)

Lesson 9 – Storyland

Objectives

To practise reading for pleasure.

Language

In this lesson the students will learn to understand:ñ Who is in the boat?ñ What does he catch?ñ Is he poor?ñ Who is the old woman?

In this lesson the students will learn to use:ñ fisherman, catch, poor, a golden fish, wife

Extra Materials

ñ Flashcards (36-39) for Presentation & Practiceand Ex. 3 (Extension);

ñ template of the fisherman from the Teacher’sBook for Ex. 3 (Extension);

ñ paper plates (one per student), scissors, glue,gold paint, markers or crayons for the Endingthe Lesson activity.


Write the words fairy tale on the board and explaintheir meaning. Ask the students to name some of theirfavourite fairy tales, in L1 if necessary. Then tell themthat they are going to read the story of The Fishermanand the Fish, an old Russian tale, written by AlexanderPushkin. The tale is about a poor fisherman whocatches a golden fish which promises to grant any wishof his in exchange for letting it go. Initiate a classroomdiscussion by asking the students to say what theyknow about the tale, in L1 if necessary.


(Activities to present the tale of ‘The Fisherman and theFish’.)

ñ Listen, point to the pictures and say.(TRACK 31 CD1)

FLASHCARDS (36-39)

Students’ books closed. Pin up the flashcards on theboard, one at a time. Point to the items on the flashcards(fisherman, catch, poor, a golden fish) and present them.The students repeat after you. Point to the flashcards inrandom order and ask questions. Elicit responses fromdifferent students. Demonstrate this yourself first.

e.g. Teacher: (pointing to the flashcard of thefisherman) Who’s this?

Class: It’s the fisherman. etc.

Students’ books open. Say: Open your books at pagethirty-eight. Write the number 38 on the board andhold up your book. Play the recording. The studentslisten, point and repeat.

TAPESCRIPT

Fisherman, catch, poor, a golden fish.

ñ Listen and read the story. (TRACK 32 CD1)

FLASHCARDS (36-39)

Students’ books open. Use the flashcards to presentthe story. Pin the flashcards on the board in thefollowing order (poor, fisherman, catch, a golden fish)and say, e.g. A poor fisherman catches a golden fish.Ask individual students to repeat.

Direct the students’ attention to the picture. Point tothe old woman and teach the word wife. Then askquestions.

e.g. Teacher: Who is in the boat?Student 1: The fisherman.Teacher: What does he catch?Student 2: A golden fish.Teacher: Is he poor?Student 3: Yes, he is.Teacher: Who is the old woman?Student 4: His wife. etc.

Play the recording for the students to listen and follow inthe book. Play the recording again. The students listenand repeat, chorally and/or individually. Explain anyunknown words/phrases at this time. Then individualstudents read out the story.

Point to the fish and the fisherman. Ask the students tocomplete your sentences.

e.g. Teacher: Oh please let me ...Class: go! Teacher: And you can have anything you ...Class: wish! etc.

Extension

Ask for a volunteer to be the narrator, and two morevolunteers to read the roles of the fisherman and thefish. Repeat with different students.



39(T)

1 Read the story again and completethe sentences.

Explain the activity. The students read the story againand complete the sentences.

1 old 2 poor 3 fish

2 Complete the word pyramid usingany words you like from the story.

Explain the activity. Tell the students to choose anywords they like from the story and complete thepyramid. Check their answers.

(Suggested answers)

3 Imagine you’ve got the fish. Think andwrite your three wishes. Present themto your class.

Ask individual students to tell you what they would askfor if they had three wishes. Would they ask for toys,games, money, good marks, or maybe nothing? Elicittheir answers.

e.g. Student 1: I wish for a new bike, a computer andan MP3. etc.

Allow the students some time to complete the writtentask and check their answers. Have individual studentsread their wishes to the class.

(Student’s own answers)

Extension

Use the Fisherman poster. Stick the flashcards of thelesson around the boat ‘in’ the sea. Explain to thestudents that the fisherman is going fishing. Say: Thefisherman catches the golden fish flashcard. Ask astudent to go to the board and take down thecorresponding flashcard and stick it onto the boat. If astudent makes a mistake then the flashcard remains inthe sea to be ‘fished out’ next time.

Note: If you wish, in addition to the flashcards, you canprepare rough sketches or cut out pictures frommagazines of all the new vocabulary items thestudents learn in every module.


Photocopy and enlarge (A3 size) the templateof the fisherman from the Teacher’s Book[p. 123(T)]. Glue the enlarged template onto apiece of cardboard paper and pin it upsomewhere in the front of the classroom to beused throughout the lessons of the story.

i s

a g o

k i n d

h o u s e

g o l d e n

c a t c h e s

a n y t h i n g



40(T)


Ask the students to look at the picture. Ask: Does thefisherman let the fish go? Elicit the answer (Yes).

Play the recording. The students listen. Play the recordingagain. The students listen and sing along.

Extension

Divide the class into two groups and assign a verse toeach group. Allow some time for the groups torehearse and then invite them to come to the front ofthe classroom and perform their song.

ENDING THE LESSON

Tell the students they are going to make their owngolden fish.

Cut a wedge out of a paperplate. This will be the fish’stail.

Glue the tail to the end ofthe fish. Draw an eye.

Colour in the fish using goldpaint, markers or crayons.Draw scales, lips, etc.

Guide the students through the cutting and colouringof their fish. Once they finish, they present their goldenfish to the class.

e.g. I’m a golden fish and I can give you three wishes.


Bring the following materials to class:– paper plates (one per student)– scissors– glue– gold paint, markers or crayons



41(T)

Lesson 10 – Phonics

Objectives

To read and pronounce words with the /¥/ and /≤/

sounds.

Extra Materials

ñ Flashcards 35, 40;ñ sketches that represent the words in Ex. 2, a bag,

blue tack for the Ending the Lesson activity.


Repeat the activity from Storyland Ex. 3 (Extension) torevise the vocabulary items learnt in the Modules thus far.




FLASHCARDS (35, 40)

Students’ books closed. Hold up the horse flashcard (40).Point to and ask: What’s this? Elicit: horse. Say the word.The students repeat after you. Write the word horseunder the flashcard. Underline the letters or. Then pointand say: /¥/, /h¥s/. The students repeat after you. Repeatthe same procedure with garden (flashcard 35).

Extension



e.g. /h/, /¥s/ – /h¥s/ etc.



Read the sounds, the words and the sentences. Thestudents follow in their books. Then the students work inpairs. One reads while the other checks and then theyswap roles. During this stage, check round the classoffering any necessary help. Finally, ask some studentsto read the words out loud.

3 Complete the words. Read them toyour friend.

Explain the activity. The students complete the wordswith either or or ar. Ask Individual students to read out thewords. Check their pronunciation. Check their answers.

2 star 3 shorts 4 car


Point to the popcorn and the sun in the picture andsay: Popcorn in the morning! The students repeat afteryou. Point to the popcorn in the jar and say: Popcorn ina jar! The students repeat after you. Play the recording.The students listen and follow in their books. Play therecording again. The students listen and sing along.

ENDING THE LESSON

(An activity to revise the /¥/ and /≤/ sounds.)


Place the bag with the sketches inside on your desk.Invite students, one by one, to come to your desk, picka random sketch from the bag and name the item,while showing the rest of the class the sketch. Providethe student with some blue tack and ask him/her tostick the sketch under the correct heading. Ask the restof the class for verification. Repeat the procedure forthe remaining sketches.

WORKBOOK (Optional)

If you wish, you can do Ex. 15 during this lesson or thenext one.


On individual pieces of paper, prepare simplesketches that represent the words in Ex. 2. Putthem in a bag. Bring in some blue tack.

ar

st

c

j

guitsh

f

h

orts

ork

orse+

+

+

//¥¥// //≤≤//

e.g.


44(T)


Lesson 1

Objectives

To present and practise the names of differentpresents.

Language

In this lesson the students will learn to understand:ñ It’s Woody and Frosty’s birthday!ñ How old is (Woody)?ñ blow out the candles, birthday wish, kiss

In this lesson the students will learn to use:ñ Toys: robot, computer, bike, TV, lamp, clock.ñ It’s a (blue robot). ñ How old are you? I’m (six).ñ Happy Birthday! This is for you.ñ Wow! A clock. Thank you.

Extra Materials

ñ The My Birthday poster for Presentation &Practice.


(An activity to present toys.)

ñ Listen, point to the presents and say.(TRACK 36 CD1)

POSTER

Students’ books closed. Pin up the My Birthday posteron the board. Point to the presents, one at a time, andsay the words. The students repeat after you. Point tothe presents in random order and name them. Thestudents repeat after you.

Students’ books open. Say: Open your books at pageforty-four. Write the number 44 on the board and holdup your book. Play the recording. The students listen,point and repeat.

TAPESCRIPT

Robot, computer, bike, TV, lamp, clock.

Extension

Say the beginning of a word. Invite guesses as to whatthe word is.

e.g. Teacher: bi /b¡/

Student 1: bike etc.

1 Look at the picture. Count the candlesand complete. Then sing. (TRACK 37 CD1)

Ask the students to look at the picture. Say: It’s Woodyand Frosty’s birthday! Read the incomplete sentences.Tell the students to count the candles and complete thesentences. Then ask: How old is Woody? How old isFrosty? Elicit: Seven. Then say: Happy Birthday! Have ahappy day! The students repeat after you. Then mimeas you say: Make a birthday wish. Blow out the candles.Blow a birthday kiss. The students repeat after you.

Play the recording. The students listen and point to thecharacters. Play the recording again. The studentslisten and sing along, joining in with the actions.

TAPESCRIPT

Have a Happy Birthday, (wave arms in air)Have a happy day!How old are you? (count on fingers from one to ten)How old are you?How old are you today?

Have a Happy Birthday,Make a birthday wish, (close eyes)Blow out the candles, (mime blowing candles)Blow a birthday kiss! (blow a kiss)

2 Colour the presents. Then say: It’s a(blue) bike.

(An activity to practise toys and revise colours.)

Point to the presents and elicit their names. Explain theactivity. Allow the students some time to colour in thepresents. Then individual students point to and presentthe toys, e.g. It’s a (red robot).

(Suggested answers)

It’s a yellow lamp.It’s an orange clock.It’s a blue computer.It’s a green TV.It’s a red robot.It’s a pink bike.


45(T)

(An activity to practise talking about age.)

3 Listen and draw lines. Then play withyour friend: How old are you? I’m (six).You’re ...! (TRACK 38 CD1)

Revise numbers 1-10. Say a number, e.g. one. Ask thestudents to hold up a corresponding number of fingers.Point to the pictures of the children and the birthdaycakes. Point to the number candles and elicit thenumbers. Say the instructions twice as you mime them.Play the recording, twice if necessary.

Answers: Sam: 6, Anna: 10, Lucy: 7, Tom: 9.

The students listen and draw lines. Then, in pairs, thestudents play a guessing game. Demonstrate thisyourself first.

e.g. Student 1: How old are you?Student 2: I’m six.Student 1: You’re Sam. etc.

TAPESCRIPT

A: How old are you today, Sam?Sam: I’m six.

A: Six?Sam: Yes. I’m six.

A: Happy Birthday, Sam.

A: How old are you today, Anna?Anna: I’m ten.

A: Ten?Anna: Yes. I’m ten.

A: Happy Birthday, Anna.

A: How old are you today, Lucy?Lucy: I’m seven.

A: Seven?Lucy: Yes. I’m seven.

A: Happy Birthday, Lucy.

A: How old are you today, Tom?Tom: I’m nine.

A: Nine?Tom: Yes. I’m nine.

A: Happy Birthday, Tom.

4 Make a present for your friend and giveit to him/her.

(An activity to develop fine motor skills and consolidatethe language of the lesson.)

Point to the pictures and read out the speech bubbles.Ask the students to make a birthday present for theirfriends. Allow the students some time to finish theirdrawings/craftwork.

Then, in pairs, the students give their presents to eachother.

e.g. Student 1: Happy Birthday! This is for you.Student 2: Wow! A robot. Thank you.

Note: If you wish, you can recycle some of the toys thestudents have learnt in the previous level (doll, ball,car, train, plane, teddy).

ENDING THE LESSON


Ask the students to draw a birthday cake with anumber candle on it for their friend’s next birthday. Inpairs, the students act out short exchanges.

e.g. Student 1: Wow! A birthday cake!Student 2: It’s for (Kate’s) birthday.Student 1: How old is Kate?Student 2: Eight.

WORKBOOK (Optional)

If you wish, you can do Exs 1, 2 and 3 during this lessonor the next one.



46(T)


Lesson 2

Objectives

To present shapes. To explore other subject areas:Maths.

Language

In this lesson the students will learn to understand: ñ What’s this? ñ How many (squares) can you see?

In this lesson the students will learn to use: ñ Shapes: square, circle, rectangle, triangle.ñ I can see (four) (squares).ñ I’m a (circle) like a (ball).

Extra Materials

ñ A set of cards for the Ending the Lesson activity.


Ask a student to come to the board. Call out an itemfrom the previous lesson, e.g. TV, and tell the student todraw a rough sketch of the item on the board. Ask therest of the class for verification. Repeat with theremaining items (robot, computer, bike, lamp, clock).


(Activities to present shapes.)

ñ Listen, point to the shapes and say.(TRACK 39 CD1)

Students’ books closed. Draw a square on the board.Point to it and say: square. The students repeat chorallyand/or individually. Follow the same procedure andpresent the rest of the shapes (circle, triangle andrectangle). Point to the shapes in random order andask questions. Elicit responses from different students.Demonstrate this yourself first.

e.g. Teacher: (pointing to the square) What’s this?Class: (It’s a) square. etc.

Students’ books open. Say: Open your books at pageforty-six. Write the number 46 on the board and holdup your book. Play the recording. The students listen,point to the shapes and repeat.

TAPESCRIPT

Square, circle, triangle, rectangle.

(An activity to practise shapes.)

1 Trace the words. Count the shapes andwrite.

Tell the students to look at the picture of the clock. Pointto a square in the picture and ask: What’s this? Elicit theshape. Then point to the word square as you read it. Askthe students to trace the word. Follow the sameprocedure with the rest of the shapes. Then the studentscount the shapes and write the correct number.

square: 4 circle: 8rectangle: 10 triangle: 5

Check the students’ answers. Ask: How many squarescan you see? Elicit: I can see four squares. Repeat forthe remaining shapes:

I can see eight circles.I can see ten rectangles.I can see five triangles.


47(T)


2 Trace the shapes and colour thepictures.

Ask the students to look at the pictures. Elicit the itemsand the shapes (ball – circle, box – square, roof –triangle, door – rectangle). Then perform the action asyou say: I’m a circle like a ball. The students repeatafter you. Point to the second picture and say: I’m asquare like a box. The students repeat after you.Repeat with the rest of the items. Explain the activity.The students trace the shapes and colour the pictures.


Play the recording. The students listen and point to theshapes. Play the recording again. The students listenand sing along, joining in with the actions.

TAPESCRIPT

I’m a circle like a ball, (make a circle in air with botharms outstretched)Like a ball, like a ball.I’m a circle like a ball,I go round and round. (make repeated circularmovement in air with pointed finger)

I’m a square like a box, (draw a square in the air withboth index fingers)Like a box, like a box.I’m a square like a box,My sides are all the same. (bend arms at elbows,hands straight up)

I’m a triangle like a roof, (draw a triangle in the air withboth index fingers)Like a roof, like a roof. (touch hands together overhead)I’m a triangle like a roof,I have got three sides. (count to three on fingers)

I’m a rectangle like a door, (draw a square in the airwith both index fingers)Like a door, like a door. (stand to attention, both armsat side)I’m a rectangle like a door,My sides are long and short. (stretch arms in air, thendown again)

Extension

1 Divide the class into four groups and assign eachgroup a stanza. Play the recording again. Whentheir stanza is being played, encourage thestudents to sing along while performing the actions.

2 Prepare some simple costumes with your class,one for each shape. For example, you can taketwo long pieces of paper and string themtogether. Draw a big circle on one of them. Ask astudent to put the ‘costume’ on with the drawingfacing the class. Follow the same procedure withthe rest of the shapes. The students sing the songwhile they are wearing their costumes!

