1 Teacher Book

7/22/2019 1 Teacher Book

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PEARSON--Longman Danae Kozanoglou



ighIntroduction to the Teacher's Guide

List of Flashcards

Hello l

1 In thejungle

2 Colours III

3 Num bers 1-5

4 In the classroom

5 School things

6 Class room actions

Jung le Fun 1

My alphabetabc

7 Family

My alphabetde f

8 Toys

My alphabetg h i

9 Colours (2)

My alphabetj k I

10 Numbers 6-1 0

lion, elephant, parrot, boy, girl,banana, flower, bee, hippo

ye llow, blue, red, green

Purals: bees, ban an as, etc.

tea cher, desk, chair, book, door

bag, pencil, crayon, rubber

sit down, stand up , clap, turnaround

mum, dad, brother, sis ter, me

train, plane, bike, guitar

pink, black, orange, white

six, seven, eight, nine, tenPlura ls

Content

He llol I'm (nam e)1 What's yo ur na me?

I'm (Cabu). I'm a (lion).

Look, (a banana) / (flowers).

Look, it's (ye llow).Is it (g reen)?Yes'/No

three (bees)

five (yellow bananas)

Hello! I'm your teacher.Here's your (desk).

What is it? It's a (pen).

Is it a (pen)? Yes./No .

Sit down.OK, good.

This is (my brother) / (me).

Hello . I'm . ..

I've got a (yellow) (train).My favourite toy is my (yellow) (plane).

I can see a (pink) (bird)!My favourite colou r is (black).

six (pencils)How old are you? I'm . ..Happy birthday!



Jungle Fun 2= = = = = = = - - - - - ~ = = ~

11 Face

12 Pets

13 Food

14 Actions

Goodbye l

Happy Christmas!

Happy Easter!

My Picture Dictionary(at the back of the Pupil's Book)

Word Cards

eye, nose, ear, mouth,Numbers 1-10

pets, cat, hamster, snake

ice cream, chips, salad,burger, pizza

fly,jump, swim, run

Here's a (white flowerl.Goodbye!

present, Father Christmas, stocking

Easter Bunny, egg, basket

I've got a (nosel / (two eyesl.

Have you got a pet?Yes, I've got a (catl. /No.

Irs a (snakel.What am I? You're a (rabbit!.

I like (chipsl.I don't like (saladl.

I can (fly).

Can you (run)?Yes, I can. / No, I can't.

Review

Merry Christmas I

Here's your present.

Thank you .I've got (three) eggs!



Introduction

FlyHigh is a motivating and charismatic four-level course for

young learners aged between 6 and 10. It s intended for

children who are being taught at a faster pace, and aims to give

them a sound base in English and to maximize their potential by

providing the appropriate level of support and challenge .

While progressing through the FlyHigh course , young learners

will build up a solid bank of useful vocabu lary and the ability

to apply grammatical structures appropriately. They will

also develop and refine their reading, writing, speaking and

listening skills .

Fly High is based on the principle that children learn best

when they are using engaging materials that appeal to their

imagination and build their confidence. The course provides a

set of lovable characters, humourous stories and an element

of fun. The wide variety of activities caters for children with

different learning styles : visual, auditory, kinaesthetic, musical

and interpersonal.

Aims of Fly High 7FlyHigh 7s for children learning English at the start of the

school system . At this early stage of learning, it is especially

important that the English language classroom is enjoyable

and non -threaten ing . A key aim of FlyHigh 7s to develop

a pos itive attitude to Engl ish through the use of motivating

activities, inclu di ng games, TPR activities, songs and chants,

and plenty of person al isation .

Un its 1-6 of Fy High lfocus on listening and speaking skills .

The ch ildren are not expected to read actively . Thus, they are

no t hamp ered by having to cope with the sounds as well

as the written code of the new language simultaneously

for at least a term . The alphabet is introduced after Unit 6,

along with basic word recognition and an introduction to

reading and literacy skills . The Activity Book provides activities

to practise motor skills, handwriting, word and phraserecognition, tracing and finally, some simple copying and

writing tasks.

Methodology

FlyHigh 7 ontains 14 four -page units, each focusing on a

topic. Each unit has a clear communicative aim: the children

learn words and structures and then put them to use in

games and personalisation activities.

In Lesson 1of the unit. 4-5 new words are presented throug

simple pictures . The new words are recorded so that childre

can hear and repeat them . The new wo rds and the target

structures are then contextualised in a humourous, self

contained cartoon story featuring the FlyHigh 7characters.

The main characters are three friends, Trumpet. a young

elephant. Cabu, a lion cub and Paco, a parrot. The stories a

all set in thejungle, but in contexts that reflect the children 's

own world. Trumpet, Cabu and Paco play in thejungle, go

to thejungle school. introduce their families, learn numbers

learn about pets, eat in thejungle restaurant and in generalead the kind of life that young ch ildren can easily relate to .

Through the stories, the children get to know and identify

with the characters, and share their adventures. The children

can act out the stories before moving on to practice activities

This helps to reinforce the new language in a fun and non

threatening way .

Lesson 2 of the unit normally begins with a song, which

consolidates the language of Lesson 1. The tunes are easy t

learn and sing . Songs are one of the best ways for children

of this age to learn and remember language. Singing songs

helps to build confidence in the language through repetition

and promotes musical skills and development of rhythm .

Many songs in FlyHigh 7have accompanying actions, which

also supports kinaesthetic learners.

The new language is practised through a variety of activities

including some pencil-to-paper tasks, e.g Draw and colour

Then say.

Every unit ends with a game or personalisation activity .

Most units have two games. Games provide motivating

and meaningful ways of practising the new language in a

genuinely communicative context, and are very popular with

children . There is a further list of games on page v of this

Teacher's Guide .



The Activity Book provides pencil-to-paper practice activities

to consolidate the new language. These may be allocated for

homework, but can often also provide the opportunity for quiet

time in the classroom. The teacher's notes offer suggestions

for when an activity may be used in class.

Review and evaluation

There are three Jungle Fun sections in Fly High 7. These revisethe language which the children have learnt, in a different

context. Jungle Fun 1 or example is a simple board game.

These sections can be used at the end of a term.

At the end of each Jungle Fun section in the Activity Book,

there is a My English feature. This gives the teacher the

opportunity to encourage the children to evaluate their own

progress. The children can then decide if their work has been

Very good. / Good. / OK and circle the appropriate picture.

...

Course componentsPupil's Book

The 96-page Pupil's Book presents, practises and revises the

target language of the course. It comprises:

• a 'Hello' lesson introducing the characters to the children

• 14 topic-based, four-page units

• 9 'My Alphabet' spreads

• 3 Jungle Fun revision spreads

• a 'Goodbye' lesson

• two Festival lessons: Christmas and Easter

• a Picture Dictionary illustrating all the key words

• full colour stickers for use with the sticker listening tasks

Pupil's Audio CD

The Pupil's audio CD is packaged with the Pupil's Book and

contains all the cartoon presentations and songs for children

to listen to at home with their parents.

Activity Book

The Activity Book provides further practice and consolidation

the language presented in the Pupil 's Book.

• For Units 1-6, there are two pages of follow-up practice

in the Activity Book: comprising a language consolidation

activity and an activity to develop motor skills, e.g. tracing

shapes, following a maze, etc.

• For Units 7-14, there are four pages of follow-up practice

including word recognition and reading development

exercises, and tracing and writing development exercise

• For each 'My Alphabet' section, handwriting practice

is provided

• Further consolidation for the Jungle Fun lessons is

also provided.

