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Ministerul Educaţiei şi Cercetării Ştiinţifice

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Uniscan Grup Educaţional

Fairyland 3A is a course for young learners of English.Pupils follow the adventures of four children and theirfriends from the Magic Forest.

Components • Pupil’s Book • Digital Book • Activity Book • Teacher’s Book • Picture Flashcards • Posters • Teacher’s Resource Pack

ISBN 978-1-4715-4288-6

Jenny Dooley – Virginia Evans

Published by Express Publishing

Liberty House, Greenham Business Park, Newbury, Berkshire RG19 6HW, United KingdomTel.: (0044) 1635 817 363 Fax: (0044) 1635 817 463email: [email protected]

© Jenny Dooley - Virginia Evans, 2015

Colour Illustrations: © Express Publishing, 2015

Illustrated by Simon Andrews, Alexandra Lewis, Alan Shephard, Stone, Terry Wilson © Express Publishing, 2015

First published 2015

Made in EU

All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, photocopying or otherwise, without the prior written permission of the publishers.

This book is not meant to be changed in any way.

ISBN 978-1-4715-4288-6

We would like to thank all the staff at Express Publishing who have contributed their skills to producingthis book. Thanks for their support and patience are due in particular to: Meryl Philips (Editor in Chief),Julie Rich (senior editor); Alex Barton (senior production controller) and the Express Publishing designteam; and Emily Newton, Kevin Harris, Daniel Parker, Erica Thompson and Timothy Forster. We wouldalso like to thank those institutions and teachers who piloted the manuscript, and whose commentsand feedback were invaluable in the production of the book. Special thanks to Bridget, Chris,Georgina, Anna, Dennis, George and Jackie who took part in the recording.

Every effort has been made to trace all the copyright holders. If any have been inadvertentlyoverlooked, the publishers will be pleased to make the necessary arrangements at the first opportunity.

Acknowledgements

Acest manual este proprietatea Ministerului Educației Naționale.

Manualul școlar a fost aprobat prin Ordinul ministrului educaţiei naţionale nr. 4783 din13.10.2014, în urma evaluării, și este realizat în conformitate cu programa școlarăaprobată prin Ordinul ministrului educaţiei naţionale nr. 3418 din 19 martie 2013.

Manualul este distribuit elevilor în mod gratuit, atât în format tipărit, cât și în formatdigital, și este transmisibil timp de patru ani școlari, începând cu anul școlar 2014-2015.

Inspectoratul școlar ………………………..………………………………………………………Școala / Colegiul / Liceul ………....……………………………………………………………….

ACEST MANUAL A FOST FOLOSIT:

Anul Numele elevului Clasa Anulșcolar

Aspectul manualului*format tipărit format digital

la primire la predare la primire la predare

1

2

3

4

* Pentru precizarea aspectului manualului se va folosi unul dintre următorii termeni: nou,bun, îngrijit, neîngrijit, deteriorat.

� Cadrele didactice vor verifica dacă informațiile înscrise în tabelul de mai sus suntcorecte.

� Elevii nu vor face niciun fel de însemnări pe manual.

Programa şcolară pentru disciplina LIMBA MODERNĂ Clasele a III-a – a IV-a,aprobată prin Anexa nr. 2 la ordinul ministrului educaţiei naţionale nr. 5003/02.12.2014

72 pagini

116.111 - numărul de telefon european de asistenţă pentru copii

Jenny Dooley – Virginia EvansTeacher’s Book

Module 2

Competences Vocabulary Structures ProjectUnit 1(pp. 4-9)

1a Hello!1b The Magic

Forest!1c Colours!

1.1 Identify the global significance of a clearlyarticulated oral message in a familiar context.

1.3 Understand age appropriate oral messages.2.1 Request and provide information on numbers,

prices and expressions of time.2.2 Participate in everyday conversations about

familiar topics.2.3 Describe people/characters in a simple way.3.1 Recognise phrases and symbols used in everyday

situations. 3.2 Understand the global significance of simple texts

about familiar topics.3.3 Understand simple familiar messages from friends,

peers, teacher.

• the characters• the numbers

(1-10)• colours

• the verb ‘tobe’

Writeaboutyourself

Unit 2(pp. 10-19)

2a Time forSchool!

2b It’s a magicpen!

2c Let’s do it!

Troll Tales 1Go Green!Our WorldCheckpoint 1


1.2 Identify time and quantity (prices, numbers) ineveryday situations.

1.3 Understand age appropriate oral messages.2.2 Participate in everyday conversations about

familiar topics.3.2 Understand the global significance of simple texts


peers, teacher.

• school items• commands

• a – an• this/that• plurals (-s)• possessive

case• imperative

Writeaboutyourschoolthings

Unit 3(pp. 20-25)

3a My family!3b Grandma’s

here!3c It’s my job!



familiar topics.2.3 Describe people/characters in a simple way.3.2 Understand the global significance of simple texts


peers, teacher.

• family members• numbers

(11-20)• jobs

• the verb ‘tobe’

Writeabout amemberof yourfamily

Unit 4(pp. 26-35)

4a At thetoyshop!

4b Open it andsee!

4c HappyBirthday!




familiar topics.2.3 Describe people/characters in a simple way.3.2 Understand the global significance of simple texts


peers, teacher.4.1 Write cards for birthdays and celebrations.

• toys• birthdays

• these/those• plurals

(-es, -ies)

Write abirthdaycard

Module 1

Contents Introduction p. IIProgramme (Contents & Syllabus) p. X

Competences Vocabulary Structures ProjectUnit 5(pp. 36-41)

5a Hide!5b Come out!5c Where’s

Alvin?

1.1 Identify the global significance of a clearly articulatedoral message in a familiar context.

1.2 Identify time and quantity (prices, numbers) in everydaysituations.

2.2 Participate in everyday conversations about familiar topics.2.3 Describe people/characters in a simple way.3.2 Understand the global significance of simple texts


peers, teacher.

• things in ahouse

• possessiveadjectives

• prepositionsof place

Writeaboutyour room

Unit 6(pp. 42-51)

6a In the oldhouse!

6b Where’sMissy?

6c Welcome!



1.3 Understand age appropriate oral messages.2.2 Participate in everyday conversations about familiar

topics.2.3 Describe people/characters in a simple way.3.2 Understand the global significance of simple texts


peers, teacher.

• rooms• things in a

house

• there is/there are

Writeaboutyourhouse

Our School(pp. 52-54)

2.2 Participate in everyday conversations about familiartopics.

3.2 Understand the global significance of simple textsabout familiar topics.

4.2 Write a simple message for a classmate.

Round-up(p. 55)

2.1 Request and provide information on numbers, pricesand expressions of time.

MerryChristmas!(pp. 56-57)


3.3 Understand simple familiar messages from friends,peers, teacher.

Happy NewYear!(pp. 58-59)


2.1 Request and provide information on numbers, pricesand expressions of time.

3.1 Recognise phrases and symbols used in everydaysituations.


Fun Time(pp. 60-71)


1.2 Identify time and quantity (prices, numbers) in everydaysituations.

1.3 Understand age appropriate oral messages.2.1 Request and provide information on numbers, prices and

expressions of time.2.2 Participate in everyday conversations about familiar topics.3.1 Recognise phrases and symbols used in everyday situations.3.2 Understand the global significance of simple texts about

familiar topics.3.3 Understand simple familiar messages from friends, peers,

teacher.

Evaluation(p. 72)

Module 3

Fun Time Key p. 73(T)Instruments for Evaluation p. 74(T)

Activity Book Key & Instructions p. 80(T)

II

IntroductionIntroduction

• Fairyland 3A is a course specially designed tointroduce young learners to the Englishlanguage. The syllabus is based on gradedstructures and vocabulary enabling pupils touse English effectively and ensuring that theyenjoy themselves while learning. All four skills(listening, speaking, reading and writing) aredeveloped through a variety of communicativetasks and key language is recycled regularly.Fairyland 3A is ideal for young learners as itencourages active, holistic and humanisticlearning thus developing a keen interest in theEnglish language.

• Fairyland 3A comprises three modules. Eachmodule consists of two units. It is aimed at pupilswho come under the category of A1, Basic User.

A1 Basic Users

Pupils in this category can understand and usesome basic vocabulary and expressions relatedto their own personal, concrete world. They cancommunicate in simple exchanges, introducethemselves and ask and answer questions in asimple, repetitive way. Simple interaction isfeasible, provided the other person speaks clearlyand slowly and is prepared to assist.

Components

• Pupil’s Book

The Pupil’s Book has been designed to appeal to,as well as involve, the pupils in language learning.New words and structures are presented in a clearand effective way by means of chants, songs andpicture word association. New language ispresented in context through lively dialogues. Avariety of functional exercises, songs and gameshelp pupils practise the key language in amemorable and enjoyable way.

Fairyland 3A is modularised; therefore, in eachmodule the pupils are thoroughly exposed tothe new language and achieve competencyin the target language at a faster pace. Each

module has its individual aims, and at the endof the module the pupils, with the help of theirteacher, can record their progress in English.The teacher has the opportunity to recycleand further consolidate any language itemsupon completion of the Checkpoint section. Inaddition, through the Pupil’s Self-AssessmentForms (found in the Teacher’s Book), the pupilscan assess their progress and develop theirlanguage awareness and independence.(See Instruments for Evaluation, p. IV.)

Fairyland 3A contains the following modules andtheir objectives:

Module 1: introductions, greetings, numbers(1-10), colours, school items;

Module 2: family, toys, jobs, numbers (11-20); Module 3: house and furniture, possessions,

location.

The Pupil’s Book also incorporates a variety ofappealing additions: Troll Tales is a series ofepisodes in a cartoon story aimed at providingreal language input and reading for pleasure.In addition, through the Go Green! section thepupils are given the opportunity to learn aboutthe environment and become more aware ofvarious environmental issues in a fun andcreative way. The pupils are also familiarisedwith the culture and way of life in othercountries through the OUR WORLD section atthe end of each module. Dialogues, texts,songs, chants and other listening activities areon the CDs.

The Pupil’s Book also includes:

I Special Days (Merry Christmas! Happy NewYear!)

There are two optional units at the back ofthe book, containing activities for Christmasand New Year, which should be covered asa lead-up to the respective special days.

II Our school

This section presents cross-curricular material.The pupils use English to complete tasks related

Introduction to the Teacher

III


to other subject areas, e.g. Geography, Mathsand Science. This reinforces their languagelearning, and promotes learner independenceand peer cooperation.

• Activity Book

The Activity Book is in full-colour and consists of sixmodules of twelve pages each. The Activity Bookcan be used either in class or for homework, uponcompletion of each corresponding unit in thePupil’s Book. It aims to consolidate the languagethat appears in the Pupil’s Book through variousexercises incorporating all four skills.

The Activity Book also includes:

I Stickers

Stickers are an excellent way to involve thetactile/kinaesthetic learners and it helps pupilsretain the vocabulary in their long-termmemory, as they are not simply exposed to thenew words, but they have to do somethingwith them. Young learners love using theirhands and this trait should be part of thelearning process. There are some exerciseswith stickers in the Activity Book. The type andaim of these exercises vary to give pupils thechance to practise the new language in amotivating and appealing way. There are alsosome reward stickers to give a sense ofachievement and satisfaction which can beused upon completion of the Modular Revisionand Assessment section and throughout thecourse whenever the teacher feels that thepupils should be praised, which is all the time!

II Modular Revision and Assessment

Do a quick revision before the pupils completethe tasks. While you are going through theexamples in each category, you can elicitmeanings of words, sentences with the targetstructures, etc.

Go through each exercise and explain tothe pupils what they have to do. Then, pupilscan:

a do the exercises as written homework. b do some exercises in class and the rest

as written homework. c do all the exercises in class.

The important thing is to have the pupilswork on their own so that they are able toassess their progress thus far. In this way, theteacher facilitates the pupils’ autonomy.

The pupils then fill in the Pupil’s Self-AssessmentForm and file it in their Junior LanguagePortfolio. (See Instruments for Evaluation.)

III Board Games

There are six board games, one per module.The aim of the board games is to provide anatmosphere of relaxation while consolidatingthe language learnt. They can be used beforeor after the Checkpoint sections (as furtherrevision) or after the corresponding ModuleTest (as a reward).

How to play the Board Games

Divide the class into two teams, A and B, orinto pairs. Ask the pupils to use a coin, apencil sharpener, a rubber, etc as a markerand place it on the Start sign. Teams orpairs take it in turns to select a number bythrowing a dice, spinning a spinner, etc,and then move along the board accordingto the number. The pupils must answer thequestion in the square they land on. Acorrect answer allows the pupils to staywhere they are, whereas an incorrect onemeans that they must move one squarebackwards. If they land on a trap square,they must go back to the beginning.

IV My Pictionary

This section presents the main vocabulary ofthe Pupil’s Book in themes. The pupils have thechance to revise the key vocabulary of eachmodule through fun activities. My Pictionaryconsists of six two-page sections (one perunit), each of which can be completed by thepupils upon completion of the respectiveunit/module.

V Plays

The last section of the Fairyland 3 Activity Bookconsists of six plays that aim to consolidatethe language of the modules.

IV


VI Character Cutouts

There are seven full-body cutouts of thecharacters in the book, for pupils to use whileacting out the dialogues, playing games orin any other communicative activity theteacher wishes to include in the lesson.

• My Junior Language Portfolio

My Junior Language Portfolio is used to containmaterial that the pupils use, along with any extramaterial given by the teacher throughout thecourse. My Junior Language Portfolio has beendesigned to stimulate and support the learningof the English Language. Its purpose is to helpthe pupils reflect on, realise their progress in andimprove their language learning.

The Junior Language Portfolio is the pupils’property. It is a tool to accompany the pupils’language learning throughout their school lifeand is suitable for documenting their learningboth inside and outside the classroom.

In practice, Language Portfolios may includeproject work or other examples of written work,memory sticks (with work or drawings completedinside or outside the class), DVDs (with thepupils’ favourite story or with performances ofsongs, school plays, etc), certificates, reportsfrom teachers, or even a collection of objects orpictures. It is a collection of material that thelearners want to keep as evidence of theirlearning. The main emphasis is on the process oflearning. As a result, while compiling their JuniorLanguage Portfolios, pupils learn how to workindependently.

How to make a Junior Language Portfolio

During the first lesson, explain to the pupils thatthey should bring in a dossier, which they willhave with them at all times and in which theywill keep their Junior Language Portfolio. For thenext lesson, bring in self-adhesive labels, writeMy Junior Language Portfolio on them and helpyour learners stick them onto their dossiers.Demonstrate how to store their material in theirJunior Language Portfolio and make sure theyupdate it regularly.

• Teacher’s Book

The Teacher’s Book provides interleaved step-by-step lesson plans, as well as the answers tothe exercises in both the Pupil’s Book and theActivity Book. It also contains extra ideas onhow to present new words and languagepatterns, additional activities and games, aswell as tapescripts for the listening activities.Each module begins by setting out the targetsand objectives of each unit in a clear andconcise way. At the beginning of the Teacher’sBook the teacher can find the Programme, ananalytical chart of the targets and objectivesof the modules.

The Teacher’s Book also includes:

I Instruments for Evaluation

Evaluation is an essential part of the learningprocess. It helps the learners become awareof their progress in the target language, howmuch they have achieved and what areasneed further practice. Evaluation also allowsteachers to reflect on the validity of theirteaching practices and the types of thematerial being used.

In the Instruments for Evaluation, the teachercan find:

• Formative Evaluation Chart: The teacheruses the chart to evaluate the pupils onan activity at any time during the courseand writes the marks obtained with thehelp of a code.

• Pupil’s Self-Assessment Forms: The pupilsgive their personal opinion about theirown results upon completion of eachCheckpoint. They file these forms in theirJunior Language Portfolio.

• Progress Report Cards: The teachercompletes them, one per pupil, uponcompletion of each module, taking intoconsideration the pupil’s performanceand progress throughout the module aswell as the mark received in thecorresponding Module Test. The pupilsfile their Progress Report Cards in theirJunior Language Portfolio.

V


• Fairyland A Teacher’s Resource Pack

The Teacher’s Resource Pack provides theteacher with additional material which may beused in the classroom for further exploitation ofthe language learnt.

Fairyland A Teacher’s Resource Pack is dividedinto the following sections:

I Reinforcement and Extension Activities

These activities are in the form of projectswhich pupils can do on their own or ingroups. The pupils can then file their projectsin their Junior Language Portfolios.

II Holiday Activities

These activities are designed for Christmas,Easter and Carnival holidays and theteachers can use some or all of them beforethe corresponding celebrations.

III Templates for the craftwork activities in thePupil’s Book.

IV Picture Word Cards for the practice of theEnglish alphabet.

V Progress Tests

There is one test for each unit.

VI Module Tests

There are six tests in two versions, one foreach module, as well as an end-of-year ExitTest. The Exit Test can also be used as aplacement test for the next level.

• Picture Flashcards

The Picture Flashcards illustrate the newvocabulary items and can be used forpresentation, revision, additional practice andmemory games. Flashcards enable the pupilsto make the connection between the visualprompt and the spoken word and helpteachers avoid the use of translation or lengthyexplanations.

• Posters

There are double-sided posters accompanyingFairyland 3, which include the vocabulary ofthe modules in thematic areas. In the Teacher’sBook there are helpful guidelines as to whenand how the posters can be used to presentand/or consolidate the new language.

• Class CDs

The Class CDs include all the recordings for thelistening activities in the Pupil’s Book, ActivityBook and the Module Tests. The teacher canalso find the recordings for the FairylandAlphabet Book should s/he decide to use it.

• Digital Book

The Digital Book is the electronic version of thePupil’s Book.

Characters

Fairyland follows the adventures of a group ofloveable and exciting characters. The pupils havethe opportunity to find themselves in a magicalnew world called Fairyland, where they meet agroup of friends: Harry, Mona, Emma and Lee,whose characters have been carefully selected tocorrespond to the multi-ethnic communities withinour societies. These four friends, along with theirmagical friends, Erlina (the fairy), Willow (a wisetree) and Alvin (the leprechaun), explore theworld around them, and the pupils follow them intheir exciting adventures. Erlinapossesses magicalpowers. She opens the door to the characters’ aswell as the pupils’ imagination, while Alvin addsthe humorous element to the story by beingmischievous and clumsy. The pupil’s imaginationis also catered for by the cartoon characters Pog,Trog and Popsie, two trolls (Pog and Trog) upagainst one tricky pixie (Popsie)!

Typical layout of a module

Each module consists of two units and a revisionsection (Checkpoint), in sixteen pages altogether.

VI


• Key features of a unit

I Presentation of the new language

The new language is presented by firstlistening to the new vocabulary. In eachlesson plan the teacher will find detailedguidance on how to vary the presentationof new vocabulary, as well as furtherreinforcement and extension activities.

II Dialogues

All the dialogues cover areas of interest withinthe pupils’ knowledge. They are alwaysfollowed by a reading comprehension task,which the pupils have to complete afterreading and listening to the dialogue. In thisway, the pupils not only familiarise themselveswith the dialogue, but also practise readingstrategies (reading for a specific purpose) andthus enhancing their reading comprehensionskills.

III Grammar and Vocabulary Activities

There is a great variety of activities cateringfor all types of learners and learning styles:pair and group work, matching, games, etc.In this way, the pupils use the new languagein a meaningful context.

IV Games, Chants & Songs

Pupils at this level need a lot of opportunities toplay and explore their surroundings. Playinggames and singing songs/chants provides anecessary outlet and ensures that the pupilsare learning while having fun. It is also a way ofensuring that the lesson always ends on a highnote. In every unit there are songs, chants andgames that add a creative and enjoyableelement to the language classroom.

V Development of reading skills

The pupils are introduced to short texts anddialogues aimed at gradually improving theirreading skills through enjoyable activities. Inthis way, the pupils gain an appreciation ofreading and are not intimidated by thewritten word. Reading for pleasure is fosteredthrough the Troll Tales! episodes, which are

designed to make reading an enjoyable andrewarding experience.

VI Gradual progression in writing

Every unit includes short texts which can beused as a model for the pupils’ own writing.

VII Pronunciation

These are exercises to help the pupilsdistinguish between different sounds inspoken English. They are accompanied byhumorous illustrations, adding fun to theactivity and lowering the pupils’ inhibitions.

VIII Troll Tales!

After every module there is an episode ofTroll Tales!, promoting reading for pleasure.

IX Go Green!

After every module there is also a Go Green!section, which promotes an affinity withnature and makes the pupils more aware ofthe environment we live in.

X OUR WORLD

At the end of every module, the pupils havethe opportunity to read short texts aboutaspects of life in other countries.

XI OUR SCHOOL

In the OUR SCHOOL section, which can befound at the back of the Pupil’s Book, thepupils explore other fields of study (e.g. Art,Maths, Science, etc) through English. In thisway, the pupils learn how to use English as avehicle to approach other subject matters.

XII Checkpoint

This section includes exercises consolidatingthe module as well as preparing the pupilsfor the test, which can be found in theTeacher’s Resource Pack.

Upon completion of the Checkpoint section,the pupils read the Now I can table, thuskeeping a mental record of their progress.

VII


Basic Principles of Fairyland

The modularised approach of the Fairylandseries caters for the holistic development of thepupils. It enables the pupils to work on a themefrom different angles and employ differentlearning styles. The pupils are asked to engagein a variety of activities, including listening, role-play, TPR, matching, selecting, giving personalinformation and opinions, etc. In this way, thelanguage learning process involves the pupils’body, mind, emotions and spirit.

The activities are also aimed at meeting the needsof all types of learners (visual, auditory, tactile/kinaesthetic) and aim at developing the pupils’linguistic, learning-to-learn and social skills.

• Linguistic Skills

The pupils can do the following upon completionof each module:

1 associate pictures with new vocabulary withthe aid of illustrations in their books as well asthrough the use of the picture flashcards orposters;

2 produce the sounds, pronunciation andintonation of the target language;

3 communicate with their peers in English,exchanging basic information about everydaymatters such as introducing themselves,describing a house, talking about animals,etc;

4 comprehend dialogues, short exchanges, etcon tape and use the set patterns in multi-sensory tasks; and

5 achieve oral competency through thereproduction of short exchanges, songs andchants.

• Learning-to-learn skills

Upon completion of each module, the pupilswill be able to:

1 concentrate better and longer, as they aretrained to listen to dialogues in order toperform a task;

2 skim and scan texts and dialogues to locatethe necessary information;

3 develop their writing skills;

4 empathise with aspects of life in othercountries; and

5 record and assess their progress throughthe Checkpoint and Pupil’s Self-AssessmentForms, thus developing autonomy.

• Social Skills

Upon completion of each module, the pupils will: 1 be motivated to read English, encouraged by

the enjoyable adventures of Pog, Trog andPopsie;

2 experience being part of a group and obeyingrules through the games;

3 become more responsible by keeping andupdating their Junior Language Portfolio;

4 have a good understanding of the cultureand traditions of other countries; and

5 have some understanding of the way of lifein other countries.

Classroom Management

Creating a pleasant environment in the classroomshould be one of the teacher’s very first goals. It is agood idea for the teacher to arrive a few minutesearly to welcome the pupils and have somethinginteresting for the early comers to do. They canlisten to the song from the previous lesson, watchthe video again or play with the picture flashcards,identifying the book’s characters as well as thevocabulary items already presented.

The teacher should establish his/her policiesfrom the start. Remind pupils to:

• come to class on time, • bring their Pupil’s Book, etc, • raise their hands when they want to ask a

question, and • wait for their classmates to answer the

teacher’s questions before they raise theirhand to give their answer.

The teacher should empower his/her learners by: • teaching classroom language, i.e. the

Teacher’s instructions, such as open yourbooks, close your books, work in pairs, etc,the Pupils’ instructions, i.e. the rubrics, and thepupils’ questions and answers to the teacher.Classroom language is the language of

VIII


communication between teacher and pupilsin the classroom and needs to be taught fromday one.

• giving brief and clear oral or writteninstructions. The teacher should give orread the instructions. S/He reads them at aslower pace, providing examples andeliciting examples from the pupils so s/hecan be sure that they know what to do.

• assigning homework ten minutes before theend of the lesson, so s/he can:

a read the instructions, b give adequate examples, c elicit examples from the pupils, and d ask them if they have any questions.

By following this procedure we can ensure thatthe pupils know how to do their homework.Explain to the parents how important it is forthe pupils to do their homework alone as thiswill eventually reinforce self-confidence andself-assessment.

Songs in the LanguageClassroom

Songs are of great value in language learning.They are vivid examples of how the languagetaught is used in a real context and highlight bothpronunciation and intonation. Furthermore, theirrhythm enables the pupils to remember the newlyacquired language and stimulates learning.

There are numerous ways to use songs in thelanguage classroom. You can play the CD andinvite the pupils to move and clap to the rhythmor hum to the melody. If there are lyrics frequentlyrepeated, children will soon start joining in.

Here are some ways to animate the songs:

a Total Physical Response (TPR) Activities:Have the pupils stand in a circle and playthe song once. Sing and demonstrate theactions, encouraging the pupils to imitateyou. Play the song again, this time askingthe pupils to listen to the song and repeatafter you while doing the actions. Play thesong a third time and lead the singing whilethe pupils join in.

b Using props: Bring visuals, realia or wordcards to class. Hand out these props toyour pupils and ask them to hold up theprop as soon as they hear the equivalentword in the song.

c Song dramatisations: Having interestingplots and characters, songs frequently offerthemselves for further exploitation throughdrama. The teacher can dramatise thesongs into short sketches, thus motivatinghis/her pupils. Assign roles and have thepupils sing their lines. Simple costumes andprops can be prepared and used to makethe performance more realistic.

These are just a few suggestions on how to use thesongs in the language classroom. Be as inventiveas you can, since pupils love performing.

Checking Pupils’ Progress

a Homework: At the end of each unit or lesson,the pupils should be given some homework.The Teacher’s Bookprovides some suggestionson what to assign for homework and how tocheck it in the next lesson.

b Progress Report Cards: After completing eachmodule and taking the corresponding test,photocopy the respective Progress ReportCard from the Teacher’s Book and fill it in, oneper pupil. The pupils are to keep these cards intheir Junior Language Portfolio for futurereference.

c Pupil’s Self-Assessment Forms: After the pupilshave completed the Checkpoint section ofeach module, as well as the Modular Revisionand Assessment in the Activity Book, they areto fill out the Self-Assessment Form bythemselves. This learning-to-learn techniqueenables the pupils to develop awareness oftheir progress. The Self-Assessment Formshould be kept in their Junior LanguagePortfolio for future reference. The Pupil’s Self-Assessment Forms can also be found in theTeacher’s Book.

IX


Types of learning styles

Over the years, teachers have noticed thatsome of their pupils learn by listening to newinformation, some pupils prefer to read aboutit, while others need to do something with thenew information. There are many differentlearning styles. Consequently, a coursebookshould offer a variety of exercises and materialto stimulate all learning styles and help pupilslearn in the way that suits them best.

• What are the types of learning styles?

– Visual Learners

These learners need to see the teacher’s bodylanguage and facial expressions to fullyunderstand the content of the lesson. They thinkin pictures and learn best from visual displaysincluding: diagrams, illustrations, transparencies,videos, flashcards and handouts.

– Auditory Learners

These learners learn best through verballectures, discussions, talking things throughand listening to what others have to say.Written information may have little meaninguntil it is heard. They often benefit fromreading a text aloud and using a taperecorder.

– Tactile/Kinaesthetic Learners

Tactile/Kinaesthetic people learn bestthrough a hands-on approach, activelyexploring the physical world around them.They find it hard to sit still for long periodsand may become distracted by their needfor activity and exploration. These learnersexpress themselves through movement.They have a good sense of balance andeye-hand coordination. By interacting withthe space around them, they are able toremember and process information. Theyhave to do things on their own to be able tolearn the new language.

X

Programme (Contents & Syllabus)Programme (Contents & Syllabus)

▶▶ Module 1 (Units 1-2)

• In this module pupils will …

read about … • the characters meeting one another • Mona and her dog, Missy • school items • Julia’s favourite colour • Pog and Trog and their meeting with Popsie

listen to … • the characters introducing themselves to

Erlina, Alvin and Willow • songs presenting and practising colours

and commands • the characters talking about their school

items • an episode of Troll Tales!

learn how to … (COMPETENCES) • introduce themselves and greet others • spell names • talk about age • identify colours • identify school items • talk about possession • pronounce the sounds \eI\, \ks\

practise … (DESCRIPTORS)

Lexical Areas • numbers (1-10) • colours • school items • commands

Grammar Focus • the verb ‘to be’ • a – an • this – that • possessive case • plural number (-s)

write about … • themselves and their pet • their school items

Go Green! 1 This is my tree!

Pupils will … • read and talk about trees • draw a fruit tree

Our World

Pupils will … • read about children from around the world

Our School

Pupils will … • identify English-speaking countries (names,

maps, flags, representative landmarks,animals, etc)

• make a map of their country

XI




read … • about Lee’s family • about Alvin’s family • about the characters’ present for Harry • about Harry’s birthday • about the characters’ birthday cards to

Harry • about Pog and Trog and their birthday

party

listen to … • Lee talking about his family • songs presenting and practising jobs and

toys • the characters trying to find a present for

Harry • what happens at Harry’s birthday party • an episode of Troll Tales!

learn how to … (COMPETENCES) • count up to 20 • identify members of a family • talk about jobs • identify toys • talk about birthdays • offer and accept gifts • pronounce the sounds \uÜ\, \̀p\

practise … (DESCRIPTORS) Lexical Areas • numbers (11-20) • members of a family • jobs • toys

Grammar Focus • the verb ‘to be’ • these – those • plural number (-es)

write … • about their family • a birthday card

Go Green! 2 Let’s Recycle!