ENDING THE LESSON


Explain the activity. Show the cards you haveprepared to the class. Place them on your desk inrandom order. Divide the class into two teams, A andB. Ask a student from Team A to come to your desk.Allow him/her to look at the cards for some time, thenblindfold him/her. The student has to pick up the cards,one at a time, name the shape and group them, i.e.the two squares together, etc. Time him/her. Repeatwith a student from Team B. The winner is the first tofinish. Repeat with as many students as you think isnecessary.

WORKBOOK (Optional)

If you wish, you can do Exs 4 and 5 from the ActivityBook during this lesson or the next one.


Prepare a set of 8 cards: 2 squares, 2 circles, 2 triangles and 2 rectangles.



48(T)

Lesson 3

Objectives

To listen to a story about Woody and Frosty’sbirthday. To develop listening comprehension skillsthrough a dialogue. To consolidate the languageused in the module.

Language

In this lesson the students will learn to understand: ñ Whose birthday is it?

In this lesson the students will learn to use:ñ How old are you today?ñ Look! I’m seven today!ñ This (clock) is for you!

Extra Materials

ñ The My Birthday poster for Presentation & Practice.


Point to different objects in the classroom and askstudents to name their shape. Alternatively, draw theshapes on the board and ask individual students toname them.




POSTER

Students’ books closed. Use the My Birthday poster topresent the story. Explain to the students, in L1 ifnecessary, that it’s Woody and Frosty’s birthday. Pointto the names on the cake in the first picture and ask:Whose birthday is it? Elicit: Woody and Frosty’s. Say:Happy Birthday, Woody and Frosty! The studentsrepeat after you. Point to the third picture and ask:How old are you today, Woody? Point to the circle onWoody’s foot, count and then answer: Look! I’m seventoday! If you wish, you can explain to the children thatWoody is made of wood. We can tell how old trees areby counting the rings of their trunks. Repeat with theremaining pictures.

Students’ books open. Say: Open your books at pageforty-eight. Write the number 48 on the board and holdup your book. Ask students to name their presents.

e.g. Teacher: (pointing to the clock in Frame 5)What’s this?

Student 1: It’s a clock! etc.

Play the recording and ask the students to point toeach picture in their book in turn. Show them what todo by holding up your book and pointing. Play therecording again with pauses for the students to listenand follow with their fingers in the book. Play therecording again. The students listen and repeat,chorally and/or individually. Then individual studentstake roles and read out the dialogue.


e.g. Teacher: Happy …Class: Birthday! etc.

Extension

Ask for a volunteer to come and point to the firstpicture on the poster. Encourage him/her to say thedialogue. Ask the rest of the class for verification.Repeat with the rest of the pictures.



49(T)


ENDING THE LESSON

Ask the students to draw a birthday present/cake forWoody and Frosty. Encourage them to present theirdrawings to the class by saying: This (robot/cake) is foryou! Happy Birthday!

WORKBOOK (Optional)




50(T)

Lesson 4

Objectives

To talk about how old trees are. To consolidatethe language learnt in the module.

Language

In this lesson the students will learn to understand: ñ Let’s count the rings!

In this lesson the students will learn to use: ñ How old are the trees?

Extra Materials

ñ None.




(Activities to talk about trees and how old they are.)

1 Count the circles and write how oldthe trees are.

Students’ books closed. Initiate a class discussionabout trees. Ask students, in L1 if necessary, if theyhave ever wondered how old certain trees are andhow we can tell a tree’s age. Remind them aboutWoody from the dialogue. Tell the students that eachyear, a tree adds a new ring to its trunk and bycounting the rings of its trunk we can determine howold a tree is.

Students’ books open. Say: Open your books at pagefifty. Write the number 50 on the board and hold upyour book. Point to the picture of Woody and read thespeech bubble. Explain the activity. Allow some timefor the students to count the rings and write how oldthe trees are. Check their answers by pointing to thefirst trunk and asking: How old is this tree? Let’s countthe rings! Elicit: (It’s) 6 years old. Repeat for the secondtree (4 years old) and the third one (8 years old).

Extension

Tell the students that they can adopt a tree. Explain tothe students that we can show the world that we careabout our trees and forests by adopting a tree. Whatthey can do is keep a Tree Journal (book) with somesamples from the tree they have adopted (e.g. leaves,needles, etc.); how tall it is and how much it grows;draw pictures with their tree in different seasons, etc.Explain to the students that by taking care of their treeover the years, they will see it grow along with them.



51(T)

2 Look at the picture, read the sentencesand write yes or no.

(An activity to revise colours and talking about location.)

Students’ books closed. Revise the colours by pointingto different items around the class and eliciting thecolours. Then place a book on the desk and ask:Where’s the book? Say: On the desk. The studentsrepeat after you. Place the book in a bag and ask:Where’s the book now? Say: In the bag. The studentsrepeat after you. Repeat with other examples.

Students’ books open. Ask the students to look at thepicture, point to the objects and elicit their names.Read the sentences as you follow with your fingers inthe book. Allow some time for the students to answerthem by writing yes or no. Check their answers.

2 yes 3 no 4 yes 5 yes 6 no

ENDING THE LESSON

Ask the students to look at the picture in Ex. 2 for oneminute and close their books. Divide the class into twoteams and ask questions. Each correct answer getsone point. The team with the most points wins.

e.g. Teacher: Where’s the red square?Team A Student 1: It’s in the tree.Teacher: 1 point. What colour is the

girls’ teddy?Team B Student 1: Yellow.Teacher: Wrong. No point. etc.

WORKBOOK (Optional)




52(T)

Lesson 5

Objectives

To consolidate the language learnt in the module.To develop writing skills: to make a birthday card.

Language

In this lesson the students will learn to understand:ñ Who is this card for?ñ Who is this card from?

In this lesson the students will learn to use:ñ Where’s the (yellow clock)?ñ It’s (on) the (table).

Extra Materials

ñ None.


Point to different items in the classroom and ask thestudents to name the items and talk about their location.

e.g. Teacher: (pointing to the black clock on the wall)Student 1: The black clock is on the wall. etc.


1 Read and colour. Then talk with yourfriend: Where’s the yellow clock? It’sin the cupboard.

(An activity to revise colours and talking about location.)

Students’ books open. Say: Open your books at pagefifty-two. Write the number 52 on the board and holdup your book. Refer the students to the picture, pointto the objects and elicit their names. Read thesentences as you follow with your fingers in your book.Allow the students some time to colour the items. Then,in pairs, the students ask and answer. Demonstrate thisyourself first.

(Suggested answers)

A: Where’s the yellow clock?B: It’s in the cupboard.

A: Where’s the blue robot?B: It’s on the table.

A: Where’s the green lamp?B: It’s on the chair.

2 Play the Guess the Shape game.Tell the students they are going to play the Guess theshape game. Explain the game. The students work inpairs. One student draws an imaginary shape withhis/her finger on his/her partner’s back who, in turn,guesses the name of the shape and writes it on theboard. The game continues with more pairs.



53(T)

(Activities to develop writing skills.)

3 Read the texts and choose the rightname.

Allow the students time to read the cards and ask themwhat kind of cards they are. Elicit the answer (birthdaycards). Point to the first card and ask the students: Whois this card for? Elicit the answer (Ron). Then ask: Who isthis card from? Elicit (Mark). Repeat for the remainingcards.

Explain the activity and allow the students time tocomplete it. Check their answers.

1 Ron 2 Sam 3 Stella 4 Jack

4 Portfolio: Make a birthday card for yourfriend.

Point to the picture of the birthday card. Ask: What isit? Elicit: It’s a birthday card. Read the card aloud. Askthe students to make a similar birthday card for afriend. Once they finish, the students present theircards to the class. Make sure you display their worksomewhere in the classroom. Then help them file theirdrawings in their Junior Language Portfolios.

ENDING THE LESSON

Ask the students to take out a piece of paper. Explainthe activity. The students will follow your instructionsand draw a picture. Say the following instructions asmany times as you think is necessary for the students tofollow them:

Draw a table. Colour the table yellow.Now draw a TV on the table. Colour the TV blue.



54(T)

ñ My List Dictation

Prepare lists with words from previous lessons(one list per group of five to six students). Writeeach list on seperate pieces of paper.

e.g. Group A Group B1 An ant 1 An umbrella2 A bat 2 A violet3 A duck 3 A yo-yo4 An iguana 4 A puppet5 A jaguar 5 An orange6 A koala 6 A hat7 A lion 7 A computer8 A mouse 8 A flower9 A rabbit 9 A cap

10 A snail 10 A bike

Divide the class into groups of five to sixstudents each. Pin up the lists around the class.Each group designates a student who will bethe ‘writer’. Set a time limit, e.g. three minutes.The students of each group have to go to thelists, read the words and report them to thewriter who writes them down. When the time isup, the groups read out their lists. Check if theyare correct and the items are in the right order.


Objectives

To present and practise the articles ‘a-an’ andprepositions of place.


ñ A-An

PRESENTATION

Students’ books closed. Draw sketches of an umbrellaand a flower on the board. Write on the board andsay: an umbrella, a flower. The students repeat afteryou. Explain to the students that we use a before wordswhich start with a consonant sound whereas we usean before words which start with a vowel sound.


e.g. Teacher: RubberStudent 1: A rubberTeacher: AppleStudent 2: An apple etc.

Suggested cues: ant, bat, cap, duck, elf, flower, hat,ghost, iguana, jaguar, koala, lion, mouse, nut, orange,puppet, queen, rabbit, etc.

Students’ books open. Read through the presentationpictures and draw the students’ attention to the wordsin bold. Go through the table on p. 54 with the class.

PRACTICE

1 Circle the vowels.Read the instructions and explain the activity. Allowthe students some time to complete the activity.Check the students’ answers.

Answer: a i e o u

2 Write the words on the right lists.Go through the words and elicit their meaning. Readthe instructions and explain the activity. Allow thestudents some time to complete the activity. Checkthe students’ answers.

An: orange, umbrella, iguanaA: fox, triangle, robot, cupboard

ñ What’s this?

Find pictures of items the students know, e.g. anumbrella, a bike, etc. or draw simple sketches onpieces of paper. Divide the class into two teams, Aand B. Partly cover the pictures and show them to thestudents, one at a time. The students, in teams, try toguess what the item is. Each correct answer wins apoint. The team with the most points wins.

e.g. Teacher: (shows picture of umbrella)What’s this?

Team A Student 1: An umbrella! etc.



55(T)

ñ Picture this

Students think of an item, e.g. a hat, and drawa black and white picture of it. Underneath thepicture they write sentences, e.g. The blue hatis on the table. After they finish, the studentsswap their projects and colour their partner’spicture.

ñ Prepositions of place

PRESENTATION

Students’ books closed. Put your book in your bag andask the students: Where’s my book? Answer: In my bag.Write the exchange on the board and underline in.Read the exchange again. The students repeat afteryou. Put the book on the desk and repeat the samequestion. Answer: On the desk. Finally, put the bookunder the desk and repeat the exchange. Explain thatwhere is used when we ask the location of something orthe whereabouts of somebody.


e.g. Teacher: (putting a pen in a book) Where’s thepen?

Student 1: In the book. Teacher: (putting a pen under a book) Where’s

the pen?Student 2: Under the book. etc.

Students’ books open. Read through the presentationpictures and draw the students’ attention to the wordsin bold. Go through the table on p. 55 with the class.Ask the students to look around the classroom and talkabout the location of various objects using theprepositions of place.

e.g. Student 1: The pencil case is on the desk.Student 2: The bag is under the desk. etc.

PRACTICE

3 Look at the picture and ask andanswer. Then complete the sentences.

Point to Natalie and ask: Where’s Natalie? Elicit theanswer: She’s in the garden. Read the instructions andthe example, and explain the activity. Allow thestudents some time to complete the activity. Checkthe students’ answers.

2 Where’s ...He’s in the kitchen.

3 Where’s ...He’s in the living room.

4 Where’s ...She’s in the bedroom.

5 Where’s ...He’s in the bathroom.

Extension

Ask students to look at the picture for one minute beforethey close their books. Say, e.g. Natalie is in the bedroom.

Ask the students to say if your sentence is correct orincorrect. Ask them to correct the wrong ones.

e.g. Teacher: Natalie is in the bedroom.Student: No, she isn’t. She’s in the garden.Teacher: Kevin is in the bathroom.Student: Yes, he is. etc.

4 Look at the picture and complete thesentences.

Refer the students to the picture and elicit the locationof the items. Read the instructions and explain theactivity. Allow the students some time to complete theactivity. Check the students’ answers.

2 under 3 under 4 in 5 in

ñ Hide and seek

Explain the game. Ask a student to go out of the class.Hide an item, e.g. a pen, somewhere in the class, e.g.under your desk. Ask the student to come back intothe classroom. The student can ask up to eightquestions to find the item and its location.

WORKBOOK (Optional)

If you wish, you can do Exs 10, 11 and 12 during thislesson or the next one.



58(T)


Objectives

To consolidate the language of the module. Tofamiliarise students with British and Spanish culture.To explore their own culture. To talk aboutbirthdays in Great Britain, Spain and Russia.

Language

In this lesson the students will learn to understand: ñ Great Britain, Spain

In this lesson the students will learn to use: ñ It’s my birthday today.ñ My family and friends are here.ñ I’m Ellen. It’s my birthday today. I’m seven. My

friends are here to wish me Happy Birthday.

Extra Materials

ñ A map of the world for Ex. 1 (Optional).

OUR WORLD

(Activities to familiarise students with aspects of Britishand Spanish culture.)

1 Read, then sing the Happy Birthdaysong to Amy and Maria. (TRACK 42 CD1)

Students’ books open. Say: Open your books at pagefifty-eight. Write the number 58 on the board and holdup your book. Point to the British flag and say: GreatBritain. Point to the first picture of Amy and read thesentences. Then ask: How old is Amy? Elicit: Five. Next,ask the students to tell you what they see in the pictureand what they usually do on their birthdays. Elicitrelevant vocabulary (birthday cake, hat, candles,balloons, streamers, presents, etc.).

Point to the Spanish flag and say: Spain. If you have amap of the world, put it up on the board and showwhere Spain is. Point to the picture of Maria and readthe sentences. Say: It’s Maria’s birthday today. Thestudents repeat after you.

Ask the students if they know the Happy Birthday songin English. If they do, ask for volunteers to sing it to youas if you had your birthday today. If they do not knowthe song, it is a good opportunity to teach it to them.

Play the recording. The students listen and follow alongin their books. Play the recording again. The studentslisten and sing along.

Optional Activity

Ask the students to take out the pictures of theirbirthday parties. Have a class discussion.


Ask the students to bring in pictures of pastbirthday parties.



59(T)

MY WORLD


2 Read Ellen’s text and tick (✓✓) the wordsthat appear in it.

Refer the students to the pictures of Ellen’s birthdayparty and ask for volunteers to read out the short texts.Explain the activity. Allow the students some time to tickthe words that appear in the texts. Check their answers.

Words to be ticked: birthday, hats, friends, presents, cake

3 Talk with your friend about yourbirthday party. Then write about it.

Tell the students that they are going to write abouttheir past birthday parties. Ask them to use the texts inEx. 2 as models. Then the students, in pairs, talk abouttheir birthday parties. Allow the students time tocomplete the task. Once they finish, help them file theirprojects in their Junior Portfolios.

ENDING THE LESSON

(An activity to consolidate the language of the module.)

Ask the students to pretend that a friend of theirs has abirthday. They have to wish him/her a Happy Birthdayand offer their friend a present. (Ask them to draw apicture of the present).

e.g. Student 1: Happy Birthday Karen! This present isfor you.

Student 2: Wow! A computer game!Student 1: Thank you!



60(T)


Objectives


Language

In this lesson the students will learn to understand:ñ What does the fisherman’s wife want?ñ Does she get her wish?ñ Is the fisherman happy?

In this lesson the students will learn to use:ñ Shout, bucket, old, new, dirty, The sun is shining,

swim, happy.

Extra Materials


ñ The Fisherman poster for Ex. 3 (Extension).