The lesson notes in this Teacher's Guide give guidance on

how to use the Activity Book exercises . Answer keys are

included where relevant.

At the back of the Activity Book, there are a number of cutout

including character masks for Cabu, Trumpet and Cabu, and

cutouts for the Christmas and Easter lessons . Suggestions on

how to use these cutouts are given in the relevant lessons.



Teachers Guide

The Teacher's Guide contains:

• this Introduction, wh ich includes a list of additional ideas for

games Isee page vi and a list of flashcards Isee page vi)

• detailed lesson-by-Iesson teaching notes for the Pupil's

Book and Activity Book

• photocopiable word cards Isee page 91-98)

The lesson-by-Iesson notes are presented together with a

reduced black and white facsimile of the Pupil's Book spread,

for easy reference. Lesson objectives , target language,

recycled language and a list of materials required for the

lesson are given at the beginning of each lesson spread.

The photocopiable word cards are provided for use in

activities to develop word recognition. Detailed suggestions

are given in the lesson notes from Unit 7 onwards.

Class Audio CDs

The Class audio CDs contain all the audio material in the

Pupil's Book, including the cartoon stories, listening tasks and

songs. Complete audioscripts for the recordings which are not

included on the pages of the Pupil's Book can be found in the

lesson notes .

Flashcards

There are 72 vocabulary flashcards for the key items

presented in the Pupil's Book. A complete list of the flashcardsis provided on page vi of this Introduction. The flashcards

reproduce the vocabulary pictures from each unit of the Pupil's

Book. For teachers who want to practise word recognition,

there are 72 photocopiable word cards at the back of this

Teacher's Guide . A separate pack of Alphabet flashcards is

also available.

Active Teach C ~ - R O M for Interactive Whiteboard

FlyHigh Active Teach is designed for use with any Interactive

Whiteboard IIWBI. It can also be used with a computer

and projector. It contains all the Pupil's Book lesson pagesin digital form, together with the class audio material. In

addition, it provides:

• an additional interactive activity for each of Units 1-14 and

Jungle Fun 1-3

• interactive flashcards-for all the vocabulary in the Pupil's

Book, accessible by topic or in alphabetical order

• printable/photocopiable Teacher's Resources

Teaching with Fly High 7

Unit and lesson structure

Each of the 14 units of the course cons ists of two spreads.

Each spread is treated as a lesson . However, in teaching

situations with fewer hours available, it is possible to extenthe unit over four teaching periods. The Activity Book provid

additional material that can be used in class for quiet time

the classroom.

The first spread ILesson 1) presents new language through

cartoon story. The ch ildren act out the story and then furthe

listening and speaking practice is provided. The second

spread ILesson 2) normally starts with a song . It consolidat

the language from the first lesson in a new context, and as

book progresses it recycles more of the language taught in

earlier lessons. Occasionally a new communicative structuintroduced. The second lesson always ends with a game a

or a personalisation activity allowing the children to activat

the language and relate it to themselves .

Warm-up - getting started

It s a good idea to signal the beginning of the lesson clea

and start with a warm-up activity that is enjoyable and

involves the whole class . The step-by-step teaching notes

suggest a variety of warm-up activities.

Procedure for presenting vocabulary

The new words for each lesson are always presented in

Picture Dictionary style at the the Pupil's Book page,

recorded on the audio CD .

• Use flashcards or classroom objects to present the new

words and their meaning. IRelating the new words to

tangible objects in t e classroom also helps to make th

words more memorable for the children.)

• Tell the children to open their books and look at the

, pictures . Play the CD; the children point, listen and repe

• Hold up the flashcards again in random order and elic

the words.

You can also present the vocabulary on a Whiteboard , usi

the Flashcards on the Active Teach CD-ROM.



Procedure for cartoon stories

• Invite the children to look at the pictures. Use Ll to ask

questions about the pictures and prompt discussion .

• Play the CD; the children listen and point to each character

as they are speaking . Ask simple questions in Ll/English to

check understanding.

• Play the CD again, pausing after each line for the children

to repeat.

• Divide the class into groups, and give each group the role

of a character. Play the CD again; the ch ildren repeat their

parts. Encourage them to copy the characters' voice and

intonation and to mime some of actions .

• Let the children practise in groups. Invite a group or

groups to perform for the class.

Practice

The practice stage of the lesson involves a variety of different

activities, including further listening activities, speaking

activities and games. Simple heads-down, pen-to-paper

activities are also included, such as drawing and colouring .

There is an additional interactive practice activity on the Active

Teach CD-ROM .

Procedure for games / role plays

• Ask the children to look at the photo in their Pupil's Book

and describe in L1 what is happening. Elicit what they think

the children are saying .

• Demonstrate the game with a child or group, until

everyone knows what to do.

• Let the children play the game in groups or pairs, if they

are able to do so. If you feel that they are not ready for

pair work, play the game as a team game, or with pairsl

groups in front of the class .

Procedure for teaching songs

• Invite the children to look at the picturels) and talk about

what they can see, saying who the characters are and

what they are doing.

• Play the CD . The children to listen and follow in their books .

They can also clap the rhythm .

• Recite the lines of the song rhythmically like a chant Say

each line and ask the children to repeat. Demonstrate th

movements if the song lends i ~ ~ l f t o action.

• Play the CD . Ask the children to Sing along and make

the movements.

•Some songs

involve stickeractivities

.The

stickerscan

befound at the end of the Pupil's Book. Help the children to

find the stickers . Pause the CD to give them time to place

their stickers in the right position on the picture.

• For some of the songs, you can divide the class into grou

and give them a part to sing .

• Use the Unit flashcards and hold them up as the words

are heard in the song .

Ending the lesson

Always end the lesson on a positive and cheerful note . The

step-by-step teaching notes suggest a variety of round-up

activities .

Procedure for 'My Alphabet' lessons

Each Alphabet spread presents three letters in initial position

in three words, e.g. apple, ball. car. Before the children open

their Pupil's Books, follow these stages to present the alphab

words and letters for the lesson .

• Word presentation. Use the Alphabet flashcards, picture

side up, to present the alphabet words for the lesson .

• Letters and sounds presentation. Introduce the letters

and their names and sounds using the board.

• Word recognition. Use the Alphabet flashcards, word si

up , to practice whole word recognition.

Demonstrate each activity in the Pupil's Book using the board

as necessary, until the children are used to the activity types

At the end of each lesson, the children sing the alphabet

chant until finally they can chant the entire alphabet.

The corresponding spread in the Activity Book provides

practice in forming lower-case and capital letters and

developing handwriting skills. Again, demonstrate each

activity first until children understand what they have to do .



Classroom gamesFlashcard games

1 Say the word . Hold up pairs of flashcards. Say a word.

The children point to the correct card or say the word.

2 Where's the word? Display flashcards in different parts of

the classroom. Say a word. Ask the children to point to thecorrect flashcard.

3 Guess the word (1). Display a flashcard and then cover it

Slowly reveal the card .The children guess the word.

4 Guess the word (2). Invite a child to come to the front and

give him/her a flashcard. The class have to guess what

it is by asking e.g .: Is it a (pencil}?The child who guesses

correctly takes the next turn.

S Can you remember? Display a set of flashcards on the

board and number them . Ask: Whars Number 7? Whars

Number 5?etc. For each correct answer, turn the flashcard

over. When all the flashcards are hidden, repeat the

questions.Turn the flashcard over to check the answer. If he

answer is correct. remove it and continue .You can play this

as a team game.Teams win a point for each correct answer.