Pupils will … • talk about recycling • sing a song about recycling

Our World

Pupils will … • read about taxi drivers from different

countries • draw or stick a picture of a taxi in their

town/city

Our School

Pupils will … • practise talking about toys using codes

XII




read about … • Harry’s room • Lucas’ bedroom • the old house • Melvyn’s house • Popsie eating Pog and Trog’s food

listen to … • Erlina and Alvin hiding from Harry’s dad • songs presenting and practising furniture

and things in a house • the characters trying to find Missy in an old

house • an episode of Troll Tales!

learn how to … (COMPETENCES) • identify things in a house • talk about location • identify rooms • pronounce the sounds \b\, \OÜ\

practise … (DESCRIPTORS) Lexical Areas • things in a house • rooms

Grammar Focus • possessive adjectives • prepositions of place • there is – there are

write about … • their room • their house

Go Green! 3 It’s a Bug’s World!

Pupils will … • talk about bugs

Our World

Pupils will … • read about houses in different countries • draw or stick a picture of their house

Our School

Pupils will … • talk about materials (wood, aluminium,

glass) • design a front door for their own house

XIII


Merry Christmas!

• In this unit pupils will … • talk about Christmas • learn a Christmas poem from the UK • ask Santa what they want for Christmas

Happy New Year!

• In this unit pupils will … • make a New Year’s shaker • sing a song about New Year • learn some words associated with New

Year celebrations

Oh, hi! I’mEmma.

Hi, Mona. Niceto meet you.

Hi, Lee. I’m Mona.

Hello, Lee. Niceto meet you!

Hello, Harry!Hello, Mona!

1 Listen and read.

This is Erlina. Hello!

1

2 3

4 5

Hi, I’m Lee. What’syour name?

Wow! Who’s this?

4

Module 1

4(T)

Hello!Hello!

Unit 1a

• Aims: to greet/introduce oneself and others • Vocabulary: Hello! Hi! name, magic • Language focus Structures: I’m = I am, What’s = What is Language in use: Hello, Mona! Hi, I’m Lee.

What’s your name? Oh, hi! I’m Emma. Nice tomeet you. Who’s this? This is Erlina.

• Extra materials: Fairyland poster, slips of paperwith the character’s names (Ex. 3), charactercutouts and drinking straws (Ex. 4)

BEGINNING THE LESSONWelcome the class by saying Hello! and introducingyourself.

e.g. Teacher: Hello! I’m (Miss White).

Encourage the pupils to greet you back.

e.g. Teacher: Hello! I’m (Miss White). What’s yourname?

Pupil: I’m … .

PRESENTATION & PRACTICE(An activity to present the theme of the unit.)

POSTER

Pupils’ books closed. Put the Fairyland poster on theboard. Point to each character and elicit the name.

Alternatively, hand out the character cutouts. Say aname. The pupil who has the character holds it upand repeats the name. Ask the rest of the class forverification.

LISTENING & READING(Activities to develop the pupils’ listening and readingskills.)

Listen and read.Write a big 4 on the board and ask the pupils toopen their books at page four. Read the title of theunit and have the pupils repeat after you. Read theinstructions. Go through the pictures of thedialogue and set the scene by asking questions.

e.g. Teacher: (pointing to Harry in picture 1) Look!It’s Harry. (pointing to Mona) Who’sthis?

Class: Mona. Teacher: (pointing to Emma in picture 1) Look!

It’s ... Class: Emma. etc

Write on the board: This is Erlina.

Ask the pupils to listen to the dialogue and saywhich picture the sentence was taken from. Playthe recording. The pupils listen, follow along andcomplete the task.

Answer: picture 4

Find the character cutouts at the end ofthe Activity Book, cut them out and stickeach of them on a drinking straw.

Before going into class

1

5(T)

Hello!Hello!

Who are they? Look, read and say.

Read the instructions and explain the task. Ask thepupils to look at the example. Ask: Who’s this? andelicit the correct response (Harry). Point to the otherpictures and ask individual pupils to tell you thenames of the characters. Allow the pupils time tocomplete the task. Check their answers.

2 Lee 3 Emma 4 Mona 5 Erlina

Extension

Play the recording again with pauses for the pupilsto listen and repeat chorally. Check the pupils’pronunciation and intonation. Then the pupils takeroles and read out the dialogue.

Hold up your book to the class. Read out the dialogueand point to the pictures in turn. Repeat, this timeinviting the pupils to complete your sentences.

e.g. Teacher: Hello ..., Class: Mona etc

Note: If you wish, have the pupils close their booksduring this activity.

Talk with your friend.Pupils’ books closed. Write on the board: I am Pat. Thepupils repeat after you. Then write: I’m Pat. Repeat withWhat is ... and What’s ... . Explain to the pupils that themeaning remains the same but that we use thecontracted form more often.

Pupils’ books open. Read the instructions and explainthe task. Read out the dialogue with pauses for thepupils to repeat, chorally and individually. Check thepupils’ pronunciation and intonation. Then the pupils,in pairs, act out similar dialogues about themselves.Ask some of the pairs to come to the front of theclassroom and act out the exchange.

e.g. Pupil 1: Hi, I’m Carrie. What’s your name? Pupil 2: Kevin. Pupil 1: How do you spell it? Pupil 2: K-E-V-I-N

Let’s play!Read the example and explain the game. Give twopupils the cutouts of Mona and Lee and ask themto act out the example. Explain/Elicit the meaning

of Nice to meet you. Then give another pair ofpupils two cutouts and ask them to act out a similardialogue. Make sure that one of the pupils is alwaysusing a cutout of Lee as he is the newcomer whoneeds to meet everyone else.

e.g. Pupil 1: Hi, Lee. I’m Erlina. Pupil 2: Hi, Erlina. Nice to meet you!

Alternatively, the pupils can use their own set of thecharacter cutouts.

My Magic Files!Read the title and explain/elicit the meaning ofmagic. Tell the pupils that throughout the course theywill be doing some magic things. Then write yourname on the board, scramble the letters of yourname and write your ‘magic’ name underneath it.

e.g. Mrs S m i t h

T h i m s

Then write on the board: My name is Mrs Smith. Mymagic name is Mrs Thims. Then ask the pupils torearrange the letters in their name and write down theirown magic name and present it to the rest of the class.

e.g. My name is Thomas. My magic name is Mothas.

As an extension, the pupils can write their magicnames on slips of paper and decorate them withpictures (e.g. stars). Make sure you display theirwork somewhere in the classroom.

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

Write a letter of the alphabet on the board (e.g. T)and tell pupils whose name starts with a T to standup. Ask standing pupils to spell their names beforeleaving the class.

e.g. Pupil: T-H-O-M-A-S

Note: For the next lesson, the pupils should know anexchange of their/your choice from the dialogue(Ex. 1). Ask them to learn the exchanges in Exs 3 and 4.

Activity Book (Optional)

Assign some of the activities from Unit 1a of theActivity Book as written H/W. If this is the case, makesure you do them first orally in class.

2

3

4

21 34

4

Hi, I’m Lee.What’s your name?

I’m ... = I am ...What’s ... = What is ...

3 Talk with your friend.

Hi, Lee. I’m Mona.

Hi, Mona. Niceto meet you!

2 Who are they? Look, read and say.

Harry

Nia.

N - I - A

Hi, I’m Jack. What’s your

name?

How do youspell it?

5

5

Module 1

6

Module 1

I’m ten.

How old areyou, Lee?

I’m nine.

Hello. I’m Willow,the Guardian!

Wow! This isreally great!

Oh, that’sAlvin.

How old areyou, Mona?

Who’s that?

Welcome to TheMagic Forest!

And who’s that?

1 2

34

5

1 Listen and read.

one

6(T)

The Magic Forest!The Magic Forest!

Unit 1b

• Aims: to introduce numbers 1-10, to talk aboutage

• Vocabulary: 1-10, forest, welcome, great • Language focus Structures: Who’s = Who is, That’s = That is Language in use: How old are you, Lee? I’m

ten. Who’s that? That’s Alvin. Welcome to theMagic Forest! This is really great!

• Extra materials: Fairyland poster, Numbers!poster, character masks from the Teacher’sResource Pack (Ex. 3), small box and piecesof paper with numbers 1-10 on them (Ex. 5)

BEGINNING THE LESSONGreet the pupils as they arrive.

(Activities to revise the language of Unit 1a.)

Choose individual pupils and ask them to tell youtheir names.

e.g. Teacher: What’s your name? Pupil: Jack. Teacher: Nice to meet you, Jack.

Put up the Fairyland poster showing the individualcharacters. Point and ask: Who’s this? Elicit thecorrect name for each character.

Ask the pupils, in pairs, to act out the exchangesfrom Exs 1, 3 and 4 from the previous lesson.

If you have assigned any written homework, correctit before beginning the lesson.

PRESENTATION & PRACTICE

Listen, point and repeat.(An activity to present and activate the vocabularyof the unit).

POSTER

Pupils’ books closed. Put the Numbers! poster on theboard. Point to numbers 1-10, one at a time, and saythe corresponding word. The pupils listen and repeat,chorally and individually. Point to numbers 1-10 in

random order. Individual pupils say the numbers 1-10. Ask the rest of the class for verification.

Pupils’ books open. Write a big 6 on the board andask the pupils to open their books at page six. Readthe title of the unit and have the pupils repeat afteryou. Play the recording. The pupils listen and repeat,chorally and individually. Check their pronunciationand intonation.


Listen and read.Explain the meaning of the words forest and welcome.Ask the pupils to look at the pictures in the dialogueand ask them why they think the forest is magical,(e.g. Because the tree can talk – picture 3.). Read theinstructions. Go through the pictures of the dialoguesand set the scene by asking questions.

e.g. Teacher: (pointing to Lee in picture 2) Look! It’sLee. (pointing to Erlina) Who’s this?

Class: Erlina. Teacher: (pointing to Mona in picture 2) Look!

It’s... Class: Mona. etc

Write on the board:

1 Who’s a the Magic Forest! 2 Welcome to b that?

Ask the pupils to listen to the dialogue and matchthe sentences. Play the recording. The pupils listen,follow along and complete the task.

1 b 2 a

1

7(T)

The Magic Forest!The Magic Forest!

Read, choose and say.

Read the instructions and explain the task. Referthe pupils to the dialogue and ask individual pupilsto complete the sentences.

1 b 2 a

Extension



e.g. Teacher: How old are you, ... Class: Lee? etc


Talk with your friend.Pupils’ books closed. Write on the board: Who isGeorge? The pupils repeat after you. Then write:Who’s George? Repeat with That is George. andThat’s George. Explain to the pupils that the meaningremains the same but that we use the contractedform more often.

Pupils’ books open. Read the example and explainthe task. Show the pupils the mask of Alvin. Ask: Who’sthat? Elicit the answer, e.g. That’s Alvin. Hand out themasks. The pupils, in pairs, act out similar exchanges.

e.g. Pupil 1: (pointing to the pupil with the mask ofLee) Who’s that?

Pupil 2: That’s Lee.

Match in your notebook. Thenpoint and say.

Read the instructions and explain the task. Allow thepupils time to complete the activity in their notebooks.Check their answers.

1 – one 4 – four 7 – seven 10 – ten2 – two 5 – five 8 – eight3 – three 6 – six 9 – nine

Then, in pairs, the pupils take it in turns to point to andname the numbers.

Let’s play!

Present the box with the folded pieces of paper tothe pupils, read the example and explain thegame. The pupils form a circle and play the game.Each pupil picks a piece of paper from the box andunfolds it. The pupil to his/her left asks him/her: Howold are you? and the pupil has to give an answeraccording to the number shown on the piece ofpaper she/he has picked. The pupil has to show thepiece of paper to the rest of the pupils.

e.g. Pupil 1: How old are you? Pupil 2: (showing the piece of paper that has 5

written on it) I’m five.


Ask a pupil: How old are you? and let him/her answer.Pupils, in pairs, act out similar dialogues to find outeach other’s age. Offer help when necessary. Payspecial attention to any pupils who might be over theage of ten as they will not know how to say their age.

e.g. Pupil 1: How old are you? Pupil 2: I’m seven. How old are you? Pupil 1: I’m eight.

Note: For the next lesson, the pupils should know thenumbers 1-10, as well as an exchange of their/yourchoice from the dialogue (Ex. 1). Ask them to learnthe exchange in Ex. 3.


Assign some of the activities from Unit 1b of theActivity Book as written H/W. If this is the case, makesure you do them first orally in class.

Photocopy the character masks from theTeacher’s Resource Pack. Cut them outand colour them.


Bring a small box containing small pieces ofpaper with the numbers 1-10 written on them.


5

3

4

2

six seven eight nine tenfivethree fourtwo

1 Lee is ... a seven. b ten.

2 Mona is ... a nine. b ten.

2 Read, choose and say.


4 Match in your notebook.Then point and say.

5

How oldare you? I’m eight.

Who’s that?

Who’s that? = Who is that?That’s Alvin. = That is Alvin.

That’s Alvin.

7

Module 1

2 Look, point and say the colours.

• Now sing along!

1 Listen, point and repeat.

Hello purple, hello blue,Red for me and green for you!

Hello orange, yellow, too,Red for me and green for you!

Goodbye purple, goodbye blue,Red for me and green for you!Goodbye orange, yellow, too,

Red for me and green for you!

8

Module 1

1

1

1

1

12

3

33

2

2

11

1

1

1

red yellow

8(T)

Colours!Colours!

Unit 1c

• Aims: to introduce colours, to develop thepupils’ listening and writing skills

• Vocabulary: red, yellow, blue, green, orange,purple, black, white, goodbye

• Language focus Structures: consolidation Language in use: consolidation • Pronunciation: /eI/ • Extra materials: flashcards (1-8), coloured

paper (Extension)


(Activities to revise the language of Unit 1b.)

Choose individual pupils and ask them to tell youtheir age.

e.g. Teacher: How old are you? Pupil: I’m seven.

Ask the pupils, in pairs, to act out the exchangesfrom Exs 1 and 3.


PRESENTATION & PRACTICE(Activities to present and activate the vocabulary ofthe unit.)

Listen, point and repeat.

FLASHCARDS (1-8)

Pupils’ books closed. Put the flashcards on theboard, one at a time. Point to each flashcard and saythe corresponding word. The pupils listen and repeat,chorally and individually. Point to the flashcards inrandom order. Individual pupils say the words. Ask therest of the class for verification.

Pupils’ books open. Write a big 8 on the board andask the pupils to open their books at page eight. Readthe title of the unit and have the pupils repeat afteryou. Play the recording. The pupils listen and repeat,

chorally and individually. Check their pronunciationand intonation.

Listen, point and repeat.Explain the meaning of the word colours. Ask thepupils to look at the rainbow and tell you how manyand which colours they can see (6 colours: red, yellow,blue, green, orange, purple). Read the instructionsand explain the task. Play the song. The pupils listen,read and point to the colours.

Now sing along!Play the song. The pupils listen and follow along. Playthe recording again. The pupils listen and sing along.

Extension

Hand out the coloured strips of paper. Play the song.The pupils listen and raise their strip of paper everytime the corresponding colour is heard.

Look, point and say the colours.Read the instructions and explain the task. Explainto the pupils that they will say the different coloursthey can see in the picture. Point to Alvin’s hat. Ask:What colour is it? Elicit: Green and yellow. Continuewith the rest of the items and numbers. Have pupilsanswer chorally or individually.

e.g. Teacher: (pointing to Alvin’s beard and themushroom) Two. What colour is it?

Pupil: Red. Teacher: Correct.

1

•

Prepare sets of coloured strips of paper(purple, blue, red, green, orange, yellow).


2

9(T)

Colours!Colours!

READING & WRITING(Activities to develop the pupils’ reading and writingskills.)

Read and complete in yournotebook. Then listen and read.

Read the instructions and explain the task. Ask thepupils to look at the picture and say who they cansee (Mona and Missy). Ask the pupils to read andcomplete the text in their notebooks. Play therecording. The pupils listen and check their answers.Then individual pupils read out from the text.

2 nine 3 black

Portfolio: Draw and write in yournotebook.

Read the instructions and explain the task. Ask thepupils to read the text and to point to Paul andMolly.

Ask the pupils to write about themselves and theirpet. Tell them to use the texts in Exs 3 and 4 asmodels. Tell the pupils that if they do not have a petthey can just think of a pet they would like to have.

Allow the pupils time to write a short text aboutthemselves. Tell them to include a drawing(s).Alternatively, assign it for homework.

(Suggested answer)

Hi! My name’s John. I’m nine. This is my dog, Max.Max is brown.

Note:Once you have corrected their writing activities,guide your pupils on how to file them in their JuniorLanguage Portfolios.

Listen and say. Then read.(An activity to familiarise the pupils with thepronunciation of the English language.)

Read the instructions and explain the task. Play therecording for pupils to listen and repeat.

Draw the pupils’ attention to the /eI/ sound. Askindividual pupils to read out the sentence andcorrect their pronunciation if necessary.


Go around the classroom and point to variousthings that have colours the pupils have learnt. Askthe pupils to say the colour of the object you’repointing to out loud.

e.g. Teacher: (pointing to a red schoolbag) Pupil: Red!

Extension

Say a colour and ask the pupils to point to an objectof that colour.

e.g. Teacher: Blue! Pupil: (points to blue jacket)


Assign some of the activities from Unit 1c of theActivity Book as written H/W. If this is the case, makesure you do them first orally in class.

Note: For the next lesson, the pupils can do Ex. 4(Portfolio) for homework.

5

3

4

3 Read and complete in your notebook. Then listen and read.

Hi! My name’s

1) Mona. I’m

2) n… years old.

This is my dog, Missy.

Missy is 3) b…

and white.

I love my dog!

Hi! I’m Paul.I’m eight. Thißiß my cat,Molly!

5 Listen and say. Then read.

9

Module 1

My name is Jane and this is Dave.

4 Draw and write inyour notebook.

blue green purpleorange whiteblack

10

Module 1

2 Read, choose and say.

2

4

Hmm...what’s this?

It’s anaeroplane, silly!

No, it’s apen. Look!

And what’s that?

I know! It’sa rubber!

No! It’s anapple. Look!

Oh, no! This is arubber! Erlina!

1 Listen and read.

school

3

1 It’s an aeroplane. A Harry B Erlina

2 No, it’s a pen. A Harry B Alvin

3 And what’s that? A Erlina B Alvin

1

10(T)

Time for school!Time for school!

Unit 2a

• Aims: to talk about school items • Vocabulary: school, pencil case, pencil,

rubber, book, schoolbag, desk, aeroplane • Language focus Structures: a/an, this/that Language in use: What’s this? It’s an aeroplane.

What’s that? It’s a rubber! • Extra materials: My classroom! poster


(Activities to revise the language of Unit 1.)

Ask individual pupils their name and age.

e.g. Teacher: What’s your name? Pupil 1: Tom. Teacher: How do you spell it? Pupil 1: T-O-M Teacher: How old are you, Tom? Pupil 1: I’m seven.

Play the song from Unit 1c, encouraging the pupils tosing along.


Listen, point and repeat.(An activity to present and activate the vocabularyof the unit.)

POSTER

Pupils’ books closed. Put the My classroom! poster onthe board. Point to the school items (school, pencilcase, pencil, rubber, book, schoolbag, desk,aeroplane), one at a time, and say the correspondingword(s). The pupils listen and repeat, chorally andindividually. Point to the school items in random order.Individual pupils say the school items. Ask the rest ofthe class for verification.

Pupils’ books open. Write a big 10 on the board andask the pupils to open their books at page ten. Readthe title of the unit and have the pupils repeat afteryou. Play the recording. The pupils listen and repeat,chorally and individually. Check their pronunciationand intonation.


Listen and read.Explain/Elicit the meaning of the phrase Time forschool. Use L1 if necessary. Read the instructions.Go through the pictures of the dialogue and set thescene by asking questions.

e.g. Teacher: (pointing to the pencil case inpicture 1) Look! It’s a pencil case.(pointing to the apple in picture 2)What’s this?

Pupils: Apple. etc

Write on the board:

1 What’s this? a No, it’s an apple. 2 I know! It’s a rubber! b It’s an aeroplane.

Ask the pupils to listen to the dialogue and matchthe sentences. Play the recording. The pupils listen,follow along and complete the task.

1 b 2 a

Read, choose and say.Read the instructions and explain the task. Referthe pupils to the dialogue and allow them time tocomplete the task. Check their answers.

1 B 2 A 3 B

Extension


Hold up your book to the class. Read out the dialogueand point to the pictures in turn. Repeat, this timeinviting the pupils to answer your questions.

e.g. Teacher: Hmm... what’s this? Class: I know! It’s a rubber! etc


1

2

11(T)

Time for school!Time for school!

(Activities to present and practise a/an, this/that.)

Complete in your notebook. Use a or an.

Pupils’ books closed. Draw simple sketches of a bookand an apple on the board. Write on the board andsay: a book, an apple. The pupils repeat after you.Explain that we use a before words which start with aconsonant whereas we use an before words whichstart with a vowel sound.

Drill your pupils. Say a word and ask individual pupilsto add a or an.

e.g. Teacher: rubber Pupil 1: a rubber etc

Stand near a schoolbag, point to it and say: What’sthis? It’s a schoolbag. Write the sentences on theboard. The pupils repeat after you. Stand furtheraway from the schoolbag, point to it and say:What’s that? It’s a schoolbag. The pupils repeatafter you. Explain that we use this for something orsomebody near us and that for somebody orsomething further away from us.

Pupils’ books open. Ask individual pupils to readthe sentences in the grammar box. Then read theinstructions and the example and explain the task.

Allow the pupils time to complete the task. Checktheir answers.

2 an 3 an 4 a

Look, ask and answer. Then writein your notebook.

Read the instructions and the example, and explainthe task. Ask the pupils to look at the pictures andcomplete the task. Check their answers.

2 What’s that? 4 What’s that? It’s a book. It’s an aeroplane.

3 What’s this? It’s an apple.

Listen and write yes or no in yournotebook.

Ask pupils to look at the picture in Ex. 5. Read theinstructions and explain the task. Go through thepicture and elicit the items and their colours. Playthe recording, twice if necessary. The pupils listen

and write yes or no in their notebooks. Check theiranswers.

1 no 3 yes 5 yes 2 yes 4 no

TAPESCRIPT

One – The notebook is green.Two – The apple is red.Three – The schoolbag is purple.Four – The pencil case is orange.Five – The desk is yellow.

Let’s play!Read the example and explain the game. Ask thepupils to collect some school items. Hold up eachobject for the pupils to identify and ask them to sayit out loud. Ask the pupils to sit in a circle. Blindfolda pupil using a scarf and give him/her one of theobjects to identify.

e.g. Teacher: (giving a pencil) What’s this? Pupil: I know! It’s a pencil!


Use the items that were collected for the game. Askindividual pupils to choose an item, stand close orfar away from it and ask a pupil of their choiceabout the object.

e.g. Pupil 1: (pointing to an umbrella, standing ata distance from it) What’s that?

Pupil 2: It’s an umbrella.

Ask a pupil to come to the front of the classroom.Say a sentence (e.g. This is a book). The pupilstands near/far from the item and points to it. Askthe rest of the class for verification. Repeat with asmany pupils as you think is necessary.

Note: For the next lesson, the pupils should know thenew words as well as an exchange of their/yourchoice from the dialogue (Ex. 1). Ask them to learnthe pattern in Ex. 4.



6

4

5

3

I know! It’sa book!

rubber book deskpencil case aeroplaneschoolbag

What’s this?

• What’s this? ☞

It’s a pencil.

• What’s that? ☞ It’s an aeroplane.

3 Complete in your notebook. Use a or an.

a school

1

… umbrella

3

… orange

2

… schoolbag

4

1 What’s this? ☞ It’s a pencil case.

2 What’s … ? ☞It’s … .

4 Look, ask and answer. Then write in your notebook.

6

pencil

3 What’s … ? ☞ It’s … .

4 What’s … ? ☞ It’s … .

11

Module 1

5 Listen and write yes orno in your notebook.

12

4

3

5

Oh, no! Look atHarry’s pencil case!

It’s a magicpen, Miss! Look!

It’s a pen, Miss!

Harry! What’s this?

1 Listen and read.

2 Read again and choose.

Good morning,Miss Dee!

Good morning!

They’re sofunny! Ha, ha!

3

1

2

4

5

Look at Mona’spencils!

12

Module 1

1 Look at Mona’s pens/pencils! 2 Look at Harry’s books/pencil case!

teacher

12(T)

It’s a magic pen!It’s a magic pen!

Unit 2b

• Aims: to talk about school items, to talk aboutpossession

• Vocabulary: teacher, classroom, notebook,sharpener, ruler, board, chair

• Language focus Structures: possessive case, plurals Language in use: Look at Mona’s pencils!

They’re so funny! Good morning! • Extra materials: My classroom! poster



Write the school items from Unit 2a on the boardwith some letters missing. Ask individual pupils tocome to the board and complete the words. Askthe rest of the class for verification.

Ask the pupils, in pairs, to act out the exchanges fromExs 1 and 4.



Listen, point and repeat.(An activity to present and activate the vocabularyof the unit.)

POSTER

Pupils’ books closed. Put the My classroom! poster onthe board. Point to the pictures (teacher, classroom,notebook, sharpener, ruler, board, chair), one at atime, and say the corresponding word(s). The pupilslisten and repeat, chorally and individually. Point tothe pictures in random order. Individual pupils say thewords. Ask the rest of the class for verification.

Pupils’ books open. Write a big 12 on the boardand ask the pupils to open their books at pagetwelve. Read the title of the unit and have the pupilsrepeat after you. Play the recording. The pupils listenand repeat, chorally and individually. Check theirpronunciation and intonation.


Listen and read.Explain/Elicit the meaning of the phrase It’s a magicpen. Use L1 if necessary. Read the instructions. Gothrough the pictures of the dialogue and set thescene by asking questions.

e.g. Teacher: (pointing to the pencils in picture 1) Are these pencils?

Pupils: Yes. Teacher: (pointing to Miss Dee in picture 3)

Is she a teacher? Pupils: Yes. Teacher: Are Mona, Lee, Harry and Emma in a

classroom? Pupils: Yes.

Write on the board: It’s a magic pen, Miss!

Ask the pupils to listen to the dialogue and saywhich picture this sentence was taken from. Playthe recording. The pupils listen, follow along andcomplete the task.

Answer: picture 5

Read again and choose.Read the instructions and explain the task. Referthe pupils to the dialogue and allow them time tocomplete the task. Check the pupils’ answers.

1 pencils 2 pencil case

Extension


Read out sentences spoken by a character in thedialogue. Ask individual pupils to name the character.

e.g. Teacher: Look at Mona’s pencils! Class: Harry! etc


1

2

13(T)

It’s a magic pen!It’s a magic pen!

(Activities to present and practise plurals andpossessive case.)

Count and say. Write in yournotebook.

Pupils’ books closed. Hold up a pen, say and write:pen. Then hold up two pens, say and write: pens.Explain/Elicit that we form the plural form of nounsby adding an -s at the end of the noun. Drill yourpupils.

e.g. Teacher: Book Pupil 1: Books Teacher: Ruler Pupil 2: Rulers etc

Take a pencil from a pupil, hold it up, say and writeon the board John’s pencil. Explain/Elicit that weuse ’s at the end of the name to show that theperson owns something. Drill your pupils.

e.g. Teacher: Mark/rubber Pupil 1: Mark’s rubber Teacher: Nick/ruler Pupil 2: Nick’s ruler etc

Pupils’ books open. Ask individual pupils to read thesentences in the grammar box. Read the instructionsand the example, and explain the task. Go throughthe pictures and elicit the name and number of eachitem. The pupils complete the exercise orally, then inwriting in their notebooks. Check their answers.

2 rulers 3 sharpeners 4 rubbers

Talk with your friend.Read the instructions and the example, andexplain the task. Ask the pupils to look at thepictures and say what the objects are. Point out theuse of it’s (singular) and they’re (plural). The pupils,in pairs, act out similar exchanges. Go around theclassroom monitoring the activity and offering helpwhen necessary. Ask different pairs to act out theexchanges in front of the class.

2 A: Look at Harry’s pencil case! B: It’s so funny!

3 A: Look at Emma’s book! B: It’s so funny!

4 A: Look at Erlina’s umbrellas! B: They’re so funny!

5 A: Look at Mona’s pencils! B: They’re so funny!

6 A: Look at Lee’s schoolbag! B: It’s so funny!

Listen and number in yournotebook.

Read the instructions and explain the task. Go throughthe pictures with the pupils and elicit the items. Explainthat they have to number the items depending on theorder the items are heard. Play the recording, twice ifnecessary. The pupils listen and complete the task.Check their answers.

A 2 B 1 C 4 D 3

TAPESCRIPT

One – chairs Three – booksTwo – a board Four – desks

My Magic Files!Read the title and explain the activity. Ask the pupilsto draw and write about two objects they will takewith them to the school of magic. They should be asimaginative as they can. Go around the classroommonitoring the activity and providing any help ifnecessary.


Ask each pupil to give you a school item (e.g. a pen,pencil case). Pupils come to the front of the class, pickan item and give it to its owner before they leave theclassroom.

e.g. Pupil 1: (picks up a pen) This is Tom’s pen.(gives it to Tom) Goodbye, everyone!(leaves the classroom)

Note: For the next lesson, the pupils should know thenew words, as well as an exchange of their/yourchoice from the dialogue (Ex. 1). Ask them to learnthe pattern in Ex. 4.