Ask the students if they remember what the previousepisode of the story was about. Ask them if theyremember the story/dialogue they acted out in theprevious episode. If not ask them to go to therespective page (38) and read the story again. Allowthe students some time to rehearse. The students, ingroups of three, act out the story/dialogue.




FLASHCARDS (41-48)

Students’ books closed. Pin up the flashcards on theboard, one at a time. Point to the items on theflashcards and present them. The students repeat afteryou. Point to the flashcards in random order and askquestions. Elicit responses from different students.Demonstrate this yourself first.

e.g. Teacher: (pointing to the flashcard of thebucket) What’s this?

Class: It’s a bucket. etc.

Students’ books open. Say: Open your books at pagesixty. Write the number 60 on the board and hold upyour book. Play the recording. The students listen, pointand repeat.

TAPESCRIPT

Shout, bucket, old, new, dirty, The sun is shining, swim,happy.


FLASHCARDS (41-48)

Students’ books open. Pin the flashcards on the boardand present the story. Then direct the students’ attentionto the pictures and ask them to tell you what’s different.(In the first picture the bucket is old, but in the insetpicture the bucket is new.)

Play the recording for the students to listen and followin the book. Play the recording again. The studentslisten and repeat, chorally and/or individually. Explainany unknown words/phrases at this time. Thenindividual students read out the story.

Ask the students questions.

e.g. Teacher: What does the fisherman’s wife want?Student: A new bucket.Teacher: Why?Student: Because the old one is dirty. Teacher: Does she get her wish?Student: Yes, she does.Teacher: Is the fisherman happy?Student: Yes, he is. etc.

Next, point to the fisherman and his wife. Ask the studentsto complete your sentences.

e.g. Teacher: We need a new ...Class: bucket.Teacher: The sun is ...Class: shining. Teacher: Don’t worry. You can have your ...Class: wish. etc.

Extension

Ask for a volunteer to be the narrator, and three morevolunteers to read the roles of the fisherman, his wifeand the fish. Repeat with different students.



61(T)

1 Read and write F for fisherman, W forwife and G for the golden fish.

Explain the activity. The students read the story againto find out who said each sentence.

1 W 3 G 5 W2 F 4 G 6 G

2 Complete the crossword puzzle withwords from the story.

Explain the activity. The students complete thecrossword puzzle. Check their answers.

ACROSS: 1 WIFE 4 SHOUT 6 GOLDENDOWN: 2 FISH 3 BUCKET 5 FOOL

3 Play the I want game.Tell the students they are going to play the I wantgame. Pin up pictures or draw simple sketches of itemsthe students already know, e.g. a bike, a game, etc.on the board. Direct the students’ attention to thespeech bubbles in their books and read them aloud.Explain the game. In pairs, the students choose itemsfrom the pictures on the board and act out exchangessimilar to the one in their books.

Extension

Use the Fisherman poster. Stick the flashcards of thelesson, as well as the flashcards from previous lessons ofthe story around the boat ‘in’ the sea. Explain to thestudents that the fisherman is going fishing. Say: Thefisherman catches the golden fish flashcard. Ask astudent to go to the board and take down thecorresponding flashcard and stick it onto the boat. If astudent makes a mistake then the flashcard remains inthe sea to be ‘fished out’ next time.




62(T)


Ask the students to look at the picture. Ask: Who wantsa new bucket? Elicit the answer: The fisherman’s wife.

Play the recording. The students listen. Play therecording again. The students listen and sing along.

Extension

Divide the class into groups of three and assign a verseto each group. Allow the students some time for thegroups to rehearse and then invite them to come tothe front of the classroom and perform their song.

ENDING THE LESSON

Ask the students to think of something they really want.Tell the students they are going to draw a picture ofthat item and present it to the class, e.g. I want acomputer. That’s my wish!



63(T)


Objectives

To read and pronounce words with the /ª/ and/¬/ sounds.

Extra Materials

ñ Flashcards 49-52;ñ pictures of the following: bird, birthday, girl,

thirteen, shirt, mouse, cow, house, flower, town,mouth, clown.


Repeat the activity from Storyland Ex. 3 (Extension) torevise the vocabulary items learnt in the modules thusfar.




FLASHCARDS (49-52)

Students’ books closed. Hold up the bird flashcard. Pointto and ask: What’s this? Elicit: bird. Say the word. Thestudents repeat after you. Write the word bird under theflashcard. Underline the letters ir. Then point and say: /ª/,/bªd/. The students repeat after you. Repeat the sameprocedure with her, mouse and cow.

Extension



e.g. /b/, /ªd/ – /bªd/ etc.



Read the sounds, the words and the sentences. Thestudents follow in their books. Then the students work inpairs. One reads while the other checks and then theyswap roles. During this stage, check round the classoffering any necessary help. Finally, ask some students toread the sentences out loud.

3 Choose and complete the words.Then say the words.

Explain the activity. The students complete the wordswith either or or ar. Ask individual students to read out thewords. Check their pronunciation. Check their answers.

1 girl 2 house 3 shirt 4 clown


Read the song lyrics and have the students repeatchorally and individually. Play the recording as manytimes as you wish, inviting the students to sing along.

Extension

Write the song on the board and omit the words girl,count, now, shout. Sing the song without the CD thistime. Pause and point to the missing words and invitethe students to say the missing words.

ENDING THE LESSON

(An activity to revise the /ª/ and /¬/ sounds.)


Divide the class into two teams, A and B. Choose astudent from team A and show him/her a picture ofone of the items. Ask the student to name the item andthen write the name on the board under the correctheading. A correct answer gets one point. Repeat witha student from Team B. Continue the game until all thewords have been placed under the correct category.The team with the most points wins.

WORKBOOK (Optional)


iirr eerr oouu ooww

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own

ouse

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66(T)


Lesson 1

Objectives

To present and practise parts of the body.

Language

In this lesson the students will learn to understand:ñ It’s a (square).ñ My (head) hurts, right here.

In this lesson the students will learn to use:ñ Parts of the body: head, arm, tummy, leg, foot. ñ What’s the matter?ñ Let me see!ñ No, it isn’t./Yes, it is.ñ My (head) hurts.

Extra Materials

ñ The My Body poster for Presentation & Practice.


(Activities to present parts of the body.)

ñ Listen, point to the parts of the bodyand say. (TRACK 01 CD2)

POSTER

Students’ books closed. Pin up the My Body poster onthe board. Point to the parts of the body (head, arm,tummy, leg, foot), one at a time, and present them. Thestudents repeat after you. Then point to the different partsof the body in random order. Students name the parts ofthe body.

Students’ books open. Say: Open your books at pagesixty-six. Write the number 66 on the board and hold upyour book. Play the recording. The students listen, pointand repeat.

TAPESCRIPT

Head, arm, tummy, leg, foot.

(Activities to practise parts of the body.)

1 Listen to the song and circle the partsof the body mentioned. Then sing.(TRACK 02 CD2)

Look concerned as you ask: What’s the matter? Thenhold your head and as if you are in pain say: My headhurts, right here. Ask the students to do the same andrepeat after you. Follow the same procedure with: Myarm hurts. My leg hurts. Explain the activity. Play the

recording. The students listen to the song and circle theparts of the body mentioned (head, arm, leg).

Play the recording again. The students listen, sing alongand join in the actions.

TAPESCRIPT

What’s the matter?My head hurts! (hold head)My head hurts! Oh dear! Let me see.My head hurts!My head hurts, right here! (point to a specific placeon head)

What’s the matter?My arm hurts! (hold arm)My arm hurts!Oh dear! Let me see.My arm hurts!My arm hurts, right here! (point to a specific place onarm)

What’s the matter?My leg hurts! (hold leg)My leg hurts!Oh dear! Let me see.My leg hurts!My leg hurts, right here! (point to a specific place on leg)

Extension

Divide the class into two groups. One group pretends tobe doctors and sing the corresponding parts (What’sthe matter? Oh, dear! Let me see.) and the other groupis the patients who mime and sing the rest of the song.

2 Find the parts of the body, mime andsay: My (tummy) hurts.

Tell the students to look at the pictures in their books.Explain the activity. The students, in pairs, find thecorresponding parts of the body, mime and say.

Answers

My tummy hurts. My head hurts. My leg hurts. My arm hurts. My foot hurts.



67(T)

3 Look, read and circle the right words.Point to the pictures and the sentences. The studentslook at the pictures, read the sentences and circle theright words. Allow them some time to complete theactivity. Check their answers and write them on theboard.

Answers: 1 arm 3 foot2 head 4 leg

4 Look at the pictures and act out.Say the instructions twice as you mime them. Ask thestudents to look at the pictures. Read the speechbubbles as you follow with your finger in the book. Thestudents repeat after you. Invite students, in pairs, tocome to the front and act out the dialogue, each timechoosing a different part of the body.

(Suggested answers)

A: (holding his/her foot) Ouch!B: What’s the matter?A: My foot hurts!B: (holding the other student’s foot) Let me see!

A: (holding his/her tummy) Ouch!B: What’s the matter?A: My tummy hurts!B: (holding the other student’s tummy) Let me see!

A: (holding his/her head) Ouch!B: What’s the matter?A: My head hurts!B: (holding the other student’s head) Let me see!

A: (holding his/her leg) Ouch!B: What’s the matter?A: My leg hurts!B: (holding the other student’s leg) Let me see!

ENDING THE LESSON


Name a part of the body, e.g. head. The students touchthe corresponding part of their body. Keep changing therhythm to make the activity fun.

WORKBOOK (Optional)



68(T)


Lesson 2

Objectives

To present and practise commands. To exploreother subject areas: PE & Drama.

Language

In this lesson the students will learn to understand:ñ Simon says, (clap your hands)!

In this lesson the students will learn to use:ñ Clap your hands, nod your head, stamp your

feet, wave your arms.

Extra Materials

ñ None.


Ask a pair of students to come to the board and actout Ex. 4 from the previous lesson. Repeat with as manypairs as you think is necessary.


(Activities to present and practise commands.)

ñ Listen, point to the actions and say.(TRACK 03 CD2)

Students’ books closed. Say Clap your hands whiledoing it. Invite the students to copy you. Say thecommand for the students to perform it. Repeat withthe rest of the commands (nod your head, stamp yourfeet, wave your arms).

Ask a student to come to the board. Name acommand. The student carries out the command. Askthe rest of the class for verification. Repeat with asmany students as you think is necessary.

Students’ books open. Say: Open your books at pagesixty-eight. Write the number 68 on the board and holdup your book. Play the recording. The students listen,point and repeat.

TAPESCRIPT

Clap your hands, nod your head, stamp your feet, waveyour arms.

1 Listen and point. Then sing and do.(TRACK 04 CD2)

Point to the pictures of the monkeys following differentcommands and elicit the commands. Then clap yourhands as you say: If you’re happy and you know it,clap your hands! Ask the students to do the same.Repeat with the following commands, nod your head,stamp your feet and wave your arms. Play therecording. The students listen and point to the monkeysthat follow the corresponding commands. Play therecording again. The students listen and perform theactions as they sing along.

TAPESCRIPT

If you’re happy and you know it,Clap your hands! (clap hands)If you’re happy and you know it,Clap your hands!If you’re happy and you know it,And you really want to show it,If you’re happy and you know it,Clap your hands!

... Nod your head (nod head)

... Stamp your feet (stamp feet)

... Wave your arms (wave arms)


69(T)


2 Listen and number. (TRACK 05 CD2)

Explain the listening activity. The students listen andnumber the commands. Play the recording as manytimes as you feel is necessary for the students tocomplete the activity. Check the students’ answers.

Answers: 3, 2, 4, 1

TAPESCRIPT

One: Clap your hands.Two: Wave your arms.Three: Stamp your feet.Four: Nod your head.

3 Play the Simon says game.Simon says

Ask the students to look at the picture and read theexchange. Tell the students they are going to play theSimon says game. Tell the students to follow yourcommands only when they are preceded by thephrase Simon says.

e.g. Teacher: Simon says, wave your arms! Class: (students wave their arms)Teacher: Nod your head!Class: (students remain still) etc.

Suggested cues: clap your hands, nod your head,stamp your feet, wave your arms, sit down, stand up,touch your head, etc.

ENDING THE LESSON


Say, then write on the board: one – clap your hands.Ask the students to clap their hands. Say, then write onthe board: two – nod your head. Ask the students tonod their heads. Follow the same procedure with therest of the commands. Explain the activity. The studentswalk around, preferably in a circle. Say a number. Thestudents follow the corresponding command.

e.g. Teacher: threeClass: (they start stamping their feet) etc.

WORKBOOK (Optional)




70(T)

Lesson 3

Objectives

To listen to a story about the animals going to thedoctor’s. To develop listening comprehension skillsthrough a dialogue. To consolidate the languageused in the module.

Language

In this lesson the students will learn to understand:ñ Oh dear!ñ Sorry, doctor!

In this lesson the students will learn to use:ñ What’s the matter?ñ My (head) hurts!

Extra Materials

ñ The My Body poster for Presentation & Practice.


Play the game from the previous lesson again.




POSTER

Students’ books closed. Use the My Body poster topresent the story. Explain to the students, in L1 ifnecessary, that the forest animals go to the doctor tomake them well. Point to the owl in the first picture andsay: This is the doctor. Point to the doctor in the firstpicture and ask: What’s the matter? The studentsrepeat after you. Point to the deer in the first pictureand say: My head hurts! The students repeat after you.Repeat with the rest of the pictures.

Students’ books open. Say: Open your books at pageseventy. Write the number 70 on the board and holdup your book. Tell the class to look at the story and talkabout it with them.



e.g. Teacher: What’s the ...Student 1: matter? etc.

Extension

Ask for a volunteer to come and point to the firstpicture on the poster. Encourage him/her to say thedialogue. Ask the rest of the class for verification.Repeat with different students for the rest of the story.



71(T)


ENDING THE LESSON

Ask one student to be the doctor and the rest of thestudents to be the patients. The patients go to thedoctor and he/she helps them get well. Tell thestudents to act out similar dialogues to the one in thestory.

WORKBOOK (Optional)




72(T)

Lesson 4

Objectives

To talk about animals with paws/hooves. Toconsolidate the language learnt in the module.

Language

In this lesson the students will learn to understand:ñ What’s this? ñ This is a (cow).ñ It has got (hooves).ñ How many (legs)?

In this lesson the students will learn to use:ñ A (cat) has got (paws).

Extra Materials

ñ Pictures of a cow, a dog, a cat and a horse.




(Activities to talk about animals with paws/hooves.)

1 Look and write A or B. Then point andsay: A (cow) has got ... .

Students’ books closed. Pin up the pictures of theanimals (cow, dog, cat, horse) on the board. Point tothe picture of the cow and ask: What’s this? Elicit: (Thisis) a cow. Repeat with the rest of the pictures.

Point to the cow’s hooves and say: It has got hooves.The students repeat after you. Explain to the studentsthat some animals, such as cows, haven’t got feet, likehumans have, but instead they’ve got hooves. Askstudents to tell you some more animals that have gothooves. Then point to the cat’s paws and say: It hasgot paws. The students repeat after you. Explain thatsome other animals, such as cats, have got pawsinstead of feet. Ask students to tell you some moreanimals that have got paws.

Students’ books open. Say: Open your books at pageseventy-two. Write the number 72 on the board andhold up your book. Point to the pictures and elicit thenames of the animals. Read sentences A and B andask the students to write A or B next to the pictures,depending on whether the animals shown have gothooves or paws. Allow the students some time tocomplete the activity and check their answers.

Animals with paws: dog, catAnimals with hooves: cow, horse

Then students point to the animals and say: A (cow)has got (hooves).



73(T)

2 Read the text, choose from the wordsbelow the text and complete it.


Point to the picture of the dog and ask a student todescribe its appearance. (It has got two ears, two eyes,etc.) Direct the students’ attention to the incompletetext. Read through it as students follow along. Thenpoint to to the pictures below and go through theitems. Explain the activity. Allow the students time tocomplete the text. Check their answers.

2 nose 3 house 4 meat 5 park

ENDING THE LESSON

The students in groups can make a collage withdifferent animals that have got paws or hooves. Theycan decorate their classroom with them.