Word andpicture games (word recognition)

1 Matching (1). Put picture flashcards and corresponding

word cards face up on the board. Say a word and ask a

ch ild to come to the board and find the matching picture

and word cards . You can play this as a team game. Divide

the class into teams. Ask two children from Team 1 o

come to the front. Say a word. One child finds the correct

fla shcard , the other finds the correct word card . The team

gets a point for each correct choice . Continue with Team 2.

2 Matching (2). Divide the board into two. Write the same

words in random order on each side. Divide the class

into two teams . Invite a child from each tea 'm to come to

the board. Hold up a flashcard. The first child to find the

matching word wins a point for their team .

3 Pelmanisn Put picture flashcards and correspondingword cards on the board face down in random order. Ask

individual children to come to the board and turn over two

cards . The aim is to match a picture card with the correct

word card . If the cards don't match, replace them in the

same position. If they match, take the cards off the board.

Miming games

1 Mime the word . Invite a child to come to the front of the

doss and give him/her a flashcard. The child then has

to mime the word in some way for the class to guess th

word. Whoever guesses correctly takes the next turn. Y

can also play this as a team game.

2 Simon says. Use this game to review actions and

classroom instructions. The children have to follow

instructions and do as they are told when they hear Si

says ... (or you can use Trumpet says) but do nothingwhen an instruction is not preceded by these words. E

time a child makes a mistake , they miss a turn . After thre

mistakes, they are 'our and have to stop playing . You ca

play this as a team game.The team with the fewest mis

turns or the group with most children still in the game w

In an alternative version of the game, carry out the

instructions yourself as you say them , but make some

mistakes . Children who copy you miss a turn .

Othergames

1 Picture dictation. Picture dictation can be used to revie

words that are easy to draw. Give each child a piece o

blank paper. Say for example: Draw a pencil. Draw a

rubber. Draw a (yellow) bag. The children draw a pictu

the word they hear.

2 Memory game. Put a number of objects or flashcards

your desk or a big table . Invite the children to stand arou

the table and name the objects. Give them a minute or t

to memorise them .Then cover the objects with a cloth . A

children to name the objects they remember.

3 Bingo. Bingo can be used to revise simple objects, colo

and numbers. Prepare multip' e A4 size photocopies of

Bingo grid with six or eight squares and give each child

copy . Display flashcards of the words you want to revie

There should be more flashcards than squares on the

Bingo grid. Tell the children to draw a different picture

colour in each squa .e on their grid, or write a number,

depending on what set you are reviewing. Then call ou

the words at random. When the children hear a word t

is on their grid, they cross it out. The first child to cross o

all their words is the winner.

4 Guess the oQject (feeIie-bag). Put various objects into

a large cloth bag or a pillow case that the children have

learned the names of, e.g. a pen, pencil, an apple. Gath

the children round your desk or walk round the class . In

a child to put his/her hand in the bag , take hold of an ob

and try to guess what it is by touch . The child should say

the name, then show the object. If the child has guesse

correctly, he/she takes the bag and leads the game.



Ust of FlashcardsAlphabet Unit 3 Unit 10

A a apple one six

B b ball two seven

C c car three eight

o d dog four nineE e egg five ten

F f fish

G g goat Unit 4 Unit 11H h horse teacher eye

I i insect desk nose

J j jelly , chair ear

K k kite book mouth

L I lorry door

M m monkey Unit 12

N n nurse UnitS pets

o 0 orange bag catp p panda

4-pencil hamster

O q queen crayon snake

R r rabbit rubber

5 s star Unit 13

T t tree Unit 6 ice cream

U u umbrella sit down ch ips

V v violin stand up salad

W w watch clap burger

X x fox turn around pizzay y yo-yo

Z z zebra Unit 7 Unit 14mum fly

Unit 1 dad jump

lion brother swim

elephant sister run

parrot me

boy Happy Christmas!

girl UnitS present

banana train Father Christmas

flower plane stocking

bee bike

hippo guitar Happy Easter!Easter Bunny

Unit 2 Unit 9 egg

yellow pink basket

blue black

red orange

green white



Hello!

Objectives: to greet and introduce yourself, to get to

know each other

language: Hello, I'm (name). What 's your name?

Materials: Unit 1 character flashcards (lion (Cabul.

elephant (Trumpetl. parrot (Pacol. boy, girn; Class CD 1

Warm-up• Greet the children as they come in. Say: Hello and smile.

Encourage them to say Hello in response.

• Point to yourself and say I'm [name). Ask child ren around

the class What's your name? Encourage them to say I'm

[name). Then answer: Hello, [child's name).

• Encourage the children to do the same in pairs.

Lead-in

• Hold up the character flashcards one at a time and say thename of each character: Cabu (the lion cubl. Trumpet (the

elephantl and Poco (the parrot!.

• Hold up the Fly High Pupil's Book 1 and point to the

characters on the cover. Explain in Ll that Cabu, Trumpet

and Paco live in the jungle. Cabu is a lion, Trumpet is an

elephant and Paco is a parrot. The children will get to know

them and the other two characters (the two gorillasl during

their English lessons.

• Tell the children to open their books at page 4. Open your

own book and hold it up to demonstrate. Give them time to

look at the characters. Then ask them to tell you who they

can see in Ll. Elicit the names Cabu, Trumpet and Poco.

Usten and say. ~ 1 Track 02

• Tell the children to listen to the CD and point to the

characters. Play the CD all through. Hold up your book

and point to the characters while the CD is playing, to

demonstrate for the children.

• Point to each character again and elicit the names. Repeat

the names for the children if necessary: Jim and Fiona .

• Play the CD again section by section. Pause the CD after

each section and invite the children to repeat.

• Divide the class into two. Play the CD again. One half of

the class repeats the first line, the other half repeats the

second line, and so on.

CD 1Track 02

Cabu: Hello. I'm Cabu. What's your name?

Fiona: I'm Fiona. --

Paco: Hello. I'm Poco. What 's your name?

Jim: I'm Jim.

Miss Maru: Hello. I'm Miss Maru.

Mr Kuma : And I'm Mr Kuma .

Trumpet: Hello . 1'111 Trumpet. What's your name?

What's your name?



Act out.

• Hold up the flashcard for Cabu. Say to one of the children :Hello . I'm Cabu . What's your name? and encourage the

child to say I'm {name]. Answer: Hello, {child 's name].

Do the same with the flashcards for Trumpetand Paco .

• Ask two children to stand up . Give one of them a

flashcard, and encourage them to act out the dialogue.

Continue with other pairs around the class, using different

flashcards.

Extra activity• Invite three children to come to the front of the class . Give

each of them a character flashcard. Invite them to goround the classroom introducing themselves.

Activity Book pages 71-76• Ask the children to open their Activity Books at page 71.

Open your own book and hold it .up to demonstrate. Show

them the masks of Cabu, Trumpet and Paco.

• Tell the children that they are going to use these masks in

the next lesson and again in later lessons. They should cu

them out at home, stick them on card , and stick a ribbon t

the sides of each mask so they can tie them on .

• They can colour them at home or in the next class .

Ending the lesson• Hold up the character flashcards one at a time. Say:

Goodbye, Cabu', Goodbye, Trumpet', Goodbye, Pacol.

Wave your hand each time and put the flashcard down on

the desk. Do this again and ask the children to repeat and

wave goodbye to the characters.

• Say : Goodbye, class' and wave your hand. Ask the childre

to repeat Goodbye, {your name]. You can do this at the end

of every class .



thejungle

Objectives: to introduce yourself, to say who and what

you are

Vocabulary: lion, elephant, parrot, boy, girl

language: Hello. I'm (name). I'm a {/ion / boy/gir/)o

What's your name?