3

5

4

pencil pencils

Look at Mona’s pencil. It’s so funny!

Look at Mona’s pencils. They’re so funny!


5 Listen and number in your notebook.

6

41

5

2

1 A: Look at Alvin’s hats! B: They’re so funny!

3

1 two notebooks

2 three …

3 four …

4 five …

13

Module 1

AC

DB

sharpener ruler boardclassroom notebook chair

3 Count and say. Write in your notebook.

A, B, C.One, two, three.Read and sing,

Sing along with me!

A, B, C.One, two, three.Listen and sing,

Sing along with me!

A, B, C.One, two, three.Colour and sing,

Sing along with me!

A, B, C.One, two, three.Write and sing,

Sing along with me!

2

1 Listen and point.

• Now sing and do!

Simon says, “Listen!”

14

Module 1

readcolour

14(T)

Let’s do it!Let’s do it!

Unit 2c

• Aims: to follow classroom commands, todevelop the pupils’ listening and writing skills,to talk about favourite things

• Vocabulary: read, listen, write, open your book,sing, stand up, sit down, be quiet

• Language focus Structures: imperatives Language in use: Sing along with me! Look

at my favourite things! This is my red pencilcase. Red is my favourite colour!

• Pronunciation: /ks/ • Extra materials: slips of paper with ‘school

object’ words written on them (Beginning theLesson)



Display the slips of paper on your desk. Invite a pupilto come to the front. Explain that he/she shouldchoose one, say the word and then put it next to thecorresponding item in the classroom. The pupils dothis in turns until all the slips have been used. If youhave a large class, you can use some words morethan once.




Listen, point and repeat.Pupils’ books closed. Mime and say the commandspresented on top of pp. 14-15. The pupils repeat,chorally and individually. Mime and say the

commands again one by one. The pupils say andmime the commands after you.

Pupils’ books open. Write a big 14 on the board andask the pupils to open their books at page fourteen.Read the title of the unit and have the pupils repeatafter you. Play the recording. The pupils listen to thecommands and point to the pictures at the top of thepage. Play the recording again. The pupils repeat,chorally or individually. Check their pronunciationand intonation.

Listen and point.Read the instructions and explain the task. Refer thepupils to the pictures and elicit the actions shown(girl – colour, boy – write, girl – listen to music, boy –read). Play the song. The pupils listen and point to thechildren when they hear the corresponding actions.

Now sing and do! Play the recording. The pupils listen and follow along.Play the recording again. The pupils listen and singalong while miming the actions mentioned in the song.You can demonstrate this yourself (mime reading,singing, listening, colouring and writing).

Let’s play!Read the example and explain the game. Tell thepupils that you will give them commands using thewords Simon says. The pupils mime the commands.If the command does not have the words Simonsays, the pupils should not mime the command.

e.g. Teacher: Simon says, “Stand up!” Class: (pupils stand up) Teacher: Open your books! Class: (pupils remain still) etc

Prepare slips of paper with ‘schoolobject’ words.


1

•

2

15(T)

Let’s do it!Let’s do it!


Read and answer. Then listen andread.

Read the instructions and explain the task. Point tothe girl in the picture. Tell the class that her name isJulia. Explain that these things belong to her andthat they are her favourite things, i.e. the things shelikes the most. Use L1 if necessary.

Read the question and allow the pupils time toread the text once and to find the answer. Play therecording. The pupils listen and check their answer.

Answer: Julia’s favourite colour is red.


Read the instructions and explain the task. Ask thepupils to look at the picture and read the text. Asksome questions to check the pupils’ understanding.

e.g. What is it? (It’s a pencil case.) What colour is it? (It’s blue.)

Ask the pupils to write about their favourite things.Tell them to use the texts in Exs 3 and 4 as models.

Allow the pupils time to write a short text about theirfavourite things. Tell them to include a drawing.Alternatively, assign it for homework.

(Suggested answer)

This is my notebook. It’s orange. This is my pen. It’sorange, too. Orange is my favourite colour.

Note: Once you have corrected their writing activities,guide your pupils on how to file them in their JuniorLanguage Portfolios.



Draw the pupils’ attention to the /ks/ sound. Askindividual pupils to read out the sentences andcorrect their pronunciation.


Choose a leader. He/She acts out a commandand the rest of the pupils say what the commandactually is.

e.g. Leader: (mimes writing) Pupil 1: Write! etc

Keep changing leaders.



Note: For the next lesson, the pupils can do Ex. 4(Portfolio) for homework.

4

5

3

Look at myfavourite things!

Thiß iß my pencilcase. It’ß blue. Blue ißmy favourite colour!


3 Read and answer.Then listen and read.

This is my notebook.It’s red, too!

This is my schoolbag.It’s red.

This is my redpencil case.

✶ What is Julia’s favourite colour?

15

Module 1

Look! A red fox in a blue box.


write open your booklisten sit down be quietstand upsing

16

Module 1

This is agreat book.

Stop what?

Pog! Stopthat! Please!

Hmmm…What’s this?

Hi, I’m Popsie!Bye!

What?

Stop it, Trog!

1

: Listen and read.

2

3 4

5 6

• Now take roles and read.

16(T)

Troll Tales!Troll Tales!

Episode 1

• Aims: to read for pleasure • Vocabulary: great, stop, please, bye • Extra materials: pictures of trolls, photocopies

of the episode (Ending the Lesson)

BEGINNING THE LESSONShow the pictures of trolls that you have brought toclass. Use L1 to explain what trolls are (little creaturesthat live in caves or in the mountains).


Episode 1: Listen and read.(Activities to promote reading for pleasure.)

Write a big 16 on the board and ask the pupils to opentheir books at page sixteen. Go through the picturesand introduce the characters: Trog (the troll withpurple hair and spectacles), Pog (the troll with orangehair and clothes), Popsie (the pixie). Use L1, to explainwhat trolls are.

Ask pupils to look at the pictures and explain/elicitwhat the episode is going to be about, e.g. Thetrolls are sleeping (pictures 1, 2), Popsie is wakingthem up. They catch her (pictures 3, 4) but shemanages to escape (pictures 5, 6).

Play the recording. The pupils listen and followalong. Play the recording again with pauses for thepupils to listen and repeat chorally.

Now take roles and read.The pupils take roles and read the episode.

ENDING THE LESSONPhotocopy the episode and tippex out some key words(e.g. book, What, this, Bye). Hand out the photocopies.Then play the recording. The pupils listen to the storyand fill in the missing words.

•

17(T)

Go Green! 1: This is my tree!Go Green! 1: This is my tree!

• Aims: to raise the pupils’ environmentalawareness, to identify parts of a tree

• Vocabulary: leaves, branches, roots, trunk • Extra materials: slips of paper with ‘tree’ words

written on them

BEGINNING THE LESSONDraw a simple sketch of a tree on the board andpresent the new vocabulary (leaves, branches, roots,trunk).

Look at the apple tree. Find, pointand say.

Pupils’ books open. Write a big 17 on the board andask pupils to open their books at page seventeen.Read the instructions and explain the task. Ask thepupils to look at the picture of the apple tree in theirbooks. Say a part of the tree and ask the pupils tofind and point to it on the tree. Then pupils say itsname.

Now draw your own fruit tree!Read the instructions and explain the task. Allowthe pupils some time to complete the task. Checkround the class, providing any necessary help andeliciting the parts of the tree the pupils are drawing.As an extension, the pupils can come to the frontand present their tree.

e.g. This is my apple tree. Look! Green leaves, red apples, etc.

ENDING THE LESSON

Ask pupils to work in groups. Give a slip of paper toeach group. The pupils, in groups, draw thecorresponding tree and label it. Then they presenttheir drawings to the class. Make sure you displaytheir work somewhere in the class.

1

•

Prepare slips of paper with tree wordson them (e.g. orange tree, apple tree,banana tree, etc.)


1 Look at the apple tree. Find, point and say.

17• Now draw your own fruit tree!

leaves

apples

branches trunk

roots

Hi!My name’s

Jennifer. I’m 9years old. I’m fromthe UK. My flag isred, white and

blue.Hello!

My name is Lucas.I am 8 years old. I’m fromGermany. My flag is black,

red and yellow.

Hello!I’m Jane and I’m 7.I’m from Canada. My flag is red and

white.

1 Read and matchin your notebook.

18

Module 1

1 Lucas

2 Jennifer

3 Jane

9

7

8

black, red and yellow

red and white

red, white and blue

18(T)

Our WorldOur World

• Aims: to learn about flags and countries • Vocabulary: Germany, UK, Canada, flag • Extra materials: a map of the world (Beginning

the Lesson)

BEGINNING THE LESSONPut a map of the world on the board. Point to the UK,Germany, and Canada and name each country.The pupils repeat after you. Ask the pupils, in L1 ifnecessary, to tell you what they know about thesecountries/flags, capital cities, etc.


Read and match in your notebook.Write a big 18 on the board and ask the pupils toopen their books at page eighteen. Ask the pupilsto look at the pictures of the flags. Point to eachflag and elicit a description from the class.

e.g. Teacher: What’s this? Class: It’s a flag. Teacher: What colour is it? Class: It’s black, red and yellow.

Explain the task. Tell the pupils to read through thetexts on their own. Allow the pupils time to completethe task. Check their answers. Then individual pupilsread out the speech bubbles.

1 Lucas – 8 – black, red and yellow 2 Jeniffer – 9 – red, white and blue 3 Jane – 7 – red and white

Optional Activity

Ask the pupils to draw and colour their country’sflag. Then they come to the front of the class andpresent themselves and their flags. Tell them to useone of the speech bubbles as an example.

ENDING THE LESSONAsk pupils to work in groups and design a flag for theclassroom. Brainstorm for ideas. They can draw an‘emblem’ in the middle of a piece of paper (e.g. abook, a leaf, a bell, etc) and use their favouritecolours to colour it. You can display their worksomewhere in the classroom. As an extension, youcan vote on the most popular flag and use it as the‘official’ flag of the classroom.

Note: It is advised you do ‘Our School’ during thislesson or the next.

(See p. 52.)

1

19(T)

Checkpoint: Units 1 - 2Checkpoint: Units 1 - 2

• Aims: to consolidate Module 1, to obtainfeedback on individual pupils, to monitor thepupils’ progress

Do a quick revision of what the pupils have learnt inthe module.

e.g. Teacher: We can talk about school. (holding apen) What’s this?

Pupil 1: It’s a pen. Teacher: Very good. This is my pen. What’s that? Pupil 2: It’s a desk. etc

Follow the same procedures to revise plurals;numbers 1-10; colours; introducing yourself; sayinghow old you are.

Note: It is important that the pupils do not feel theyare being tested. The rationale of this quick revisionis to make the pupils aware of their progress in theEnglish language. Always praise the pupils’ effortsand encourage everyone to participate.

After this quick revision, the pupils work on their ownand do the exercises.

Read and complete in yournotebook. Use: this or that.

The pupils look at the pictures and complete thetask in their notebooks. Check the pupils’ answers.

1 That 2 That 3 This 4 This

Count and write in your notebook.The pupils read the sentences and look at thepictures. Then they count each item and write thecorrect word in their notebooks. Check the pupils’answers.

1 two 3 seven 5 three 2 five 4 four

Read and choose.Pupils read the questions and choose the correctanswer. Check their answers.

1 b 2 a 3 b 4 b

Now I can …

Once all the exercises have been corrected askpupils to tell you how they feel about the two units.Ask if they can tell you what they have learnt andwhich exercises, stories, songs they liked the best.Then refer pupils to the Now I can box and readthrough it with them.

Note: The pupils can now do Modular Revision andAssessment 1 in their Activity Books.

Note: If you wish, you can do some or all of theReinforcement & Extension activities from the Teacher’sResource Pack.

1

2

3

1 … blue notebooks 2 … yellow pens3 … purple rubbers 4 … green rulers5 … orange books

1 Read and complete in yournotebook. Use: this or that.

… is John’s chair.

… is my school.

… is Mark’s hat.

… is my dog.

13

2

4

• introduce myself and greet others• count from 1-10• say the colours• talk about my school things

1 A: Is that Harry’s pencil case? B: a)No, it’s Lee. b)No, it’s Lee’s.2 A: How old are you? B: a) I’m ten. b) I’m Alvin. 3 A: What’s your name? B: a) I’m blue. b) I’m Adam.4 A: Who’s that? B: a) That’s great. b) That’s Mona.

3 Read and choose.

19

Module 1

2 Count and write in yournotebook.

thirteen

fourteentwelve

eleven

20

Module 2

2 Read and choose.

1 Who’s a singer? a Lee’s dad. b Lee’s brother.

2 How old is Wen? a He’s nineteen. b He’s sixteen.

Who’s this?How oldis he?

Oh, no! Mymum’s here!

3

2

4

56

This is my brother,Wen. He’s a singer.

1

Look! This ismy dad, Chin.

And this is mymum, Kim.

He’s nineteen.

Erlina! Help!

Alvin, becareful!

1 Listen and read.

20(T)

My family!My family!

Unit 3a

• Aims: to talk about family, to present numbers11-20

• Vocabulary: family, mum, dad, brother, sister,11-20, singer

• Language focus Structures: verb ‘to be’ (singular) Language in use: Mum’s here. Who’s this? This

is my brother. He’s a singer. How old is he? He’snineteen. Alvin, be careful!

• Extra materials: completed Progress ReportCards, Numbers! poster and Lee’s Family!poster, a (shoe) box, strips of paper (My MagicFiles!)



Play the song from Unit 2c, encouraging the pupils tosing along.

Hand out the completed Progress Report Cards forthe previous module and ask the pupils to file themin their Junior Language Portfolios.

PRESENTATION & PRACTICE(An activity to present and activate the vocabulary ofthe unit.)


POSTER

Pupils’ books closed. Put the Numbers! poster on theboard. Point to numbers 11-20, one at a time, and saythe corresponding word. The pupils listen and repeat,chorally and individually. Point to the numbers 11-20 inrandom order. Individual pupils say the numbers.Point to the written words in random order and askindividual pupils to say the words.

Put the Lee’s Family! poster on the board. Repeatthe above procedure to elicit the vocabulary.

Pupils’ books open. Write a big 20 on the boardand ask the pupils to open their books at pagetwenty. Read the title of the unit and have the pupilsrepeat after you. Play the recording. The pupils listen

and repeat, chorally and individually. Check theirpronunciation and intonation.


Listen and read.Elicit/Explain the meaning of family. Read theinstructions. Go through the pictures of the dialogueand set the scene by asking questions.

e.g. Teacher: Who’s that? (pointing to the picture ofLee’s mum in picture 2)

Pupils: Lee’s mum. Teacher: Where are Lee and Mona? Pupils: At Lee’s house. Teacher: What’s that? (pointing to the vase in

picture 6) Pupils: It’s a vase. Teacher: Who’s coming? Pupils: Lee’s mum! etc

Write on the board: Chin, Tom, Kim, Wen, Erlina, Bruce.Explain to the pupils that they will listen to the dialogueand say which of the names are heard. Play therecording. The pupils listen, follow along and completethe task.

Chin, Kim, Wen, Erlina

Read and choose.Read the instructions and explain the task. Refer thepupils to the dialogue and allow them some time tocomplete the task in their notebooks. Check thepupils’ answers.

1 b 2 a

Extension

Play the recording again with pauses for the pupilsto listen and repeat chorally. Check the pupils’intonation and pronunciation. Then the pupils takeroles and act out the dialogue.

Write statements on the board concerning thedialogue. Ask the pupils to read the dialogue againand decide if they’re true or false.

e.g. Lee’s brother is a singer. (T) Lee’s mum’s name is Chin. (F)


1

2

21(T)

My family!My family!

(Activities to present and practise the verb ‘to be’.)

Read and answer.Pupils’ books closed. Point to yourself and say: I ama teacher.Write I am on the board. Point to a femalepupil and say: You are a girl. Do the same for allpersons singular. The pupils look at the board andread out the affirmative form of the verb to be. Showthe pupils how the short forms are made. Follow thesame procedure to present the negative andinterrogative forms of the verb to be in the singular.

Drill your pupils.

e.g. Teacher: I/teacher Pupil 1: I am a teacher! Teacher: He/boy Pupil 2: He is a boy! etc

Drill your pupils for the interrogative forms.

e.g. Teacher: she/singer? Pupil 1: Is she a singer? etc

Drill your pupils for the negative forms.

e.g Teacher: You/not teacher Pupil 1: You aren’t a teacher. etc

Present the short answers. Point to a pencil and ask:Is it a pencil? Elicit a yes answer and write: Yes, it is.Point to the board and ask: Is it a book? Elicit a noanswer and write: No, it isn’t. Do the same for therest of the short answers.

Pupils’ books open. Ask the pupils to read thesentences in the grammar box. Read the instructionsand explain the task. Allow pupils some time tocomplete the task in their notebooks. Check theiranswers.

2 I’m not 4 he is 3 are you 5 she isn’t, She’s

Ask and answer.(An activity to practise members of a family.)

Read the instructions and explain the task. The pupilstake on roles. In pairs, they ask and answer questionsabout Mona’s family. Go around the classroommonitoring the activity and offering help whennecessary. Ask some pairs to report back to the class.

e.g. Pupil 1: Who’s this? Pupil 2: He’s my dad, Martin. etc

Listen and choose.

(An activity to practise numbers 11-20.)

Read the instructions and explain the task. Play therecording. The pupils listen and choose the numberthey hear. Check their answers.

A 11 C 19 E 20 G 15 I 14 B 16 D 13 F 12 H 18 J 17

My Magic Files!

Tell the pupils that you can read their minds! Showthem the shoe box and place it on your desk. Ask apupil to tell you a number from 11-20 (e.g. 13). Write iton a slip of paper, fold it and put it in the shoe box.Now the trick begins. Ask a pupil for another number(e.g. 18). Pretend to write the number (18) on the slipof paper but actually write the first number (13). Makesure the pupils don’t see you. Fold the slip of paperand put it in the shoe box. Repeat the procedure withmore pupils. Then go to a pupil and ask him/her tochoose a slip of paper, without showing you. You canthen “read his mind” and tell him what number it is: 13!You can repeat this trick a few times if you wish.

ENDING THE LESSON(A game to consolidate numbers.)

Number Bingo! Draw a bingo card on the board withnine squares (3x3) and tell the pupils to copy it in theirnotebooks. Write six different numbers in any of thesquares on the board. Then invite the pupils to write sixdifferent numbers (1-20) in any squares on their card.

Call out numbers 1-20 in random order and writethem on the board to avoid repetition. As you call out,the pupils cross out the corresponding number ontheir card. The first pupil to cross out all of his/hernumbered squares shouts Bingo! and wins the game.

Note: For the next lesson, the pupils should know thenew words, as well as an exchange from the dialogue(Ex. 1) and the pattern in Ex. 4.



35

You need a (shoe) box and some stripsof paper.


4

sixteen eighteen twenty

nineteenseventeendad

sisterbrothermumfifteen

I am (I’m) a pupil.You are (You’re) my friend.He/She/It is (He’s/She’s/It’s) five.

Are you a teacher? Yes, I am./No, I’m not.

Is he/she/it five?Yes, he/she/it is./No, he/she/it isn’t.

4 Ask and answer.

She’s mymum, Erika.Who’s this?

21

Module 2

3 Read and answer.

1 What’s your name? I’m Wen.2 Are you a teacher? No, … . I’m a singer.3 How old …? I’m nineteen.4 Is Lee your brother? Yes, … .5 Is Kim your sister? No, … . … my mum.

Frank

ErikaMartin

Kira

5 Listen and choose.

A 11 / 17

B 16 / 13

C 12 / 19

D 13 / 18

E 20 / 11

F 19 / 12

G 14 / 15

H 18 / 16

I 15 / 14

J 17 / 20

22

Module 2

1 Listen and read.

2 Read and match in your notebook.1 Grandma’s here!2 What’s that?3 Who’s this pretty girl?

a This is my friend, Mona.b Hello, Grandma.c It’s a vase.

A vase? They’reflowers, Lee!

Who’s thispretty girl?

Thank you, Erlina!

3

2

4

5

6

They’re lovely!Thank you.

This is myfriend, Mona.

1

We’re home, Lee!Grandma’s here!

Wow!

Hello, Lee.What’s that?

Hello!

You’re welcome!

Look at the vase!It’s OK now!

Hello, Grandma.

Oh. It’s a vase,Grandma.

22(T)

Grandma’s here!Grandma’s here!

Unit 3b

• Aims: to talk about family members • Vocabulary: grandma, grandpa, friend, happy,

sad, flower, vase, girl, pretty • Language focus Structures: verb ‘to be’ (plural) Language in use: Grandma’s here. What’s

that? It’s a vase. They’re flowers. Who’s thispretty girl? This is my friend, Mona. Look atthe vase! It’s OK now! Thank you, Erlina.

• Extra materials: Lee’s Family! poster, slips ofpaper with words (Ex. 6)



Write numbers 11-20 on the board. Point to differentnumbers at random and ask the pupils to tell youthe corresponding words.

Memory gamePupils, in pairs, ask and answer questions about Lee’sfamily.

e.g. Pupil 1: Who’s Kim? Pupil 2: Lee’s mum. Who’s Wen? etc



PRESENTATION & PRACTICE(An activity to present and activate the vocabularyof the unit.)


POSTER

Pupils’ books closed. Put the Lee’s Family! poster onthe board. Point to the members of the family andthe flower, one at a time, read and say thecorresponding words. The pupils listen and repeat,chorally and individually. Point to them in randomorder. Individual pupils name them. Ask the rest ofthe class for verification. Draw simple sketches of ahappy and a sad face and present the words.

Pupils’ books open.Write a big 22 on the board andask the pupils to open their books at page twenty-two. Read the title of the unit and have the pupilsrepeat after you. Play the recording. The pupils listenand repeat, chorally and individually. Check theirpronunciation and intonation.


Listen and read.Read the instructions. Go through the pictures of thedialogue and set the scene by asking questions.

e.g. Teacher: Who is she? (pointing to grandma inpicture 1)

Pupils: Lee’s grandma. Teacher: What has Lee got behind his back? Pupils: A vase.

Write on the board: The flowers are for Mona.Explain to the pupils that they will listen to thedialogue and find out whether the sentence is Trueor False. Play the recording. The pupils listen, followalong and complete the task.

Answer: False

Read and match in your notebook.Read the instructions and explain the task. Referthe pupils to the dialogue and allow them time tocomplete the task in their notebooks. Check theiranswers and write them on the board.

1 b 2 c 3 a

Extension

Play the recording again with pauses for the pupilsto listen and repeat chorally. Check the pupils’pronunciation and intonation. Then pupils take rolesand read the dialogue.

Hold up your book to the class. Read the dialogueand point to the pictures in turn. Repeat, this timeinviting the pupils to complete your sentences.

e.g. Teacher: Who’s this pretty... Pupils: girl?


1

2

23(T)

Grandma’s here!Grandma’s here!

Read and match in your notebook.

(Activities to present and practise the verb ‘to be’.)

Pupils’ books closed. Point to yourself and the rest ofthe pupils and say: We are in a classroom. Write Weare on the board. Point to the pupils and say: You arepupils. Write You are on the board. Point to someschoolbags and say: They are schoolbags. Write Theyare on the board. The pupils look at the board andread out the affirmative form of the verb to be plural.Show the pupils how the short forms are made. Followthe same procedure to present the negative andinterrogative forms of the verb to be in the plural.

Drill your pupils.

e.g. Teacher: we/happy Pupil 1: We are happy! Teacher: they/desks Pupil 2: They are desks. etc

Drill your pupils on the interrogative forms.

e.g. Teacher: we/singers? Pupil 1: Are we singers? Teacher: you/robots? Pupil 2: Are you robots? etc

Drill your pupils on the negative forms.

e.g. Teacher: we/not singers Pupil 1: We aren’t singers. Teacher: you/not teachers Pupil 2: You aren’t teachers. etc

Present the short answers. Point to some pencils andask: Are they pencils? Elicit a yes answer and write:Yes, they are. Point to some books and ask: Are theypencils? Elicit a no answer and write: No, they aren’t.Do the same for the rest of the short answers.

Pupils’ books open. Ask the pupils to read thesentences in the grammar box. Read the instructionsand explain the task. Refer the pupils to pictures 1-3and to sentences A-C. Allow the pupils time to matchthem in their notebooks. Ask individual pupils to giveyou the answers and write them on the board.

1 C 2 A 3 B

Listen and choose.Read the instructions and explain the task. Referthe pupils to pictures 1-4. Elicit what they are.

Play the recording, twice if necessary. Ask individualpupils to answer.

1 Yes, it is. 3 Yes, they are. 2 No, they aren’t. 4 No, it isn’t.

TAPESCRIPT

Look at number 1. What is it? Is it a kite? Look at number 2. What are they? Are they dogs? Look at number 3. What are they? Are they flowers? Look at number 4. What is it? Is it an orange?

Read and complete in yournotebook.

Read the instructions and explain the task. Allowthe pupils some time to read and complete thetask in their notebooks. Check their answers.

2 is 3 are 4 Are 5 aren’t 6 are

Let’s play!

Read the example and explain the game. Dividethe class into groups of four. Give each group theslips of paper for one of the sentences in jumbledorder. Ask them to get in line so that the correctsentence is formed. Demonstrate this yourself first.

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

Tell pupils to put on a happy or sad face. Ask individualpupils to tell you whether they are happy or sad.

e.g. Teacher: Are you happy? Pupil 1: (happy face) Yes, I am. Teacher: Are you happy? Pupil 2: (sad face) No, I’m not.

Note: For the next lesson, the pupils should know thenew words, as well as an exchange of their/yourchoice from the dialogue (Ex. 1).



5

Prepare slips of paper with the words inthe sentences below, one word per slip ofpaper.• Are you a teacher? • She is my mum.• They are Peter’s friends.• We are a family. • Is he Tina’s brother?• I am a singer.


4

6

3

grandpagrandma friend happy flowersad

We are (We’re) friends.You are (You’re) pretty.They are (They’re) flowers.

Are you brothers? Yes, we are./No, we aren’t.Are they blue? Yes, they are./No, they aren’t.

61 A Yes, it is.

B No, it isn’t.

2 A Yes, they are.

B No, they aren’t.

3 A Yes, they are.

B No, they aren’t.

4 A Yes, it is.

B No, it isn’t.

I 1) am Holly and this 2) … myfamily. My mum and dad 3)…singers. 4)… they famous? No,they 5)… . But we 6)… a veryhappy family!

Iam sad

1

2

3

3 Read and match in your notebook.

A We are friends.B Are you sisters?C They’re for you.

4 Listen and choose. 5 Read and completein your notebook.

23

Module 2

24

Module 2

1 Listen and point. Then complete in your notebook.

I’m a … .

Are you apoliceman?

Yes, I am.

What am I?

I’m a postman in the town.All day long,I ride around!

I’m a milkman in the town.All day long,I drive around!

I’m a … .

I’m a … .

I’m a … .

2

• Now sing and do!

I’m a policeman in the town.All day long,I walk around!

It’s my job,It’s what I do.It’s my job,I like it, too!

I’m a fireman in the town.All day long,I run around!

12

3

4

24(T)

It’s my job!It’s my job!

Unit 3c

• Aims: to talk about jobs, to develop the pupils’listening and writing skills

• Vocabulary: milkman, drive, policeman, walk,fireman, run, postman, ride

• Language focus Structures: What am I? I’m a... . Language in use: I’m a policeman/fireman.

etc • Pronunciation: \uÜ\ • Extra materials: flashcards (9-12)



Write the vocabulary of the previous unit on the boardwith certain letters missing. Ask individual pupils tocome to the front of the class and complete thewords. Ask the rest of the class for verification.

Ask the pupils, in pairs, to act out the exchanges fromEx. 1.




FLASHCARDS (9-12)

Pupils’ books closed. Put the flashcards on the board,one at a time. Point to each flashcard and say thecorresponding words. The pupils repeat, chorally andindividually.

Pupils’ books open. Write a big 24 on the boardand ask the pupils to open their books at pagetwenty-four. Read the title of the unit and have thepupils repeat after you. Play the recording. Thepupils listen and repeat, chorally and individually.Check their pronunciation and intonation.

Listen and point. Then completein your notebook.

Elicit/Explain what a job is, using L1 if necessary.Ask the pupils to look at the pictures and to spot themilkman, policeman, fireman and postman. Readthe instructions and explain the task. The pupilslisten and write the jobs in their notebooks.

1 policeman 3 milkman 2 postman 4 fireman

Now sing and do! Play the recording. The pupils listen and follow thelines. Play the recording again. The pupils listen andsing along.

Extension

Demonstrate the following miming actions andencourage the pupils to copy you.

I’m a policeman in the town.All day long, (pupils walk around with I walk around! hands behind their backs)

It’s my job, It’s what I do.It’s my job,I like it, too!

I’m a fireman in the town.All day long, (pupils mime running around)I run around!

I’m a postman in the town.All day long, (pupils mime riding a bike)I ride around!

I’m a milkman in the town.All day long, (pupils mime driving a car)I drive around!

Play the song again. The pupils sing along whilemiming the actions.

Let’s play!Read the example and explain the game. Choose apupil to demonstrate how the game is played. Mimeriding a bike. Ask: What am I? The pupil asks: Are youa postman? You say: Yes, I am. Have the pupil whojust assisted you pretend to be a postman, fireman,etc, and ask the pupil next to him/her to guess theprofession. The pupils then play in pairs.

1

•

2

25(T)

It’s my job!It’s my job!