WORKBOOK (Optional)




74(T)

Lesson 5

Objectives

To consolidate the language of the module. Topractise writing skills: to draw a picture of one’sbody and identify parts of the body.

Language

In this lesson the students will learn to understand:ñ How many (legs)?

In this lesson the students will learn to use:ñ I’ve got two heads, four arms and two legs.ñ Yes, she is./No, she isn’t.

Extra Materials

ñ None.


Ask the students to choose an animal and describe itto the class without telling them its name. The rest ofthe students listen to the description and say whichanimal they think is being described. Ask them tomodel their description after Ex. 2, p. 73.


1 Look, read and write.(An activity to practise the verb ‘have got’.)

Point to the pictures and elicit the parts of the body ofeach creature depicted. Ask: How many (legs)? andelicit the answers. Point to the speech bubbles andread them out loud, focusing the students’ attentionon the missing words. Then point to the words in thebox and tell the students to select the right word tocomplete the sentences. Allow the students some timeto complete the activity and check their answers byhaving some students read out the speech bubbles.Ask the rest of the class for verification.

Answers: 1 heads 2 arms 3 tummy

2 Read and match.Refer the students to the pictures and the half-finishedsentences. Allow the students some time to read andmatch the half-finished sentences to the correspondingpictures. Check their answers and write them on theboard.

Answers: 1 hands 3 feet2 head 4 arms



75(T)


3 Read Roy’s text and choose the rightpicture.

Point to the picture of the children in the pictures andsay: They’ve got fair hair. etc. The students read Roy’stext and choose the correct picture.

Answer: B

4 Portfolio: Draw your body. Present it tothe class. Say: This is me. Look! My …

Point to the picture and ask a student to read thewords. Explain the activity. Ask the students to draw asimilar picture of their body, label the different parts oftheir body, and present it to the class.

e.g. Student: This is me! Look! My (head), my (arms),my (tummy), my (legs) and my (feet).

Make sure you display their work somewhere in theclassroom. Then help them file their drawings in theirJunior Language Portfolios.

ENDING THE LESSON

Hand out a piece of paper to each student and tellthem to draw a strange creature’s body. Then, in pairs,the students take turns describing their creature, e.g. Ithas got five heads, two arms and six legs.



76(T)


Objectives

To present and practise the imperative and theverb ‘have got’.


ñ Imperative

PRESENTATION

Students’ books closed. Look at the class and say: Openyour books! Ask them to perform the action. Then say:Close your books! Point to a student and say: Don’t standup! Write the sentences on the board. Tell the studentsthat we use the imperative to give orders. Explain that thenegative imperative is formed using don’t.

Drill your students. Students in teams or open pairs telleach other to do something. One student says what todo, the other performs the action.

e.g. Student 1: Angie, clap your hands! Student 2: (Angie claps her hands) Peter, close

your eyes! Student 3: (Peter closes his eyes) etc.

Students’ books open. Read through the presentationpictures and draw the students’ attention to the wordsin bold. Go through the table on p. 76 with the class.

PRACTICE

1 Complete the sentences.Read the instructions and explain the activity. Allowthe students some time to complete the activity.Check the students’ answers.

2 Don’t close ... 5 Don’t stand ...3 Don’t sit ... 6 Don’t come ...4 Don’t stamp ...

2 Read and number the pictures.Go through the pictures and elicit the actions. Readthe instructions and explain the activity. Allow thestudents some time to complete the activity. Checkthe students’ answers.

a 6 c 4 e 3b 2 d 1 f 5

ñ Simon says

Explain the game. The students follow your commandsonly if they are preceded by the phrase Simon says.

e.g. Teacher: Simon says, clap your hands!Students: (students clap their hands)Teacher: Wave your arms!Students: (students remain still)

ñ

ñ My Daily Rules

Ask students to make a list of all the rules theyhear every day (at home, at school, etc.).Provide any help with the vocabulary.

e.g. Don’t talk.Eat your food.Do your homework.Wash your hands.Go to bed.



77(T)

ñ The verb ‘have got’

PRESENTATION

Students’ books closed. Say then write on the board: Ihave got green eyes. The students repeat after you.Underline have got and explain the meaning. Say andwrite: I’ve got green eyes. Underline the short form andexplain how this is formed. Point to a student and say:She has got dark hair. The students repeat after you.Underline the words in bold. Say then write: She’s gotdark hair. Underline the short form and explain how this isformed. Stress that has got is only used in the third personsingular. Elicit the affirmative, negative and interrogativeforms, as well as short answers of the verb have got andwrite these on the board.


e.g. Teacher: You/bikeStudent 1: You’ve got a bike.Teacher: HeStudent 2: He’s got a bike. Teacher: TheyStudent 3: They’ve got a bike. etc.

Students’ books open. Read through the presentationpictures and draw the students’ attention to the wordsin bold. Go through the table on p. 77 with the class.Ask students to make sentences about themselves andtheir classmates, practicing these forms.

e.g. Student 1: I have got brown eyes. John has gotblue eyes. etc.

PRACTICE

3 Read and complete the sentences.Read the instructions and explain the activity. Allowthe students some time to complete the activity.Check the students’ answers.

3 I’ve got ...4 They haven’t got ... 5 I have got ...6 She hasn’t got ...7 They’ve got ...8 ... have not got ...



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4 Look and complete the sentences.Read the instructions and explain the activity. Allow thestudents some time to complete the activity. Check thestudents’ answers.

2 She’s got ... 4 They’ve got ...3 It’s got ...

5 Look at the pictures and complete thesentences. Use has got/hasn’t got orhave got/haven’t got.

Refer the students to the pictures and have a classdiscussion about the items Mark and Tina have got intheir rooms. Read the instructions and the example, andexplain the activity. Allow the students some time tocomplete the activity. Check the students’ answers.

2 have got 6 have got3 hasn’t got 7 hasn’t got4 hasn’t got 8 hasn’t got5 has got


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6 Look at the pictures and ask andanswer. Then write.

Read the instructions and the example, and explainthe activity. Point to the pictures and ask the studentsto describe them. Allow the students some time tocomplete the activity. Check the students’ answers.

2 Have they got ... Yes, they have.3 Have they got ... No, they haven’t.4 Has she got ... No, she hasn’t.5 Has he got ... Yes, he has.

7 How many points have they got?Talk with your friend.

Read the instructions and the example, and explainthe activity. The students, in pairs, ask and answer as inthe example. Check round the class. Ask some pairs toreport back to the class.

1 seven points 3 nine points2 seven points 4 six points

A: I’ve got four squares and one circle.B: You’ve got seven points.

A: I’ve got two squares, one triangle and one circle.B: You’ve got seven points.

A: I’ve got two circles, one square and one triangle.B: You’ve got nine points.

A: I’ve got one circle, one square and one triangle.B: You’ve got six points.

Extension

The students draw the shapes they want on a piece ofpaper and repeat the activity.

ñ Endless Story

Explain the game. A student starts by saying whathe/she has got, e.g. a bike. The student next to him/herrepeats what the first student said and adds whathe/she has got, etc.

e.g. Student 1: I’ve got a bike.Student 2: He’s got a bike and I’ve got a doll.Student 3: He’s got a bike, she’s got a doll and

I’ve got a computer. etc.

WORKBOOK (Optional)


ñ Wanted Poster

Explain the project. Tell the students that thepolice are looking for an alien. They have todraw a picture of the alien and write a shortdescription. If you wish, you can write thefollowing text on the board so that the studentscan use it as model for their own writing.

e.g. WANTEDHis name is Zogg. He has got five headsand pink hair. He’s got ten eyes and twomouths. He’s got five big feet, too.



82(T)


Objectives

To consolidate the language of the module. Tofamiliarise students with British and Nepali culture. Toexplore their own culture. To talk about strange/fairytale creatures in Great Britain, Nepal and Russia.

Language

In this lesson the students will learn to understand:ñ Great Britain, Nepal

In this lesson the students will learn to use:ñ big/smallñ Hello, I’m (Nessie). I’ve got a (small) head and a

(big) body.ñ This is Indrik. It is the King of all animals.

Extra Materials

ñ A map of the world for Ex. 1 (Optional);ñ templates of Nessie and Yeti masks from the

Teacher’s Book for Ex. 1 (Craftwork).

OUR WORLD

(Activities to familiarise students with aspects of Britishand Nepali culture.)

1 Read about Nessie and Yeti. Thenmake a Nessie/Yeti mask in pairs.Introduce yourselves to each other.

Students’ books open. Say: Open your books at pageeighty-two. Write the number 82 on the board andhold up your book. Point to the British flag and elicit thecountry’s name: Great Britain. Point to the Nepali flagand say: Nepal. If you have a map of the world, put itup on the board and show where Nepal is. Ask thestudents if they know anything about this country (e.g.stories, animals, etc.). Explain to the students that in thissection they will learn about strange creatures that aresaid to exist/have existed in these countries. Tell thestudents to look at the picture of the strange Britishcreature. Tell them that this is Nessie, a creature that is

said to live in Loch Ness, a lake in Scotland. Ask astudent to read the text about Nessie.

Then tell the students to look at the picture of thestrange Nepali creature. Tell the students that this isYeti, a creature that is said to live in the Himalayas, inNepal. Ask the students if they have ever heard of it.Ask a student to read the text about Yeti.

Hand out the photocopies. Tell the students that theyare going to make a Nessie/Yeti mask and guide themthrough the cutting and colouring of their masks. Thenthe students wear their masks and, in pairs, introducethemselves to each other, using the texts in Ex. 1.

e.g. Student 1: Hello, I’m Nessie. I’ve got a small headand a big body.

Student 2: Hello, I’m Yeti. I’ve got a big head, abig body and lots of hair! etc.


Photocopy the mask templates of Nessieand Yeti from the Teacher’s Book[pp. 124(T)-125(T)], one per student.


For the next lesson, you can ask the studentsto bring pictures of unusual creatures thatare said to exist/have existed in theircountry.



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MY WORLD


2 Read the text and find the words for thepictures.

Refer the students to the picture of Indrik. Ask them ifthey are familiar with this fairy tale character. What dothey know about it? Ask the students to say whichanimal he resembles. Elicit: a horse. Read the textaloud and pause for the students to repeat. Explainany new words at this time. Explain the task. Thestudents find and write the words. Check their answers.

2 horn 3 king 4 bull

3 Draw a fairy tale character. Talk withyour friend about it.

Refer the students to the drawing of Baba Yaga. Tellthem they are going to draw their own fairy talecharacter. Allow the students some to finish theirdrawings. In pairs, the students use the text in Ex. 2 as amodel to present their drawings.

4 Write about your fairy tale character.Tell the students that they are going to write abouttheir fairy tale character. Ask them to use the text in Ex.2 as a model. Allow the students time to complete thetask. Once they finish, help them file their projects intheir Junior Portfolio.

ENDING THE LESSON

Tell the students you are going to play a game. Askthem to put on the masks they made for the activity inEx. 1. Call out instructions for different groups to perform,e.g. Yetis, stamp your feet! Nessies, nod your head! etc.The students follow your instructions.



84(T)


Objectives


Language

In this lesson the students will learn to understand:ñ Is the fisherman’s wife happy?ñ What’s the weather like?ñ Is their new cottage beautiful?

In this lesson the students will learn to use:ñ Angry, cloud, sky, cottage.

Extra Materials


ñ The Fisherman poster for Ex. 3 (Extension).


Ask the students if they remember what the previousepisode of the story was about. Ask them if theyremember the story/dialogue they acted out in theprevious episode. If not, ask them to go to therespective page (60) and read the story again. Allowthe students some time to rehearse. The students, ingroups of four, act out the story/dialogue.




FLASHCARDS (53-56)

Student’s books closed. Pin up the flashcards on theboard, one at a time. Point to the items on the flashcards(angry, cloud, sky, cottage) and present them. Thestudents repeat after you. Point to the flashcards inrandom order and ask questions. Elicit responses fromdifferent students. Demonstrate this yourself first.

e.g. Teacher: (pointing to the flashcard of angry) Isshe happy?

Class: No, she’s angry. etc.

Student’s books open. Say: Open your books at pageeighty-four. Write the number 84 on the board andhold up your book. Play the recording. The studentslisten, point and repeat.

TAPESCRIPT

Angry, cloud, sky, cottage.


FLASHCARDS (53-56)

Student’s books open. Pin the flashcards on the boardand present the story. Then direct the students’attention to the picture and ask questions.

e.g. Teacher: Is the fisherman’s wife happy?Student: No, she’s angry.Teacher: What’s the weather like?Student: The sun is shining, but there are clouds

in the sky.Teacher: (pointing to the inset picture) Is their

new cottage beautiful?Student: Yes, it is. etc.


Point to the fisherman and his wife. Ask the students tocomplete your sentences.

e.g. Teacher: You are a fool, she ...Class: shouts.Teacher: There are clouds in the ...Class: sky. Teacher: The fisherman goes home and sees a

beautiful, new ...Class: cottage. etc.

Extension

Ask for a volunteer to be the narrator, and three morevolunteers to read the roles of the fisherman, his wifeand the fish. Repeat with different students.



85(T)

1 Read the story again and write yesor no.

Explain the activity. The students read the story againand answer.

1 no 2 yes 3 yes 4 no 5 no

2 Find and circle eight words.Explain the activity. The students look at the pictures,find and circle the words. Check their answers.

3 Play the Spot the Mistake game.Tell the students they are going to play the Spot theMistake game. Explain the game. Tell them you aregoing to narrate the story of The Fisherman and theFish, but with some mistakes. When they spot themistake they raise their hands to correct you.

e.g. Teacher: The fisherman and his wife live in a verybig house.

Student 1: No, the fisherman and his wife live ina very small house. etc.

Extension

Use the Fisherman poster. Stick the flashcards of thelesson, as well as the flashcards from previous lessons ofthe story around the boat ‘in’ the sea. Explain to thestudents that the fisherman is going fishing. Say: Thefisherman catches the golden fish flashcard. Ask astudent to go to the board and take down thecorresponding flashcard and stick it onto the boat. If astudent makes a mistake then the flashcard remains inthe sea to be ‘fished out’ next time.


C O T T A G E HL A B C N D H OO H G F G E A UU I J K R L P SD P O N Y M P EQ S W I M R Y SA Z Y X W V U TS K Y S H O U T



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Revise the parts of the house. Ask the students to lookat the picture and describe the fisherman’s house. Ask:Are the windows old? Elicit the answer.


Extension

Play the recording again. This time ask the students tomime the action of falling down as they sing the song.

ENDING THE LESSON

Tell the students that they are going to ask the goldenfish for a new house. Ask them to draw the house asthey envision it and present it to the class.

e.g. This is my new house. It has got new windowsand doors. It is very big and beautiful.



87(T)


Objectives

To read and pronounce words with the /ª/ and/¥/ sounds.

Extra Materials

ñ Flashcards 57-59.


Repeat the activity from Storyland Ex. 3 (Extension) torevise the vocabulary items learnt in the modules thus far.



1 Listen and repeat the sounds and thewords. (TRACK 10 CD2)

FLASHCARDS (57-59)

Students’ books closed. Hold up the surf flashcard. Pointto and say: surf. The students repeat after you. Write theword surf under the flashcard. Underline the letters ur.Then point and say: /ª/, /sªf/. The students repeat afteryou. Repeat the same procedure with worm and paw.

Extension



e.g. /h/, /ªt/ – /hªt/ etc.



Read the sounds, the words and the stories. Thestudents follow in their books. Then the students work inpairs. One reads while the other checks and then theyswap roles. During this stage, check round the class

offering any necessary help. Finally ask some studentsto read the stories aloud.

3 Complete the list with the words.Then read the words to your friend.

Refer the students to the words. Ask individual studentsto read them. Check their pronunciation. Explain theactivity. The students write the words under the correctheading. Check their answers. Ask individual studentsto read their lists.


Point to the picture of the worm and the turtle and ask:What do the worm and the turtle do every day? Answer:The worm and the turtle surf to work every day at dawn!The students repeat after you. Play the recording. Thestudents listen and follow in their books. Play therecording again. The students listen and sing along.

ENDING THE LESSON

(An activity to revise the /ª/ and /¥/ sounds.)