Materials: Unit 1 lashcards (/ion (Cabu)' elephant

(Trumpet), parrot (Paco), boy, girn; Class CD 1 coloured

character masks which children made for homework

(Activity Book pages 71-76)

Warm-up• Ask children around the class : What 's your name? Elicit: I'm

[name]. Then answer: Hello, [child's name).

• Hold up the three character flashcards one at a time and

elicit the names Cabu, Trumpetand Poco.

• Practise the dialogue: Hello . I'm Cabu. What 's your name?

I'm [child 's name). Hello, [child's name).

CD Usten and point. Then say. 1 Track 03

• Use the flashcards to present the new vocabulary items

lion , elephant, parrot, boy, girl. Hold them up one by one,

say the words and ask the children to repeat.

• Ask the children to open their books at page 6. Open yourown book and hold it up to demonstrate. Tell them to look

at the pictures.

• Play the CD and ask the children to point to the pictures as

they listen.

• Play the CD again. Stop after each word and ask the

children to repeat.

• Hold up each flashcard again in random order and elicit

the word from individual children.

CD 1Track 03

lion, elephant, parrot, boy, girl

@ Look and listen. 1 Track 04

• Ask the children to look at the pictures of the story.

Encourage them to point and name characters.

• Ask them to tell you what is happening in the story (Ll).

• Play the CD; the children listen to the story and point to

the characters.

CD Usten and point Then say. (f!)

@ ~ ~arrot boy

Lesson 1

CD 1Track 04

Narrator: In the jungle ...

Trumpet: Aagh! ...Cabu: Hello!

Trumpet: Hello l I'm Trumpet. What's your name?

Cabu: I'm Cabu. I'm a lion.

Trumpet: I'm an elephant.

Paco: And I'm Paco. I'm a parrot.

CD Usten again and say. 1 Track 05

g

• Play the story again. Pause after each line for th"e chilto repeat.

• Divide the class into three groups. Tell Group 1 o repe

Trumpet's lines, Group 2 to repeat Cabu's lines and G

3 to repeat Paco's line. Play the CD again.

• Act out the story with yourself and two children.

• Put the children into groups of three to act out the stor

• Invite some groups to come to the front of the class to

out the story.



LIstan and point

Draw and say.

fr ' \ @~ Usten and say. 1 Track 07

• Ask the children to get out the m q ~ k s they prepared for

homework. Tell them to colour the masks if they haven't

done so at home.

• Ask them to look at the photo in Exercise 5. Play the CD.

The children listen and repeat.

• Put the children in pairs. Tell one child in each pair to put

on a character mask. Ask several pairs to stand up and

demonstrate the dialogue for the class . Present I'm a girl

for the girls.

CD 1Track 07

Cabu : Hello. I'm Cabu . I'm a lion . What's your name?

Tom : I'm Tom. I'm a boy.

o Draw and say.

• Draw a face on the board. Point to it and say your name.

• Ask the children to look at the outline and the photo. Ask

them to draw their face in their book.

• Ask some of the children to stand up, hold up the picture

they have drawn and say : Hello . I'm [name). I'm a (boy/gir/)

Activity Book page 2

CD Colour and say.

CD 1Track 05

See Track 04 in Exercise 2.

Usten and point. 1 Track 06

Ask the children to look at the pictures of the three

characters in Exercise 4.

Tell them to listen to the CD and point to the characters.

Play the CD. Hold up your book and point to the characters

while the CD is playing, to demonstrate for the children.

Play the CD again. Pause after each character speaks.

Hold up a character flashcard and prompt the children toshout Yes if it is the correct character or No .

CD 1Track 06

Cabu: Hello. I'm a lion .

Poco: Hello. I'm a parrot.

Trumpet: Hello . I'm an elephant.

Note: You can use this activity in class after Exercise 3 or 4. Or

you can tell the children to do it for homework and check their

work in the next lesson .

• Ask the children to open their Activity Books at page 2.

Open your own book and hold it up to demonstrate. Elicit

the names of the characters.

• Tell them to colour the pictures using the correct colours for

each character, as in their Pupil's Book.

• When they have finished, hold up your book, point at each

character, and elicit: Hello. I'm (Cabu). I'm a (lion).

• Ask individual children to stand up, hold up their book and

point to a character. Prompt Hello . I'm (Cabu). I'm a (/ion).

Ending the lesson• Hold up the character cards and encourage the children to

say and wave goodbye to the characters.

• Say: Goodbye, class! and wave your hand. Ask the children

to repeat Goodbye, [your name]!



Lesson 2

Objectives: to name objects and animals

Vocabulary: banana, flowe r, bee, hippo

Language: Look, (a banana)/ (f/owers).

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

Materials: Unit 1 lashcards Ilion (Cabu), elephant

(Trumpet), parrot(Paco), boy, girl, banana, flower, bee,

hippo); Class CD 1

Warm-up• Holding one of the character flashcards, walk around the

class and say to individual children: Hello . I'm Trumpet. I'm

an elephant. What 's your name? Encourage the children to

respond: Hello, Trumpet. I'm [name]. I'm a (boy/gir/).

® Usten and point. Then say. 1 Track 08


banana, flower, bee, hippo. Hold them up one by one , say

the words and ask the children to repeat.

• Ask the children to open their books at page 8. Open your

own book and hold it up to demonstrate. Tell them to look

at the pictures.


they listen .• Play the CD again. Stop after each word and ask the

children to repeat.



CD 1Track 08

banana, flower, bee, hippo

® Look and listen. 1 Track 09


Encourage them to point and name characters and

objects.

• Ask them to tell you what is happening in the story (LlI.

• Play the CD; the children listen to the story and point to the

characters and objects.

7 Ustan and point. Then say. ~@Y @

banana flower bee hippo

® Usten again and say.

Lesson 2

CD 1Track 09

Narrator: In the ungle ...Cabu: Look, a banana!

Trumpet: Ouch!

Cabu: Look, flowers'Trumpet: And bees.

Paco: Stop! Look, hippo

® Usten again and say. 1 Track 10

• Play the story again. Pause after each line for the child

to repeat.

• Divide the class into three groups. Give each group the

of one character. They listen and repeat the lines of th

character. Invite them to use their character masks. P

the CD again.

• Act out the story with yourself and two children .

• Put the children into groups of three to act out the stor

Encourage them to use their masks.


out the story.

CD 1Track 10




Listan and drde. ffi)

[ Look, all elephant and a bee.?- ~ - ..... '

Usten and circle. 1 Track 11Ask the children to look at the pictures in Exercise 10 and

name as many as items as they can remember.

Point and say : Look, a banana! Look, a parrot' Look,

flowers! etc. Repeat in a different order and ask the

children to point to the correct pictures.

Tell the children to listen and pOint. Play the CD.

Tell the children to listen again. This time they should

circle the pictures. Play the CD again. Pause after Look, a

banana' and point to the example. Pause after each line to

give the children time to circle .

Ask a child to choose a picture and say, e.g. Look, lions'The rest of the class listen and point. Repeat with different

children.

Let them continue in pairs.

CD 1Track 11Look, a banana!

Look, flowers!

Look, hippos'

Look, a parrott

Look, bees!

Look, lions!

® Usten and point. Then sing. ~ 1 Track 12

• Ask the children to look at the pict!-!.res and name objects

and animals: flower, bee, parrot, Cabu, etc.

• Play the CD; the chi ldren listen and point to the pictures.