If you want to make the game more competitive,divide the class into two teams and give each teama point every time a member guesses a professioncorrectly.


Read and write their names in yournotebook. Then listen and read.

Refer the pupils to the ‘family tree’. Explain that itshows Alvin’s family. Go through the pictures andelicit who is who:

e.g. Teacher: (pointing to the grandma) Who’s this? Pupils: Alvin’s grandma. Teacher: (pointing to the grandpa) Who’s this? Pupils: Alvin’s grandpa. etc

Read the instructions and explain the task. Allowthe pupils some time to read the text and completethe task in their notebooks. Check the pupils’answers. Play the recording. The pupils listen andfollow the lines. Then pupils read out from the text.

1 Mary 3 Jack 5 Claire 2 Tom 4 Molly


Read the instructions and explain the task. Ask thepupils to look at the family tree. Explain/Elicit the wayfamily trees are structured (e.g. older generation atthe top, younger at the bottom, same generation atthe same level). Tell them to use the texts in Exs 3and 4 as models.

Ask the pupils to draw their family tree. Tell them to usedrawings if they don’t have pictures of family membersavailable. Alternatively, assign it for homework.

(Pupils’ own answers)


Listen and say. Then read.

(An activity to familiarise the pupils with thepronunciation of the English language.)


Draw the pupils’ attention to the \uÜ\ sound. Askindividual pupils to read out the sentence andcorrect their pronunciation.


Say, then write on the board the jobs mentioned inthe song. Ask the pupils to choose a job but not totell the rest of the class. Then point to a word on theboard. The pupils that have chosen that job, say itout loud and leave the classroom. Repeat thesame until all the pupils have left the classroom.



Note: For the next lesson, the pupils can do Ex. 4(Portfolio) at home.

3

4

5

25

Module 2

3 Read and write their names in your notebook. Then listenand read.

Meet my family! This is mygrandpa, Tom and my grandma,Mary. My dad’s name is Jackand he’s a policeman. My mum’sname is Molly. This is my sister,Claire. She’s very funny! I lovemy family very much.

5 Listen and say. Then read.4 Draw and write inyour notebook.

policemanwalk run

fireman

ride

postmanmilkmandrive

Grandma’s at the zoo and thekangaroos, too!

Hellø, I’m Bob.Meet my family:

My grandma,May

My grandpa, Billy

My mum, Kim My dad, Nick

My sister, Lucy and me!

1

2

3

4

5

Those teddybears are nice!

Look at these bikes!

Oh, Alvin! You’reso funny!

3

2

4

5 6

A teddybear? No ...

Wow! Thosecars are cool!

1

Look! A toyshop!

Emma, whatare these?

They’re roller-skates!

Let’s buy a presentfor Harry’s birthday!

Where’s Alvin?

2 Read again and complete.Use: cool, funny, nice.

26

Module 2

1 The teddy bears are … . 2 The cars are … . 3 Alvin is … .

toyshop

1 Listen and read.

26(T)

At the toyshop!At the toyshop!

Unit 4a

• Aims: to talk about toys • Vocabulary: toyshop, present, roller-skates,

teddy bear, bike, car, camera • Language focus Structures: these/those Language in use: What are these? They’re

roller-skates! Those teddy bears are nice!Look at these bikes! Those cars are cool!

• Extra materials: At the toyshop! poster,Numbers! poster



POSTER

Put the Numbers! poster on the board. Point to thenumbers on it and ask individual pupils to say thecorresponding words.

Play the song from Unit 3c, encouraging the pupilsto sing along.

PRESENTATION & PRACTICE(An activity to present and activate the vocabularyof the unit.)


POSTER

Pupils’ books closed. Put the At the toyshop! posteron the board. Point to the toys, etc (toyshop, present,roller-skates, teddy bear, bike, car, camera), one at atime, and say the corresponding word(s). The pupilslisten and repeat, chorally and individually. Point tothe words in random order and ask individual pupilsto say the words.

Pupils’ books open. Write a big 26 on the boardand ask the pupils to open their books at pagetwenty-six. Read the title of the unit and have thepupils repeat after you. Play the recording. Thepupils listen and repeat, chorally and individually.Check their pronunciation and intonation.

LISTENING & READING (Activities to develop the pupils’ listening and readingskills.)

Listen and read. Explain/Elicit the meaning of the phrase At thetoyshop. Use L1 if necessary. Read the instructions.Go through the pictures of the dialogue and set thescene by asking questions.

e.g. Teacher: Are they teddy bears?(pointing to picture 2)

Pupils: No, they aren’t. They’re roller-skates. Teacher: Where are the children? Pupils: At the toyshop. etc

Write on the board: What is Lee driving?

Explain to the pupils that they will listen to the dialogueand find the answer. Play the recording. The pupilslisten, follow along and complete the task.

Answer: A (toy) car.

Read again and complete. Use:cool, funny, nice.

Read the instructions and explain the task. Refer thepupils to the dialogue and allow them time to readand complete the sentences in their notebooks.Check their answers.

1 nice 2 cool 3 funny

Extension


Hold up your book to the class. Say the dialogueand point to the pictures in turn. Repeat, this timeinviting the pupils to complete your sentences.

e.g. Teacher: Let’s buy a present for Harry’s … Pupils: birthday! etc


1

2

27(T)

At the toyshop!At the toyshop!

(Activities to present and practise ‘these/those’.)

Look and complete in yournotebook. Use: This, That, Theseor Those.

Pupils’ books closed. Remind the pupils of thedifference between this and that. Write thefollowing sentence on the board: This is my pen.Underline the word in bold and elicit its meaningand its use (i.e. for something or someone near us).Write: That is my pencil. Underline the word in boldand elicit its meaning and its use (i.e. for somethingor someone further away from us). Next, write thesentences in the plural. These are my pens. Thoseare my pencils. Elicit that these and those are theplural forms of this and that and are used in thesame way as the singular forms.

Pupils’ books open. Ask the pupils to read thesentences in the grammar box. Read the instructionsand the example and explain the task. Allow thepupils some time to complete the task in theirnotebooks. Check their answers.

2 Those 4 These 6 These 3 Those 5 That

Ask and answer. Read the instructions and explain the task. Elicit theobjects shown in the picture. Ask two pupils to readthe example. The pupils, in pairs, ask and answeras in the example.

2 A: What are these? B: They’re dolls! A: They’re really nice!

3 A: What are these? B: They’re roller-skates! A: They’re really nice!

4 A: What are these? B: They’re cameras! A: They’re really nice!

5 A: What are these? B: They’re balls! A: They’re really nice!

6 A: What are these? B: They’re bikes! A: They’re really nice!

Let’s play!

Refer the pupils to the picture and explain how thegame works. Explain that they have to look at thepicture and spot the differences. Point out that theuse of ‘this/that’, as opposed to ‘these/those’ will bedetermined by the quantity of the objects present.Ask one pupil to read the example. Ask individualpupils to spot a difference and tell the class.

These teddy bears are red.Those teddy bears are yellow.

These cars are yellow.Those cars are blue.

This robot is red.That robot is green.

These bikes are orange.Those bikes are purple.

Note: If you want to make the game more competitive,divide the class into two teams and give a point everytime one of the members of a team points out adifference correctly.


Ask the pupils to play the same game, only this timeusing objects around the classroom. Allow themsome time to prepare the sentences.

e.g. Pupil 1: This pen is blue. (pointing to a penon his/her desk) That pen is red.(pointing to a pen further away)

Note: For the next lesson, the pupils should know thenew words, as well as an exchange of their/yourchoice from the dialogue (Ex. 1). Ask the pupils tolearn the pattern in Ex. 4.



3

4

5

1 This bikeis great!

4 … teddy bearsare nice!

5 … car is cool!

2 … camerasare cool!

3 … kitesare cool!

6 … dogsare funny!

4 Ask and answer.

5

3 Look and complete in yournotebook. Use: This, That,These or Those.

1 2

3

4 5

6

These presents are for Tom.

Those roller-skates are cool!

This – These That – Those

27

Module 2

cameracarpresent teddy bearroller-skates bike

These cameras are red.Those cameras are purple.

1 Alvin: What are these? Emma: They’re teddy bears! Alvin: They’re really nice!

28

Module 2

Look! Twored lorries!

Oh, what’s this?

2

5 6

Open itand see!

1

Oh, that’s anice bus!

Look at allthese boxes!Happy Birthday, Harry!

Here are your presents!

Oh, thank you!

Wow! A big car!Thanks, everyone!

Get in, Harry!

Cool! Now it’san aeroplane!

Thanks, Erlina!

2 Read and correct.

43

1 That’s a big bus! 2 Two yellow lorries! 3 A small car!

1 Listen and read.

28(T)

Open it and see!Open it and see!

Lesson 4b

• Aims: to talk about toys, to offer and acceptgifts

• Vocabulary: bus, lorry, helicopter, big, small • Language focus Structures: plural number (-es) Language in use: Happy Birthday! Here are

your presents! Thank you! Look at all theseboxes! That’s a nice bus! Open it and see!Thanks, everyone!

• Extra materials: At the toyshop! poster, twopieces of paper and two envelopes (My MagicFiles!)



Ask the pupils to compare various objects in theclassroom using this/that/these/those.

e.g. Pupil 1: These books are blue. (pointing tosome books near him/her)

Those books are black. (pointing tosome books further away fromhim/her)




Listen, point and repeat. (An activity to present and activate the vocabularyof the unit.)

POSTER

Pupils’ books closed. Put the At the toyshop! poster onthe board. Point to the toys, etc (bus, lorry, helicopter,big, small), one at a time, and say the correspondingword(s). The pupils listen and repeat, chorally andindividually. Point to the words in random order andask individual pupils to say the words.

Pupils’ books open. Write a big 28 on the boardand ask the pupils to open their books at pagetwenty-eight. Read the title of the unit and have thepupils repeat after you. Play the recording. Thepupils listen and repeat, chorally and individually.Check their pronunciation and intonation.

LISTENING & READING (Activities to develop the pupils’ listening and readingskills.)

Listen and read.Read the instructions. Explain/Elicit the meaning ofthe phrase Open it and see. Use L1 if necessary. Gothrough the pictures of the dialogue and set thescene by asking questions.

e.g. Teacher: Is it Harry’s birthday? Pupils: Yes, it is. Teacher: Is Alvin in the car? Pupils: Yes, he is. etc

Write on the board: What’s in the big box?

Explain to the pupils that they will listen to the dialogueand find the answer. Play the recording. The pupilslisten, follow along and complete the task.

Answer: a car

Read and correct.Read the instructions and explain the task. Refer thepupils to the dialogue and allow them time to readand find the answer. Check their answers.

1 nice 2 red 3 big

Extension

Play the recording again with pauses for the pupilsto listen and repeat chorally. Check the pupils’pronunciation and intonation. Then, the pupils takeroles and read out the dialogue.

Read out sentences spoken by a character in thedialogue. Ask individual pupils to tell you who it was.

e.g. Teacher: Look! Two red lorries! Pupils: Harry! etc


1

2

29(T)

Open it and see!Open it and see!

(Activities to present and practise plurals.)

Look and complete in yournotebook.

Pupils’ books closed. Point to a book, hold up onefinger, say and write: one book. Then, point to twobooks, hold up two fingers, say and write: two books.

Draw a watch on the board, say and write: onewatch. The pupils repeat after you. Draw anotherwatch, say and write: two watches. The pupilsrepeat after you. Repeat the same procedure for:bus – buses, glass – glasses, fox – foxes and lorry –lorries. Explain the formation of plurals with nounsending in -x, -s, -ss, -y, and -ch. Focus the pupils’attention on the pronunciation of the plural number\s\, \z\ and \Iz\.

Drill your pupils.

e.g. Teacher: box Pupil 1: boxes Teacher: lorry Pupil 2: lorries etc

Suggested prompts: box, fox, glass, watch, family,bus, lorry.

Pupils’ books open. Ask the pupils to read thegrammar box. Read the instructions and explain thetask. Explain that this list shows what Alvin would likefor his birthday. Ask a pupil to read the example.Allow the pupils some time to complete the task intheir notebooks. Check their answers.

two green lorriesfour yellow buseseight red watches

Listen and choose A or B.Refer the pupils to the pictures and explain the task.Tell the pupils that they will hear the singular or pluralform of the object depicted and that they have tochoose accordingly. Play the recording twice. Thepupils answer in their notebooks. Check their answers.

1 A 3 B 5 B 2 B 4 A 6 A

TAPESCRIPT

One helicopter Four boxTwo lorry Five busThree glasses Six foxes

Look and talk with your friend.

Read the instructions and explain the task. Referthe pupils to the picture and ask a pair to read thedialogue. Ask the pupils to write the name of apresent they would like to give to their partner (e.g.roller-skates) on a piece of paper and fold it. Tellpupils to act out the dialogue and to hand thefolded piece of paper to their partner. Demonstratethe first exchange with a pupil.

Go around the classroom monitoring the activity andoffering help when necessary. Make sure that both thepupils take a turn offering and accepting a present.Ask some pairs to act out the dialogue in front of theclass.

Variation

Ask the pupils to bring small items wrapped as giftsfrom home in order to offer them to their partnersduring the acting out.

My Magic Files!

Show the pupils the envelope and the blank pieceof paper. You can pass the paper around so thateveryone can see that it is blank. Then, fold thepaper and put it in the second pocket of theenvelope. Close it and say your magic word (or justtap it with your Magic Wand). Open it and take outthe piece of paper with the writing on it. Magic!


Ask the pupils to draw what they would like as apresent for their birthday. Walk around asking themabout their pictures.

Note: For the next lesson, the pupils should know thenew words, as well as an exchange of their/yourchoice from the dialogue (Ex. 1). Ask them to learnthe pattern in Ex. 5.



3

4

5

You need two pieces of paper. Write on onepiece of paper: Happy Birthday from Alvin!Leave the other blank. Paste two envelopestogether (back to back), and put the paperwith the wish in one of the pockets.


41

2 5

4 Listen and chooseA or B.

63

5 Look and talk with yourfriend.

3 Look and complete in your notebook.

A: Happy Birthday,Sam. Here’s yourpresent.

B: Wow! A car!Thank you.

A: You’re welcome!

box boxes

bus buses

glass glasses

lorry lorries

watch watches

A BA B

A B A B

A B A B

✓6 six blue robots

✓2 …

✓4 …

✓8 …

29

Module 2

lorrybus big smallhelicopter

It’s my birthday today,It’s my birthday today!These are my presents,It’s my birthday today!

Here’s a kite and a plane,And a super toy train!These are my presents,It’s my birthday today!

Here’s a ball and a car,And a new toy guitar!These are my presents,It’s my birthday today!

• Now sing along!

1 Listen and point.

2 Listen and answer in your notebook. Write a name ora number.

1 What is the girl’s name? Anna

2 How old is she?

3 What is Anna’s friend’s name?

4 Which class are they in at school?

30

Module 2

30(T)

Happy Birthday!Happy Birthday!

Unit 4c

• Aims: to talk about birthdays, to consolidatetoys, to develop the pupils’ listening and writingskills

• Vocabulary: guitar, old, new • Language focus Structures: consolidation Language in use: It’s my birthday. These are my

presents. Warm wishes on your birthday. A coolwish from your friend. Have a great birthday.

• Pronunciation: \p\ • Extra materials: flashcards (13-15)



Ask a pupil to say a noun. The pupil next to him/hershould say the plural of the word.

e.g. Pupil 1: fox Pupil 2: foxes Pupil 3: bike Pupil 4: bikes etc



PRESENTATION & PRACTICE(Activities to present and activate the vocabularyof the unit.)


FLASHCARDS (13-15)

Pupils’ books closed. Put the flashcards on the board,one at a time. Point to each flashcard and say thecorresponding word. The pupils listen and repeat,chorally and individually. Point to the words in randomorder and ask individual pupils to say the words.

Pupils’ books open. Write a big 30 on the boardand ask the pupils to open their books at pagethirty. Read the title of the unit and have the pupilsrepeat after you. Play the recording. The pupils

listen and repeat, chorally and individually. Checktheir pronunciation and intonation.

Listen and point. Refer the pupils to the picture and allow them time tolook at it. Ask the pupils to tell you which toys they cansee (a ball, a car, a plane, a guitar, a train, a kite).

Read the instructions and explain the task. Refer thepupils to the song and allow them time to read itonce. The pupils listen to the song and point to thevarious objects in the picture as they hear them.

Now sing along! Play the recording again. The pupils listen and singalong.

Listen and answer in yournotebook. Write a name or anumber.

Read the instructions and explain the task. Play therecording twice. The pupils listen and complete thetask in their notebooks. Check their answers.

2 eight (8) 3 Nick 4 nine (9)

TAPESCRIPT

OneWhat’s the girl’s name?A: Hello. Are you the girl in this picture?B: Yes. My name’s Anna.A: And how do you spell your name?B: A-N-N-A.

TwoHow old is she?A: And how old are you, Anna?B: I’m eight.A: Eight?B: Yes!

ThreeWhat is Anna’s friend’s name?A: Is this your friend in the picture with you?B: Yes, it is.A: What’s his name?B: Nick.A: How do you spell that?B: N-I-C-K.

1

•

2

31(T)

Happy Birthday!Happy Birthday!

FourWhich class are they in at school?A: Is Nick in your class at school?B: Yes! We’re in class nine.A: Which class?B: In class nine.


Who are the cards from? Readand say. Then listen and read.

Read the instructions and explain the task. Allow thepupils some time to read the cards and ask themwhat kind of cards they are. Elicit the answer(birthday cards). Ask the pupils who the cards arefor and elicit the answer (Harry).

Allow the pupils time to find the missing names. Askindividual pupils to answer. Play the recording. Thepupils listen and check their answers. Individualpupils read out from the cards.

B Lee C Mona D Alvin and Erlina

Portfolio: Make a birthday cardfor your friend.

Ask the pupils to look at the card and read thebirthday wish. Ask them who the card is from andelicit the answer (from Jill).

Ask the pupils to make a birthday card for theirfriend. (To make a birthday card just instruct thepupils to fold an A4 sheet in two.) Tell them to usethe texts in Exs 3 and 4 as models.

Allow the pupils time to write and decorate theircards. Alternatively, assign it for homework.

(Suggested answer)

A cool wish from your friend.




Read the instructions and explain the task. Play therecording for the pupils to listen and repeat.

Draw the pupils’ attention to the /p/ sound. Askindividual pupils to read out the sentence andcorrect their pronunciation.


Ask the pupils to pretend it is their friend’s birthday.Ask them to wish their friend Happy Birthday andoffer him/her a present (e.g. a picture of a toy).

e.g. Pupil 1: Happy Birthday! Here’s your present. Pupil 2: A doll! Thank you! Pupil 1: You’re welcome! etc

Note: For the next lesson, the pupils should be ableto make birthday cards and write a birthday wishinside.




5

4

3

Dear Harry,

Warm wishes on your

birthday!

With love,

From Emma

To Harry ...Happy Birthday!Love,

A

C

B

D

31

Module 2

guitar old new

HappyBirthday!

From Jill

3 Who are the cards from? Read and say. Then listen and read.

4 Make a birthdaycard for your friend.

5 Listen and say.Then read.

Look! It’s a panda in a purple partyhat.

A Cool Wish

from your

friend!

Have a great

birthday!

Love,

32

Module 2

1 2

34

56

HappyBirthday, Pog!

Seven!

HappyBirthday, Trog!

They arefor you!

How old areyou today?

Here are sevenballoons.

Be careful, Trog!

Wow! There are red, blueand yellow balloons!

Bye, Trog!

Ahhh!Whoops!!


: Listen and read.2

32(T)


Episode 2

• Aims: to read for pleasure • Vocabulary: balloon • Extra materials: photocopies of the episode

(Ending the Lesson)

BEGINNING THE LESSONAsk the pupils to tell you what the previous episodewas about (Popsie waking Pog and Trog up andthen flying away). Ask them if they remember anyof the phrases from that episode and ask them tosay them out loud (Stop it Trog! Stop what? Bye!etc).



Write a big 32 on the board and ask the pupils toopen their books at page thirty-two. Ask the pupils tolook at the pictures and explain/elicit what theepisode is going to be about, e.g. Pog and Trogwish Happy Birthday (picture 1), Popsie asks Pogand Trog how old they are (picture 2), Popsie givesTrog some balloons (pictures 3, 4), Trog flies awayholding the balloons (pictures 5, 6).

Play the recording. The pupils listen and followalong. Play the recording again with pauses for thepupils to listen and repeat chorally.


ENDING THE LESSON

Hand out one set of frames per group. Ask thepupils to work together and put the frames in thecorrect order. You can help them by playing theepisode again while they’re completing the task.Go around the classroom monitoring the pupils.

•

Photocopy the episode, cut out the framesand tippex out the numbers. Photocopyone set per group of pupils.


33(T)

Go Green! 2: Let’s Recycle!Go Green! 2: Let’s Recycle!

• Aims: to raise the pupils’ environmentalawareness, to present the idea of recycling

• Vocabulary: aluminium, plastic, paper, glass,tin, recycling bin, love, planet, clean, always,remember

• Extra materials: none

BEGINNING THE LESSONRead the title: Let’s Recycle! Elicit/Explain itsmeaning in L1 if necessary. Show the pupils objectsin the classroom that are made from the materialsmentioned in this section. For example, show thepupils the bin in the classroom and tell them that itis made of aluminium or plastic. (e.g. plastic: bottleof water; paper: a notebook; glass: a vase, etc).Say and write: aluminium, plastic, paper, glass onthe board. Ask the pupils to repeat.


Put the things into the correct bins!Write a big 33 on the board and ask the pupils toopen their books at page thirty-three. Ask the pupilsto look at the objects around the bins and identifywhat they are made from.

Explain the task and allow the pupils time to do thetask in their notebooks. Go around the classroommonitoring the activity and offering help whennecessary. Check their answers.

1 B 2 D 3 A 4 C

Let’s sing! Play the recording. The pupils listen and follow thelines. Explain/Elicit the meaning of any unknownwords, using L1 if necessary. Play the recordingagain. The pupils listen and sing along.

ENDING THE LESSONAsk the pupils to look around the classroom and findobjects that would go in the four bins in Ex. 1 (e.g.notebook, ruler, pencil case (box), bag of crisps,plastic bottle, etc). Ask the pupils to show them tothe class and say which bin they should go into.

e.g. Pupil 1: (showing a plastic bottle) Plastic! Pupil 2: (showing a notebook) Paper! etc

1

2

Paper, plastic, glass and tin,Put it all in your recycling bin!Love our planet, keep it clean,

Always remember the recycling bin!Recycle, hey!Recycle! Go!

2

1 Put the things into the correct bins!

33

1 AB

C D

2 4

3

34

Module 2

1 Read and match inyour notebook.

A

B

C

I’m a taxi driver inLondon, England.My taxi is black.

I’m a taxi driver inNew York, USA. My

taxi is yellow.

I’m a taxi driver inHong Kong, China.

My taxi is red and grey.

2 Draw or stick a picture of a taxi in your town/city.Present it to the class.

1

2

3

34(T)

Our WorldOur World

• Aims: to talk about taxis in different countries • Vocabulary: taxi driver, New York, Hong Kong,

China • Extra materials: none

BEGINNING THE LESSONWrite taxi on the board. Ask the pupils what colourtaxis are in the city they live in and elicit the correctanswer.


Read and match in your notebook.Pupils’ books open. Draw a big 34 on the boardand ask the pupils to open their books at pagethirty-four. Read the instructions and explain thetask. Allow the pupils time to read the texts andcomplete the exercise in their notebooks. Checktheir answers.

1 C 2 A 3 B

Portfolio: Draw or stick a pictureof a taxi in your town/city.Present it to the class.

Read the instructions and explain the task. Ask thepupils what colour the taxis in Ex. 1 are and whichcity they belong to. Ask the pupils to draw (andcolour) a local taxi and present it to the class.

You can ask the pupils to write the short text athome as part of their homework. In this case, youcan ask the pupils to find a photo of a local taxi.

(Suggested answer)

This is a taxi from Madrid, Spain. It’s red and white.

Note: Once you have corrected their writing activitiesguide your pupils on how to file them in their JuniorLanguage Portfolios.

ENDING THE LESSONTell pupils that the taxis in their town/city are goingto change colour and that you want their help. Askthem, in pairs or in groups, to think of what colourthey want the taxis to be, and draw and colourone. You can display their work somewhere in theclassroom.


(See p. 53.)

1

2

35(T)




e.g. Teacher: What are those? (pointing at someboxes far away from him/her)

Pupil 1: They’re boxes.

Teacher: Happy Birthday! Here’s your present. Pupil 2: Thank you. Teacher: You’re welcome. etc

Note: It is important that the pupils do not feel theyare being tested. The rationale for this quick revision isto make the pupils aware of their progress in theEnglish language. Always praise the pupils’ effortsand encourage everyone to participate.


Look, read and complete in yournotebook.

The pupils look at the pictures and write the‘appropriate’ family member.

1 grandma 3 dad 5 brother 2 grandpa 4 mum 6 sister

Look, read and match in yournotebook.

The pupils read and match the sentences to thepictures in their notebooks. Make sure that the pupilstake the spatial distance into consideration.

1 a 3 d 5 b 2 c 4 f 6 e

Complete in your notebook. Use:am, is or are.

The pupils read and complete the text.

1 am 3 is 5 are 2 is 4 are 6 are

Read and choose.

The pupils read the questions and choose the correctanswer a or b. Check their answers.

1 a 2 b 3 a 4 a 5 a

Now I can …

Once all the exercises have been completed, askthe pupils to tell you how they feel about the twounits. Ask if they can tell you what they have learntand which exercises, stories or songs they liked thebest. Then, refer the pupils to the Now I can boxand read through it with them.

Note: The pupils can now do Modular Revision andAssessment 2 in their Activity Books.


1

2

3

4

• talk and write about my family• talk about my toys• talk about jobs• count to 20

1 A:Who’s this? B: a) This is my dad. b)He’s sad.2 A: Are they friends? B: a)Yes, you are. b)Yes, they are.3 A: Look at those puppets! B: a) They’re really nice. b)Help!4 A:What is it? B: a) Open it and see! b) Thank you!5 A: Here’s your present! B: a) A teddy bear! Thank you! b)You’re welcome!

4 Read and choose.1 These are boxes.2 These are lorries.3 Those are buses.4 These are planes.5 That is a train.6 This is a car.

1 This is Lee’s … .2 This is Lee’s … .3 This is Lee’s … .

4 This is Lee’s … .5 This is Lee’s … .6 This is Lee’s … .

I 1) … Kim and this 2)…Pat. She 3)… my sister.My mum and dad 4)…teachers. They 5)… great!We 6)… a happy family!

3 Complete in your notebook.Use: am, is or are.

1 Look, read and completein your notebook.

ab

d

e

c

f

1 2 3 4 5 6

35

Module 2

2 Look, read and match inyour notebook.

36

Module 3

bedbedroom

3

2

4

1

Hi, Harry.

Hello, Erlina.Come in, Alvin.

Look! There’sHarry.

His bedroom is nice.

No, it isn’t. It’smy computer.

Is this your TV?

5

And these are my computergames. Let’s play!

Oh, no! It’smy dad!Listen!

Who’s that?

Where?Quick! Hide!

6

1 Listen and read.

2 Which picture? Read and say the number.

1 Hi, Harry. Picture 2 2 Quick! Hide! 3 It’s my computer. 4 Let’s play!

36(T)

Hide!Hide!

Unit 5a

• Aims: to talk about things in a room • Vocabulary: bedroom, bed, TV, computer,

computer game, phone, radio • Language focus Structures: possessive adjectives Language in use: His bedroom is nice. Let’s

play! Listen! Who’s that? It’s my dad! • Extra materials: completed Progress Report

Cards, My bedroom! poster


Play the song from Unit 4c encouraging the pupilsto sing along.

Hand out the completed Progress Report Cards forthe previous module and ask the pupils to file themin their Junior Language Portfolios.



POSTER

Pupils’ books closed. Put the My bedroom! poster onthe board. Point to the bedroom items (bedroom,bed, TV, computer, computer game, phone, radio),one at a time, and say the corresponding word(s).The pupils listen and repeat, chorally and individually.

Pupils’ books open.Write a big 36 on the board andask the pupils to open their books at page thirty-six.Play the recording. The pupils listen and repeat,chorally and individually. Check their pronunciationand intonation.


Listen and read.Explain/Elicit the meaning of the word hide. Use L1 ifnecessary. Read the instructions. Go through thepictures of the dialogue and set the scene by askingquestions.

e.g. Teacher: Is this a TV? (pointing to picture 3) Pupils: No, it isn’t. It’s a computer. Teacher: Where are Erlina and Alvin? Pupils: In Harry’s room. etc

Write on the board: Why did Harry ask his friends tohide? Explain to the pupils that they will listen and readthe dialogue and find the answer. Play the recording.The pupils listen, follow along and find the answer.

Answer: Because his dad was about to walk in theroom.

Which picture? Read and say thenumber.

Read the instructions and explain the task. Allow thepupils some time to read the dialogue and findwhich picture each phrase is from. Ask individualpupils to answer.

2 picture 6 3 picture 3 4 picture 4

Extension


Read out sentences spoken by a character in thedialogue. Ask individual pupils to tell you who saidthem.

e.g. Teacher: Is this your TV? Pupils: Alvin!


1

2

37(T)

Hide!Hide!

(Activities to present and practise possessiveadjectives.)

Read and complete in yournotebook.