Divide the class into two teams, A and B. Choose astudent from team A, ask him/her to go to the boardand write a word with either the //ªª// or //¥¥// sounds. Acorrect answer gets one point. Repeat with a studentfrom Team B. Continue the game until the students haverun out of words. The team with the most points wins.

Suggested cues: hurt, worm, surf, work, nurse, purple,turtle, paw, draw, strawberry, yawn, dawn

WORKBOOK (Optional)


//ªª// //¥¥//

//ªª// //¥¥//

hernursebirdgirl

work

drawpawshortsball

horsewall

y

dr

p

awn

aw

aw+

+

+w

w

h

ork

orm

urt+

+

+


90(T)

Module 4 – I Can Sing!

Lesson 1

Objectives

To present and practise actions. To talk about ability.

Language

In this lesson the students will learn to understand:ñ What can he/she do? ñ Can (you) (sing)? Yes, I can./No, I can’t.ñ What can Sally/Roy do? Let’s listen!

In this lesson the students will learn to use:ñ Actions: sing, dance, ride a bike, play football,

draw. ñ I can (dance). (He) can (sing).ñ (She) can (sing) and (she) can (ride a bike)!

Extra Materials

ñ The I Can Sing! poster for Presentation &Practice.


Play Simon says. Explain to the students that they shouldfollow your commands only if they are preceded by thephrase Simon says.

e.g. Teacher: Simon says, clap your hands.Class: (students clap their hands) etc.


(Activities to present actions.)

ñ Listen, point to the actions and say.(TRACK 12 CD2)

POSTER

Students’ books closed. Pin up the I Can Sing! posteron the board. Point to the actions (sing, dance, ride abike, play football, draw), one at a time, and presentthem. The students repeat after you. Then point to theactions in random order. The students repeat after you.

Extension

Mime an action, e.g. dancing, and say: I can… . Invitestudents to complete your sentence (dance).

Students’ books open. Say: Open your books at pageninety. Write the number 90 on the board and hold upyour book. Play the recording. The students listen, pointand repeat.

TAPESCRIPT

Sing, dance, ride a bike, play football, draw.

(Activities to practise actions.)

1 Listen and point. Then sing. (TRACK 13CD2)

Elicit the different actions by pointing and asking: Whatcan he/she do? Elicit: (He can) ride a bike. (She can)dance. etc. Next hold up your book, point to thepictures and ask: Can you sing and can you dance?Have the students repeat after you. Then answer: I cando that! I can do that! The students repeat after you.Follow the same procedure and present the rest of thesong. Explain the activity. Play the recording. Thestudents listen to the song and point to the actions(sing, dance, ride a bike, draw).

Play the recording again. The students listen and singas they join in the actions.

TAPESCRIPT

Can you sing and can you dance? (mime singing anddancing)I can do that! I can do that! (point to self)Can you ride a bike like that? (mime riding a bike)I can do that! I can do that! (point to self)Can you draw a big fat cat? (mime drawing in the air)I can do that! I can do that! (point to self)

2 Number the words. Then say: Number(3). (He) can (sing).

Ask students to read the words/phrases aloud. Explainthe activity. The students match the words/phrases tothe children in the picture by writing a number.

Answers: dance 1 ride a bike 2 draw 4

Point to the child singing and say: Number 3. He cansing. The students repeat after you. Remind thestudents that we use he for boys/men and she forgirls/women. Invite individual students to point to thechildren, say the number, and what the child can do.

Answers: Number 1. She can dance.Number 2. He can ride a bike.Number 4. He can draw.



91(T)

(Activities to develop students’ aural/oral skills andpractise talking about ability.)

3 Listen and draw lines. Then say: Shecan … and she can …! (TRACK 14 CD2)

Say, then write on the board: Can you dance? Thestudents repeat after you. Now, nod your head, sayand write on the board: Yes, I can. The students repeatafter you. Shake your head, write and say: No, I can’t.The students repeat after you. Drill your students byasking them questions and eliciting responses.

e.g. Teacher: Can you sing?Student 1: Yes, I can./No, I can’t. etc.

Point to the children and read their names. Point to thepictures and elicit the actions (ride a bike, sing, playfootball, dance). Explain the activity. Say: What canSally do? What can Roy do? Let’s listen! Play therecording, twice if necessary. The students listen anddraw lines. Check their answers.

Answers: Sally: dance, ride a bikeRoy: sing, play football

Point to Sally and encourage students to completeyour sentence:

e.g. Teacher: She can …Class: sing. etc.

Ask a student to say what Roy can do (sing, play football).

TAPESCRIPT

A: Sally, what can you do?Sally: I can dance and I can ride a bike!A: You can dance and ride a bike?Sally: Yes, I can.

A: Roy, what can you do? Roy: I can sing and I can play football.A: You can sing and play football?Roy: Yes, I can.

Extension

The students, in pairs, ask and answer to find out whichof these activities they can do. Check round the class.Ask some pairs to report back to the class. Demonstratethis yourself first.

e.g. Peter: Kelly, what can you do?Kelly: I can dance and I can play football.

What can you do?Peter: I can play football and I can sing. etc.

4 Play the Follow the Leader game.Ask the students to look at the picture and read thespeech bubble. Tell the students they are going to playthe Follow the Leader game. Brainstorm for what theycan do. Have the students walk, preferably in a circle.Choose a student to be the leader. The leader mimesan action and says it out loud, e.g. I can dance. Therest of the students have to do the same action. Keepchanging the leaders.

Suggested cues: I can sing, I can dance, I can ride abike/a horse, I can play football, I can play the piano/etc., I can draw, I can climb, I can run, I can swim, etc.

ENDING THE LESSON


Ask a student to come to the front of the class. Whisperan action. The student mimes the action. The rest ofthe class guesses what the action is.

e.g. Teacher: (whispering) singStudent 1: (mimes singing)Student 2: (You can) sing! Teacher: That’s right. Your turn! etc.

WORKBOOK (Optional)


Note: Ask the students to have with them an emptytissue box, some rubber bands, cardboard andSellotape in the next lesson.


92(T)


Lesson 2

Objectives

To present and practise the names of musicalinstruments. To explore other subject areas: Music.

Language

In this lesson the students will learn to understand:ñ (The monkey) can play (the guitar).

In this lesson the students will learn to use:ñ Musical instruments: piano, guitar, triangle, drum,

tambourine, recorder.ñ (One). I can hear (the piano).ñ What’s (number 1)? A (piano)!ñ I can (play the guitar)!

Extra Materials

ñ Flashcards (60-65) for Presentation & Practice;ñ some rubber bands, empty tissue boxes,

Sellotape and cardboard for Ex. 4 (Craftwork).


Write an incomplete word/phrase on the board, e.g.s __ ng. Ask a student to come to the board, completethe word/phrase, and say and mime the action. Askthe rest of the class for verification. Repeat the activitywith as many students as you think is necessary.


(Activities to present and practise musical instruments.)

ñ Listen, point to the musical instrumentsand say. (TRACK 15 CD2)

FLASHCARDS (60-65)

Students’ books closed. Pin up the flashcards 60-65 onthe board, one at a time. Point to the musical instruments(piano, guitar, triangle, drum, tambourine, recorder),one at a time, and present them. The students repeatafter you.

Students’ books open. Say: Open your books at pageninety-two. Write the number 92 on the board andhold up your book. Play the recording. The studentslisten, point and repeat.

TAPESCRIPT

Piano, guitar, triangle, drum, tambourine, recorder.

1 Listen and number. Then say: One. Ican hear the piano. (TRACK 16 CD2)

Point to the different musical instruments in the pictureand elicit their names. Explain the listening activity tothe students, telling them they are going to listen tosome sounds and number the musical instrumentsaccordingly. Play the recording as many times as youfeel is necessary for the students to complete theactivity. Check the students’ answers.

Answers: piano (1), tambourine (2), guitar (3),triangle (4), drum (5), recorder (6)

2 Play the Memory game.Ask the students to look at the picture and read theexchange. Tell the students they are going to play aMemory game. Ask them to take a careful look at thepicture in Ex. 1 and try to memorise the musicalinstruments that correspond to each number. Allowthe students time to look at the pictures and then askthem to close their books. The students, in pairs, taketurns and ask each other about the picture.Demonstrate this yourself first. If you wish, you canleave the flashcards on the board to help the studentsremember the musical instruments.

Answers

A: What’s number 2?B: A tambourine!

A: What’s number 3?B: A guitar!

A: What’s number 4?B: A triangle!

A: What’s number 5?B: A drum!

A: What’s number 6?B: A recorder!


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Ask the students to look at the picture. Ask them to pointand say what the animals can play. Then point to andsay: I can play the pi-a-no, pi-a-no, pi-a-no; I can playthe pi-a-no, pi-a-pi-a-no! The students repeat after you.Repeat with the rest of the musical instrumentsmentioned in the song.

Play the recording. The students listen and point to theanimals playing the musical instruments mentioned inthe song. Play the recording again. The students singalong and do the actions (mime playing the musicalinstruments mentioned).

TAPESCRIPT

I can play the pi-a-no, Pi-a-no, pi-a-no.I can play the pi-a-no,Pi-a-pi-a-no!

I can play the tam-bou-rine, Tam-bou-rine, tam-bou-rine.I can play the tam-bou-rine,Tam-bou-tam-bou-rine!

I can play the tri-ang-le, Tri-ang-le, tri-ang-le.I can play the tri-ang-le,Tri-a-tri-angle!

4 Make a guitar. Then sing as you play.Point to the picture of the child with a guitar and readout the speech bubble. Explain to the students that theyare going to make a guitar. Show them your model andask them to take out the material you told them to bring(some rubber bands, an empty tissue box, Sellotape,cardboard). Guide the students through the making oftheir guitars:

1 Take an empty tissue box and decorate it.2 Stretch some rubber bands around the box and

over the hole.3 Attach a long piece of cardboard for the handle

and some pins for the tuners.

Then the students form a band and ‘play’ their guitarsas they sing the song from Ex. 3.

ENDING THE LESSON


Ask a student to come to the board, mime playing amusical instrument of his/her choice and say: I can playthe… . The rest of the students have to guess whichmusical instrument it is. Repeat with as many students asyou like.

e.g. Student 1: (mimes playing the recorder) I can play the…

Class: recorder! etc.

WORKBOOK (Optional)




94(T)

Lesson 3

Objectives

To listen to a story about the characters and theanimals playing in the Fairy Band. To developlistening comprehension skills through a dialogue.To consolidate the language used in the module.

Language

In this lesson the students will learn to understand:ñ What is it?ñ You’re good!ñ What can I do? ñ We are in the Fairy Band!

In this lesson the students will learn to use:ñ It’s a recorder!ñ I can play (the guitar)! Listen!

Extra Materials

ñ The I Can Sing! poster for Presentation & Practice.


Play the song from the previous lesson (Track 17 CD2).The students listen, sing along and mime the actions.




POSTER

Students’ books closed. Use the I Can Sing! poster topresent the story. Explain to the students, in L1 ifnecessary, that Woody, Frosty and the forest animalsform a band. Point to Frosty in the first picture and ask:Who’s this? Elicit: Frosty. Say, as you point to therecorder: What is it? Elicit the correct answer. Point toWoody in frame 2 and mime as you say: Listen! I canplay the recorder! The students repeat after you. Thensay in amazement: You’re good! The students repeatafter you. Repeat with the rest of the pictures.

Students’ books open. Say: Open your books at pageninety-four. Write the number 94 on the board andhold up your book. Ask the students to identify thecharacters and the animals they know.

e.g. Student 1: (pointing to Woody in frame 1) (This is)Woody! etc.



e.g. Teacher: It’s a …Class: recorder! etc.

Extension

Ask for a volunteer to come and point to the firstpicture on the poster. Encourage him/her to say thedialogue. Ask the rest of the class for verification.Repeat with different students for the rest of the story.



95(T)


ENDING THE LESSON

Tell the students that you are holding an audition forthe Fairy Band. One by one, the students come to theboard, say which musical instrument they can play(e.g. I can play the guitar. etc.) and mime playing thisinstrument. Say to each one of them: You’re good!Once all the instrument players have been found, askthe class: Who can sing? Select a student to be thesinger of the band. He/She comes to the board andsays: I can sing! Now the Fairy Band is ready. Play thesong from the previous lesson (Track 17 CD2) and havethe students perform the song.

Note: You can have as many players and singers asyou wish. The important thing is for the students to joinin and have fun. If there are students who do not wishto participate, they can be the ‘fans’ of Fairy Bandand can clap their hands.

WORKBOOK (Optional)




96(T)

Lesson 4

Objectives

To talk about sounds we can hear and things wecan see in the country/on a farm/by the sea/in agarden.

Language

In this lesson the students will learn to understand:ñ What can you hear (in the country)?

In this lesson the students will learn to use:ñ I can hear the (horse). I can see the (sun).

Extra Materials

ñ None.




(Activities to talk about sounds we can hear and thethings we can see in the country.)

1 In the country! Listen and circle whatyou hear. Then point and say: I canhear the … . (TRACK 19 CD2)

Students’ books closed. Ask your students, in L1 ifnecessary, how often they go to the country with theirfamily and friends. Have a discussion about what theycan see/hear in the country, e.g. birds, bees, water,etc. Explain that in this lesson they will learn aboutsounds they can hear and things they can see in thecountry.

Students’ books open. Say: Open your books at pageninety-six. Write the number 96 on the board and holdup your book. Point to the picture and elicit knownvocabulary, e.g. horse, bird, sheep, sun, apples, tree.Elicit/Present the words bee and water. Explain theactivity. The students listen to the sounds and circle theitems in the picture. Then students point to and say whatthey can hear.

Answers

I can hear the water.I can hear the bird.I can hear the bee.I can hear the horse.I can hear the sheep.



97(T)

2 Read and complete the sentences.(An activity to help students evoke images and sounds.)

Read the first sentence. Ask the students to close theireyes and imagine being on a farm. What can theysee? What can they hear? Ask them to open their eyesand complete the first set of questions. Repeat with therest of the sentences. Ask some students to report backto the class.

(Suggested answers)

1 I can see the birds.I can hear the water.

2 I can see the sea.I can hear the sea.

3 I can see a butterfly.I can hear the birds.

ENDING THE LESSON

Ask the students, in pairs, to imagine they are in thecountryside. Ask them to tell each other what they cansee/hear. Go around the class monitoring and providingany necessary help.

WORKBOOK (Optional)




98(T)

Lesson 5

Objectives

To consolidate the language learnt in the module.To develop writing skills: to draw a picture of whatone can do.

Language

In this lesson the students will learn to understand:ñ What can (Bill) do?

In this lesson the students will learn to use:ñ Can you (swim)? Yes, I can.ñ It’s a (blue recorder).ñ I can (draw). Look!

Extra Materials

ñ None.


Ask individual students to tell you what they can see/hear in the classroom.

e.g. Student 1: I can see the teacher. etc.


1 Read and talk with your friend.(An activity to revise talking about ability.)

Students’ books open. Say: Open your books at pageninety-eight. Write the number 98 on the board andhold up your book. Point to the pictures and elicit theactions (swim, draw, sing, play football, ride a bike).Ask a pair of students to read the exchange aloud.Explain the activity. The students, in pairs, ask andanswer as in the example. Check round the class. Asksome pairs to report back to the class.

(Suggested answers)

A: Can you draw?B: No, I can’t.

A: Can you sing?B: Yes, I can.

A: Can you play football?B: No, I can’t.

A: Can you ride a bike?B: Yes, I can.

2 Colour. Then say: It’s a (blue) … .(An activity to revise musical instruments.)

Refer the students to the picture and ask them whatmusical instruments they can see in it. Elicit answers(guitar, piano, recorder, drum, triangle, tambourine).Ask the students to colour each musical instrument.Then students point to and say, e.g. It’s a blue recorder.

Answers

It’s a yellow piano.It’s an orange guitar.It’s a green drum.It’s a red triangle.It’s a pink tambourine.