• Play the CD again and encourage the children to sing along

CD 1Track 12

Narrator: In the j ungle ...

Children: Look, an elephant and a bee.

Look, an elephant and a bee.

In the jungle.

In the jungle.

Look, a parrot and a lion.

Look, a parrot and a lion .

In the ungle.

In the jungle.

Look, a parrot and a flower.

Look, a parrot and a flower.

In the ungle.

In the ungle.


@ Complete and say.

Note: You can use this activity in class after Exercise 9 or 10, or

you can tell the children to do it for homework and check it in

the next lesson .


Open your own book and hold it up to demonstrate.

• Ask the children to look at the part completed pictures

and name the objects/animals if they can . Tell them to

complete the drawings by tracing over the dotted lines.

• When they have finished, elic it: Look, a {f/ower:l for each item .

Ending the lessonGo round the class showing children a flashcard from Lesson

1or 2 and eliciting Look, a banana/bee/etc. each time. Promp

the first few times if necessary.



Objectives: to learn four colours

Vocabulary: yellow, blue, red, green

Language: Look, it's blue.

Review: banana, flower, bee, hippo

Materials: Unit 1 and 2 flashcards; Class CD 1

Warm-up• Stick flashcards for Cabu, Paco and Trumpet, and banana,

flower, bee and hippo on the board.

• Ask some children to come to the front and stand in line.

Point to a flashcard and ask the first child to say the word,

e.g. hippo. He/She sits down. Repeat withthe

restof thechildren.

• If a child cannot remember a word, he/she goes to the

end of the line and tries again if they want to .



yellow, blue, red, green. Hold them up one by one, say the

words and ask the children to repeat.



at the pictures.

• Play the CD; the children point to the pictures as they listen .

• Play the CD again. Stop after each word; the children repeat.


the word from individual children. Repeat faster to make

it fun .

CD 1Track 13

yellow, blue, red, green

CDLook and listen. 1 Track 14


Encourage them to point and name the characters and

co lours they see.


• ay the CD; the children listen and point to the characters

o co lours.

CD Lis1en and point Then say. tv

• ••ellow blue

CD 1Track 14

Narrator: By the lake ...

red

Poco: No, Trumpet. Stop. t's yellow!

Trumpet: Huh? Oh, yes, yellow!

Cabu: Trumpet. Look. It's blue.

Trumpet: Uhmm.

Poco: Look, Cabu, a flower

Cabu: Thanks, Raco. It 's red.

Trumpet: Look, Cabu, green. It 's green.

CD Usten again a·nd say. 1 Track 15

gre

• Play the story again. Pause after each line for the ch

to repeat.

• Divide the class into three groups. Give each group t

of one character. Ask them to listen and repeat the l

their character. Invite them to use their character ma

Play the CD again.

• Act out the story with yourself and two children.



Ustan and colour. e:J

Point and say.

Play.

It's yellow.

look, its blue.~ look, it's red .

Put the children into groups of three to act out the story.

Encourage them to use their masks.Invite some groups to come to the front of the class to act

out the story.

CD 1Track 15


Usten and colour. 1 Track 16

• Ask the children to look at the pictures in Exercise 4 and

name as many items as they can . You can teach grass for

Number 1, if you wish.

• Tell the children to listen and point to the correct pictures.

Play the CD.

• Tell the children to listen again and colour the pictures. Play

the CD again. Pause after each line, elicit the colour, and

give the children time to colour.

Answers

1grass - green 2 banana - yellow 3 flower - red

4 parrot - blue

CD 1Track 16

It's yellow.

It's green.

It's blue.

It's red.

o Point and say.

• Ask the children to point to each picture in Exercise 4 and

say the colour, e.g. It's red.

o Play.

• Walk round the classroom and point at different objects,

items of clothing, etc. and say: Look, it's Ired/ yellow/blue/

green).Then, point at something, Say: Look, it's ... and elic

the colour from the children .

• Ask the chi ldren to look at the photo in Exercise 6. Ask

them what they think the children are saying.

• Encourage individual children to stand up, point at

something and say the colour. They can continue in pairs

or small groups.


CD Colour, point and say.

Note: You can use this activity in class after Exercise 5 or

assign it for homework and check it in the next lesson .• Ask the children to open their Activity Books at page 4.

Open your own book and hold it up to demonstrate.

• Ask them to name the objects/animals in the picture.

• Tell them to look at the coloured pictures in their Pupil's

Book and colour the items in their Activity Book the

same way.

• When they have finished, ask individual children to stand

up, hold up their book, point to the items in the picture and

say : Look, it's (green).

Ending the lesson• Put the colour flashcards face down on the board. Point to

a flashcard and ask children to guess the colour. You can

play this as a team game.



Lesson 2

Objectives: to prac tise colours

language: It 's red and yellow. Is it (yellow)? Yes' /No.

Review: red, yellow, green, blue, banana, flowe r,

bee, parrot

Materials: Unit 2 flashca rds; colou red pencils/crayon s;

Class CD 1

Warm-up• Put th e co lour flashcards on the board. Ask the pupils to

tell you the colour as you point to each flashcard.

• Ask th e children to look at the flashcards on the board and

mem orise wh ere each colour is.

• Now turn each flashcard over and put it bac k in the same

place, face down.

• The children have to say the colours in the right order as

you point to each flashcard.

® Usten and point. Then sing. 1Track 17

• Ask the children to look at the picture of the parrot in

Exercise 7. Ask them what colours they can see . Then hold

up your book, point to the different parts of the parrot and

elicit the colour.

• Tell the children to listen and point to the colours. Play theCD. Demonstrate by holding up your book and po inting to

the colours while the CD is playing.

• Tell the children to listen again and sing along. Play the CD

again.

• Divide the class into two. One half of the class sings Look,

a parroti and the other half sings Red and yellow / Green

and blue. They all sing the chorus . Play the CD again.

CD 1Track 17

Look, a parrot!

Red and yellow.Look, a parrot!

Green and blue.

Red, yellow, green and blue.

Red, yellow, green and blue.

7 Ustan and point. Then sing.

® Colour and say. [ It 's red and yellow .?

Lesson 2

® Colour and say.

• Ask the children to look at the four balls in Exercise 8.

• Point at the brushstrokes. Ask the child ren to name ea

colour and hold up the appropriate crayon or marker.

• Let them colour the balls in their book. Move around a

they colour and make sure they use the correct colour

• Point to the first picture and elicit red and yellow. Do th

same with the rest of the pictures.,



9 Ustan and answer yes or no. ! ! )

' ~ 2

" 5

Play.

9 Usten and answer yes or no. 1 Track 18


name the items and colours. Model and elicit: Look, a

banana. It's yellow. Look, a flower. It's red. etc.

• Point to number 1. Say : Look, a banana. Is it yellow? Elicit

the answer: Yes. Ask the whole class to answer, then ask

individual children around the class. Each time, respond :

Yes. It's yellow.

• Point to number 3. Say: Look, a bee. Is it green? Elicit the

answer: No . Repeat with the whole class and individual

children . Each time, respond : No . It's yellow.

• Tell them to listen tothe

CD. They shouldlisten

to each

question, point to the picture and answer Yes or No . Play

the CD .

• For further practice, play the CD again and ask the children

to listen and repeat.

CD 1Track 18

Look, a banana. Is it yellow? (PAUSE) Yes.

Look, a flower. Is it red? (PAUSE) Yes.

Look, a bee. Is it green? (PAUSE) No .

Look, a flower. Is it yellow? (PAUSE) No .