Pupils’ books closed. Hold up your book and say: Thisis my book. The pupils repeat chorally. Write my on theboard. Approach a pupil, point to his/her book andsay: This is your book.Write your on the board. Do thesame to present all possessive adjectives. For its use asimple sketch of a cat and say: Its name is Fluffy. Thepupils look at the board and read out the table.

Pupils’ books open. The pupils read the sentencesin the grammar box. Read the instructions andexplain the task. Ask a pupil to read the example.Allow the pupils some time to complete the task intheir notebooks. Check their answers.

2 our 3 your 4 Their

Ask and answer.Refer pupils to the pictures in Ex. 4 and explain thetask. Ask a pair of pupils to read out the example.The pupils, in pairs, ask and answer questions aboutthe objects in the pictures. Go around the classroommonitoring and offering help when necessary.

A: What colour is his phone? B: Red.

A: What colour is his computer? B: Green.

A: What colour is his watch? B: Yellow.

A: What colour is her TV? B: Black.

A: What colour is her phone? B: Blue.

A: What colour is her computer? B: Pink.

A: What colour is her watch? B: Red.

Let’s play!Ask the pupils to look at the pictures of the twoagents. Explain the game. The pupils, in pairs, try tofind the first letter of each word in order for a name

to be revealed. Ask individual pupils what theobjects are called in order to check answers.

1 apple, radio, television – BART 2 egg, guitar, green, yo-yo – PEGGY

Now write your Secret Agent name.Explain to the pupils that they have to pick a namefor a secret agent and that they have to ‘encode’ itin the same way as in Ex. 5. The pupils have tomake a drawing and write the appropriate wordunderneath.

e.g. pictures of ruler, orange, book, egg, robot,train – ROBERT

Allow pupils some time to do the task. The pupils canwork in pairs if they wish. Go around the classroommonitoring the activity and offering help whennecessary.


Ask the pupils to tell you which items from the onespresented on top of pages 36-37 they have in theirbedroom.

e.g. Pupil 1: A bed and a TV. Pupil 2: A bed, a computer and a radio. etc

Note: For the next lesson, the pupils should know thenew words, as well as an exchange of their/yourchoice from the dialogue (Ex. 1). Ask them to learnthe patterns in Ex. 3.



3

4

•

5

37

Module 3

computer gamecomputerTV phone radio

I am Tony. This is my brother.

I – my We – ourYou – your You – yourHe – his They – theirShe – herIt – its

3 Read and complete in your notebook.

4 Ask and answer.

1 I’m George. This is my bike.

2 We’re brothers. This is … cake.

3 Nice to meet you. What’s … name?

4 They’re sisters. … names are Liz and Ann.

B

P

• Now write yourSecret Agent name.

5

A: What colour is his TV?B: Blue.

2 What’s her name?

1 What’s his name?

3

2

4

1

I’m underthe desk.

Erlina, whereare you?

Thanks, Dad!

Here’s yourbook, Harry.

Where’s Alvin? Ishe under the bed?

Oh ... OK.

Come out! My dadisn’t here now.

5 6

Is he in thewardrobe? No, he isn’t. He’s on

the wardrobe!

No, he isn’t.

1 Listen and read.

38

Module 3

wardrobe

2 Read, match and say.

1 Erlina2 Alvin

isunderon

thewardrobe.

desk.

38(T)

Come out!Come out!

Unit 5b

• Aims: to talk about things in a room, to talkabout location

• Vocabulary: wardrobe, bookcase, clock,cupboard, table, armchair

• Language focus Structures: behind, in, on, under, next to Language in use: I’m under the desk.

Where’s Alvin? Is he under the bed? No, heisn’t. He’s on the wardrobe.

• Extra materials: My bedroom! poster, two setsof instructions on slips of paper, Erlina’s maskfrom Unit 1b (My Magic Files!)



Put the My bedroom! poster on the board. Point tothe items on it and ask individual pupils to say thecorresponding words.





POSTER

Pupils’ books closed. Put the My bedroom! poster onthe board. Point to the bedroom items (wardrobe,bookcase, clock, cupboard, table, armchair) one ata time, read and say the corresponding word. Thepupils listen and repeat, chorally and individually.Point to the bedroom items in random order and askindividual pupils to say the words.

Pupils’ books open.Write a big 38 on the board andask the pupils to open their books at page thirty-eight. Read the title of the unit and have the pupilsrepeat after you. Play the recording. The pupils listenand repeat, chorally and individually. Check theirpronunciation and intonation.


Listen and read.Explain/Elicit the meaning of the phrase Come out!Read the instructions and explain the task. Gothrough the pictures of the dialogue and set thescene by asking questions.

e.g. Teacher: Who’s at the door? Pupils: Harry’s dad. Teacher: Can he see Erlina and Alvin? Pupils: No. etc

Write some sentences from the dialogue on theboard, with certain words missing. Explain to thepupils they have to listen to the dialogue and findthe missing words. Play the recording. The pupilslisten, follow along and complete the task.

Read, match and say.Explain the task. Allow the pupils some time to form thecorrect sentences. Ask individual pupils to answer.

1 Erlina is under the desk. 2 Alvin is on the wardrobe.

Extension


Hold up your book to the class. Read the dialogueand point to the pictures in turn. Repeat, this timeinviting the pupils to complete your sentences.

e.g. Teacher: Where’s Alvin? Is he... Pupils: under the bed?

(Activities to present and practise prepositions ofplace.)

Look, read and complete.Pupils’ books closed. Put your pen behind a bookand ask the pupils: Where’s my pen? Answer: Behindthe book. Write the exchange on the board andunderline the word in bold. Read the exchangeagain. The pupils repeat after you. Put the pen in thebook and repeat the same question. Answer: In thebook. Write the answer on the board and underlinethe word in bold. Read the exchange again. The

1

2

3

39(T)

Come out!Come out!

pupils repeat after you. Follow the same procedureto present on, under, and next to. Explain that whereis used when we ask the location of something or thewhereabouts of somebody.

Drill your pupils. Once more, use the pen and put itbehind, in, on, under or next to a book. Each timeyou ask where the pen is, the pupils have to giveyou the correct answer.

e.g. Teacher (put the pen under the book)Where’s the pen?

Pupil 1: It’s under the book. Teacher (put the pen on the book) Where’s

the pen? Pupil 2: It’s on the book. etc

Pupils’ books open. Ask the pupils to read thesentences in the grammar box. Make sure that theyhave understood the use of the prepositions of place.

Read the instructions and explain the task. Refer thepupils to the picture and to sentences 1-5. Read theexample and ask the pupils to point to the picture.Ask the pupils to point to the items mentioned insentences 2-5 (books, teddy bear, vase, lamp). Allowthe pupils time to complete the task in their notebooksand check their answers.

2 in 3 under 4 on 5 behind

Memory Game!Read the example and explain the task. Allow thepupils some time to look at the picture. Ask the pupilsto close their books. In pairs, the pupils ask andanswer questions about the objects in the pictures.

e.g. Pupil 1: Where’s the vase? Pupil 2: It’s on the table.

Alternative activity

You can turn this into a game. Divide the class intotwo teams and have them ask and answer questions,in turns. You can say whether the answers are corrector not. Each correct answer gets one point.

e.g. Pupil 1 (team A): Where’s the vase? Pupil 1 (team B): It’s on the table. Teacher: Correct! One point!

Listen and write yes or no in yournotebook.

Read the instructions and explain the task. Ask thepupils to look at the objects and say the names(table, bookcase, cupboard, armchair). Explain to

the pupils that they will hear sentences sayingwhere a ball is in relation to the objects. Play therecording twice. The pupils listen and complete thetask in their notebooks. Check their answers.

1 no 2 yes 3 no 4 yes

TAPESCRIPT

One The ball is on the table.Two The ball is in the bookcase.Three The ball is next to the cupboard.Four The ball is behind the armchair.

My Magic Files!

Divide the class into two teams, A and B. Tell thepupils they are going to play a game. The aim ofthe game is to follow the clues and find Erlina’smask. Appoint a team leader and hand him/herthe first instruction. He/she reads the instruction outloud and the team must find the next slip. The firstpupil to find the slip is appointed the new teamleader. The first team to find the mask wins.

Note: If you wish, you can organise this treasure huntgame in the playground.


Ask each pupil to put an object in a particularplace before leaving the class.

e.g. Teacher: Ron, put your schoolbag on the desk.




•

Suggested instructionsfor team A:•Look in the cupboard.•Look on (John’s) desk.•Look behind the door.•Look under (Sue’s) desk.

Suggested instructionsfor team B:•Look under my desk.•Look in the bin.•Look in (Jane’s)schoolbag.

Prepare two sets of instructions on slips of paper.Hide the slips of paper (except the first ones), aswell as Erlina’s mask somewhere in the classroom.


4

1

43

2

3 Look, read and complete.

1 The picture is next to the bookcase.2 The books are … the bookcase.3 The teddy bear is … the table.4 The vase is … the table.5 The lamp is … the armchair.

A: Where’s the picture?B: It’s next to the bookcase.

Where is Alvin?

He’s behind the tree.

He’s in the wardrobe.

He’s on the cupboard.

He’s under the bed.

He’s next to the

bookcase.

• Memory Game!

39

Module 3

bookcase clock cupboard table armchair

4 Listen and write yes orno in your notebook.

Oh, where is Alvin?Where can he be?

Come, look for Alvin,Come, look with me.

Is he on the table?Is he on the chair?Is he on the sofa

With the teddy bear?

1 Listen and point.

Is he behindthe sofa?

Where’s Alvin?

2

40

Module 3

• Now sing along!

40(T)

Where’s Alvin?Where’s Alvin?

Unit 5c

• Aims: to consolidate location, to develop thepupils’ listening and writing skills

• Vocabulary: sofa, mirror, CD, football team • Language focus Structures: consolidation Language in use: consolidation • Pronunciation: \b\ • Extra materials: flashcards (16-19)



Pupils, in pairs, give each other instructions aboutwhere to put something.

e.g. Pupil 1: Put your pencil case under the desk. Pupil 2: (after he/she’s put the pencil case

under the desk) Put your notebook onthe chair. etc

Ask the pupils, in pairs, to act out an exchange fromEx. 1.


PRESENTATION & PRACTICE(Activities to present the theme of the unit.)


FLASHCARDS (16-19)

Pupils’ books closed. Put the flashcards on theboard. Point to the items (sofa, mirror, CD, footballteam), one at a time, read and say thecorresponding word. The pupils listen and repeat,chorally and individually. Point to the items inrandom order and ask individual pupils to say thewords.

Pupils’ books open. Write a big 40 on the board andask the pupils to open their books at page forty.Read the title of the unit and have pupils repeat afteryou. Play the recording. The pupils listen and repeat,chorally and individually. Check their pronunciationand intonation.

Listen and point.

Read the title of the unit and elicit what it is going tobe about (looking for Alvin). Ask pupils to look at thepicture and tell you where Alvin could be (on the bed,under the bed, under the table, on the sofa, etc).

Read the instructions and explain the task. Referpupils to the song and allow them time to read itonce. The pupils listen to the song and point towhere Alvin could be.

Now sing along! Play the recording again. The pupils listen and singalong.

Let’s play!Revise the prepositions of place. The pupils look at thepicture and identify the furniture. Read the exchange.The pupils follow along. Choose a pupil. Ask him/herto think of a place to ‘hide’ Alvin somewhere in theroom. Individual pupils ask questions until they findwhere Alvin is. Choose another pupil to continue thegame.

e.g. Pupil 1: Where’s Alvin? Pupil 2: Is he on the bed? Pupil 1: No, he isn’t. Pupil 3: Is he under the table? Pupil 1: No, he isn’t. Pupil 4: Is he behind the sofa? Pupil 1: Yes, he is. etc

If you wish, you can put pupils into pairs to continuethe game.

1

•

2

41(T)

Where’s Alvin?Where’s Alvin?


Look, read and correct in yournotebook. Then listen and read.

Pupils’ books open. Read the instructions and explainthe task. Allow the pupils time to read the text andcorrect the false statements in their notebooks.Individual pupils read out from the text. Play therecording. The pupils listen and check their answers.

1 blue 2 books 3 computer


Ask the pupils to look at the picture and ask them:What’s in the bedroom? (a bed and a desk). Whatcolour are they? (pink).

Explain the task. The pupils read the text. Tell them touse the texts in Exs 3 and 4 as models and write abouttheir rooms.

Allow the pupils time to write a short text about theirrooms. Tell them to include a drawing. Alternatively,assign it for homework.

(Suggested answer)

Hi! I’m Tim. My bed is red and my desk and bookcaseare yellow.




Draw the pupils’ attention to the \b\ sound. Askindividual pupils to read out the sentence andcorrect their pronunciation.


Focus the pupils’ attention on the picture in Ex. 3. Askindividual pupils to describe what they see. Havethem look at the picture and try to memorise it asmuch as possible. Explain to the pupils that they aregoing to play a memory game. Divide the class intotwo teams, A and B and ask them to close their books.Ask individual pupils from both teams questions aboutthe picture. Each correct answer gets one point. Theteam with the most points wins.

e.g. Teacher: What colour is the computer? Pupil 1 Team A: Pink! Teacher: Correct! What is there on the

wall? Pupil 1 Team B: A football team poster!




4

5

3

3 Look, read and correct in yournotebook. Then listen and read.

Hi! My name’s Lucas

and this is my room.

My bed is 1) red and

white – my football

team’s colours! My

2) trains and CDs

are in my bookcase.

That’s my new 3) TV

on my desk.

My room is cool!

Hi! I’m Anna and thiß ißmy room. My bed iß pinkand my desk iß pink andwhite. My room iß pretty!


mirror CDsofa football team

41

Module 3

A big brown bear in the bath.


42

Module 3

1 Listen and read.

Cool! There’s afrog in the kitchen!

Look! There are micein the bathroom.

4

Lee, no!

Quick!Close the

door, Harry!

1

Ha, ha!

5

6

That’s notfunny, Alvin!Help! There’s

a ghost in thebedroom!

Missy, comeback!

Oh, no! Missy’s in the house!This is a veryold house!

There are spidersin the living room!

2 Look, read and say yes or no.

3

2

house

1 There are spiders in the living room.2 There’s a mouse in the kitchen.

3 There are frogs in the bathroom.4 There’s a bath in the bathroom.

09_Fairy 3A Romania Ts Unit 6.qxp_Fairy 3A Romania Ss Unit 6.qxp 9/7/15 19:17 Page 92

42(T)

In the old house!In the old house!

Unit 6a

• Aims: to talk about rooms • Vocabulary: house, living room, kitchen,

bathroom, frog, spider, ghost • Language focus Structures: There is/are Language in use: This is a very old house! There

are spiders in the living room! There’s a frog inthe kitchen!

• Extra materials: My House! poster



Ask the pupils to talk about their bedroom (e.g. Mybed is blue and my bookcase is white. etc).

Play the song Where’s Alvin? from Unit 5c and invitethe pupils to sing along.



POSTER

Pupils’ books closed. Put the My House! poster on theboard. Point to the words (house, living room, kitchen,bathroom, door, frog, spider, ghost), one at a time,and say the corresponding word(s). The pupils listenand repeat, chorally and individually. Point to thewords in random order and ask individual pupils tosay the words.

Pupils’ books open. Write a big 42 on the boardand ask the pupils to open their books at pageforty-two. Read the title of the unit and have thepupils repeat after you. Play the recording. Thepupils listen and repeat, chorally and individually.Check their pronunciation and intonation.


Listen and read.Read the instructions. Explain/Elicit the meaning ofthe phrase In the old house. Use L1 if necessary. Gothrough the pictures of the dialogue and set thescene by asking questions.

e.g. Teacher: Where’s Missy? Pupils: In the house. Teacher: Is the house old or new? Pupils: Old. etc

Write on the board: There’s a _ _ _ _ _ in the bedroom!Explain to the pupils that they will listen to the dialogueand find the missing word (ghost).

Play the recording. The pupils listen, follow the dialogueand complete the task.

Look, read and say yes or no.Read the instructions and explain the task. Refer thepupils to the dialogue and allow them time to read itagain and complete the task. Check their answers.

1 yes 2 no 3 no 4 yes

Extension



e.g. Teacher: Cool! There’s a frog in the … Class: kitchen! etc


1

2


43(T)

In the old house!In the old house!

(Activities to present and practise there is/there are.)

Ghost Buster! Look and say.Pupils’ books closed. Point to a pen on the desk, sayand write: There is a pen on the desk. Then, putanother pen on the desk, point to them, say and write:There are two pens on the desk. Practise the structureby pointing to items in the class and inviting the pupilsto make sentences.

e.g. Pupil 1: There is a notebook in my schoolbag. Pupil 2: There are two flowers in the vase. etc

Pupils’ books open. Ask the pupils to read thesentences in the grammar box, drawing attention tothe fact that the plural of mouse is mice. Read theinstructions and the examples and explain the task.Refer the pupils to the picture. Tell the pupils thatthey have to say where the ghosts are in the room.Ask individual pupils to tell you where the ghostsare, while pointing at the ghost(s) in question.

There’s a ghost under the bed.There are two ghosts in the wardrobe.There are three ghosts under the table.

What’s in your bedroom? Tell yourfriend.

The pupils, in pairs, describe their bedrooms, usingthere is/are. Go around the classroom monitoringthe activity and offering help when necessary.

e.g. There’s a bed in my bedroom. There’s awardrobe, too. There are two chairs.

Look, read and say yes or no.Refer the pupils to the picture and explain the task.Read statements 1-5 with pupils and ask them topoint to the different objects mentioned (spiders,clock, sofa, etc). Allow pupils time to complete thetask. Check their answers.

1 yes 3 no 5 yes 2 no 4 yes

Let’s play!Explain the game and read the example. Allow thepupils some time to look at the picture in Ex. 4. Askthe pupils to close their books. Say the name of one

of the rooms to individual pupils and ask them toname something that is in that particular room.

e.g. Teacher: Kitchen! Pupil 1: There’s a cupboard in the kitchen. Teacher: Bedroom! Pupil 2: There’s a bed in the bedroom. etc

Extension

If you want to make the game more competitive,divide the class into two teams and have them taketurns answering your questions. Each correct answerwins a point. The team with the most points wins.


Ask the pupils to tell you what there is in various roomsof their house.

e.g. Teacher: Living room! Pupil 1: There’s a TV in my living room. etc

Note: For the next lesson, the pupils should know thenew words, as well as an exchange of their/yourchoice from the dialogue (Ex.1).



3

•

4

5


43

Module 3

spiderfrogdoor ghost

5

There’s a mouse on the table.

There are two mice on the bed.

There’s = There is

In my bedroom there is …

3 Ghost Buster! Look and say.

4 Look, read and say yes or no.

• What’s in your bedroom? Tell your friend.

1 There are four rooms.2 There’s a clock in the bedroom.3 There are five spiders in the

bathroom.4 There’s a TV in the kitchen. 5 There’s a red sofa in the living room.

Bedroom!

There’s a bed inthe bedroom!

There’s a ghost on the bed.

living room kitchen bathroom


44

Module 3

1 Listen and read.

1 Missy’s in2 There are3 There’s a

a mice in the bathroom!b sink in here.c the old cooker!

Missy’s in theold cooker!

Is there a bath inthe bathroom?

Yes, but there aremice in the bathroom!

3

2

4

1

5

6But no water ...

Where’s Missy?

Oh, Missy!You’re so dirty!

Listen! She’s inthe kitchen.

It’s very darkin here!

Let’s openthe curtains.

Look! There’sa sink in here.

Missy, you’re niceand clean now!

Yes, but we’reall dirty!

cooker

2 Read and match in yournotebook.


44(T)

Where’s Missy?Where’s Missy?

Unit 6b

• Aims: to talk about rooms and things in a house • Vocabulary: cooker, fridge, sink, water, bath,

clean, dirty • Language focus Structures: There is/There are Language in use: Is there a bath in the

bathroom? There are mice in the bathroom.There is a sink here.

• Extra materials: My House! poster, twomatchboxes/toothpick boxes (My Magic Files!)



Ask the pupils to tell you about things in the classroom,using there is/there are.

e.g. Pupil 1: There are two windows. Pupil 2: There are eight desks. etc




POSTER

Listen, point and repeat.Pupils’ books closed. Put the My House! poster on theboard. Point to the words (cooker, fridge, sink, water,bath, clean, dirty), one at a time, and say thecorresponding word(s). The pupils listen and repeat,chorally and individually. Point to the words in randomorder and ask individual pupils to say the words.

Pupils’ books open. Write a big 44 on the boardand ask the pupils to open their books at pageforty-four. Read the title of the unit and have thepupils repeat after you. Play the recording. Thepupils listen and repeat, chorally and individually.Check their pronunciation and intonation.


Listen and read.Read the instructions. Explain/Elicit the meaning ofthe question Where’s Missy? Use L1 if necessary. Gothrough the pictures of the dialogue and set thescene by asking questions.

e.g. Teacher: (pointing to picture 3) Where are thechildren?

Pupils: In the kitchen. Teacher: Is Erlina with them? Pupils: Yes, she is. etc

Write on the board: Missy’s in the old _ _ _ _ _ _. Explainto the pupils that they will listen to the dialogue andfind the missing word (cooker – picture 3).

Play the recording. The pupils listen, follow along andcomplete the task.

Read and match in your notebook.Read the instructions and explain the task. Read theoptions 1-3 and a-c and refer the pupils to thedialogue. Allow the pupils time to read and completethe task in their notebooks. Check their answers.

1 c 2 a 3 b

Extension


Read out a sentence spoken by a character in thedialogue. Ask individual pupils to tell you who said it.

e.g. Teacher: Missy, you’re nice and clean now! Pupils: Mona! etc


(Activities to present and practise there is/there are.)

Look and answer. Pupils’ books closed. Point to a window, say and write:Is there a window in the classroom? Answer: Yes, thereis. Ask and write: Is there a sofa in the classroom?Answer: No, there isn’t. Present the plural forms in thesame way.

1

2

3


45(T)

Where’s Missy?Where’s Missy?

Drill your pupils. Say a word, have one pupil form aquestion about the classroom and another give ananswer.

e.g. Teacher: flowers Pupil 1: Are there any flowers in the classroom? Pupil 2: No, there aren’t. etc

Suggested prompts (singular or plural forms)rubber, book, notebook, schoolbag, desk, aeroplane,computer, radio, bookcase, clock, spider, door, etc

Pupils’ books open. Ask the pupils to read thesentences in the grammar box. Explain the task.Refer the pupils to the picture and ask them whatthey can see (e.g. a lamp, mirrors, etc). Askindividual pupils to read and answer the questions.Ask the rest of the class for verification.

1 Yes, there is. 4 No, there aren’t. 2 No, there isn’t. 5 Yes, there is. 3 Yes, there are. 6 No, there isn’t.

Choose. Then talk with your friend.Refer the pupils to the drawings, read the instructionsand explain the task. Go through the objects aroundand in the picture. Ask the pupils to choose wherethey would place the objects in their kitchen. Have acouple of pupils read the example. The pupils, inpairs, ask and answer questions about their kitchens.

e.g. Pupil 1: Is there a cooker in your kitchen? Pupil 2: Yes, there is. It’s next to the door. etc

Listen and choose.Read the instructions and explain the task. Play therecording twice. The pupils listen and complete thetask in their notebooks. Check their answers.

1 B 2 A 3 B

TAPESCRIPT

OneWhich is Nick’s schoolbag?A: Oh, Nick. Look at your schoolbag. B: I know. It’s dirty.A: Yes. It’s very dirty!

TwoWhere’s the fridge?A: Is there a fridge next to the sink? B: No, there isn’t.A: Where’s the fridge? B: It’s next to the cooker.A: Next to the cooker? B: Yes.

ThreeWhich is Erica’s room?A: I like your room, Erica. B: Thank you.A: There’s a blue bed. That’s nice. B: Yes. And look. There’s a blue lamp, too.A: A blue lamp? Oh, yes. It’s lovely.

My Magic Files!

Before you do the magic trick, fasten one of theboxes to your right forearm with a rubber band.Hold up the other box and shake it.

e.g. Teacher: Are there any matches in the box? Pupils: Yes! Teacher: (opens the box and takes the matches

out) Are there any matches in the boxnow?

Pupils: No! Teacher: (shaking the empty box with his/her left

hand) Are there any matches in it now? Pupils: No! Teacher: (touches the empty box with the magic

wand and then shakes it with his/herright hand. Noise will be heard, as thematches in his/her sleeve will make anoise!) Are there any matches in thebox now?

Pupils: No… Yes! Teacher: See? Magic!

Repeat the ‘magic’ trick as many times as you wish.


The pupils, in pairs, say what there is in their roomand their partner draws a picture.

e.g. Pupil 1: In my room there is a bed. Pupil 2: (draws a bed) etc




4

5

You need two matchboxes/toothpickboxes, both of which should be half-full.



water

Is there a sofa? Yes, there is./No, there isn’t.Are there any chairs? Yes, there are./No, there aren’t.

5 Listen and choose.

A: Is there a fridge in your kitchen?B: Yes, there is. It’s next to the

cupboards.

4 Choose. Then talk with yourfriend.

3 Look and answer.

1 Is there a lamp? 2 Is there a sink? 3 Are there any mirrors? 4 Are there any chairs? 5 Is there a phone? 6 Is there a fridge?

45

Module 3

A B

A B

A B

sinkfridge dirtybath clean

3 Which is Erica’s room?

2 Where’s the fridge?

1 Which is Nick’s schoolbag?


46

Module 3

• Now sing along!

2 Let’s make an Itzy Bitzy House!

Welcometo my house.

My itzy bitzy house.It’s an itzy bitzy house for two!

There are pictures on the wall.There’s a carpet on the floor.

And curtains in the window, too!

There are pictures on the wall.There’s a carpet on the floor.

And cushions on the armchair, too!

1 Look, listen and choose.

a small house. b big house.✶ An itzy bitzy house is a

picture


46(T)

Welcome!Welcome!

Unit 6c

• Aims: to talk about things in a room, toconsolidate toys, to develop the pupils’listening and writing skills

• Vocabulary: picture, wall, carpet, floor, curtain,cushions

• Language focus Structures: consolidation Language in use: Welcome to my house.

There are pictures on the wall. There’s a carpeton the floor. My small house is so nice. Thereare three rooms.

• Pronunciation: \OÜ\ • Extra materials: My House! poster,

photocopies of the Itzy Bitzy House templatefrom the Teacher’s Resource Pack (Ex. 2)



Get the pupils to ask and answer questions aboutwhat there is at their school.

e.g. Pupil 1: Are there any trees? Pupil 2: No, there aren’t. Pupil 3: Are there any classrooms? Pupil 4: Yes, there are.



PRESENTATION & PRACTICE(Activities to present the vocabulary of the unit.)

POSTER

Listen, point and repeat.Pupils’ books closed. Put the My House! poster onthe board. Point to the household items (picture, wall,carpet, floor, curtain, cushions) one at a time andsay the corresponding word(s). The pupils listen andrepeat, chorally and individually. Point to the words inrandom order and ask individual pupils to say thewords.

Pupils’ books open. Write a big 46 on the board andask the pupils to open their books at page forty-six.Read the title of the unit and have the pupils repeatafter you. Elicit/Explain what welcomemeans. Play therecording. The pupils listen and repeat, chorally andindividually. Check their pronunciation and intonation.

Look, listen and choose.Refer the pupils to the picture and allow them time tolook at it. Ask the pupils to tell you which householditems they can see (armchairs, lamp, cushions,curtains, pictures, carpet, etc).

Read the instructions and explain the task. Referthe pupils to the song and allow them time to readit once. The pupils listen to the song and completethe task in their notebooks. Check their answers.

a small house

Now sing along!Play the recording. The pupils listen and sing along.

Extension

Demonstrate the following miming actions andencourage the pupils to copy you.

Welcome to my house. (opening your arms)My itzy bitzy house. (hold index finger and thumb closeto each other, indicating that something is small)It’s an itzy bitzy house for two! (hold two fingers up)

There are pictures on the wall. (point to an imaginarywall)There’s a carpet on the floor. (point to the floor)And curtains in the window, too! (mime an outline ofa square)

There are pictures on the wall. (point to an imaginarywall)There’s a carpet on the floor. (point to the floor)And cushions on the armchair, too! (mime sitting)

Let’s make an Itzy Bitzy House!

1

•

2

Have your Itzy Bitzy House ready to use asa model. Photocopy the Itzy Bitzy Housetemplate from the Teacher’s ResourcePack, one per pupil.



47(T)

Welcome!Welcome!CRAFTWORK

Tell the pupils they are going to make a house.Show them your model. Guide the pupils throughthe cutting and gluing of the house and its roof. Goaround the classroom as the pupils complete thetask, providing any necessary help.

Optional Activity

Play the recording again, encouraging the pupilsto sing along, holding up their Itzy Bitzy House.


Read and complete in yournotebook. Then listen and read.

Read the instructions and explain the task. Refer thepupils to the picture and read the sentence, ignoringthe gap. Elicit what kind of information is missing (anumber). Allow the pupils time to read the text andcomplete the task in their notebooks. Play therecording. The pupils listen and check their answers.Then individual pupils read out from the text.

• There are four rooms in Melvyn’s house.


Ask the pupils to look at the drawing and read thetext. Ask them what they can see in the house (atable, a carpet, a green wall, three pictures).

Ask the pupils to write about their house. Tell themto use the texts in Exs 3 and 4 as models.

Allow the pupils time to write a short text about theirhouse. Tell them to include a drawing. Alternatively,assign it for homework.

(Suggested answer)

Welcome to my house! There are two bedrooms, akitchen, a living room and a bathroom. There arecushions on the armchairs and carpets on the floor.My house is so nice!