99(T)


3 What can Bill do? Read Bill’s text andtick (✓✓) the right pictures.

Point to the pictures and elicit the actions (sing, ride abike, play football, dance, draw, play the guitar, playthe drum). Refer the students to the title of the text andexplain the activity. Ask the students to read the textand tick the actions Bill can do. Allow the students sometime to complete the activity and check their answers.Individual students report back to the class, e.g. Bill cansing. etc.

actions to be ticked: sing, ride a bike, play football,draw

4 Portfolio: Draw what you can do.Present it to the class.

Point to the picture and ask a student to read thesentence. Explain the activity. Ask the students to draw asimilar picture of and write about what they can do andpresent it to the classroom. Make sure you display theirwork somewhere in the classroom. Then help them filetheir drawings in their Junior Language Portfolios.

ENDING THE LESSON

Divide the class into two teams, A and B. Each teamsends a student to the front of the class to mime andaction. The other team has to guess the action withonly two questions. Otherwise, they do not get thepoint. The team with the most points wins.

e.g. Team A Student 1: (mimes dancing)Team B Student 1: Can you sing?Team A Student 1: No, I can’t.Team B Student 2: Can you dance?Team A Student 1: Yes, I can. etc.



100(T)


Objectives

To present and practise the verb ‘can’.


ñ The verb ‘can’

PRESENTATION

Students’ books closed. Say then write on the board: Ican ride a bike. The students repeat after you.Underline can and explain that it is the same in allpersons. Say and write: Can I ride a bike? Yes, I can.Can I sing? No, I can’t. Underline the words in bold andexplain how the interrogative form is formed as well asthe way short answers are constructed. Finally, say andwrite: I can’t sing. / I cannot sing. Underline the words inbold. Explain to the students how the negative isformed and that cannot is always written as one word.

Drill your students by having them ask and answerquestions about what they can do.

e.g. Student 1: Can you climb a tree?Student 2: No, I can’t. etc.

Students’ books open. Say: Open your books at pageone hundred. Wirte the number 100 on the board andhold up your book. Read through the presentationpictures and draw the students’ attention to the wordsin bold. Go through the table on p. 100 with the class.

PRACTICE

1 Look at the pictures and complete thesentences. Then write what you canplay.

Hold up your book, point to the children and elicitwhat they can/can’t do. Read the instructions and theexample, and explain the task. Allow the studentssome time to complete the task. Check the students’answers.

2 can play 5 can play3 can’t play 6 (students’ own answers)4 can



101(T)

2 Look at the pictures and complete thesentences.

Elicit the actions. Read the instructions and explain theactivity. Allow the students some time to complete thetask. Check the students’ answers.

3 ... can’t ride a bike4 ... can ride a bike5 ... can play football6 ... can’t play football

3 Read the questions, look at the picturesand match.

Read the instructions and explain the activity. Allowthe students some time to complete the activity.Check the students’ answers.

1 a 3 b 5 a2 d 4 c 6 d

ñ Repeat it if it’s true!

Explain the game. Ask a student to come to the boardand be the leader. Divide the class into two teams, Aand B. The leader says what he/she can do, e.g. I cansing. The teams take turns repeating what the leaderhas said only if they believe it’s true. Each correctguess wins a point. The team with the most points wins.Keep changing the leaders.

If you wish, you can prepare a list of actions with ticksand crosses for the leaders to choose from.

e.g. Leader: I can swim.Team A: You can swim.Leader: Correct. One point for Team A.Leader: I can sing.Team B: You can sing.Leader: Wrong. No points for Team B. etc.

WORKBOOK (Optional)


ñ My Robot

Tell the students that they are inventors andthat they have invented a new kind of robot.They should draw their robot, give it a nameand write what it can/can’t do.

e.g. Student 1: This is my robot, TX98000. It canfly and it can play the drum. Itcan’t sing, but it can dance.



104(T)


Objectives

To consolidate the language of the module. Tofamiliarise students with British and Colombianculture. To explore their own culture. To talk aboutfamous people in Great Britain, Colombia andRussia.

Language

In this lesson the students will learn to understand:ñ Great Britain, Colombiañ famous peoples’ names (Wayne Rooney, Shakira)

In this lesson the students will learn to use:ñ My favourite (singer) is (Dima Bilan).

Extra Materials

ñ A map of the world for Ex. 1 (Optional);ñ a large piece of cardboard for Ex. 2.

OUR WORLD

(Activities to familiarise students with aspects of Britishand Colombian culture.)

1 Read about Wayne Rooney andShakira.

Students’ books closed. Ask the students, in L1 ifnecessary, who the most popular athletes and singersin their country are. Explain to them that today theyare going to learn about a famous football player anda famous singer. Invite guesses as to who they thinkthese people are.

Students’ books open. Say: Open your books at pageone hundred and four. Write the number 104 on theboard and hold up your book. Point to the British flagand elicit the country: Great Britain. Point to theColombian flag and say: Colombia. If you have a mapof the world, put it up on the board and show whereColombia is. Ask the students if they know anythingabout this country (e.g. capital city, famous people,etc.). Explain to the students that in this section they willlearn about famous people that live in these countries.Point to the picture of Wayne Rooney and read out hisname. The students repeat after you. Tell them that he is

a famous British football player. Ask the students if theyhave ever heard of him (e.g. football team he plays in,other football players from his team, etc.). Then point tothe picture of Shakira and read out her name. Thestudents repeat after you. Tell the students that she is aColombian singer. Ask the students if they have everheard of her and what they know about her (famoussongs, etc.).

Ask the students to read the texts about WayneRooney and Shakira.

2 Make a class football team. Give yourfootball team a name.

Refer the students to the example and explain theactivity. The students make a class football team. Inthe centre of a large piece of cardboard they drawand write their football team’s logo. Then the studentsdraw/attach a picture of a football and their namesaround their football team’s logo. The teacher canparticipate by writing his/her name as the ‘coach’ ofthe football team.


You can ask the students to bring picturesof famous people from their countrybeforehand.



105(T)

MY WORLD

(Activities to familiarise students with aspects of their ownculture.)

3 Read the texts and write yes or no.Point to the pictures and ask the students if they knowthe people shown and what they know about them.Refer the students to the texts and the sentences (1-4)and explain the activity. Ask the students to read thetexts and write yes or no next to the sentencesdepending on whether the sentences are correct orincorrect. Allow the students some time to completethe activity and check their answers.

1 yes 2 no 3 no 4 yes

4 Write about your favourite footballplayer/singer. Then talk with yourfriend about him/her.

Explain the activity. The students use the texts in Ex. 3 asmodels and write about their favourite singer/footballplayer. Then the students, in pairs, talk about them.

(Suggested answers)

This is Maxim Galkin. He’s got dark hair and glasses. Hecan sing and act. You can see Maxim Galkin on TV.

This is Egor Ilyich Titov. He’s very tall. He can playfootball really well. I like Egor Ilyich Titov a lot! He’s agreat football player!

ENDING THE LESSON


Ask the students to vote on the most popular footballplayer/singer in class. Then, ask individual students tocome to the front of the class and say a short sentenceabout this person.



106(T)


Objectives


Language

In this lesson the students will learn to understand:ñ Is the fisherman’s wife happy?ñ Is the fisherman sad?ñ Is their house big?ñ Where does she tell the fisherman to go?

In this lesson the students will learn to use:ñ Rich, sad, clothes, jewellery, stable.

Extra Materials


ñ The Fisherman poster for Ex. 3 (Extension);ñ white glue, a toothpick, waxed paper, glitter, one

paper clip and some yarn for the Ending theLesson activity.


Ask the students what they remember from theprevious part of the story and invite them to sing thesong from p. 86.




FLASHCARDS (66-70)

Students’ books closed. Pin up the flashcards (66-70)on the board, one at a time. Point to the items on theflashcards (rich, sad, clothes, jewellery, stable) andpresent them. The students repeat after you. Point tothe flashcards in random order and ask questions. Elicitresponses from different students. Demonstrate thisyourself first.

e.g. Teacher: (pointing to the jewellery flashcard)What’s this?

Class: It’s jewellery. etc.

Students’ books open. Say: Open your books at pageone hundred and six. Write the number 106 on theboard and hold up your book. Play the recording. Thestudents listen, point and repeat.

TAPESCRIPT

Rich, sad, clothes, jewellery, stable.


FLASHCARDS (66-70)

Students’ books open. Use the flashcards to presentthe story. Pin the flashcards on the board in thefollowing order (rich, sad, clothes, jewellery, stable)and say, e.g. The fisherman’s wife wants to be rich. Askindividual students to repeat. Direct the students’attention to the picture. Point to the woman stampingher feet and ask questions.

e.g. Teacher: Is the fisherman’s wife happy?Student 1: No, she isn’t.Teacher: Is the fisherman sad?Student 2: Yes, he is.Teacher: Is their house big?Student 3: Yes, it is.Teacher: (pointing to the inset picture) Where

does she tell the fisherman to go?Student 4: To the stable. etc.


Point to the fisherman, his wife and the fish. Ask thestudents to complete your sentences.

e.g. Teacher: I want to be …Class: rich!Teacher: Please, don’t be angry, dear …Class: fish!Teacher: She sends him to live in the …Class: stable! etc.

Extension

Ask for a volunteer to be the narrator and three morevolunteers to read the roles of the fisherman, his wifeand the fish. Repeat with different students.



107(T)

1 Read the story again and circle theright words.

Explain the activity. The students read the story againand choose the correct word to complete thesentences. Check their answers.

1 angry, rich 2 sad, big

2 Complete the word pyramid using thepictures given.

Explain the activity. Tell the students to look at the picturesand complete the pyramid. Check their answers.

3 Play the Mime the story game.Point to the picture and have a student read out thespeech bubble. Tell the students they are going to playthe Mime the story game. Explain the game. Choose astudent (Student A) to read from the book andanother student (Student B) to the story. Repeat withas many pairs as you think is necessary.

Extension

Use the Fisherman poster. Stick the flashcards of thelesson, as well as the flashcards from previous lessons ofthe story around the boat ‘in’ the sea. Explain to thestudents that the fisherman is going finishing. Say: Thefisherman catches the golden fish flashcard. Ask astudent to go to the board and take down thecorresponding flashcard and stick it onto the boat. If astudent makes a mistake then the flashcard remains inthe sea to be ‘fished out’ next time.


das

hsif

yppah

elbats

e shtolc

l e r ylewej



108(T)


Ask the students to look at the picture. Ask: Where doesthe fisherman go? Elicit the answer (To the stable.).


Extension

Divide the class into two groups and assign a verse toeach group. Allow some time for the groups torehearse and then invite them to come to the frontand perform their song.

ENDING THE LESSON

Tell the students they are going to make a piece ofjewellery in the shape of a starfish.

Squeeze some white glue in the shape of a starfish onthe cardboard paper. Carefully sprinkle the glue withsome glitter and shake off the excess. Let it drycompletely. Cut out the starfish. Make a hole and passthe piece of yarn through it. You can adjust the lengthof the yarn to make a necklace or a bracelet.


Bring the following materials to class: whiteglue, cardboard paper, glitter, 1 paper clipand some yarn.



109(T)


Objectives

To read and pronounce words with the //ΩΩ// and//øø// sounds.

Extra Materials

ñ Flashcards 71-72;ñ sketches that represent the words in Ex. 2, a bag,

blue tack for the Ending the Lesson activity.


Repeat the activity from Storyland Ex. 3 (Extension) torevise the vocabulary items learnt in the modules thus far.




FLASHCARDS (71-72)

Students’ books closed. Hold up the snail flashcard. Pointto and say: snail. The students repeat after you. Write theword snail under the flashcard. Underline the letters ai.Then point and say: /Ω/, /snΩl/. The students repeat afteryou. Repeat the same procedure with boat.

Extension

Write the following on board:

Students say the sounds and the words.e.g. /sn/, /Ωl/ – /snΩl/ etc.



Read the sounds, the words and the stories. The studentsfollow in their books. Then the students work in pairs. Onereads while the other checks and then they swap roles.During this stage, check round the class offering anynecessary help. Finally ask some students to read thestories aloud.

3 Complete the sentences.Point to the pictures on the left and elicit/present thewords. Explain the activity. The students match therhyming words on the left (snail – sail, goat – boat, train –rain) and then use the pairs to complete the sentencesby looking at the pictures. Ask individual students to readout the sentences and ask the rest of the class forverification.

1 snail, sail 2 goat, boat 3 train, rain


Point to the snail in the picture and say: Look at thesnail! It’s sailing in the rain! It wants to go to Spain! Thensay: It’s good to sail in the rain in Spain! The studentsrepeat after you. Play the recording. The students listenand follow in their books. Play the recording again. Thestudents listen and sing along.

ENDING THE LESSON

(An activity to revise the //ΩΩ// and //øø// sounds.)


Place the bag with the sketches on your desk. Invitestudents, one by one, to come to your desk, pick arandom sketch from the bag and name the item, whileshowing the sketch to the rest of the class. Provide thestudent with some blue tack and ask him/her to stickthe sketch under the correct heading. Ask the rest ofthe class for verification. Repeat the procedure for theremaining sketches.

WORKBOOK (Optional)



On individual slips of paper, prepare simplesketches representing the words in Ex. 2.Put them in a bag. Bring in some blue tack.

g

g

b

oal

oat

oat+

+

+tr

r

sn

ain

ain

ail+

+

+

//ΩΩ// //øø//

e.g.


112(T)

Fun Time

Objectives

To consolidate the key vocabulary of Part 1.

Vocabulary

mummy, daddy, brother, sister, bedroom,bathroom, living room, kitchen, garden, robot,computer, bike, TV, lamp, clock, square, circle,rectangle, triangle, head, arm, tummy, leg, foot,clap your hands, nod your head, stamp your feet,wave your arms, sing, dance, ride a bike, playfootball, draw, piano, guitar, triangle, drum,tambourine, recorder.

Note: Fun Time aims to consolidate the vocabulary ofPart 1. The teacher can spend some time uponcompletion of Part 1. Alternatively, the teacher cancover the section gradually upon completion of everymodule.

PROCEDURE

Have a class discussion. Hold up your book, point to anitem, e.g. square and ask: What is it? Elicit: Square.Where applicable, point to the incomplete word andask the students to complete it. Write the word on theboard so that the students can check their answers. Ifyou wish, you can ask the students to write the wordsfor the rest of the items in their notebooks.

Here are some suggested games/activities theteacher can do with the students.

I. I SPY …

Ask the students to look at the picture. Divide the classinto two teams, A and B. Explain the game. You say aletter and the students in teams take turns finding anitem in the picture. Each correct answer gets onepoint. The team with the most points wins.

e.g. Teacher: I spy with my little eye,something beginning withc /k/.

Student 1 Team A: Clock!Teacher: Correct! 1 point for Team A.

etc.

II. CATEGORIES

Draw some columns on the board, e.g.

Ask the students to work in pairs/groups and find moreitems in the picture that can go with the ones given.They can circle the items in the picture, put a tick ordraw simple sketches in their notebooks. Ask thepairs/groups to report back to the class.

e.g. square: circle, triangle, rectangle … (shapes)TV: bike, computer, robot, clock, … (presents)drum: piano, guitar, recorder, … (musicalinstruments)

III. MIME THE WORD

Ask the students to look at the picture. Divide the classinto two teams, A and B. Explain the game. Mime oneof the items in the picture and the students in teamstake turns finding which item it is. Each correct answergets one point. The team with the most points wins.

e.g. Teacher: (mimes clapping hands)Student 1 Team A: Clap your hands.

Teacher: Correct! 1 point for Team A.etc.

square TV drum

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Fun Time

113(T)

IV. WORDS IN A HEART

Draw a big heart on the board. Ask the students to dothe same in their notebooks. Ask the students to drawin the hearts the items they like, want to have, etc.Then students present their drawings.

V. NUMBER THE WORDS

Divide the class into groups. Give a sheet of paper toeach group. Explain the activity. The groups find theitems on their sheets in the picture and number them.The group that finishes first is the winner.

VI. TELEPATHY

Divide the class into two teams, A and B. Think of anitem and say the name of the module, e.g. MyBirthday. The teams take turns finding which item it is.Each correct answer gets one point. The team with themost points wins.

e.g. Teacher: (Thinks of bike) My Birthday.Student 1 Team A: (Is it) a computer?