Look, a parrot. Is it green? (PAUSE) Yes.

Answers

1Yes 2 Yes 3 No 4 No 5 Yes

® Play.

• Ask the children to look at the photo in Exercise 10.

Elicit what they think the children are saying .

• Demonstrate the game. Put some coloured pencils or

crayons on your desk, pick one up and hide it behind

your back. Try not to let the children see it. Ask a child : Is

it yellow? The child has to guess and say Yes or No . Show

the pencil. If the guess is correct, he/she comes to the

front, takes another pencil/crayon from your desk, hides i

behind his/her back and asks a question to another child

in the class . Continue round the class .

• You can let the children play the game in pairs using their

own pencils/crayons.


@ Find, colour and say.


assign it for homework and check it in the next lesson .


• Ask them to look at Cabu and trace the line from Cabu

to the banana with their finger. Hold up your book to

demonstrate. Ask the children to colour the banana yellow

Then elicit: It's a banana. It's yellow.

• Tell them to draw lines through the maze from Paco and

Trumpet, and colour the other pictures.


up, hold up their book, point to the items and say : It's a

(parrot). It's (green).

Ending the lesson• Point to different objects and ask the children : Is it (red)?

Elicit Yes or No as appropriate.



Objective: o learn to count from 1-5

Vocabulary :numbers 1-5Vocabulary review : red, yellow, green, blue

language: Look, 3 bees.

Materials: flashcards: Unit 3 (numbers 1- 51, Unit 1

(bananal, Unit 2 (colours!; Class CD 1

Warm-up ~ 1 Track 17

• Sing the song from Unit 2, Lesson 2 to revise the colours.

• Play the game in Unit 2, Lesson 1 Exercise 6.

CD Usten and point. Then say. ~ 1 Track 19

• Use the flashcards to present the numbers 1-5. Hold them

up one by one and say the words. Count on your fingers

for each number. Ask the children to repeat and to hold up

the correct number of fingers each time.

• Ask the children to open the ir books at page 14. Open your


at the pictures.


they listen .

• Play the CD again. Stop after each word and ask thechildren to repeat.



CD 1Track 19

one, two, three, four, five

o Look and listen. (!:) 1 Track 20

• Ask the children to look at the pictures of the story.Encourage them to point and name the characters

and objects.



correct objects.

CD 1Track 20

Narrator: In thejungle .. .

Trumpet: Paco, look' 1, 2, , 4, 5 bananas'

Cabu: Trumpefl Bees' 1, 2, 3 bees!

Paco: 4 bees .

Cabu: Look' 5 bees!

,

o Usten again and say. 1 Track 21• Play the story again. Pause after each line for the child

to repeat.

• Put them into three groups and invite them to use theicharacter masks and act out the story. Play the CD ag

Ask them to hold up the correct number of fingers for

number they hear.

CD 1Track 21




4 Uslan and circle. ~

Point and say. ~Draw and colour. Then match.

1< : ~ , ( ~ - ; ( @·"or ···-aJ ..

2

3

4 Usten and circle. 1 Track 22

s

• Ask the children to look at the pictures in Exercise 4. Point

to each picture and say: Three bees, Two parrots, etc. Say:

Listen and point. Repeat in a different order and ask the

children to point to the correct pictures.

• Tell the children to listen to the CD and point. Play the CD.

• Tell the children to listen again. This time they should circle

the pictures. Play the CD again. Pause after one lion and

point to the example. Pause after each line to give the

children time to circle.

CD 1Track 22one lion, two parrots, three bees, four bananas, five

flowers

5 Point and say.

• Ask children to point to each picture in Exercise 4 and say

three bees, two parrots, etc. Encourage them to work in

pairs or in groups of three.

Draw and colour. Then match.

• Ask the children to look at the pictures. Elicit what they can

see : two hippos, three parrots, etc.

• Tell them to complete all the drawings by tracing over the

dotted lines . If time is short, tell them to colour the picture

for homework.

• Now ask the children to listen to you and complete. Say:Two ... and elicit: hippos. Tell them to follow the example

line from the picture to the number 2. Now say : Four ...

Elicit flowers and tell the children to draw a line to the

number.

• Let them finish individually.


o Find, count and circle. Say.

Note: You can use this activity in class or assign it as

homework and check it in the next lesson .• Ask the children to open their Activity Books at page 6.

• Point to the small pictures on the left and ask the children

to name the pictures: a hippo, a parrot, an elephant,

a flower, a lion.

• Now tell them to look at the big picture. Ask them to coun

how many hippos they can see . Elicit the number 1 Point

the example, which has a circle round the number l.

• Explain that they have to count the other animals in the

picture and circle the correct number.

• Check answers when they have finished. Ask : How many

fparrots/?to elicit the answers.

Answers

4 parrots; 3 elephants; 5 flowers; 2 lions

Ending the lesson• Set up a chain . Say one and ask another child to continue

counting. Continue counting with different children until

number 5. Start again asking each child to say the correc

number when it's his/her turn . Keep it fast to make it fun!



Lesson 2

Objectives: further practice of counting from 1-5

language: five yel/ow bananas, four yel/ow bananasReview: Look, a banana'

Materials: flashcards: Unit 3 (numbers 1-51, Unit 1, Unit

2 (colours); song stickers, Class CD 1

Warm-up• Hold up the flashcards and elicit the numbers, colours

or words from the children . Repeat, this time faster to

make itfun!

o Usten and stick. Then sing. 1 Track 23

• Ask the children to look at the pictures in Exercise 7. Elicit

the character's names. Tell them to look at picture 1. Ask :

How many bananas? Elicit: Five bananas. Repeat for the

other pictures.

• Tell the children to find the stickers for this activity at the

back of their Pupil's Book . Hold up your book at the correct

page to help them.

• Play the CD. Pause after each verse . The children find the

correct sticker and stick it on the picture. Walk around

checking and helping if necessary.• Ask : 7How many bananas? Elicit: Five bananas. Repeat for

the other pictures.

• Play the CD again and encourage the children to sing along.

CD 1Track 23

Five yel/ow bananas.

Five yel/ow bananas.

Look! Look!

Look, it's Cabu!

Four yel/ow bananas.

Four yel/ow bananas.

Look! Look'

Look, it's Trumpet'

Three yel/ow bananas.

Three yel/ow bananas.

Look! Look!

Look, it's Paco!

Two yel/ow bananas.

Two yel/ow bananas.

Look'Look!

Look, it's Cabu!

One yel/ow banana.

One yel/ow banana.

Look! Look!

Look, it's Trumpet!

7 Usten and stick. Then sing. !:J

Lesson 2

® Look and count. Then match and say.

• Ask the children to look at the picture in Exercise 8.

Ask : How many parrots? I i c i t : Four parrots. Point to th

example: trace the line from the small picture of the p

to the number 4.

• Let the children do the exercise in pairs.

• Check answers when they have finished. Ask : How m

(bees)? etc. and elicit the answers.,

Answers

1bee; 2 elephants; 3 lions; 5 hippos



1 2 3 4 5

Play.

Play.

• Ask the children to look at the photo in their book.

Encourage them to stand by the board in the same way.

• Stand opposite the children and start walking heel to toe

as you count your steps. Stop at 5.

• Invite the children to do the same, one at a time.

Encourage them to count aloud as they take steps in

your direction.


Colour, circle and say.

Note: You can use this activity in class, for example after

Exercise 8 or assign it as homework and check it in the

next lesson .


• Point to the numbers under the puzzle picture and ask the

children to say the numbers.