Note:Once you have corrected their writing activities,guide your pupils on how to file them in their JuniorLanguage Portfolios.



Read the instructions and explain the task. Play therecording for the pupils to listen and repeat.

Draw the pupils’ attention to the \OÜ\ sound. Askindividual pupils to read out the sentence andcorrect their pronunciation.


Ask the pupils to work in pairs and try to guess whatthere is in each other’s house.

e.g. Pupil 1: There are four rooms in your house. Pupil 2: No, there are five. There’s a TV in your

bedroom. Pupil 1: Yes, there is. etc

Note: For the next lesson, the pupils should be ableto talk about their house.




3

4

5


47

Module 3

wall carpet curtainfloor cushions

Welcome tø my house!There are three roomß.There are pictureß on thewall and carpetß on thefloor. My house iß sø nice!


3 Read and complete in your notebook. Then listen and read.

✶ There are … rooms in Melvyn’s house.

Welcometo my house!

There’s a small living room,a kitchen, a very small bedroom anda bathroom, too! Look! There arepictures on the walls! There’s alovely green carpet in everyroom. My small house is so

nice!


The small ball is on the wall.



12

34

56

Hello, Pog. Where’syour brother?

Yum. That spaghettilooks good.

I’m hungry!Where’s my food?

Popsie! That’sour dinner!

He’s in thekitchen.

There! It’s onthe table.

Mmm! It’syummy. Is there

any more?

48

Module 3

: Listen and read.3


48(T)


Episode 3

• Aims: to read for pleasure • Vocabulary: spaghetti, hungry, food, dinner • Extra materials: photocopies of the episode

(Ending the Lesson)

BEGINNING THE LESSONAsk the pupils what they remember about theprevious episode (Popsie gave Trog some balloonsfor his birthday). Ask them if they remember any ofthe phrases from that episode and ask them to saythem out loud (Happy birthday, How old are youtoday? etc).



Write a big 48 on the board and ask the pupils toopen their books at page forty-eight. Ask the pupilsto look at the pictures and guess what the episodeis going to be about. (e.g. Popsie eats Pog andTrog’s dinner.)

Play the recording. The pupils listen and follow along.Play the recording again with pauses for the pupils tolisten and repeat chorally.


ENDING THE LESSON

The pupils work in pairs. Hand out the episode andthe speech bubbles to each pair. The pupils, in pairs,read and match the bubbles to the correct pictureframes. As extra help, you can have them listen tothe episode again before they do the activity.

Photocopy the episode and tippex out thespeech bubbles. Put the speech bubblesin random order on a separate piece ofpaper. Photocopy the episode and thespeech bubbles sheet, one per pair.


•


49(T)

Go Green! 3: It’s a Bug’s World!Go Green! 3: It’s a Bug’s World!

• Aims: to raise the pupils’ environmentalawareness, to talk about bugs

• Vocabulary: bee, butterfly, ant, ladybird, worm • Extra materials: pictures of a bee, a butterfly,

an ant, a ladybird, a spider and a worm (Ex. 1)

BEGINNING THE LESSONHave a class discussion, in L1 if necessary, aboutwhat kind of insects/bugs can be found in thewoods/countryside and ask the pupils what theyknow about them (e.g. where they can be found,what colour they are, etc).


Look at the picture, find the bugsand point to them.

Pupils’ books closed. Show the pupils the pictures ofthe bugs you have brought with you. Ask themwhether they have seen any of these bugs before.Point to and name them. The pupils repeat after you.

Pupils’ books open.Write a big 49 on the board andask the pupils to open their books at page forty-nine.Read the instructions and explain the task.Individual pupils find and point to the bugs in thepicture. Ask the rest of the class for verification.

Now look at the picture againand complete in your notebook.

Refer the pupils to the picture, read the example andexplain the task. Have the pupils read the sentences1-6 and elicit/explain the meaning of any unknownwords. Use L1 if necessary. Allow the pupils time tocomplete the task in their notebooks and check theiranswers.

2 on 4 on 6 on 3 under 5 under

ENDING THE LESSONAsk the pupils to draw another ‘forest’ similar to theone presented on page 49. Ask them to put thevarious bugs in different places and present theirdrawing to the class.

Find pictures of the bugs in the lesson orprepare simple sketches.


1

•


bee butterfly ant ladybird spider worm

1 The butterfly is in the air.2 The ladybird is … a leaf.3 The worm is … a stone.

4 The ants are … the grass.5 The spider is … a branch.6 The bee is … a flower.

1 Look at the picture, find the bugs and point to them.

• Now look at the picture again and complete in your notebook.

49


My home is a flat in Paris,

2) . There isn’t a garden

but there’s a very nice balcony

.

France

Germany

This is my house in London,1). It’s quite big. There is

a garden and a garage for our car.

EnglandAustralia

50

Module 3

1 Read and choose.

2 Draw or stick a picture of your house.Present it to the class.


50(T)

Our WorldOur World

• Aims: to learn about types of houses indifferent countries

• Vocabulary: England, garden, garage, flat,balcony

• Extra materials: world map (Ex. 1)

BEGINNING THE LESSONDraw simple sketches of houses on the board. Tellthe pupils that they will talk about different types ofhouses. Brainstorm for different types of houses (e.g.flats, igloos, etc). Elicit/Explain what flat means. Askthe pupils if they like houses or flats better and why.Elicit answers (I like houses more because they arebig and you can have a garden.).


Read and choose.

Pupils’ books open. Write a big 50 on the boardand ask the pupils to open their books at page fifty.Read the instructions and explain the task. Use theworld map and ask a pupil to come and show youwhere England, Australia, France and Germanyare. Ask the pupils whether they have been to anyof these countries and ask them about the housesthere. Elicit answers.

Allow the pupils time to read the texts and completethe task. Check their answers.

1 England 2 France

Read the texts again and elicit/explain the meaningof any unknown words.

Portfolio: Draw or stick a picture ofyour house. Present it to the class.

Ask the pupils to talk about their house. Then askthem to use the texts in Ex. 1 as models and write atext about their house. You can also ask the pupilsto draw or stick a photo of their house if they haveone available.

Allow the pupils time to write the text. Alternatively,assign it for homework.

(Suggested answer)

This is my house in Bristol, England. It’s very big. It’sgot three bedrooms and two bathrooms. There is alarge garden and a big garage for our two cars.

ENDING THE LESSONAsk the pupils to draw a picture of their dreamhouse, and then write a few sentences about it, i.e.where it is, what it is made of, how many bedroomsthere are, what’s in some of the rooms, etc.


(See p. 54.)

Put the world map on the wall for the pupilsto use.


1

2


51(T)




e.g. Teacher: What’s your best friend’s name? Pupil 1: John. Teacher: Where’s your schoolbag? Pupil 2: It’s under the desk. Teacher: Are there any armchairs in the

classroom? Pupil 3: No, there aren’t. etc

Note: It is important that the pupils do not feel theyare being tested. The rationale of this quick revisionis to make the pupils aware of their progress in theEnglish language. Always praise the pupils’ effortsand encourage everyone to participate.


What’s in the bedroom? Look andwrite yes or no in your notebook.

The pupils look at the picture and at the list with words(1-9) and write yes or no in their notebooks.

1 yes 4 yes 7 yes 2 no 5 no 8 yes 3 yes 6 no 9 no

Now look again and choose.Refer the pupils to the picture once more. This time theyhave to spot the location of the objects. Ask the pupilsto read the sentences and choose the appropriatepreposition that will indicate the position of the object inthe picture.

1 on 3 on 5 under 2 behind 4 under 6 behind

Read and complete in yournotebook. Use: there is or therearen’t.

Explain the task. The pupils read and complete thespeech bubbles in their notebooks. Check theiranswers.

Yes, there is.No, there aren’t.

Read and complete.Refer the pupils to the pictures and explain that theyhave to use the appropriate possessive adjective.Pupils complete the sentences in their notebooks.

1 His 3 my 5 your 2 Her 4 Our

Now I can …

Once all the exercises have been corrected ask thepupils to tell you how they feel about the two units.Ask if they can tell you what they have learnt andwhich exercises, stories or characters they liked thebest. Then refer the pupils to the Now I can box andread through it with them.

Note: The pupils can now do Modular Revision andAssessment 3 in their Activity Book.


1

2

3

4


• talk about my house and furniture• talk about possessions• talk about location

51

Module 3

Ben, is there a TVin your bedroom?

No, … . Are there anyarmchairs?

Yes, … .

2 Now look again and choose.

1 radio2 wardrobe3 bed4 bookcase5 sofa6 mirror7 computer8 phone9 TV

3 Read and complete inyour notebook. Use:there is or there aren’t.

1 What’s in the bedroom? Look andwrite yes or no in your notebook.

1 There’s a radio on/under the bed.2 There’s a bookcase behind/in the

bed.3 There’s a computer on/next to the

desk.4 There’s an umbrella under/behind

the bed.5 There’s a phone in/under the desk.6 There’s a chair on/behind the desk.

4 Read and complete.

1 This is Sam. … house is big.

2 This is Fiona. … bed is pink.

3 I’m Barry. This is …computer.

4 We’re Mary and Lisa.… hands are dirty.

5 Jimmy, is this … book?


1 Look and match in your notebook.

2 In groups, make a map of your country. Includepictures (animals, buildings, people, food, etc).

52

Module 1 − Cross-Curricular Section

A

4

5

6

1

2

3

B

C

52(T)

Our SchoolOur School

Geography

• Aims: to talk about English-speaking countries(UK, USA, Australia)

• Vocabulary: Australia • Language focus Language in use: consolidation • Extra materials: none

BEGINNING THE LESSONRead the title and explain to the pupils, in L1 ifnecessary, that they will be doing activities based onsome of the other subjects they study in school.Allow them some time to go through the section andbecome familiar with it.

PRESENTATION & PRACTICE(Activities to familiarise the pupils with English-speakingcountries.)

Look and match in your notebook.Write a big 52 on the board and ask the pupils toopen their books at page fifty-two. Ask the pupils tolook at the maps and the pictures of the threecountries. Ask them to tell you anything they knowabout them (e.g. Kangaroos are from Australia, BigBen is in the UK, etc). Read the instructions andexplain the task. The pupils match the pictures tothe corresponding country. As an extension, youcan have a discussion about the pictures andprovide more information if you wish. (e.g. the baldeagle is the national emblem of the USA, etc)

1 B 3 A 5 A 2 C 4 C 6 B

Portfolio: In groups, make a mapof your country. Include pictures(animals, buildings, people, food,etc).

Read the instructions and explain the task. Brainstormfor ideas on what kind of pictures the pupils can usethat represent their country. Then, in groups, the pupilscomplete the task. Alternatively, ask the pupils to findthe pictures and draw the map, etc for homework.During the next lesson the pupils make the poster ingroups.

ENDING THE LESSONAsk the pupils to work in groups and find morepictures connected with the countries in Ex. 1. Theycan refer to encyclopaedias, the Internet, etc.

1

2

53(T)


Maths

• Aims: to work with a code, to talk aboutfavourite toys

• Vocabulary: consolidation • Language focus Language in use: consolidation • Extra materials: none

BEGINNING THE LESSONGet the pupils in the mood for Maths by having aMaths game. Write on the board: My favourite toy isa LHIOPTEERC. Ask the pupils to tell you which toy itis (helicopter).

PRESENTATION & PRACTICE(Activities to familiarise the pupils with codes.)

What is Mona’s favourite toy?Break the code!

Write a big 53 on the board and ask the pupils to opentheir books at page fifty-three. Read the instructionsand explain the task. Each picture represents a letterof the alphabet. Go through the pictures and elicittheir names.

Allow the pupils some time to break the code andwrite it in their notebooks. Check their answers.

Mona’s favourite toy is a teddy.

Write down your favourite toy incode.

Read the instructions and explain the task. The pupilswork in pairs. First they write down their favourite toy incode and then they ask their partner to break thecode and find out what it is.

ENDING THE LESSONAsk the pupils to look at the code in Ex. 1 for oneminute before they close their books. Name an item,e.g. helicopter. The pupils say the correspondingletter R.

1

2

1 What is Mona’s favourite toy? Break the code!

2 Write down your favourite toy in code.

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

53


It’s a !

54


1 Read and match in your notebook.

2 This is your new house. Copy and design a front door for it.

AB C

This is a wooden door.3This is a glass door.1 This is an aluminium door.2

54(T)


Technology

• Aims: to talk about materials • Vocabulary: glass, aluminium, wooden, front

door • Language focus Language in use: consolidation • Extra materials: none

BEGINNING THE LESSONPoint to the classroom door and say: This is a (wooden)door. Explain what (wooden) means. Repeat theprocedure with other items in the class and presentaluminium and glass.

PRESENTATION & PRACTICE(Activities to familiarise the pupils with different typesof material.)

Read and match in your notebook.Write a big 54 on the board and ask the pupils toopen their books at page fifty-four. Read theinstructions and explain the task. Allow the pupilssome time to complete the task in their notebooks.Check their answers.

1 B 2 C 3 A

This is your new house. Copy anddesign a front door for it.

Read the instructions and explain the task. The pupilscopy the house in their notebooks. They draw a frontdoor and colour the house. Then they present it tothe class.

e.g. This is my house. This is a wooden door.

ENDING THE LESSONExplain the activity. Tell the pupils that they onlyhave three minutes to think of as many items asthey can, made of glass, aluminium or wood. Uponcompletion, ask the pupils to read their lists. Writethe items on the board.

1

2

55(T)

Round-upRound-up

• Objectives: to consolidate the key vocabularyof the course

• Vocabulary: schoolbag, ghost, postman,sing, guitar, pencil, armchair, three, sofa,green, wall, policeman, pencil case,bathroom, fireman, happy, blue, lorry, door,ruler, bath, bed, helicopter, cushions, purple,bookcase, board, ten, flower, phone, camera,fridge, car, wardrobe, radio, mirror

Note: Round-up aims to consolidate the keyvocabulary of the course.

PROCEDUREHave a class discussion. Hold up your book, point toan item, e.g. armchair and ask: What colour is it?Elicit: Green. Then ask: What is it? Elicit: An armchair.Continue with as many items as you feel necessary.If you wish, you can ask the pupils to write the wordsin their notebooks.

Talk with your friend.Read the instructions and explain the task. Read outthe example. In pairs, the pupils play the game.

As an alternative, ask the pupils to look at the picturesand coordinates and memorise them. Then, in pairs orin teams, they play the memory game. One pupil/team says an item and the other pupil/team says thecoordinates. The pupil/team with the most points wins.

e.g. Pupil/Team A: happy Pupil/Team B: 4C Teacher: Correct! (Pupil/Team B gets

one point.)

Extension

As an extension, play I SPY… with the pupils. Ask thepupils to look at the pictures. Divide the class intotwo teams, A and B. Explain the game. You say aletter and the pupils, in teams, take turns finding anitem that begins with that letter. The team with themost points wins.

e.g. Teacher: I spy with my little eye,something beginning with a ‘b’.

Pupil 1 Team A: Blue! Teacher: Correct! 1 point for Team A.

etc

•

55

• Talk with your friend.

Cushions! 6D!

1 2 3 4 5 6

A

B

C

D

E

F


2 Copy the Christmas poem in your notebook.Complete it with words from Ex. 1.

a b c d e

1 Christmas tree 2 milk 3 presents 4 stockings 5 mince pies

Christmas in the UK’s fun.

There are lots of 1) p… for everyone!

Put them under the Christmas 2) t…,

I hope there’s something nice for me!

Put two 3) m… for Santa here,

And some 4) m… for all of his reindeer!

Hang the 5) s…, say goodnight

Because Santa’s on his way tonight!

Merry Christmas, everyone!

56

56(T)

Merry Christmas!Merry Christmas!

Optional Unit

• Aims: talking about Christmas • Vocabulary: Christmas tree, milk, presents,

stockings, mince pies, Santa, reindeer,goodnight

• Language focus Language in use:Merry Christmas! There are

lots of presents for everyone! Hang thestockings. Santa’s on his way tonight! Hello,Santa! Please can I have a camera?

• Extra materials: pictures related to Christmas(Santa, Christmas tree, presents, stockings, etc)

This unit is optional. It is designed to be taught justbefore Christmas.

BEGINNING THE LESSONPlay Christmas carols as the pupils are entering. Greetthe pupils as they arrive with Merry Christmas!

PRESENTATION & PRACTICE(Activities to present and talk about Christmas.)

Pupils’ books closed. Have a class discussion aboutwhat comes to mind when they hear the wordChristmas. Elicit information about how they spendChristmas. Put up the pictures (Santa, Christmastree, presents, stockings, etc) one at a time and saythe word(s). The pupils repeat after you. Say: MerryChristmas! The pupils repeat after you.

Look and match in your notebook.Read the instructions and explain the task. Allowthe pupils some time to complete the task in theirnotebooks. Check their answers.

1 c 2 d 3 e 4 b 5 a

Copy the Christmas poem in yournotebook. Complete it with wordsfrom Ex. 1.

Read the instructions and explain the task. Allowthe pupils some time to copy the poem in theirnotebooks and complete it. Check their answers.Then have individual pupils read the poem aloud.

1 presents 4 milk 2 tree 5 stockings 3 mince pies

1

2

57(T)

Merry Christmas!Merry Christmas!

Follow and say.

Read the instructions and explain the task. Tell thepupils to follow the lines from the children to thepresents with their finger and say what each onegot for Christmas. Have individual pupils answer.Ask the rest of the class for verification.

1 Ben’s got a car for Christmas. 2 Mary’s got roller-skates for Christmas. 3 Susan’s got a bike for Christmas. 4 John’s got a guitar for Christmas.

Ask Santa!Ask the pupils to look at the pictures and elicit whatthey can see (Santa, girl, schoolbag, teddy, etc).Read the instructions and explain the task. Readout the example. In pairs, the pupils take it in turnsand ask ‘Santa’ what they want for Christmas. Goaround the class monitoring and helping wherenecessary. Ask individual pupils to tell the class.

e.g. Hello, Santa! Please can I have a teddy?

ENDING THE LESSONAsk the pupils to think of one thing they would likefor Christmas. As the pupils leave the classroom,they ask you for the item using the structure in Ex. 4and then wish you a Merry Christmas!

e.g. Pupil: Hello, Santa! Please can I have askateboard?

Teacher: Merry Christmas, (Tom)! Pupil: Merry Christmas!

3

4

57

3 Follow and say.

4 Ask Santa!

Ben’s got … for Christmas.

1 2 3 4

a b c d

Hello, Santa!Please can I have

a camera?

Ben Mary Susan John

1 Let’s make a NewYear’s shaker!

2 Let’s sing!

Happy New Year! Happy New Year!

We’re having a party and everyone’s here!

Come to our party and give a big cheer!

Happy New Year! Happy New Year!


HappyNew Year!

HappyNew Year!

58

58(T)

Happy New Year!Happy New Year!

Optional Unit

• Aims: to talk about New Year celebrations • Vocabulary: drink, count, cheer, happy,

dance, fireworks, party, eat, sing, midnight • Language focus Language in use: Happy New Year! • Extra materials: paper plates, dried beans,

peas or lentils, glue, sticky tape, scissors, stripsof coloured paper or crepe paper (Ex. 1),mittens, hat, scarf, wrapped parcel withsweets inside (Ex. 5)

This unit is optional. It is designed to be taught justbefore New Year.

BEGINNING THE LESSONPlay the song Happy New Year from Ex. 2 as the pupilsare arriving. Greet them with Happy New Year!

PRESENTATION & PRACTICE(Activities to get the pupils talking about New Yearcelebrations.)

Pupils’ books closed. Have a discussion, in L1 ifnecessary, about what we usually do around NewYear’s time and what kind of things they thinkabout when they hear the words New Year. Ask thepupils to tell you how they spend their holidays.

Let’s make a New Year’s shaker!

Pupils’ books open. Write a big 58 on the boardand ask the pupils to open their books at page fifty-eight. Point to the illustrations and explain to thepupils that they are going to make shakers for thecelebration of the New Year. Show them yourmodel and hand out the paper plates (two perpupil). Provide the pupils with scissors, colouredpaper and glue, and a handful of dried beanseach. Guide the pupils to make their shakers: firstthey decorate the under side of each plate and cutsome strips of coloured paper. Ask them todecorate their plates with pictures and shapesrelated to New Year’s celebrations.

They place the dried beans on one of the platesand stick some coloured strips around the edges.Then they put some glue around the rim of theother plate and stick both plates together. Allowsome time for the glue to dry before the pupils usethe shakers. Go around the class as the pupils aredoing the task and provide any necessary help.

Let’s sing!Play the recording. The pupils listen and follow along.Play the recording again. The pupils listen and singalong.

Extension

Ask the pupils to use their shakers. The pupils singalong, shaking their shakers to the rhythm.

Talk with your friend.Explain that it is common for English people to wisheach other Happy New Year on the stroke ofmidnight on New Year’s Eve. Pretend it is midnight(call out dong twelve times!). In pairs, the pupilswish each other Happy New Year!

1

Make sure you have two paper plates foreach pupil, dried beans, peas or lentils,glue, sticky tape, scissors, strips of colouredpaper or crepe paper.


2

3

59(T)

Happy New Year!Happy New Year!

Match in your notebook. Thenlisten and check.

Go through the vocabulary items presented. Explain/Elicit why these words are connected to New Year.Explain the task. The pupils match the pictures to thewords in their notebooks.

1 C 3 I 5 B 7 G 9 J 2 E 4 H 6 F 8 A 10 D

Play the recording. The pupils listen and check theiranswers.

As an extension, play a spelling bee game: call outeach of the items, then go around the classroomasking the pupils to spell the word.

e.g. Teacher: DANCE! Pupil 1: D Pupil 2: A etc

Let’s play!

Have the pupils sit in a circle. Play the Happy NewYear song and ask them to pass around the parcel.When the music stops, whoever is holding the parcelmust put on the mittens, hat and scarf and try to opena layer of the parcel while the others count down from10 and say Happy New Year. Then, the music playsagain and the game continues. When the last layerhas been taken off, hand out the sweets inside!

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

Provide a large piece of paper to every pair/groupof pupils. Ask the pairs/groups to work together anddraw pictures of what New Year means for them.Make sure you display their work somewhere in theclassroom.

4

5

Bring to class: a pair of mittens, a woollyhat and scarf, and a parcel (with sweetsinside) wrapped in several layers of paper.


5

10, 9, 8… 1 HAPPYNEW YEAR, Katie!

1

2

3

4

5

6

7

8

9

10

4 Match in your notebook. Then listen and check.

I PARTY

H COUNT

E DRINK

F EAT

G SING

J MIDNIGHT

D DANCE

B CHEER

A HAPPY

C FIREWORKS

59

a listenb pointc drawd reade write f lookg talk

1

2 3

4

56

7


2 Look and write in your notebook.

purple green orange yellow

whitebluered

1 2 3

5 6 7

4

60

Fun Time 1

a black dog a purple ball a green fish

a blue mouse a yellow snake

(See Fun Time Key)

1 3 5

2 4 6

1

61

3 Look and say.

4 Ask and answer.

That’s …

Who’s that?

1 2 3

5 Read and choose.

1 What’s your name? a Hello, Harry. b I’m Emma.

2 Who’s this? a This is Erlina. b This is a ball.

3 How old are you? a Oh, that’s Alvin. b I’m ten.

a red kite

62

Fun Time 2This is my 1) pencil case: my 2) …, my 3) …,

and my 4) … . Look at my 5) …, and my 6) … .

It’s time for school!

1 Read, look and complete in your notebook.

2 Look, read and match in your notebook.

1 ruler

a

b

c

d e

2 pencil case

3 sharpener

4 pencil

5 pen

6 rubber

f

(See Fun Time Key)

63

2

12 3

45

6

3 Read and complete in your notebook.Then, look and match.

a

h

g

b

f

c

d

e

1 three apples 2 two…3 four…4 six…5 eight…6 seven…7 five…8 nine…

a

4 Look and say. Then write in your notebook.

1 It’s Lee’s schoolbag.

(See Fun Time Key)

(See Fun Time Key)

64

Fun Time 31 Read and complete in your notebook.

Bill

Nancy

Peter MaryMe!

Jack

Angela

mum dad grandpa brother family grandma sister

2 Write the numbers in your notebook.

3 Read and complete in your notebook. Use: am, is or are.

1 This is my dog, Toto. 2 Hi! I am Sally. 3 You are not funny. 4 My brothers are famous.

5 What is your name?6 Are you a teacher? 7 It is not a vase.8 Is she your sister?

This is my 1) family. Bill is my

2) grandpa. Angela is my

3) grandma. Nancy is my 4) mum.

Jack is my 5) dad. Peter is my

6) brother. Mary is my 7) sister.

We’re a happy family!

seventeen thirteen fourteen nineteen

twenty twelve eighteen fifteen

sixteen

11 – eleven16 –

20 –

17 –

12 –

13 –

18 –

14 –

15 –

19 –

65

31 Is he a postman? Yes, he is.

4 Is it a sharpener? No, it isn’t. It’s a rubber.

2 Is it a kangaroo? No, it isn’t. It’s a fox.

5 Is it a dog? Yes, it is.

3 Is he a fireman? Yes, he is.

6 Is she a singer? No, she isn’t. She’s a teacher.

4 Ask and answer the questions.

5 Look, read and answer in your notebook.

1 2

3

4 5

1 They’re yellow and blue. Are theyflowers?

No, they aren’t. They’re kites.

2 They’re red and blue. Are theyaeroplanes?

Yes, they are.

3 They’re black and white. Are theycats? No, they aren’t. They’re dogs.

4 They’re green and yellow. Are theyhats? Yes, they are.

5 They’re red and yellow. Are theyrubbers? No, they aren’t. They’revases.

66

Fun Time 4

1 car/camera 2 bin/ring 3 lorry/bus 4 car/bus

5 plane/train 6 balloon/ball 7 paper/glass 8 watch/ring

2 Look, read and correct in your notebook.

1 Look, read and choose the correct word.

It’s a small box. She’s sad. It’s new.big happy old

1 32 4

5

7

6

8

67

43 Write the plurals in your notebook.

4 Read and write the sentences in plural in your notebook.

1 boy – boys2 glass – glasses3 fox – foxes

4 box – boxes5 apple – apples6 bus – buses

7 vase – vases8 dog – dogs

5 Look and write in your notebook. Then play the memory game.

One! They’re rings!

1 This is my teddy bear.2 That is my ball.3 This is my ruler.

4 That is my teddy bear.5 This is my pen.6 That is my book.

(See Fun Time Key)

(See Fun Time Key)

68

p u t

mor

ec

da

oir

p u t

mor

ec

da

oir

Fun Time 51

42

3

computersofa

1 Look at the pictures and the letters. Write the wordsin your notebook.

oa

sf

w e

r

ro

b d

a

2 Complete the sentences in your notebook.

1 Where’s Jack? He’s on the sofa.

2 Where’s the umbrella? It’s under the bed.

4 Where’s the boy? He’s behind the tree.

5 Where’s the pencil? It’s next to the

notebook.

3 Where’s the doll? It’s on the bus.

on in next to behind under

wardroberadio

69

5

1 Look at Joe and his new kite. 2 Hello! What’s your name? 3 That’s Emma and that’s her

radio. 4 This is Mary and this is David.

That is their dog. 5 We are Paul and Peter. That isour house.

6 Hi! My name’s Sarah. 7 We’re Bob and Kelly. This is our

computer. 8 This is my brother. His name’s

John. 9 Is this your chair, Tom?10 This is my fish. His/Its name is

Bubbles.

3 Read and choose.

1 This is Alvin. My/His hat is

green.

3 This is Sally. Look at his/her

cat.

4 Your/Herbedroom is reallynice, Danny.

6 Its/His mother isa teacher.

5 We’re Jasonand Barbara.

Look at your/ourbikes.

2 I’m George. This is my/his

computer.

4 Read and complete in your notebook. Use: my, your, his,her, their or our.

70

1 2

43

5

Fun Time 61 Look and write in your notebook. Use: bathroom, garden,living room, kitchen, bedroom.

2 Look, read and write yes or no in your notebook.

1 There are two armchairs. yes

2 There are pictures on the wall. yes

3 There is a book on the table. no

4 There is a cushion on the carpet. no

5 There’s a lamp. yes

6 There are curtains in the window. yes

bedroom bathroom

kitchen

garden

living room

6

71

3 Which picture? Read, look and say A or B.

1 There’s a green carpet on thefloor. A

2 There are seven pictures on thewall. B

3 There are four rooms. A4 There are pictures of mice. A5 There are three flowers in the vase. B6 There are green curtains. B

1 Is there a teddy bear onthe sofa?

Yes, there is.2 Is there a chair? Yes, there is.3 Are there any cushions

on the sofa? Yes, there are.4 Is there a book on the

bed? No, there isn’t.5 Are there any CDs on

the table? No, there aren’t.6 Is there a carpet on the

floor? No, there isn’t.

4 Read, look and answer.

A B

A carpetB curtain

A policemanB postman

A deskB sharpener

A frogB spider

A cupboardB bookcase

1 3 4 52

72

3 Read and choose.

1 What’s this? It’s … umbrella. A a B an

2 Look at … dog! It’s so cute! A Tom B Tom’s

3 There are five … in this box.Whose are they?

A lorries B lorry

4 This is my friend. … name isMary.

A His B Her

5 … two mice on the table. A There is B There are

1 Do the sums and say. Then write in your notebook.

Evaluation

A 2 + 5 =

B 9 + 9 =

C 10 + 5 =

D 8 + 2 =

E 7 + 5 =

1 A: What are these? B: a) It’s a book. b) They’re cameras.

2 A: Where’s Alvin? B: a)He’s at school. b)He’s my friend.

3 A: Happy Birthday, Ted! B: a)You’re welcome! b) Thank you!

4 A: Where’s the vase? B: a)Yes, it is. b)On the table.

5 A: What’s that? B: a) It’s Tina’s schoolbag. b) It’s next to the table.

4 Read and choose.

Two and five is ...