Teacher: No!Student 1 Team B: (Is it) a bike?

Teacher: Yes! 1 point for Team B. etc.


Prepare sheets of paper, one per group,with different items from the picture onpp. 112-113, e.g.

Sheet 11 sing2 kitchen etc.

Sheet 21 square2 play football etc.

Starlight 2_part 1_FunTime Ts 10-12-09 14:27 Page 224

114(T)

Children’s Day

Objectives

To talk about Children’s Day. To sing a song aboutChildren’s Day.

Language

In this lesson the students will learn to understand:ñ Children’s Day, hold hands, help us grow.

In this lesson the students will learn to use:ñ It’s Children’s Day!

Extra Materials

ñ Photocopies of the Me Tree template from theTeacher’s Book for Ex. 2;

ñ strips of paper for the Ending the Lessonactivity.

Note: This unit is optional. It is designed to be taught justbefore Children’s Day. 20th November is often the daychosen by countries to celebrate Children’s Day, butthis can vary from country to country.


Play the Children’s Day song from Ex. 1 as the studentsare arriving. Greet them with It’s Children’s Day. Tellstudents that Universal Children’s Day is on 20 November,but different countries celebrate it on different dates. Itis a day to celebrate children’s rights around the worldand to remind us that children need love and respect togrow and reach their full potential. Encourage thestudents to take part in the discussion, in L1 if necessary,by saying what special things they do on this day.



Students’ books open. Say: Open your books at pageone hundred and fourteen. Write the number 114 onthe board and hold up your book. Refer the studentsto the picture of the children who are standing aroundthe globe, holding hands. Say: It’s Children’s Day! Thestudents repeat after you. Then mime as you say: Let’shold hands, It’s Children’s Day! Let’s clap hands, andshout Hooray! The students repeat after you. Play therecording as many times as you think is necessary forthe students to start singing along.

TAPESCRIPT

Let’s hold hands,It’s Children’s DayLet’s clap hands,And shout Hooray!

We are childrenHelp us growWe are childrenWe’re nice to know!

Let’s hold hands,It’s Children’s DaySo listen pleaseTo what we say!

Starlight 2_part 1_ChildDay Ts 10-12-09 14:28 Page 227

Children’s Day

115(T)

2 Make a Me Tree! Draw and write aboutyour favourite people/animals/things.

Tell the students that they are going to make a MeTree! The leaves of their trees are going to behandprints and on each handprint they are going todraw their favourite things, e.g. a pet, a toy, a colour,a date, etc. Give each student a photocopy of thetree template and give them enough time to colourand complete their trees with their favourite things.Once they finish, they present their trees to the class,e.g. These are my favourite things: my dog, Rex, myteddy bear, the colour red, etc.

3 Play the Children’s Day game.

Refer the students to the picture and tell them they aregoing to play the Children’s Day game. Ask thestudents to sit in a circle preferably. Hand out thecards, one to each student. Ask them to show theircards. Elicit the words, e.g. love (for the heart symbol).Teach the following song (to the tune of the Farmer inhis den):

The child needs (love)The child needs (love)C-H-I-L-DThe child needs (love).

Say a word, e.g. love. The child with the correspondingcard goes to the centre of the circle and holds uphis/her card. The rest of the class sings the song.Repeat with the rest of the words.

Note: With large classes multiply the words and havemore than one student go into the centre of the circleeach time.

ENDING THE LESSON

Tell the students that they are goint to make a ClassFriendship Chain. Hand out the strips of paper. Askeach student to decorate the strip and write his/hername on it. Create a Class Frienship Chain by gluingthe ends of each strip to make a paper chain.Decorate the classroom with it.

WORKBOOK (Optional)

If you wish, you can do the activity in the Workbook.


Prepare strips of paper (approximately20 x 3 cm), one per student.


Prepare cards with the following words/sketches on them: heart (love), house(home), clothes, shoes, books, food, water,medicine, dove (peace), etc.


Photocopy the template of the Me tree[p. 126(T)], one per student.

Starlight 2_part 1_ChildDay Ts 10-12-09 14:28 Page 228

116(T)

Happy New Year!

Objectives

To talk about New Year. To sing a New Year song.

Language

In this lesson the students will learn to understand:ñ music, clock, fun, food, snow, presents, family,

sing, fireworks

In this lesson the students will learn to use:ñ Happy New Year!

Extra Materials

ñ None.

Note: This unit is optional. It is designed to be taught justbefore Christmas.


Play the song Happy New Year from Ex. 1 as the studentsare arriving. Greet them with Happy New Year.



Students’ books closed. Have a class discussion, in L1 ifnecessary, about what we usually do when wecelebrate New Year’s and what comes to their mindwhen they hear the words New Year. Ask the studentsto tell you how they spend their holidays.

Students’ books closed. Say: Open your books at pageone hundred and sixteen. Write the number 116 on theboard and hold up your book.

Point to the picture and ask the students to say whatthey see (snow, triangles, bells). Say: Ding, dong,diggy, diggy, dong! Happy New Year to everyone! Thestudents repeat after you. Repeat with the rest of thesong. Play the recording as many times as you think isnecessary for the students to start singing along.Encourage the students to nod their heads from side toside in unison as they sing.

TAPESCRIPT

Ding Dong,Diggy Diggy Dong!Happy New YearTo everyone!

Ding Dong Diggy Diggy Dong, Diggy Diggy Ding Dong Dong!

Ding Dong,Diggy Diggy Dong!Happy New YearLet’s all have fun!

2 Play the Happy New Year game.Refer the students to the picture and tell them they aregoing to play the Happy New Year game. Explain thegame. The students sit in a circle. Start by saying anumber, e.g. ten. Point to a student in the circle tocontinue the count down by saying the next lowestnumber and so on until the last student shouts HappyNew Year and takes a sweet from a jar in the centre ofthe circle. Continue until everyone has had a sweet.

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Happy New Year!

117(T)

3 Look and find the words.Refer the students to the pictures and read the words.The students repeat after you. Allow them some timeto find the words. Check their answers.

WORKBOOK (Optional)

If you wish, you can do the activity in the Workbook.

F I R E W O R K S P

A A B C F D E F I R

M S N O W I H G N E

I I J K L M N O G S

L T S R Q U P F O E

Y U V W X S Y U Z N

G F E D C I B N A T

H I C L O C K J K S

Q P O F O O D N M L

N E W Y E A R R S T

Starlight 2_part 1_HNY Ts 10-12-09 21:20 Page 232

120(T)

Instruments for Evaluation

Evaluation plays an integral part in the learningprocess, and it is more efficient when based on thesystematic observation of the students throughout thecourse. It provides valuable information that reflectstheir progress in the acquisition of receptive andproductive skills as well as their attitude towards theirown learning experience. It also allows teachers toreflect on the validity of their teaching practices andthe types of material being used.

The process is basically divided into three parts: initialevaluation at the beginning of the course, formativeevaluation which is done on a daily basis, andcumulative evaluation upon finishing a module.

In Starlight 2 the evaluation activities are included inboth the Teacher’s Book, the Student’s Book and theTest Booklet.

Initial evaluation

This evaluation centres mainly on the students’ reportsfrom the previous school year, as the informationshould help the teacher find out about the strategiesthey are able to use.

Formative evaluation

Any exercise a student does can be used for this typeof evaluation. The results are then recorded on thestudent’s formative evaluation chart [p. 121(T)].

Make as many photocopies as you need andcomplete the charts as indicated. Write the names ofthe activities you are going to evaluate (for example,the dialogues, language games, craft activities, andso on) and write the marks obtained with the help ofthe following code:

★★★★★ – the student recognises and produces thelanguage

★★★ – the student recognises but does not producethe language correctly

★ – the student does not recognise the language

Cumulative evaluation

The results of cumulative evaluation are recorded on thestudent’s cumulative evaluation chart [p. 122(T)].

In the Student’s Book the last two pages of the moduleare used for cumulative evaluation. However, in orderto obtain reliable information, the formative evaluationmarks, work done throughout the module, participationand attitude, as well as the marks obtained from themodule tests should also be taken into account.

In order to complete the chart, write down thestudents’ names and record the results using numbersor letters in the corresponding columns. The code forformative evaluation can also be used here.

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122(T)

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Templates (Module 1)

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Templates (Children’s Day)

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Workbook (Key & Instructions)

STARTER UNIT – Hello, Magic Friends!

1 Look, read and match the charactersto the speech bubbles.Point to the characters and elicit their names.Explain the activity. The students match thecharacters to the speech bubbles. Check theiranswers.

1 Hello. I’m Willow.2 Hi. My name’s Alvin.3 Hi. I’m Woody.4 Hello. My name’s Frosty.5 Hello. I’m Erlina.

2 Write your name.Point to Woody and ask: What’s his name? Elicitthe answer. Read the speech bubble and ask thestudents to write their names in the spaceprovided. Check their answers.

3 Trace the letters. Then write them.Revise letters Aa-Ff. Point to the letters and ask thestudents to trace and write them. Check theiranswers.

4 Circle 5 items with the /±±/ sound.Read the instructions and explain the activity. Askthe students to lok at the picture and circle 5items with the /±/ sound. Allow them some timeto complete the activity. Check their answers.

cap, hat, bat, cat, ant

5 Trace the letters. Then write them.Revise letters Gg-Ll. Point to the letters and ask thestudents to trace and write them. Check theiranswers.

6 Match the rhyming words. Completethe sentences.Read the instructions and explain the activity. Askthe students to match the rhyming words and thencomplete the sentences. Allow the students sometime to complete the activity. Check their answers.

2 Kim – swim 4 cake – Jake … swim … Jake

3 white – kite… kite

7 Complete the lists.Read the instructions and explain the activity.Allow the students some time to read the wordsand complete the lists. Check their answers.

//∞∞//: she, we, he//ee//: pen, hen, dress//¡¡//: bye, fly, sky//ææ//: pretty, baby, teddy

8 Trace the letters. Then write them.Revise letters Mm-Tt. Point to the letters and askthe students to trace and write them. Check theiranswers.

9 Read and complete the poem. Thendraw and colour a picture to illustrate it.Read the instructions and explain the activity. Allowthe students some time to read and complete thepoem. Ask the students to draw a picture to illustratethe poem. Check their answers.

1 sun 2 sky 3 me 4 home

10 Put the sentences in the right order.Then act out the dialogue with yourfriend.Read the instructions and explain the activity.Allow the students some time to put the sentencesin the correct order. Check their answers. Then, inpairs, they act out the dialogue.

3, 1, 4, 2

11 Say the words. Circle the item thathas a different sound.Read the instructions and explain the activity.Allow the students some time to say the wordsand circle the item that has a different soundfrom the other two. Check their answers.

2 puppy 4 cat3 egg 5 milk

12 Trace the letters. Then write them.Revise letters Uu-Zz. Point to the letters and ask thestudents to trace and write them. Check theiranswers.

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13 Choose and write the words with the/∞∞/ sound.Read the instructions and explain the activity. Readthe words. Allow the students some time to write thewords with the /∞/ sound. Check their answers.

jeans, green, sea, sweets, he

14 Read and choose the right response.Explain the activity. Allow some time for thestudents to read the sentences and choose thecorrect responses. Check their answers.

1 a 2 b 3 b

15 Which letter is missing? Complete.Revise the alphabet. Point to the letters and askthe students to write the ones that are missing.Check their answers.

1 C, E 3 L, O 5 V, W, Y, Z2 G, H 4 P, Q

16 Say the words. Use the code andcolour the items.Read the instructions and explain the activity.Read the words. Allow the students some time touse the code and colour the items. Check theiranswers.

ship – redcheese – yellowcherries – yellowphone – bluefish – redking – green

17 Read and complete the rhyme. Thendraw and colour a picture to illustrate it.Read the instructions and explain the activity.Allow the students some time to read andcomplete the rhyme. Ask the students to draw apicture to illustrate it. Check their answers.

1 clock 2 one 3 runs 4 Dock

18 Circle and match the numbers.Read the instructions and explain the activity. Askthe students to circle and match the numbers.Allow the students some time to complete theactivity. Check their answers.

one - 1 four - 4 three - 3nine - 9 six - 6 five - 5ten - 10 eight - 8 seven - 7

19 Say the words. Match them to thepictures.Read the instructions and explain the activity. Askthe students to look at the words on A and B cardsand say them out loud. Allow the students sometime to match the words to the correct pictures.Check their answers.

A 2 frog 5 green3 drum 6 tree4 dress

B 1 plane 4 plate2 black 6 dolphin3 milk

MODULE 1 – My Family

1 Look at the picture, read and circlethe right words.Ask the students to look at the picture and elicitthe family members’ names and their relationshipto each other. Explain the activity. Allow thestudents some time to read the sentences andchoose the correct answer. Check their answers.

daddy, mummy, brother, sister

2 Read and circle the words using thecolour key. Then sing This is mymummy! (TRACK 26 CD1)

Read the instructions and explain the activity. Thestudents read the song and circle the words usingthe colour key (i.e. they read and circle the wordsmummy using a red coloured pencil, the wordsdaddy using a blue coloured pencil, etc.). Checkthe students’ answers. Play the song. The studentslisten and sing along.

3 Look at the picture and answer thequestions.Revise the parts of a house. Direct the students’attention to the cross section of Ronny’s house.Point to the different parts of the house and elicittheir names. Explain the activity. Tell the students tolook at the picture and answer the questions. Ask:Where’s Ronny? Elicit: (In the) kitchen. Repeat theprocedure for the remaining rooms. Allow thestudents some time to complete the activity.Check their answers.

kitchen, living room, bathroom, bedroom, garden


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4 Read and draw lines to match thecharacters to the rooms. Then singWhere’s Alvin? (TRACK 28 CD1)

Read the instructions and explain the activity. Thestudents read the song and match the charactersto the rooms. Check the students’ answers. Playthe song. The students listen and sing along.

Alvin – kitchenErlina – bedroomWoody – bathroomFrosty – living room

5 Read, choose the right words andcomplete the dialogue. Then, in pairs,act out the dialogue.Read the instructions and explain the activity.Refer the students to the picture and ask: Where’smummy? Elicit: In the garden. Allow the studentssome time to read the dialogue and complete it.Check their answers. Then, in pairs, the studentsact out the dialogue.

2 she isn’t 3 in 4 No 5 She’s

6 Read and draw. Then colour.Explain the activity. Read the first sentence. Ask:Where’s the yellow ball? Elicit: It’s in the bathroom.Ask the students to draw a yellow ball in thebathroom. Allow the students some time tocomplete the activity. Once they finish, check theirwork. Then in pairs, the students ask and answer.

e.g. Student 1: Where’s the red ball?Student 2: It’s in the garden.

7 Complete the words. Then find thestickers.Read the instructions and explain the activity.Allow the students some time to complete thewords. Check their answers. Then ask the studentsto find the corresponding stickers, from the stickersection, and show them to you for verificationbefore sticking them in the appropriate spaces.

mummy, daddy, brother, sister

8 Read the sentences, look at thepictures and circle yes or no.Read the instructions and explain the task. Allowthe students some time to read the sentences,look at the pictures and circle the correct answer.Check their answers.

A Yes B Yes C Yes D Yes

9 Look and write the correct word.Revise the personal pronouns. Point to yourselfand say: I. Then point to a girl and elicit: She.Repeat with the remaining pronouns. Ask thestudents to look at the pictures and write thecorrect pronoun. Check their answers.

2 she 5 they 8 it3 they 6 we 9 she4 he 7 it

10 Read and complete the sentences.Read the instructions and explain the task. Allowthe students some time to read the sentencesand complete. Check their answers.

2 He 3 It 4 She 5 They

11 Read and complete the sentences.Revise the verb be. Read the example andexplain the activity. Ask the students to read andcomplete the remaining sentences. Check theiranswers.

2 is 4 are 6 is 8 is3 are 5 is 7 are

12 Read the questions and tick (✓) thecorrect answers.Point to Woody in the first picture and read thequestion. Read the answer choices. Tell thestudents to put a tick next to the correct answer.Allow the students some time to complete theactivity. Check their answers.