• Point to the shaded area in the puzzle picture. Explain that

it is shaded because it has dots in it. Ask if they can identify

the number. Ask: Is it two? Elicit: No. Is it four? Elicit: Yes.

• Explain that they have to colour the other sections with dot

in order to find the other numbers in the puzzle picture.

• When they have finished, ask inc:lividual children to point t

a number and say the word.

Ending the lesson• Divide your class into two or more groups. Ask the childre

in every group to take five steps towards you counting

from 1 o 5 as they do so . Mark on the floor with a coloure

chalk or tape the farthest spot that a member of each

group reached . The group whose member managed to

get closest to you with a maximum of five steps wins .



classroom

Objectives: to learn the names of classroom objects

Vocabulary: teache r, des k, chair, book, doorLanguage:Here 's your chair. Here 's your chair and

here's your book.

Review :Hello . I'm ... , numbers 1-5, banana

Materials: flashcards: Unit 4 (teacher, desk, chair, book,

doorj, Unit 3 (numbers 1-5); Class CD 1; glasses, a scarf

and necklace for the game (optional)

Warm-up 1 Track 23

• Sing the song from Unit 3, Lesson 2 to revise the numbers.



teacher, desk, chair, book and door. Hold them up one by

one, say the words and ask the children to repeat.


own book and hold it up to demonstrate. Tell them to loo k

at the pictures.

• Play the CD and ask the children to pOint to the pictures as

they listen .

• Play the CD again. Stop after each word and ask the

children to repeat.

• Point to a desk, chair, book and door in the classroom, and

elicit the words.

• Hold up the flashcards again in random order and elicit

the words from individual children.

CD 1Track 24

teache r, desk, chair, book, door

CD Look and listen. 1 Track 25

• Ask the children to look at the pictures of the story. Ask in

Ll : Where are Cabu, Trumpet and Poco? Present the words

school and classroom. Point to Miss Maru and ask : Whos

that? Elicit: teacher. Ask them what other things they can

see in the pictures and elicit: desk, chair, book, door.

• Ask th em to tell you what is happening in the story (Lll.

Wh at happens in the last picture? (Trumpet is too heavy

and he has broken his cha ir.)

ItG) Us1en and point. Then say. t ;)

,'" ~ (1)@ Cteacher desk chair book

• Play the CD; the ch ildren listen and point to the chara

and objects as they are speaking.

CD 1Track 25

Narrator: At the jungle school ...

Miss Maru: Hello . I'm Miss Maru. I'm your teacher.

Children: Hello, Miss Maru.

Miss Maru: Hello, Trumpet. Here 's your desk. Heres

your chair and ere's your book.

Cabu: And ... here 's Trumpet.

Miss Maru: Yes, and here's the door.



to repeat.

• Ask individual children to come to the front. Then tak

back to their seat and say : Here 's your desk. Here 's

chair. Tell them to sit down again.

• Invite other ch ildren to act be ing the teacher in the s

way.



LIstan and drde.

2 3

4

Point and say. [ Heres your chair. ?

Play.

CD 1Track 26

See Track 25 from Exercise 2.

Usten and circle. 1 Track 27


say the words.

• Play the CD; the children listen and point to the correct

pictures.

• Play the CD again. Pause after each line to give the

children time to circle the correct picture.

CD 1Track 27

Here 's your desk .

Here 's your chair.

Here's your teacher.

Here's your book.

Here's the door

CD Point and say.

• Ask the children to point to the pictures in Exercise 4 and

say : Here's your book. etc.

o Play.

• Ask the children to look at the photo in Exercise 6 and elic

what the girl is saying .

• Demons trate the activity with some of the children. Hand

the glasses, scarf and necklace, if you brought them , to a

child and tell him/her that he/she is the teacher. Tell some

of the other children to line up at the door of the classroom

• The 'teacher' should take each child to their desk and say

Here 's your desk . Here 's your chair Change the role of the

teacher and act out with other children .


CD Find, circle and say.


assign it as homework and check it in the next lesson.


• Explain that they have to find the differences between eac

pair of pictures.

Demonstrate using the example. Point to the first picture and

say : one book.Then point to the second picture and elicit:

three books.

• Tell them to look at the other pairs of pictures and circle th

differences in the same way.

• When they have finished, check answers.

Answers

2 1 door - 2 doors 3 2 flowers - 5 flowers;

4 3 hippos - 4 hippos

Ending the lesson• Place the lesson flashcards in different parts of the

classroom. Say a word. Ask the children to point to the

correct flashcard . Keep it fast to make it fun .



Lesson 2

Objectives: further practice and consolidation

Vocabulary review : numbers 1-5, desk, chair, book,door, teacher, banana, flower

Materials: Class CD 1; coloured character masks [Cabu,

Trumpet, Paco)

Warm-up• Revise numbers 1-5. Hold up one finger and ask the

children to shout the number. Continue up to five .

• Do this again as a team game. The team that shouts the

number first wins.

® Usten and point. Then sing. 1 Track 28

• Ask the children to look at the pictures in Exercise 7. Ask in

L1 : Who can you see? Where are they? What are the animals

pointing at in each picture? (l Cabu is pointing at a desk , 2

Trumpet is pointing at a chair, 3 Cabu is pointing at a book.)

• Tell the children to listen and point to the appropriate

pictures. Play the CD. Demonstrate by holding up your

book and po inting to the pictures while the CD is playing.

They should point at Miss Maru and Paco when Paco sings

Look! Here's the teacher.

• Tell the children to listen again and sing along. Play the CD

again. Encourage them to mime as they sing .

• Divide them into three groups. Give each group the role of

one character. They sing and mime their part. Invite them

to use their character masks. Play the CD again.

CD 1Track 28

Cabu: Look! Look! Look!

Look'

Here 's your desk.

Here's your desk.

Paco: Look! Here's the

teacher.

Look! Here 's the teacher.

Sh'Sh! Sh!

Sh! Sh! Sh!

Paco: Look! Here's the

teacher.


Sh! Sh! Sh!

Sh! Sh! Sh!

Cabu: Look! Look! Look!

Look!

Here's your book.

Here's your book.

Trumpet: Look! Look! Look! Paco: Look' Here 's the

Look' teacher.

Here's your chair.

Here's your chair.


Sh!Sh'Sh'

Sh!Sh!Sh!

® Point and say.

Trumpet, heresyour chair.

Lesson 2

® Point and say.

• Ask the children to look at the photo. Elicit what the ch

with Paco's mask is s a y i n ~ to 'Trumpet'.

• Demonstrate the activity with three children, one from

of the three groups in Exercise 7 at the front of the clas

• Ask other children to come and act out for the class .

,



Listan and cirde. ~4

Point and say . ~ It's a bag. 1 ~ ~. ' ,

...

Ask and answer. ~ What is it? It 's a ...

Act out the story with yourself and two children. Use a real

bag and real objects.Put the children into groups of three to act out the story.

Invite some groups to come to the front of the class to act

out the story.

CD 1Track 31


Usten and circle. C!!J) 1 Track 32

Ask the children to look at the pictures in Exercise 4 and

name the items.

Tell the children to listen and point to the correct pictures.

Play the CD.

Play the CD again and pause after What is it? It's a pencil.

Point to the example. Pause after each line to give them

time to circle .

CD 1Track 32

What is it? It 's a pencil.

What is it? It's a rubber.

What is it? It's a crayon .

What is it? It's a bag.

CD Point and say.

• Ask the children to look at the photos. Point to the partial

photo of a bag and ask What is it?Prompt the children to

say It's a bag. Repeat with all the photos.