2 Look, read and choose.(See Fun Time Key)

7

18 10

15 12

73(T)

Fun Time KeyFun Time Key

Fun Time 1

Ex. 4, p. 61

1 Who’s that? 3 Who’s that? That’s Alvin. That’s Lee.

2 Who’s that? That’s Erlina.

Fun Time 2

Ex. 1, p. 62

2 sharpener 4 pencil 6 pen 3 ruler 5 rubber

Ex. 3, p. 63

2 umbrellas b 3 rubbers c 4 desks e 5 chairs d 6 notebooks h 7 rulers f 8 oranges g

Ex. 4, p. 63

2 It’s Harry’s apple. 3 It’s Mona’s ruler. 4 It’s Harry’s aeroplane. 5 It’s Mona’s pencil. 6 It’s Lee’s pencil case.

Fun Time 4

Ex. 4, p. 67

1 These are my teddy bears. 2 Those are my balls. 3 These are my rulers. 4 Those are my teddy bears. 5 These are my pens. 6 Those are my books.

Ex. 5, p. 67

2 They’re boxes. 3 They’re cameras. 4 They’re buses. 5 They’re watches. 6 They’re glasses. 7 They’re kites. 8 They’re kangaroos.

Evaluation

Ex. 1, p. 72

A Two and five is seven. B Nine and nine is eighteen. C Ten and five is fifteen. D Eight and two is ten. E Seven and five is twelve.

74(T)

Instruments for EvaluationInstruments for Evaluation

Evaluation is an essential part in the learningprocess. It helps the learners realise their progress inthe target language, how much they have achievedand what areas need further practice. The learners’attitude towards their own learning experience ispositively influenced as they participate in the wholeprocess. Evaluation also allows teachers to reflect onthe validity of their teaching practices and the typesof material being used.

The process is basically divided into three parts:initial evaluation at the beginning of the course,formative evaluation, which is done on a dailybasis, and cumulative evaluation upon finishing aModule.

Initial Evaluation

This evaluation centres mainly on the pupils’ reportsfrom the previous school year. The teacher canassess the pupils’ level, work already covered, workneeded to be covered, strengths, weaknesses, etc.

Formative Evaluation

Any exercise a pupil does can be used for this typeof evaluation. The results are then recorded on thepupils’ Formative Evaluation Chart.

Make as many photocopies as you need andcomplete the charts as indicated. Write the names ofthe activities you are going to evaluate (e.g. thedialogues, songs, craft activities, and so on) and writethe marks obtained with the help of the followingcode (using colours if you wish):

c (competence – green): the pupil has a fullunderstanding of the task and respondsappropriately

w (working on – yellow): the pupil has anunderstanding of the task but the response is notfully accurate

n (non-competence – red): the pupil does notunderstand the task and is unable to respondappropriately

Cumulative Evaluation

In order to obtain reliable information, the cumulativeevaluation takes into account the work the pupilshave done throughout the module as well as theirparticipation and attitude. The course isaccompanied by two forms of cumulative evaluation:

• Pupil’s Self-Assessment Forms The pupils give their personal opinion about

their own results upon completion of eachModular Revision and Assessment. They filethese forms in their Language Portfolio.

• Progress Report Cards The teacher completes them, one per pupil,

after each test and they are given to the pupilsto file in their Language Portfolio.

75(T)© Express Publishing PHOTOCOPIABLE

Pupils’ name: Mark and comments

Name of game/activity: .............................................................................................................

Aim of game/activity: .................................................................................................................

Module: ............................................... Unit: ........................................... Course: ...................

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

18

19

20

24

25

21

23

22

Formative Evaluation Chart

Evaluation criteria: c (green) w (yellow) n (red)

76(T)

Cumulative EvaluationCumulative Evaluation

© Express Publishing PHOTOCOPIABLE

Pupil’s Self-Assessment Form

Pupil’s Self-Assessment Form

Name: ................................................................................. Module 1

I can ... remember say read and write

very well OK not very well very well OK not very well very well OK not very well

• Hi, I’m Jack. What’s yourname? Nia. How do youspell it? N-I-A.

• Hi, Lee. I’m Mona. Hi, Mona. Nice to meet you!

• Who’s that? That’s Alvin.

• How old are you? I’m eight.

• What’s this? It’s a book.

• Look at Alvin’s hats!They’re so funny!

Draw how you feel!

• Pupil’s Self-Assessment Forms

Name: ................................................................................. Module 2



• Who’s this? She’s my mum, Erika.

• Are you a policeman? Yes, I am.

• What are these? They’re teddy bears!They’re really nice!

• Happy Birthday, Sam.Here’s your present.

Wow! A car! Thank you. You’re welcome!

Draw how you feel!

77(T)


© Express Publishing PHOTOCOPIABLE

Pupil’s Self-Assessment FormName: ................................................................................. Module 3



• What colour is his TV? Blue.

• Where’s the picture? It’s next to the bookcase.

• Is there a fridge in yourkitchen?

Yes, there is. It’s next tothe cupboards.

Draw how you feel!

..................................................... (name) can: Module 1

very well OK not very well

introduce him/herself and greet others

count from 1-10

say the colours

write about him/herself

talk about school items

talk about possession

give and follow commands

write about school things

Progress Report Card

..................................................... (name) can: Module 2


count to 20

identify members of a family

talk about jobs

write about his/her family

talk about toys

offer presents

make birthday wishes

write a birthday card


• Progress Report Cards

© Express Publishing PHOTOCOPIABLE78(T)


..................................................... (name) can: Module 3


talk about possession

talk about location

write about his/her room

talk about things in a house/room

write about his/her house


79(T)© Express Publishing PHOTOCOPIABLE


80(T)

Activity Book (Key & Instructions)Activity Book (Key & Instructions)

MODULE 1Unit 1a – Hello!

1 Circle and match.Revise the characters’ names. Point to eachcharacter in turn and elicit his/her name.Then, ask a pupil to read out the name that iscircled: Erlina. Explain the task and allow thepupils some time to find all the names.

2 Read and find the stickers!Revise the greetings and introduction phrasesfrom the unit. Read the instructions and explainthe task. Ask the pupils to find the correspondingstickers, one at a time, and show them to you forverification before sticking them in the appropriatespaces.

1 Hello, Mona! 3 Hello, Lee.2 I’m Emma.

3 Draw and write.Tell the pupils to draw two of the charactersmeeting each other. Ask them to write anexchange using the dialogues in Ex. 2 as amodel. Then, have the pupils act out theirdialogues in pairs.

Unit 1b – The Magic Forest!

1 How many? Count and write.Revise numbers 1 to 10. Ask the pupils to lookat the picture and count the number of balls.Ask: How many balls are there? Elicit thecorrect answer: one. Do the rest of the exerciseorally then allow the pupils time to completethe task. Check their answers.

2 four 4 4 two 2 6 six 63 six 6 5 four 4

2 Write.Practise addition by writing some simple sumson the board and eliciting the correct answers.Ask the pupils to look at the pictures and elicitthe age of each child. Then have the pupilscomplete the exercise in writing. Check theirspelling.

2 nine 3 eight 4 ten

3 Listen and write a name. Read the instructions and explain the task. Tell thepupils they have to listen carefully and write aname with the correct spelling. Play the recording,twice if necessary, and allow the pupils tocomplete the exercise. Check their answers.

1 Alex 2 Ann 3 Lucy

TAPESCRIPT

Narrator: Listen and write a name.

1 Man: Hello, what’s your name? Boy: Alex. Man: How do you spell it? Boy: A-L-E-X.

2 Man: Hello, what’s your name? Girl: Ann. Man: Ann? How do you spell it? Girl: A-N-N.

3 Man: And you? What’s your name? Girl: Lucy. Man: How do you spell it? Girl: L-U-C-Y. Man: Nice to meet you all.

4 Join the dots. Then write.Read the instructions and explain the task. Thepupils join the dots and write the name ofeach character in the space provided.

Erlina Willow

BYRRAHP

ANILREB

NOVBAJO

WANOMLI

NFDLPEA

CLAMMEB

81(T)


Unit 1c – Colours

1 Write. Then colour.Revise colours. Hold up a red pencil and askthe pupils to say the correct word, e.g. red.Then, ask them to spell the word chorally, e.g.R – E – D. Read the instructions and explain thetask. The pupils complete the words thencolour the rainbow.

1 red 3 yellow 5 blue2 orange 4 green 6 purple

2 Read and colour.Point to each item in the picture and read theappropriate phrase, e.g. a red ball. Have thepupils repeat chorally and individually. Tellthem to take out their red, blue, green, purple,black and white coloured pencils. The pupilsread the phrases and colour the picture.

3 Rhyme time! Read and circle.Read the instructions and explain the task.Read through the example then allow thepupils a short amount of time to complete theexercise. Check their answers.

No Yes

4 Read and write.Read through each text, pausing for the pupilsto fill the gaps orally with the words provided.Allow some time for them to complete the taskin writing then check their answers.

1 John 4 white 7 fish2 eight 5 Anna 8 blue3 cat 6 seven

Unit 2a – Time for school!

1 Read and colour.Ask the pupils to take out their red, green,purple, yellow, blue and orange pencils. Pointto each item and elicit the correct word. Readeach phrase and have the pupils repeatchorally, e.g. a red rubber. The pupils thencolour the school objects.

2 Circle and match.Point to each item in turn and elicit the correctword. Start the puzzle together by asking thepupils to find and circle the word aeroplane.Then, allow the pupils some time to find the restof the words before checking their answers.

3 Look, ask and answer. Then write.Revise the different uses of this and that. Readthrough the example and explain the task. Thepupils complete the exercise in writing in class.Check their answers.

2 ... that 4 ... this ... an aeroplane ... a pen

3 ... that ... a pencil case

4 Find the stickers!Revise school objects using realia in theclassroom. Read the instructions and explain thetask. Ask the pupils to find the correspondingstickers, one at a time, and show them to you forverification before sticking them in theappropriate spaces.

1 book 4 rubber2 pencil case 5 schoolbag3 pencil 6 pen

Unit 2b – It’s a magic pen!

1 Look at the pictures. Read theletters. Write the words.Write some school object anagrams on theboard and ask the pupils to solve them. Readthe instructions and explain the task. The pupils

suqprebbur

pnmllekhye

wutsigjifd

kbyzcnkoob

xwcbnasrug

polmerkjih

enalporeag

fedcbaksed

82(T)


complete the exercise by writing the correctword. Check their answers.

1 notebook 4 ruler2 teacher 5 classroom3 sharpener 6 chair

2 Count and write.Read the instructions and explain the exercise.The pupils write the words in the spaces provided.Check their answers.

2 rubbers 4 boards3 chairs 5 notebooks

3 Look and write.Revise it is (it’s) and they are (they’re). Readthrough the example and the instructions. Readthe sentences and have the pupils completethe exercise orally first, then in writing. Checktheir answers.

2 Harry’s 3 Mona’s 4 Lee’s They’re It’s They’re

4 Listen and draw a line. There is oneexample. Point to each item in turn and elicit the correctword. Tell the pupils they have to listen carefullyand draw lines to match the objects with theirowners. Play the recording, twice if necessary,and allow the pupils time to complete theexercise.

pencil case – Kim sharpener – Bennotebook – Tom

TAPESCRIPT

Narrator: Listen and look. There is oneexample.

1 Woman: Whose rubber is this? Boy: Rubber? Woman: Yes, whose is it? Boy: It’s Jill’s rubber. Woman: Jill? It’s Jill’s rubber? Boy: Yes.

Narrator:Can you see the line? Now youlisten and draw lines.

2 Woman: Whose pencil case is this? Boy: It’s Kim’s pencil case.

Woman: Kim’s pencil case? Boy: Yes, it’s Kim’s pencil case.

3 Woman: Whose notebook is this? Boy: Notebook? Oh! It’s Tom’s notebook. Woman: It’s Tom’s notebook? Boy: Yes, it’s Tom’s notebook.

4 Woman: Whose sharpener is this? Boy: It’s Ben’s sharpener. Woman: Ben? Boy: Yes, it’s Ben’s sharpener!

Unit 2c – Let’s do it!

1 Look, read and draw lines.Read through the classroom instructions andask the pupils to mime an appropriate action.Then draw their attention to the example andexplain the task. The pupils match the picturesto the statements. Check their answers.

2 Sing! 4 Listen!3 Sit down! 5 Open your book!

2 Find and write.Read the instructions and explain the task. Readthe example and ask the pupils to repeat. Thepupils match the school objects to a characterand write an appropriate paragraph using themodel provided. Check their answers.

This is Emma’s schoolbag. It’s yellow. Yellow isher favourite colour.This is Mona’s book. It’s red. Red is her favouritecolour.This is Harry’s ruler. It’s green. Green is his favouritecolour.

Modular Revision and Assessment 1Do a quick revision of what the pupils have learnt inthis module. Praise their efforts during this stage ofthe lesson and encourage everyone to participate.Ask the pupils which parts of the module theyenjoyed the most and why.

Do all the exercises on pages 16 and 17 orally inclass. Then, allow the pupils to work on their ownand complete the exercises in writing. Alternatively,you can assign the exercises as written homework.

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Check the pupils’ answers and have them add uptheir total marks. Give them the Pupils’ Self-AssessmentForm for Module 1 and help them to complete it. Now,the pupils are ready to take Module Test 1 in theTeacher’s Resource Pack.

1 Look, read and circle.1 green 2 red 3 pink

2 Count and write.1 three aeroplanes 3 four sharpeners2 five desks 4 five rubbers

3 Look and write.1 That is a kite.2 This is an umbrella.3 That is an aeroplane.

4 Read and choose.1 b 2 a 3 a 4 b

5 Listen and write a name or anumber. 1 (nine) 9 2 Tom 3 (five) 5

TAPESCRIPT

Narrator: Look at the picture. Listen and writea name or a number. There is oneexample.

Man: Hello. Are you the girl in this picture?Girl: Yes. My name’s Kim.Man: And how do you spell your name?Girl: K-I-M

Narrator:Can you see the answer? Now youlisten and write a name or a number.

OneMan: And how old are you, Kim?Girl: I’m nine.Man: Nine?Girl: Yes!

TwoMan: Is this your friend in the picture with you?Girl: Yes, it is.Man: What’s his name?Girl: Tom.

Man: How do you spell that?Girl: T-O-M

ThreeMan: Is Tom in your class at school?Girl: Yes! We’re in class five.Man: Which class?Girl: In class five.

6 Look and read. Then write.1 be 2 Open 3 read 4 write

MODULE 2Unit 3a – My family!

1 Look, read and write yes or no.Read the instructions and explain the task. Thepupils complete the exercise by writing yes or noin the spaces provided. Check their answers.

2 no 3 yes 4 no

• Memory Game.Read the instructions and explain the game.Have a pair of pupils read out the dialogue. Askthe pupils to take one last look at Lee’s familytree, and then tell them to close their books.The pupils play the game in pairs, asking andanswering questions about Lee’s family, as inthe example.

2 Look and match. Then write.Revise the short forms of the verb, ‘to be’. Readthe instructions and the example. Explain thetask. The pupils match the sentences to thepictures then re-write each sentence using theshort forms.

2 a – You’re funny.3 b – He’s my brother.4 c – She’s a teacher.

3 Read and choose.Read out the questions and both possibleanswers. Ask the pupils to tell you whether a orb is correct. Then, allow them some time tocomplete the exercise. Check their answers.

1 b 2 a 3 b 4 b

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4 Write. Then draw lines.Point to each of the numbers and ask individualpupils to say the word, e.g. eleven. Read theinstructions. The pupils complete the words byfilling in the missing letters then draw lines tomatch each word to its corresponding number.Check their answers.

sixteen 16 twelve 12fifteen 15 thirteen 13nineteen 19 eighteen 18fourteen 14 twenty 20 seventeen 17

Unit 3b – Grandma’s here!

1 Read and write the names.Point to the boy in the family tree. Tell your pupilsthat his name is Joe and this is his family. Point toeach member of the family and elicit the correctphrase.

e.g. Teacher: Who’s this? Pupil: Joe’s Grandpa.

Read through the sentences and explain thetask. Allow some time for the pupils to write inthe correct names.

grandpa – Ben dad – Rob sister – Mimigrandma – Ann mum – Liz

2 Read and write.Read the instructions and explain the task. Thepupils write the sentences by putting the wordsin the correct order.

2 We are happy 4 They are lovely3 You are pretty

3 Read and answer.Revise the interrogative form of the verb, ‘to be’and the short answers. Ask the pupils to look at thepictures. Read through each question and elicitthe correct answer. The pupils then complete theexercise in writing. Check their answers.

2 you aren’t 4 they are 6 it isn’t3 she is 5 we are

4 Read and draw.Read the sentences and explain the task. Thepupils draw a smile or a frown on each picture.

Unit 3c – It’s my job!

1 Find the stickers!Revise the verbs from the unit. Read theinstructions and explain the task. Ask the pupilsto find the corresponding stickers, one at a time,and show them to you for verification beforesticking them in the appropriate spaces.

2 What are they? Follow the lines andwrite.Revise jobs from the unit. Point to each itemand elicit the corresponding job. Have thepupils complete the exercise orally, then inwriting. Check their answers.

2 is a milkman 4 is a postman3 is a fireman

3 Rhyme time! Read and circle.Read the instructions and explain the task. Readthrough the example then allow the pupils ashort amount of time to complete the exercise.Check their answers.

No Yes

4 Listen and draw lines. Ask the pupils to look at the picture of Tony and hisfamily. Tell them they have to listen carefully andmatch the names to the people in the picture.Play the recording, twice if necessary, and allowthe pupils time to complete the exercise. Checktheir answers.

grandma – Anna mum – Kellydad – Sam sister – Pat

TAPESCRIPT

Narrator: Look at the picture. Listen and look.There is one example.

Boy: Hi, my name’s Tony. This is a picture ofmy family. Can you see my grandpa?His name is Nick.

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Narrator:Can you see the line? Now you listenand draw lines.

Boy: My grandma’s name is Anna. Can yousee my mum and dad? My dad’sname is Sam. My mum’s name is Kelly.And that’s my little sister, Pat. Isn’t shecute?

5 Now read and write.Read the instructions and explain the task. Thepupils write the correct word in the spacesprovided. Check their answers.

2 grandma 4 mum 6 sister3 grandpa 5 dad

Unit 4a – At the toyshop!

1 Read and match.Read the instructions and explain the task. Thepupils match the words to the pictures. Checktheir answers.

2 c 3 a 4 b 5 d 6 f

2 Colour and answer.Read through the example, pausing for thepupils to say the correct word, e.g. cameras.Explain the task and allow the pupils time tocomplete the exercise in writing. Check theiranswers then ask them to colour the pictures.

1 cameras 2 What are these They’re teddy bears They’re really nice3 What are these They’re robots They’re really nice

3 Read and underline.Revise this, that, these and those. Make sure thepupils understand when to use these words.Point to each picture and ask individual pupilsto say the correct sentence, e.g. That bike isgreat! Allow them some time to underline thecorrect words then check their answers.

1 That 3 These 5 those2 these 4 That 6 this

Unit 4b – Open it and see!

1 Look and write.Point to each picture and elicit the name of thetoy/object. Ask individual pupils to come to thefront and write the words on the board.Encourage the rest of the class to help withspelling. Allow the pupils some time to completethe crossword puzzle then check their answers.

1 glasses 5 watches 2 helicopters 6 buses 3 lorries 7 presents 4 cars 8 boxes

2 Read, draw and colour.Read the prompts and make sure the pupilsunderstand them. The pupils draw the objectsand colour them according to the instructionsprovided. Ask the pupils to present their drawingsto the class.

3 Listen and colour. Ask the pupils to take out their green, brown,red and yellow pencils. Tell them to listencarefully to the recording. Explain that a manwill tell them how to colour the picture. Play therecording, twice if necessary, and allow themto complete the exercise.

camera – green bus – redteddy bear – brown lorry – yellow

TAPESCRIPT

Narrator: Look at the picture. Listen and look.There is one example.

Man: Look at the roller-skates. Girl: Yes.Man: Right. Colour the roller-skates purple.Girl: Pardon?Man: Colour the roller-skates purple.

Narrator:Can you see the purple roller-skates?This is an example. Now you listenand colour.

OneMan: Now look at the camera. Girl: The camera? Oh, yes. Man: Colour the camera green.Girl: OK. The camera is green.

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TwoMan: Look at the teddy bear. Girl: Sorry?Man: The teddy bear. Colour it brown.Girl: The teddy bear? Brown?Man: Yes.

ThreeMan: Now look at the bus. Girl: OK. What colour is the bus?Man: Red.Girl: Red?Man: Yes. Colour the bus red.

FourMan: Now look at the lorry. Girl: Pardon?Man: The lorry. Colour the lorry yellow.Girl: Yellow?Man: Yes. That’s right! Well done! This is a

lovely picture.

4 Read and circle.Draw the pupils’ attention to the illustrationsand have a picture discussion. Read throughthe sentences and explain the task. The pupilscomplete the exercise by circling the correctletter.

1 B 2 D 3 A 4 C

Unit 4c – Happy Birthday!

1 Find the stickers!Revise toys and other personal items. Read theinstructions and explain the task. Ask the pupilsto find the corresponding stickers, one at a time,and show them to you for verification beforesticking them in the appropriate spaces.

2 These are my presents!Put the pupils into pairs. Read through theexample and demonstrate the game. One pupilpicks a picture at random and describes it tohis/her partner. The other pupil listens carefullyand tries to identify the number of the picturebeing described.

3 Rhyme time! Read and circle.Read the instructions and explain the task.Read through the example then allow thepupils a short amount of time to complete theexercise. Check their answers.

No Yes

4 Read. Then fill in the card.Read the information above the card and askthe pupils some questions to check theirunderstanding. Then, read through the card,pausing for them to fill in the gaps orally. Allowthem some time to complete the task inwriting. Ask individual pupils to read out theircompleted cards.

Dear Kenny,You are eleven today!Happy Birthday!Love,Erica




1 Look, read and circle.1 helicopter 3 teddy bear 5 lorry2 car 4 bus

2 Look, read and write These orThose.1 These 3 Those 5 Those2 Those 4 These

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3 Read and choose.1 b 3 b 5 b 7 b2 a 4 a 6 b

4 Read and match.1 She’s fifteen. 3 You’re welcome.2 It’s a vase. 4 They’re bikes.

5 Who are the presents from? Listenand draw lines.Lines should be drawn between:Pat – lorryLucy – roller-skatesTim – guitar

TAPESCRIPT

Girl: Come and look at my birthdaypresents.

Boy: Wow! A bike! Who is it from?Girl: It’s from Mary.Boy: From Mary? It’s really nice!


Girl: And this lorry is from Pat.Boy: From Pat? It’s a lovely lorry!Girl: Yes, I love it!

Boy: Are these roller-skates from Tim?Girl: No they aren’t. They’re from Lucy.Boy: From Lucy?Girl: Yes. These roller-skates are from Lucy.

Boy: Then this guitar is from Tim, right?Girl: Yes, it is from Tim.Boy: It’s fantastic.

6 Look and read. Then, write theirnames.1 Bill 3 Jane 5 Peter2 Fiona 4 George 6 Sue

MODULE 3Unit 5a – Hide!

1 Find the stickers!Brainstorm with the pupils. Elicit the names of someobjects that they have in their bedrooms. Then,read the instructions and explain the task. Ask thepupils to find the corresponding stickers, one at atime, and show them to you for verification beforesticking them in the appropriate spaces.

1 bed 4 phone2 TV 5 radio 3 computer games 6 computer

2 Read and underline.Point to each picture and ask individual pupilsto say the correct sentence, e.g. This is Sam.His TV is big. Allow them some time to underlinethe correct words then check their answers.

1 His 2 my 3 Their 4 Our

3 Read and write.Revise all of the possessive adjectives. Read theexamples and do the rest of the exercise orallybefore asking the pupils to fill in the missingwords. Check their answers.

3 her 5 my 7 their 9 their4 their 6 her 8 his 10 his

Unit 5b – Come out!

1 Look at the pictures and read theletters. Write the words.Read the instructions and explain the task. Thepupils complete the exercise by writing thecorrect word. Check their answers.

1 table 3 clock 5 armchair2 bookcase 4 cupboard 6 wardrobe

2 Look, read and write in, on, under,behind, next to.Revise prepositions of place. Point at thepictures, one by one, and ask: Where’s Sammy?Elicit the correct answer, e.g. Sammy is behindthe computer. Allow the pupils time to read the

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sentences and write in the correct word. Then,check their answers.

2 on 4 under 6 under3 in 5 next to

3 Listen and draw lines. Point to each item in turn and elicit the correctword. Tell the pupils to listen to the recordingcarefully. Explain that a woman will tell themwhere to put each item. The pupils draw linesas directed by the recording.

TV – on the cupboardcomputer games – under the chairradio – in the cupboardclock – next to the lamp

TAPESCRIPT

Narrator: Listen and look. There is one example.

Woman: Put the computer on the desk.Boy: Pardon? Put the computer where?Woman: On the desk. Boy: Right.

Narrator:Can you see the line? This is anexample. Now you listen and drawlines.

OneWoman: Put the TV on the cupboard.Boy: Sorry? Put the TV where?Woman: On the cupboard.Boy: OK.

TwoWoman: Now put the computer games under

the chair.Boy: The computer games?Woman: Yes. Put the computer games under

the chair.Boy: All right.

ThreeWoman: And now, please put the radio in the

cupboard.Boy: Where?Woman: Put the radio in the cupboard.Boy: OK.

FourWoman: Now the clock! Put the clock next to

the lamp.

Boy: Where?Woman: Put the clock next to the lamp.Boy: OK.

4 Look, read and answer. Read the instructions and explain the task. Thepupils read the questions, look at the pictureand write the answers in the spaces provided.Check their answers.

2 Books 4 teddy bear 6 ball3 wardrobe 5 clock

Unit 5c – Where’s Alvin?

1 Look and answer.Read out the names of the children. Then, askthe pupils to tell you where each child is.

e.g. Teacher: Where’s Jeff? Pupils: He’s in the wardrobe.

The pupils then read through the questionsand write their answers in the spaces provided.

2 behind the sofa3 under the bed4 behind the bookcase5 in the wardrobe6 under the table

2 Rhyme time! Where are the fairies?Read and complete.Read the instructions and explain the task. Readthrough the example then allow the pupils ashort amount of time to complete the exercise.Check their answers. Ask individual pupils to saythe rhymes and check their pronunciation.

2 bed 3 radio 4 armchair

3 Read and colour.Ask the pupils to read through the text then colourthe picture. Check their completed work.

bed – yellow vase – purplewardrobe – blue flowers – orangeclock – red

• Now answer the questions.Read through the questions and elicit the correct

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answer from individual pupils. Allow them time towrite the answers in the spaces provided. Then,put the pupils into pairs and have them practisethe question/answer dialogue.

1 (The bed is) yellow2 (The flowers are) in the vase3 A clock and a vase (with flowers)4 (The wardrobe is) blue

Unit 6a – In the old house!

1 Find the stickers!Revise rooms with the pupils. Read the instructionsand explain the task. Ask the pupils to find thecorresponding stickers, one at a time, and showthem to you for verification before sticking them inthe appropriate spaces.

2 There are ghosts in the house!Look and complete.Ask the pupils to look at the picture and readthrough the example. Elicit similar sentencesfor the other rooms. Check for correct use ofthere is/there’s and there are. Have the pupilscomplete the exercise in writing.

2 There are five ghosts in the living room.3 There are four ghosts in the bedroom.4 There’s one ghost in the kitchen.

3 Spot the differences.Revise there is/there are. Ask the pupils to look atthe two pictures and elicit some of the differences.Read the example answer and explain the task.The pupils use the prompts to produce similarsentences. Check their answers.

2 In Harry’s living room there are two mirrors.In Lee’s living room there is one mirror.

3 In Harry’s living room there is one lamp. InLee’s living room there are two lamps.

4 In Harry’s living room there are two armchairs.In Lee’s living room there are three armchairs.

5 In Harry’s living room there is one table. InLee’s living room there are two tables.

Unit 6b – Where’s Missy?

1 Read and circle the odd one out.Read the instructions and explain the task. Thepupils circle the odd one out. Ask them to justifytheir answers.

2 bath 4 ghost 6 bed3 water 5 TV

2 How many? Find and colour.Explain the task. The pupils colour the pictureaccording to the prompts provided.

• Now ask and answer.Put the pupils into pairs. Read the example andexplain the task. Allow them to practise in pairs.Ask some pairs to perform their exchanges forthe class.

2 A: How many fridges are there? B: There’s one.

3 A: How many spiders are there? B: There’s one.

4 A: How many tables are there? B: There are three.

5 A: How many frogs are there? B: There are five.

3 Read and correct.Read the example and explain the task. Ask thepupils to correct the sentences in the spacesprovided. Then check their answers.

2 No, there aren’t. There is one frog.3 No, there isn’t. There are two radios.4 No, there aren’t. There is one table.

4 Read and match.Read the instructions and explain the task. Thepupils match the two halves of the exchangeby drawing lines. Check their answers.

2 a 3 c

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Unit 6c – Welcome!