1 No, he isn’t. 3 No, she isn’t.2 No, he isn’t. 4 Yes, she is.

13 Read and underline the correct words.Revise the possessive adjectives. Read theexample and explain the activity. Allow thestudents some time to read the sentences andunderline the correct word.

1 his 3 your 5 Their2 Their 4 our

14 Read and match. Then colour thepictures.Read the instructions and explain the activity.Allow the students some time to read thesentences and match them to the pictures. Thenask them to colour the pictures.

1 A 2 C 3 B 4 D


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15 Say the items. Match them to theright sounds.Point to the items and elicit their names. Then askthe students to match the items to the rightsounds. Allow the students some time to completethe activity and check their answers.

or – popcorn, horsear – guitar, garden, jar

16 Read and write the words under thepictures.Go through the pictures and elicit thevocabulary. Explain the activity. The students readand write the words under the correspondingpictures. Check the students’ answers.

2 daddy 6 kitchen3 sister 7 bathroom4 brother 8 bedroom5 living room 9 garden

17 Tick (✓✓) to show what you can do: Ican name the family members. I canread and write the parts of a house. Ican sing the songs in Module 1!Ask the students to look at the pictures. Explain theactivity. Point to and read the words on the firstpiece of paper. Ask the students if they rememberthe English words of the family members. If theydo, they tick the box. If they do not, go back tothe module and revise the words. Repeat with thesecond picture. Start singing the songs in Module 1(This is my mummy, Where’s Alvin?). Ask thestudents if they can sing the songs. If they can,they tick the box. If they cannot, play the songsagain and help the students sing along.

MODULE 2 – My Birthday

1 Look and circle the right words. Thencolour the pictures.Explain the activity. The students look at thepictures and circle the correct words. Then askthem to colour the pictures. Check their answers.As an extension, you can ask the students topresent their pictures, e.g. a (red) robot, a (blue)computer, a (yellow) lamp, a (green) clock.

2 Read and draw the right number ofcandles.Revise the numbers 1-10. Point to the picture of thebirthday girl and boy and read the speech bubbles.Ask the students to draw the right number ofcandles on their cakes. Check their answers.

A six candles B ten candles

3 Read and complete the song. Thensing Have a Happy Birthday! (TRACK 37CD1)

Read the instructions and explain the activity.Allow the students some time to complete themissing words. Check their answers. Play the song.The students listen and sing along.

1 today 2 kiss

4 Look and tick (✓) the shapes used.Revise the names of the shapes. Point to thepictures and ask the students to name the shapesthey see in each picture. Explain the activity. Thestudents tick the shapes shown in each picture.Check their answers.

1 square, triangle, rectangle2 triangle, circle, square3 triangle, circle, rectangle4 square, rectangle, circle

5 Trace the shapes and complete thesentences. Then sing I’m a circle!(TRACK 40 CD1)

Read the instructions and explain the activity. Thestudents trace the shapes and complete thespeech bubbles. Check the students’ answers.Play the song. The students listen and sing along.

2 square 3 triangle 4 rectangle

6 Use the code to write.Point to the picture and explain the activity. Tellthe students to use the code to decipher thespeech bubble. Allow them some time tocomplete the activity and check their answers.Ask a student to read out the speech bubble:HAPPY BIRTHDAY, PAM!

7 Read and complete the dialogue.Then, in pairs, act out the dialogue.Read the instructions and explain the activity.Allow the students some time to complete thedialogue. Check their answers. Then, in pairs, askthe students to act out the dialogue.

2 Thank you. 3 I’m eight.


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8 Look at the pictures, choose and writethe words. Then colour the pictures.Read the names of the colours and the presents.Refer the students to the example and explain theactivity. The students look at the pictures, choosethe corresponding words from above andcomplete the puzzles. Then they colour thepictures. Check their answers.

9 Read and find the stickers.Read the instructions and explain the activity.Read the sentences. Ask the students to find thecorresponding stickers, from the sticker section,and show them to you for verification beforesticking them in.

10 Read and write a or an.Revise the use of the indefinite articles a/an. Allowthe students some time to complete the activityand check their answers.

2 a 5 a 8 a 11 a3 an 6 a 9 a 12 an4 a 7 an 10 an

11 Look at the pictures, read thesentences and complete.Revise the prepositions of place. Refer the studentsto the picture and ask: Where’s the robot? Elicit:The robot is on the TV. Allow the students some timeto read the sentences and complete. Check theiranswers.

2 under 3 in 4 on 5 in

12 Look at the pictures, read and answer.Point to the first picture and ask: Is Bertie on thebed? Elicit: No, he isn’t. Then ask; Is Bertie under thebed? Elicit: Yes, he is. Explain the activity. Thestudents look at the pictures, read the questionsand answer.

2 Yes, he is. 5 Yes, he is.3 No, he isn’t. 6 No, he isn’t.4 No, he isn’t.

13 Write the missing letters. Say the words.Then colour the pictures.Revise the sounds. Then point to the pictures andelicit the names of the items. Ask the students towrite the missing letters and then colour thepictures. Check their answers.

circle her thirteenflower mouse mouth

14 Read and write the words under thepictures.Go through the pictures and elicit thevocabulary. Explain the activity. The students readand write the words under the correspondingpictures. Check the students’ answers.

2 computer 7 circle3 lamp 8 square4 bike 9 rectangle5 clock 10 triangle6 TV

15 Tick (✓✓) to show what you can do: Ican name presents. I can read andwrite the shapes. I can sing the songsin Module 2!Ask the students to look at the pictures. Explainthe activity. Point to and read the words on thefirst piece of paper. Ask the students if theyremember the English words for the toys. If theydo, they tick the box. If they do not, go back tothe module and revise the words. Repeat with thesecond picture. Start singing the songs in Module2 (Have a Happy Birthday, I’m a circle). Ask thestudents if they can sing the songs. If they can,they tick the box. If they cannot, play the songsagain and help the students sing along.

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MODULE 3 – My Body

1 Look and write.Revise the parts of the body. Read the instructionsand explain the activity. Allow some time for thestudents to write the words using the letters.Check their answers.

1 head 3 tummy 5 leg2 arm 4 foot

2 Draw the parts of the face. Thenmatch them to the right words.Read the instructions and explain the activity.Allow the students some time to draw the parts ofthe face. The students then match the parts tothe right words. Check their answers.

eyes 3 nose 1 mouth 5hair 4 ears 2

3 Complete the sentences. Then singWhat’s the matter? (TRACK 02 CD2)

Read the instructions and explain the activity. Thestudents read and complete the speech bubbles.Check the students’ answers. Play the song. Thestudents listen and sing along.

1 head 2 arm 3 leg

4 Read and find the stickers.Read the instructions and explain the activity. Readthe speech bubbles. The students repeat after you.Ask the students to find the corresponding stickers,from the sticker section, and show them to you forverification before sticking them in the appropriatespaces. Then individual students read out thespeech bubbles.

5 Put the words in the correct order tomake sentences.Read the instructions and explain the activity. Thestudents put the words in the correct order tomake sentences. Check their answers.

2 Nod your head! 5 Stand up!3 Stamp your feet! 6 Close your books!4 Wave your arms!

6 Read and match the sentences to thepictures. Then sing If you’re happy!(TRACK 04 CD2)

Read the instructions and explain the activity. Thestudents match the sentences to the pictures.Check the students’ answers. Play the song. Thestudents listen and sing along.

1 Clap your hands! 3 Nod your head!2 Wave your arms! 4 Stamp your feet!

7 Look at the pictures, read and tick (✓).Revise the commands by miming an action (claphands, stamp feet, nod head, wave arms) andelicit the correct answer. Direct the students’attention to the pictures and explain the activity.Allow the students some time to tick the correctsentence. Check their answers.

1 Clap your hands. 3 Wave your arms.2 Nod your head.

8 Read the dialogue and choose theright sentences. Then in pairs act outthe dialogue.Read the instructions and explain the activity. Thestudents read the dialogue and choose thecorrect responses. Then, in pairs, the students actout the dialogue.

1 a 2 b 3 a

9 Read and choose the right picture.Read the instructions and explain the activity.Direct the students’ attention to the pictures andelicit the names of the parts of the body. Ask astudent to read the sentence. Allow the studentssome time to look at the monsters in pictures Aand B and choose the correct picture.

Answer: A

10 Look and trace the right words.Read the instructions and explain the activity.Allow the students some time to look at the picturesand trace the right word. Check their answers.

1 She’s 2 He’s 3 He’s


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11 Put the words in the correct order tomake sentences. Then draw thepictures.Point to the TVs and ask: What have I got? Elicit:I’ve got two TVs. Explain the activity. The studentsput the words in the correct order to makesentences. Then they draw the pictures. Checktheir answers.

B I’ve got a blue umbrellaC They’ve got a big houseD He’s got a yellow hat

12 Read the sentences and circle thecorrect one.Read the instructions and explain the activity.Read the sentences and ask the students to circlethe correct one. Check their answers.

2 b 4 a 6 a 8 a3 b 5 a 7 b

13 Look at the pictures, complete andanswer the questions.Point to the first picture and ask: Has he got redhair? Elicit: No, he hasn’t. He’s got brown hair.Explain the activity. The students look at thepictures, complete the questions and then answerthem.

2 Has it got ... No, it hasn’t. It’s got big ears

3 Has she got ... No, she hasn’t. She’s got a dog

4 Has he got ...No, he hasn’t. He’s got big feet

14 Write the missing letters. Then say thewords.Read the sounds. The students write the missingletters and say the words. Check their answers.

2 surf 4 worm 6 nurse3 work 5 turtle

15 Use the words from Ex. 14 andcomplete the sentences.Read the instructions and explain the activity. Thestudents use the words from Ex. 14 to completethe sentences. Check their answers.

1 surf 3 turtle 5 nurse2 purple 4 worm

16 Read the words and use them to writesentences.Read the aw words and ask the students toexplain their meaning in L1. Then the students usethe words to write sentences.

(Suggested answers)

Cats have got paws.I like strawberry jam.

17 Read and write the words under thepictures.Go through the pictures and elicit the vocabulary.Explain the activity. The students read and writethe words under the corresponding pictures.Check the students’ answers.

2 leg 6 hands3 foot 7 feet4 arm 8 head5 tummy 9 arms

18 Tick (✓✓) to show what you can do: Ican name the parts of the body. Ican read and write the commands. Ican sing the songs in Module 3!Ask the students to look at the pictures. Explain theactivity. Point to and read the words on the firstpiece of paper. Ask the students if they rememberthe English words for the parts of the body. If theydo, they tick the box. If they do not, go back tothe module and revise the words. Repeat with thesecond picture. Start singing the songs in Module 3(What’s the matter?, If you’re happy). Ask thestudents if they can sing the songs. If they can,they tick the box. If they cannot, play the songsagain and help the students sing along.

MODULE 4 – I Can Sing!

1 Trace the words. Then find the stickers.Read the instructions and explain the activity. Allowthe students some time to complete the activity.

2 Read and complete. Then sing I cando that! (TRACK 13 CD2)

Read the instructions and explain the activity. Thestudents look at the pictures and complete thesentences. Check the students’ answers. Play thesong. The students listen and sing along.

1 sing 2 do 3 ride 4 draw


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3 Trace the musical instruments. Thenlook and circle the right words.Read the instructions and explain the activity. Allowthe students some time to trace the musicalinstruments. Point to the picture of the drum and say:I can play the ... elicit the correct answer: drum. Thestudents circle the word. Allow the students sometime to complete the activity. Check their answers.

1 drum 3 triangle2 recorder 4 piano

4 Look at the pictures and read whatthe robots are saying. Answer thequestions. Then sing I can play thepiano! (TRACK 17 CD2)

Read the instructions and explain the activity.Point to Roy in the first picture and ask: What’s hisname? Elicit: Roy. Then ask: What can Roy play?Elicit: Roy can play the piano. Explain the activity.The students look at the pictures and read whatthe robots are saying. Then they answer thequestions. Check their answers. Play the song. Thestudents listen and sing along.

1 My name’s Roy.I can play the piano.

2 My name’s Ruth.I can play the tambourine.

3 My name’s Ron.I can play the triangle.

5 Look and circle 6 differences. Thenwrite.Ask the students to look at the two pictures andelicit the differences. Allow the students some timeto circle the differences. Then individual. studentspoint to each of the differences and say, e.g. Inpicture B, I can see a green guitar.

Answers

In picture B, I can see a red drum.In picture B, I can see a blue triangle.In picture B, I can see a pink piano.In picture B, I can see an orange tambourine.In picture B, I can see a yellow recorder.

6 Look at the picture, read andcomplete the sentences.Direct the student’s attention to the picture. Pointto Nick and ask: What can Nick do? Elicit: He cansing, etc. Explain the activity. Allow the studentssome time to read and complete the sentences.Check their answers.

1 sing 3 dance 5 draw2 play 4 ride

7 Look and match. Then point and say:I can play football with my feet. Ican’t play football with my hands.Point to and elicit the actions. Then direct thestudents’ attention to the pictures of the handsand feet. Explain the activity. Point to the pictureof the child playing football and ask: Can youplay football with your hands or feet? Elicit: feet.Say: I can play with my hands. Allow the studentssome time to complete the activity and checktheir answers. Then students point to each pictureand make sentences orally in class.

Answers

2 I can jump with my feet.I can’t jump with my hands.

3 I can play the guitar with my hands.I can’t play the guitar with my feet.

4 I can draw with my hands.I can’t draw with my feet.

5 I can play the drum with my hands.I can’t play the drum with my feet.

6 I can run with my feet.I can’t run with my hands.

8 Look and write the sentences.Point to Angie in the first picture. Ask: What canAngie do? What can’t she do? Elicit: Angie candance, but she can’t sing. Explain the activity. Thestudents look at the pictures and write thesentences.

2 George can play football, but he can’t dance.3 Mark can draw, but he can’t ride a bike.4 Sara can play the guitar, but she can’t play

the recorder.5 Bill and Tom can play the drums, but they

can’t play the piano.

9 Put the words in the correct order tomake sentences.Read the instructions and explain the activity. Thestudents put the words in the correct order tomake sentences. Check their answers.

2 They can’t dance.3 Can you play football?4 He can’t ride a bike.5 She can draw.6 Can it sing?


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10 Look, read and tick (✓) the right answer.Point to the pictures of the animals performingdifferent actions. Elicit the actions. Point to the firstpicture and ask: Can he ride a bike? Elicit thecorrect answer. Explain the activity. Allow thestudents some time to read the questions and tickthe correct answer. Check their answers.

1 Yes, he can. 3 Yes, he can.2 No, she can’t. 4 No, she can’t.

11 Circle the right word.Read the instructions and explain the activity. Thestudents read the questions and circle the rightword. Check their answers.

2 sail 3 train 4 snail

12 Circle the words with the /øø/ sound.Say the words.Point to the pictures of the items with the /ø/sound and elicit their names. The students findand circle the words in the word search.

13 Read and write the words under thepictures.Go through the pictures and elicit the vocabulary.Explain the activity. The students read and write thewords under the corresponding pictures. Check thestudents’ answers.

2 draw 7 guitar3 dance 8 drum4 ride a bike 9 triangle5 play football 10 recorder6 piano 11 tambourine

14 Tick (✓) to show what you can do: Ican name actions. I can read andwrite the musical instruments. I cansing the songs in Module 4!Ask the students to look at the pictures. Explainthe activity. Point to and read the words on thefirst piece of paper. Ask the students if theyremember the English words for the actions. Ifthey do, they tick the box. If they do not, go backto the module and revise the words. Repeat withthe second picture. Start singing the songs inModule 4. (I can do that!) I can play the piano!).Ask the students if they can sing the songs. If theycan, they tick the box. If they cannot, play thesongs again. and help the students sing along.

CHILDREN’S DAY

ñ What do they say? Break the codeand find out!Read the instructions and explain the activity.Allow the students some time to look at thepictures and write the first letter of each item inorder to break the code. Check their answers.

Happy Children’s Day!

HAPPY NEW YEAR!

ñ Read the cards. Then write a card forWoody and Frosty.Read the instructions and explain the activity.Read the cards. Ask the students to write a similarcard.

BOARD GAMES (1-2)

For rules on how to play the board games, see theIntroduction, p. VI.

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