1 Read and write yes or no.Ask the pupils to look at the picture. Make somestatements and encourage the pupils to respondby saying yes if the statement is true and no if thestatement isn’t true. Then, read through thesentences and elicit yes/no answers. The pupilscomplete the task in writing.

2 no 3 no 4 no 5 yes

2 Read and colour.The pupils colour the picture according to theinstructions provided. Check their completedwork.

yellow – curtains, cooker, cupboard, cushions,clock, carpet, computer

blue – sofa, spiderred – bed, books, bookcasegreen – fridge, frogblack – phone, picture

3 Listen and tick (✓) the box. Ask the pupils to look at the pictures and havea picture discussion.

e.g. Teacher: Where is the ghost in this picture? Pupils: In the (kitchen).

Tell the pupils to listen carefully to the recordingand tick one box in each row. Play the recording,twice if necessary. Check their answers.

1 2nd picture 3 3rd picture2 1st picture

TAPESCRIPT

Narrator: Look at the pictures. Now listen andtick the box.

OneWhere’s the ghost?Boy: Is there a ghost in the kitchen?Girl: No, there isn’t. There’s one in the living room.Boy: Pardon? In the bathroom?Girl: In the living room. There’s a ghost in the

living room!Boy: No!!!

TwoWhat’s in Anna’s bedroom?Woman: Is there a carpet in your bedroom,

Anna?Anna: Yes, there is.Woman: And are there pictures on the wall?Anna: No, there aren’t.

ThreeWhere are the spiders?Man: Where are the spiders?Boy: In the kitchen.Man: Are they in the fridge?Boy: No, they’re in the sink.




1 Look, read and choose.1 A 2 B 3 B 4 B

2 Look, read and underline.1 on 3 on2 in 4 next to

3 Now look again and answer.1 No, there aren’t. 3 No, there isn’t.2 Yes, there is.

4 Read and choose.1 a 2 a 3 a 4 b

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5 Listen and draw lines. Lines should be drawn between:CD – in the cupboardcomputer game – under the tablephone – next to the radiocushion – on the armchairmirror – on the sofa

TAPESCRIPT

Narrator: Listen and look. There is one example.

Woman: Put the vase on the bookcase.Boy: Sorry? Put the vase where?Woman: On the bookcase!Boy: Right.


OneWoman: Put the CD in the cupboard.Boy: Pardon? Where? Woman: In the cupboard.Boy: OK.

TwoWoman: Now put the computer game under

the table.Boy: Sorry? Put the computer game where? Woman: Put it under the table.

ThreeWoman: And now please put the phone next

to the radio.Boy: The phone? Woman: Yes! Put it next to the radio.Boy: All right. I’m drawing that line now.

FourWoman: Now the cushion! Put it on the armchair.Boy: Where?Woman: Put the cushion on the armchair.Boy: OK.

FiveWoman: And now put the mirror on the sofa.Boy: Sorry? Put the mirror where? Woman: Put it on the sofa.Boy: Yes. OK.

6 Look and read. Then write anumber.bathroom onebedroom threearmchair twobookcase onekitchen one

Board Game 1 1 Pupil counts to ten. 2 It’s 3 aeroplane 4 Pupil’s own answers. 5 Pupil goes back to Start. 6 schoolbag 7 old 8 Pupil goes back to Start. 9 Pog, Trog, Popsie10 Pupil goes back to Start.11 rubber12 meet13 Welcome14 Missy15 pencil case16 Pupil goes back to Start.17 name18 Pupil sings the song.19 apple

Board Game 2 1 a bus/two red lorries/a big car 2 You’re 3 lorry 4 Pupil sings the song. 5 Pupil goes back to Start. 6 helicopter 7 They’re 8 Pupil goes back to Start. 9 suggested answers: plastic, glass, paper,

bottles, cans, bags

10 Pupil goes back to Start.11 toyshop12 This is/It’s13 Happy14 suggested answers: policeman, fireman,

milkman, postman, teacher

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15 bike16 Pupil goes back to Start.17 Open18 suggested answers: mum, dad, grandma,

grandpa, brother, sister19 roller-skates

Board Game 3 1 suggested answers: cooker, sink, fridge,

cupboard, table 2 Where’s 3 curtains 4 suggested answers: bedroom, bathroom,

kitchen, living room 5 Pupil goes back to Start. 6 armchair 7 my 8 Pupil goes back to Start. 9 Pupil sings the song.10 Pupil goes back to Start.11 bookcase12 are13 is14 Pupil’s own answers.15 mirror16 Pupil goes back to Start.17 there18 suggested answers: ant, spider, ladybird,

butterfly, bee, worm19 wardrobe

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PlaysPlays

Each play can be covered in approximately two tothree lessons including the performance.

In the first lesson present or revise the language tobe used, the songs and the setting of the scene assuggested in the Before the play section.

In the second lesson, play the recording of thewhole play while the pupils follow the lines in theirbooks. Ask the pupils questions to see if theyunderstood the plot of the story. Play the recordingagain, pausing at the end of each line to allow thepupils to repeat. This will help the pupils to practiseintonation and pronunciation. Allocate roles andask the pupils to read the play aloud in class.Repeat this step until every pupil has had anopportunity to read. At the end of the lesson assigneach pupil a role to learn for homework. Give thesame role to more than one pupil. All pupils musthave roles.

In the third lesson split the class in two groups. Makesure that each group has at least one complete castof characters needed to perform the play. Ask them torehearse their lines within their groups. The pupils whoare not taking character roles in this final rehearsalcan be the audience. Select a group to perform theplay. You can perform the play as many times as thepupils like. Good luck!

Note: If you wish, you can use the plays for stageperformance with the pupils playing the role of thecharacters.

Suggestions on how to teach the plays

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Play 1 – The Magic Forest!Play 1 – The Magic Forest!

BEFORE THE PLAY (Warm up for a group who don’t know one

another yet.)

1 The pupils sit in a circle. One pupil throws a ballto a pupil in the circle as he/she is askinghim/her his/her name. The pupil who catchesthe ball answers. Repeat the procedure asmany times as you think is necessary.

e.g. Pupil 1: (throwing the ball) What’s yourname?

Pupil 2: (catching the ball) My name’sJulie. (throwing the ball) What’syour name?

Pupil 3: My name’s Alex. etc

(Activities to present the characters.)

2 Present the characters with the use of puppets.

e.g. Teacher: (holding up Emma) This isEmma! Who is it?

Class: Emma! etc

3 Hand out the puppets. Call out a character. Thepupil who has got the corresponding puppetstands up and presents himself/herself in therole. Invite the rest of the class to greet him/her.

e.g. Teacher: Mona! Pupil: Hello, I’m Mona. Class: Hello, Mona.

Variation

The pupils sit in a circle. Hand out the charactersand play some music. The pupils pass thecharacters around the circle. Pause the music.The pupils who have got the puppets introducethemselves in the role.

Game: Find a partner. 4 Explain the game. The pupils walk around the

class. They ask one another about their age inorder to find a partner. Demonstrate this yourselffirst.

Outline:

Emma, Harry, Mona and Lee meet the charactersfrom the Magic Forest: Willow the Guardian, Alvinand Erlina. The four children discover the magicalelement in the forest through their interaction withthe trees, flowers, etc.

Characters:

Emma AlvinHarry ErlinaMona Orange treeLee Nut treeWillow the Guardian Audience

Structures/Functions:

Greetings • Hello! • Goodbye!

Introductions • Who’s that? • This is … . • What’s your name? • Talking about age • Who are you? • How old are you? • My name’s … . • I’m … .

Identifying items • What’s that? • It’s a(n) …

Asking about quantity • How many … ?

Useful phrases • Welcome to … • Wow! • This is really great! • Time to go! • Let’s …

Vocabulary:

Colours • purple • red • orange • blue • green • yellow

Numbers • 1-10

Other words • look • count • flowers • orange • Magic Forest • nut • all • tree • sing • everyone

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The Magic Forest!

Scene 1

(Emma enters the forest stageright. She is happy and she’slooking at all the flowers. Willowis standing stage left, next to theolive tree.)

Emma: (humming to herself) Look!Flowers! Hello purple, helloblue. Red for me and green foryou. Hello orange, yellow, too.Red for me and green for you!

(She addresses the audience) Emma: Sing with me, everyone!Emma & Audience: (singing) Hello purple, hello

blue. Red for me and green foryou. Hello orange, yellow, too.Red for me and green for you!

Willow: Hello! Emma: (addressing the audience)

Who’s that? Audience: Willow! Emma: Who?

Audience: Willow! Emma: (talking to Willow)Who are you? Willow: I’m Willow the Guardian. What’s

your name? Emma: My name’s Emma. Willow: (talking to Emma) Welcome to

the Magic Forest! (Emma stands next to the apple

tree.)

(Mona enters stage left, lookingfor Emma.)

Mona: Emma! Emma! (stands byWillow) Oh! (addresses theaudience) Who’s that?

Audience: Willow! Mona: Who? Audience: Willow! Mona: (talking to Willow)Who are you? Willow: I’m Willow the Guardian. What’s

your name? Mona: My name’s Mona.

Script & Stage Directions

e.g. Pupil 1: How old are you? Pupil 2: I’m eight. How old are you? Pupil 1: I’m eight, too! (the pupils form a

pair)

(An activity to present/consolidate and activatethe rainbow song.)

5 Hold up strips of paper and revise colours. Putup your set of strips of paper on the board.Present the song by pointing to the strips andinviting the pupils to name the colours.

e.g. Teacher: Hello, … Class: purple Teacher: Hello, … Class: blue etc

6 Play the song. Point to the strips of paper everytime the corresponding colours are mentioned.Then hand out the strips, one per pupil. Play thesong again. Invite the pupils to raise their stripsof paper every time the colour on their strip ismentioned. Play the song again. The pupilslisten and sing along.

Note: Shy pupils can just join in with the songwhenever they feel confident.


Prepare as many strips of paper as thepupils in your class. Make sure each stripis one of the colours practised in therainbow song.

96(T)

Willow: (talking to Mona)Welcome tothe Magic Forest!

(Mona goes to stand withEmma)

(Lee enters stage right, lookingfor Emma.)

Lee: Emma! Emma! (stands by theWillow) Oh! (addresses theaudience) Who’s that?

Audience: Willow! Lee: Who? Audience: Willow! Lee: (talking to Willow)Who are you? Willow: I’m Willow the Guardian. What’s

your name? Lee: My name’s Lee. Willow: (talking to Lee) Welcome to

the Magic Forest! (Lee goes to stand with Emma

and Mona.)

(Harry enters stage left, lookingfor Emma.)

Harry: Emma! Emma! (stands byWillow) Oh! (addresses theaudience) Who’s that?

Audience: Willow! Harry: Who? Audience: Willow! Harry: (talking to Willow)Who are you? Willow: I’m Willow the Guardian.

What’s your name? Harry: My name’s Harry.

Willow: (talking to Harry) Welcome tothe Magic Forest!

(Harry goes to stand withEmma, Mona and Lee.)

(Alvin and Erlina entersimultaneously one fromeach end of the stage.)

Alvin: Hello, Willow. Willow: Hello, Alvin. Erlina: Hello, Willow. Willow: Hello, Erlina. This is Emma

(Emma comes to the front ofthe stage), this is Mona (Monacomes to the front of thestage), this is Harry (Harrycomes to the front of the stage)and this is Lee! (Lee comes tothe front of the stage)

Alvin & Erlina: Welcome to the Magic Forest! Lee: Wow! This is really great! Alvin: (addresses the audience)

Let’s all sing! (They all join inthe song together) Hellopurple, hello blue. Red for meand green for you! Helloorange, yellow, too. Red forme and green for you!


97(T)

Scene 2

(Willow stands stage left next to theolive tree. Lee and Harry enter stageright.)

Orange tree: (making a coughing sound)Ahem!

Lee & Harry: What’s that? Willow: It’s an orange tree! Orange tree: Hello, Lee! Hello, Harry! Lee & Harry: (talking to the orange tree)Oh, hello! Orange tree: How old are you, Lee? Lee: I’m ten. Orange tree: How old are you, Harry? Harry: I’m ten, too! How old are you? Orange tree: Count my oranges! Lee & Harry: (standing next to the orange tree)

One… two…three…four…five! (addressing the audience) How

many oranges? Audience: Five! Lee & Harry: How many oranges? Audience: Five!

(Harry and Lee stand next to theapple tree. Emma and Mona enterstage right.)

Nut tree: (making a coughing sound)Ahem!

Emma & Mona:What’s that? Willow: It’s a nut tree!

Nut tree: Hello, Emma! Hello, Mona!Emma & Mona: (talking to the nut tree) Oh, hello! Nut tree: How old are you, Emma? Emma: I’m nine. Nut tree: How old are you, Mona? Mona: I’m nine, too! How old are you? Nut tree: Count my nuts!Emma & Mona: (standing next to the nut tree) One…

two… three…four…five…six…seven! (addressing the audience) How

many nuts? Audience: Seven!Emma & Mona:How many nuts? Audience: Seven!

(Alvin and Erlina enter stage left.) Erlina: Time to go now! Alvin: Goodbye, Willow! Willow: Goodbye! Goodbye! Children: Goodbye! Alvin: Let’s sing, everyone! (all sing as the

characters leave the stage)Goodbye purple, goodbye blue. Redfor me and green for you. Goodbyeorange, yellow, too. Red for me andgreen for you!


98(T)

Play 2 – The toyshop!Play 2 – The toyshop!

Outline:

Emma, Mona, Alvin and Lee find a toyshop. Theygo in looking for presents for Harry’s birthday. Theylook through lots of different toys until they find theperfect birthday present for Harry! He coincidentallywalks in on them at the toyshop and they give himhis presents.

Characters:

Alvin HarryEmma ErlinaLee Audience Mona


Identifying items • What are these? • What are they? • They’re … • What is it?

Offering & accepting presents • This is for you! • Wow! A guitar, thank you!

Giving instructions • Open it and see!

Useful phrases • They’re nice. • Let’s buy a present for … • What then? • Happy Birthday …

Vocabulary:

Toys • toyshop • ball • teddy bear • guitar • bike • aeroplane • roller-skates • car

BEFORE THE PLAY (Activities to familiarise the pupils with the

language of the play.)

1 Put the flashcards face down on your desk. Invitea pupil to come to the desk, choose a flashcardand turn it over. The pupil holds up the flashcardand asks the class: What are these? The classresponds, (e.g. they’re bikes). The pupil placesthe flashcard back on the desk and asks theclass for verification: What are they? and theclass responds again. Repeat the process until allthe flashcards have been turned over.

2 Ask the pupils to take out a small piece of paperand write the name of a toy on it, e.g. teddybear. Make sure that all the items presented areused. Then ask them to fold the piece of paperand stand in a circle. Choose one pupil to actas Harry and stand in the middle of the circle.Each pupil goes to Harry, one at a time, and

hands him their piece of paper as thoughgiving him a present. The pupil in the centreunfolds the paper, reads what his present is andthanks the pupil who gave it to him.

e.g. Pupil 1: (giving Harry the paper) HappyBirthday, Harry. This is for you

Pupil 2: (taking the paper) What is it? Pupil 1: Open it and see. Pupil 2: (unfolding and reading the

paper) Wow! An aeroplane!Thank you! etc

(Activity to familiarise the pupils with the lyricsof the song.)

3 Pin all the flashcards except the birthday cakeon the board. As you sing the song, hold thebirthday cake in your hands and point to eachpresent as it is mentioned. Ask the pupils tolisten and repeat the words after you.


Create 7 flashcards: teddy bears, guitars,planes, cars, roller skates, bikes, balls.You can draw pictures or stick picturesfrom magazines.


7 picture flashcards: a birthday cake, a kite,a plane, a toy train, a ball, a car, a toyguitar. You can either make simple drawingsyourself or find pictures from magazines.

99(T)


The toyshop!

Scene 1

(Emma, Mona and Lee enter stageright and Alvin enters stage left.)

Emma: Look, a toyshop! Let’s buy a presentfor Harry’s birthday!

Alvin: (pointing at teddy bears)What arethese?

Emma: They’re teddy bears. Alvin: (addressing the audience) What

are they? Audience: Teddy bears! Alvin: They are nice. Lee: (shaking his head) No, not a teddy

bear!

Alvin: (pointing at bikes)What are these? Mona: Bikes! Alvin: (addressing the audience) What

are they? Audience: Bikes! Alvin: They are nice. Lee: (shaking his head) No, not a bike!

Alvin: (pointing at roller-skates) What arethese?

Emma: Roller-skates! Alvin: (addressing the audience) What

are they? Audience: Roller-skates!

Alvin: They are nice. Lee: (shaking his head) No, not

roller-skates!

Alvin: (pointing at balls)What are these? Mona: Balls! Alvin: (addressing the audience)What are

they? Audience: Balls! Alvin: They are nice. Lee: (shaking his head) No, not a ball!

Mona & Emma: (talking to Lee sounding puzzled)What then?

Lee: (pointing at cars) Look at these cars!Cool!

Mona & Emma: Yes! Yes! A car for Harry! Alvin: (he starts dancing up and down)

Yes! Yes! A car for Harry! (Harry enters the toy shop stage left.) All: Oh, oh! (they all stand still, blocking

the car) Hello, Harry! (Harry looks at them all in surprise.)


e.g. It’s my birthday today, (pointing tobirthday cake)

It’s my birthday today! (pointing tobirthday cake)

These are my presents, (pointing to allthe flashcards)


Here’s a kite (pointing to the kite) and aplane, (pointing to the plane)

And a super toy train! (pointing to thetrain)



Here’s a ball (pointing to the ball) and acar, (pointing to the car)

And a new toy guitar! (pointing to theguitar)



100(T)

Scene 2

(Harry and Emma enter the stagesimultaneously, one from each side.They stand towards the front of thestage. Emma is holding a guitar,wrapped side to the audience).

Emma: Happy Birthday, Harry. This is for you.(The present is between Emma andHarry)

Harry: What is it? Emma: Open it and see! (Erlina enters stage left hovering

over the guitar and addresses theaudience.)

Erlina: What is it? Audience: A guitar! (Erlina goes off stage. Harry bends

towards the floor pretending to openthe present. Meanwhile the presentis turned over and we can hear thesound of paper tearing, then boththe present and Harry reappear. Theguitar is now in front of Harry.)

Harry: Wow! A guitar! Thank you!

[Emma leaves the stage with theguitar. Mona enters stage right. Sheis holding a ball (wrapped side tothe audience).]

Mona: Happy Birthday, Harry. This is for you.(The present is between Mona andHarry)

Harry: What is it? Mona: Open it and see! (Erlina enters stage left hovering over

the ball and addresses the audience.) Erlina: What is it? Audience: A ball! (Erlina goes off stage. Harry bends

towards the floor pretending to openthe present. Meanwhile the presentis turned over and we can hear thesound of paper tearing, then boththe present and Harry reappear. Theball is now in front of Harry.)

Harry: Wow! A ball! Thank you!

Lee: Happy Birthday, Harry. This is for you.(The present is between Lee andHarry.)

Harry: What is it? Lee: Open it and see! (Erlina enters stage left hovering

over the aeroplane and addressesthe audience)

Erlina: What is it? Audience: An aeroplane! (Erlina goes off stage. Harry bends

towards the floor pretending to openthe present. Meanwhile the presentis turned over and we can hear thesound of paper tearing, then boththe present and Harry reappear. Theaeroplane is now in front of Harry)

Harry: Wow! An aeroplane! Thank you!

(Emma and Mona re-enter stage rightand join Harry and Lee by the car.)

Emma, Mona & Lee: Look! A car for you, Harry! Harry: A car! Wow! Thank you.Emma, Mona & Lee: Happy Birthday, Harry!

(Alvin and Erlina enter stage left andaddress the audience.)

Alvin & Erlina: Let’s sing, everyone!

All: (the characters and the audience allsing together)

It’s my birthday today, It’s my birthday today! These are my presents, It’s my birthday today!

Here’s a kite and a plane, And a super toy train! These are my presents, It’s my birthday today!

Here’s a ball and a car, And a new toy guitar! These are my presents, It’s my birthday today!


101(T)

Play 3 – The old house!Play 3 – The old house!

Outline:

Emma, Harry, Mona and Lee follow Missy into an oldhouse. They meet the owner, Bertie the Bat and hisfriends.

Characters:

Emma AlvinHarry ErlinaMona Bertie the BatLee Ollie the OwlMissy Audience


Talking about parts of a house • There is/there are … • What’s in the kitchen?

Identifying characters • Who are …?

Useful phrases • Let’s look in the … • What’s the matter? • Help! • Don’t worry. • Ugh!

Vocabulary:

Parts of a house • living room • bathroom • kitchen • bedroom

Other words • ghost • mouse • bat • frog • spider • owl

BEFORE THE PLAY (Activities to familiarise the pupils with the

language of the play.)

1 Invite a pupil to put his/her hand into the bag,without looking, and tell you what is in it.

e.g. Pupil 1: There’s a ball/there are pencilsin the bag. etc

Repeat until a number of pupils have had a turn.Then, ask the class to remember what items arein the bag.

e.g. Teacher: What’s in the bag? Pupil 1: There’s a ball in the bag. etc

2 Show the pupils the pictures of the animalcartoon characters and ask them to tell youwhat animals they are:

e.g. Teacher: What are Mickey and Minnie? Pupils: They’re mice!

(Activity to familiarise the pupils with the lyrics ofthe song.)

3 Ask the pupils to listen and repeat the wordsafter you. Play the song, encouraging the pupilsto join in with the actions.

Welcome to my house. (mime opening a doorto welcome someone)

My itzy bitzy house. It’s an itzy bitzy house for two! (point to yourself

and to your partner)

There are pictures on the wall. (point to the wall) There’s a carpet on the floor. (point to the floor) And curtains in the window, too! (make a square

in the air with both index fingers)

There are pictures on the wall. (point to the wall) There’s a carpet on the floor. (point to the floor) And cushions on the armchair, too! (mime sitting

in an armchair)


Prepare a bag with an assortment of itemsin it, e.g. pencils, a ball, an apple, rubbers,etc. Also, some pictures of animal cartooncharacters, e.g. Mickey Mouse, Kermit theFrog, etc.

102(T)


The old house!

Scene 1

(Missy enters and runs all the wayacross the stage right to left. Shestops centre stage, pants and barksand then exits stage right.)

(Mona and Emma enter stage rightlooking for Missy.)

Mona & Emma: Missy, come back!

(Harry and Lee enter stage left.) Harry: Look. This is a very old house! Mona: But, where’s Missy? Lee: Let’s look in the living room! (Harry

and Lee stand to the left of theliving room and Emma and Monastand to the right of it.)

Emma: Ugh! There are spiders in the livingroom!

(Erlina hovers above the curtainsin the centre of the stage andaddresses the audience.)

Erlina: What’s in the living room? Audience: Spiders! Erlina: Is Missy in the living room? Audience: No!

Lee: Let’s look in the kitchen! (Harry andLee stand to the left of the kitchenand Emma and Mona stand to theright of it.)

Mona: Ugh! There’s a frog in the kitchen!


Erlina: What’s in the kitchen? Audience: A frog! Erlina: Is Missy in the kitchen? Audience: No!

Lee: Let’s look in the bathroom! (Harry andLee stand to the left of the bathroomand Emma and Mona stand to theright of it.)

Emma: Ugh! There are mice in thebathroom!


Erlina: What’s in the bathroom? Audience: Mice! Erlina: Is Missy in the bathroom? Audience: No!

Lee: Let’s look in the bedroom! (Harry andLee stand to the left of the bedroomand Emma and Mona stand to theright of it.)

(Ollie the Owl makes a hootingsound from off stage.)

Ollie the Owl: Woooow! Woooow! All: Help! There’s a ghost in the

bedroom! (they all scream)


103(T)


Scene 2

(Emma, Mona, Harry and Lee enterstage right. Missy enters stage left,followed by Bertie the Bat.)

Bertie the Bat: Hello! Is this your dog? Mona: Yes! (makes a fuss of Missy) Harry: Who are you?Bertie the Bat: I’m Bertie the Bat. Welcome to my

house! (Emma stands to the right of the

living room and Bertie the Bat standsto the left of it.)

Emma: There are spiders in the living room! Bertie the Bat: Yes. Spike and Spud the spiders. My

friends! All: Aah! (Erlina hovers above the curtains in

the centre of the stage and addressesthe audience.)

Erlina: Who are Spike and Spud? Audience: The spiders! Erlina: Where are they? Audience: In the living room!

(Mona stands to the right of thekitchen and Bertie the Bat stands tothe left of it.)

Mona: There’s a frog in the kitchen! Bertie the Bat: Yes. Freddy the Frog. My friend! All: Aah! (Erlina hovers above the curtains in


Erlina: Who is Freddy? Audience: The frog! Erlina: Where is he? Audience: In the kitchen!

(Harry stands to the right of thebathroom and Bertie the Bat standsto the left of it.)

Harry: There are mice in the bathroom! Bertie the Bat: Yes. Milly and Molly the mice. My

friends! All: Aah! (Erlina hovers above the curtains in


Erlina: Who are Milly and Molly? Audience: The mice!

Erlina: Where are they? Audience: In the bathroom!

(Lee stands to the right of thebedroom and Bertie the Bat standsto the left of it.)

Lee: Help, there’s a ghost in the bedroom! Bertie the Bat: (shaking his head) No, there isn’t a

ghost. (he calls out) Ollie! Ollie!Ollie the Owl: (calls off stage) Woooow! Woooow! All: Help! A ghost! (Ollie the Owl appears from above

the stage and hovers in front of thebedroom)

Ollie the Owl: What’s the matter?Bertie the Bat: Don’t worry, Ollie. Say hello to our new

friends!Ollie the Owl: (makes a hooting sound) Hello! Hello! (Everyone laughs) (Erlina hovers above the curtains in


Erlina: Who is Ollie? Audience: The owl!Bertie the Bat: Welcome to my house! Erlina: Let’s sing everyone! All: (sing) Welcome to my house. My itzy bitzy house. It’s an itzy bitzy house for two!

There are pictures on the wall. There’s a carpet on the floor. And curtains in the window, too!

Welcome to my house. My itzy bitzy house. It’s an itzy bitzy house for two!

There are pictures on the wall. There’s a carpet on the floor. And cushions on the armchair, too!

NotesNotes

NotesNotes

NotesNotes

NotesNotes

NotesNotes

Published by Express Publishing

Liberty House, Greenham Business Park, Newbury, Berkshire RG19 6HW, United KingdomTel.: (0044) 1635 817 363 Fax: (0044) 1635 817 463email: [email protected]

© Jenny Dooley - Virginia Evans, 2015

Colour Illustrations: © Express Publishing, 2015

Illustrated by Simon Andrews, Alexandra Lewis, Alan Shephard, Stone, Terry Wilson © Express Publishing, 2015

First published 2015

Made in EU

All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, photocopying or otherwise, without the prior written permission of the publishers.

This book is not meant to be changed in any way.

ISBN 978-1-4715-4288-6

We would like to thank all the staff at Express Publishing who have contributed their skills to producingthis book. Thanks for their support and patience are due in particular to: Meryl Philips (Editor in Chief),Julie Rich (senior editor); Alex Barton (senior production controller) and the Express Publishing designteam; and Emily Newton, Kevin Harris, Daniel Parker, Erica Thompson and Timothy Forster. We wouldalso like to thank those institutions and teachers who piloted the manuscript, and whose commentsand feedback were invaluable in the production of the book. Special thanks to Bridget, Chris,Georgina, Anna, Dennis, George and Jackie who took part in the recording.

Every effort has been made to trace all the copyright holders. If any have been inadvertentlyoverlooked, the publishers will be pleased to make the necessary arrangements at the first opportunity.

Acknowledgements

Acest manual este proprietatea Ministerului Educației Naționale.

Manualul școlar a fost aprobat prin Ordinul ministrului educaţiei naţionale nr. 4783 din13.10.2014, în urma evaluării, și este realizat în conformitate cu programa școlarăaprobată prin Ordinul ministrului educaţiei naţionale nr. 3418 din 19 martie 2013.

Manualul este distribuit elevilor în mod gratuit, atât în format tipărit, cât și în formatdigital, și este transmisibil timp de patru ani școlari, începând cu anul școlar 2014-2015.

Inspectoratul școlar ………………………..………………………………………………………Școala / Colegiul / Liceul ………....……………………………………………………………….

ACEST MANUAL A FOST FOLOSIT:

Anul Numele elevului Clasa Anulșcolar

Aspectul manualului*format tipărit format digital

la primire la predare la primire la predare

1

2

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4

* Pentru precizarea aspectului manualului se va folosi unul dintre următorii termeni: nou,bun, îngrijit, neîngrijit, deteriorat.

� Cadrele didactice vor verifica dacă informațiile înscrise în tabelul de mai sus suntcorecte.

� Elevii nu vor face niciun fel de însemnări pe manual.

Ministerul Educaţiei şi Cercetării Ştiinţifice

FAIR

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3ATeacher’s Bo

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Jenny D

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Uniscan Grup Educaţional

Fairyland 3A is a course for young learners of English.Pupils follow the adventures of four children and theirfriends from the Magic Forest.

Components • Pupil’s Book • Digital Book • Activity Book • Teacher’s Book • Picture Flashcards • Posters • Teacher’s Resource Pack

ISBN 978-1-4715-4288-6

Jenny Dooley – Virginia Evans

Fairy 3a Ro Ts Book Opt

Documents

express publishing designteam

producingthis book

n formatdigital

att n format tiprit

manualul colar

ministerul educaiei

n urma evalurii

inspectoratul colar