• Now point to each photo in random order. Elicit: It's a boo

etc. Prompt the answer Yes or No .

• Tell the children to continue in pairs. They should take turns

Answers

1bag 2 pencil 3 rubber 4 crayon 5 book

o Ask and answer.

• Demonstrate the activity using objects you have wrapped

up in paper as in the photos. Hold up a wrapped item .

Ask : What is it? and encourage the children to answer,

e.g . It's a pencil / rubber, etc.

• Give one of the objects to a child. Prompt the child to ask :

What is it? and invite other children to answer. Continue

with other children.

• Ask the children to look at the photos in Exercise 6.

Demonstrate the activity with a child , then with open pa irs

Then let the children cont inue in closed pairs.

Answers

1crayon 2 rubber 3 bag 4 pencil


CD Match and say.

Note: You can use this activity in class after Exercise 3 or 5 or

assign it as homework and check it in the next lesson .

• Ask the ch ildren to open their Activity Books at page 10.

• Point to the pictures of whole objects and ask: What is it? t

elicit: It 's a (chair, desk, bag, pencil, rubber, crayon!.

• Ask them to look at the magnified pictures in the middle

and try to decide which object they come from . Tell them t

draw lines to match them, as in the example.

• Check answers when they have finished. Point to the

magnified pictures and ask: What is it?

Ending the lesson• Use the flashcards from Units 4 and 5. Hold up a flashcard

and ask the children to pOint to the corresponding object

the classroom. You can do this as a team game to make

it fun .



Lesson 2

Objectives: further practice and consolidation,

drawing, colouring

Language: Is it a pencil? Yes'/No .

Vocabulary review: bag, pencil, crayon , rubber

Language review: What is it? It's a ... It 's (blue).

Materials: song stickers; Class CD 1

Warm-up• Revise the vocabulary from the previous lesson using

mime. Demonstrate by miming writing something with a

pencil. Ask : What is it? and elicit answers from the children.

Then show individual children a flashcard and invite themto mime the object, e.g. rubbing something out for rubber,

reading a book for book, etc. The rest of the class tries to

guess the object.

• Revise colours by pointing at different objects and asking:

What colour is it?

CD Usten and stick. Then sing. 1 Track 33

• Ask the children to look at the picture in Exercise 7 and

name the characters and objects.

• Play the CD. Tell the children to listen and point to the

pictures. They can hum to the tune if they want.

• Now tell them to find the stickers for this activity at the back

of their Pupil's Book . Hold up your book at the correct page

to help them.

• Play the CD again. Pause after each question and answer.

The children find the correct sticker and stick it on the

picture. Walk around checking and helping if necessary.

• Play the CD again and encourage the children to sing

along. You can divide them into groups: one group sings

the questions, the other group sings the answers. The

whole class sings the chorus.

® Draw and colour. Then say. [ It s a pencil. It 's blue.

Lesson 2

CD 1Track 33

Paco, Trumpet, Cabu:

What is it? What is it?

A pencil! A pencil!


A book! A book!

A pencil and a book,




ANDABAG!


A crayon! A crayon!


A rubber l A rubber!

A crayon and a rubber


A crayon and a rubber


AND A BAG!

o Draw and colour. Then say.

• Ask the children to look at the pictures in Exercise 8 a

complete the first picture. Then ask : What is it? Elicit: I

a pencil.

• Tell them to colour it yellow, blue, red or green. Then

individual children: What colour is it? and elicit: It's (b

• Let the children finish the activity. Then point to the di

pictures and elicit descriptions of the objects.



Listan and circle. t!J

Point, ask and answer. ~ Is it a pencil? 1 ~Play.

Answers

1 pencil 2 book 3 crayon 4 rubber 5 bag


Ask the children to look at the picture of Cabu and Trumpet

in Exercise 9. Explain in L1 that Cabu is drawing pictures.

They can see them on the sheets of paper. Trumpet is

asking Cabu about her pictures.

Tell the children to listen and circle the correct picture. Play

the CD. Ask: Is it a pen? Is it a pencil?and elicit: No!lYes!

Play the CD again. The children repeat each line.Divide the class into two groups and give them the roles of

Trumpet and Cabu. Play the CD again. The children repeat

the lines of their character.

CD 1Track 34

Trumpet: What is it,

Cabu?

Cabu: Yes, what?

Trumpet: Is it a pen?

Cabu: No .

Trumpet: Is it a pencil?

Cabu: Yes I

@ Point ask and answer.

• Po int to the pencil in Exercise 9 and ask: Is it a pencil?Elic

Yes. Now point to the bag and as.K: Is it a pencil? Elicit: No

• Practise with open pairs, then closed pairs .

®Play.

• Ask the children to look at the photo. Elicit what they thinkthe children are saying.

• Demonstrate the game. Hold a book or other object

behind your back and invite individual children to guess

what it is. Repeat with other objects.

• Invite a pair of children to come to the front. Give one child

an object to hide behind his/her back. The other child has

to guess what it is.

• Put the children in pairs. Each child should choose an

object to hide behind their back, then take it in turns to

guess the object.

• You could play this as a class team game.

Activity Book page 11® Colour, tick and say.

Note: You can use this activity in class after Exercise 9, or


• Ask the children to open their Activity Books at page 11 .

• Point to the small pictures on the right. Ask : What is it? to

elicit: It's a (bag). etc.

• Point to the first puzzle picture and the shaded area .

Explain that it is shaded because it has a dot in it. Ask

them to colour the other sections with dots to reveal the

complete objects.

• Now tell them to put a tick next to the small matching

picture. Ask : What is it? to elicit the object.

Answers

Items to be ticked: 1 bag). 3 (desk). 4 (rubber)

Ending the lesson• Use a feelie-bag (see Introduction, p. v). Invite a child to pu

his/her hand in the bag and take hold of an object. The chil

feels the object and guesses what it is. Children may not

peek into the bag nor hold more than one object at a time.



Classroom actionsLesson 1

Objectives : o give and follow instructions

Vocabulary : sit down, stand up, clap, turn around

Language: OK, good.

Review : flower, parrot, lion, elephant

Materials: Unit 6 flashcards (sit down, stand up, clap,

turn aroundl; Class CD 1; a small towel and whistle

(optiona l)

Warm-up• Draw part of a flower (two -three petals!. a parrot (bea k and

lower part of face and neck in profile!. an elephant (the

trun k!.

a lion (pawl.

• Invite a ch ild to point to one of the pictures on the board

and ask What is it?The other children respond It 's a flower

or a flower, It's a lion or a lion .

• Instead of drawing on the board, you can wrap flashcards

in paper with only part of the picture showing or put them in

envelopes and open the flap to only show part of the object.

CD Usten and point. Then say. ~ 1 Track 35

• Place a chair in front of the class, sit down and then

gesture with your hands outstretched as you stand up .

Say stand up a number of times as you act it out. Ask the

children to repeat. Do the same with sit down, clap and

turn around.

• Point to the pictures in Exercise 1. Play the CD; the children

point to the correct pictures and repeat the words.

• Hold up the stand up flashcard and elicit stand up from the

children. Ask children to repeat each word/phrase. Do the

same with the rest of the words/phrases.

CD 1Track 35

sit down, stand up, clap, turn around



Encourage them to point and name the characters.

Introduce Mr Kuma.

• Ask them to tell you what is happening in the story (Lll.

Point to the picture and introducejungle gym.

sit down stand up clap tu rn ar

® Usten again and say. ~• Lesson 1

• Play the CD; the children listen to the story and point

the characters.

CD 1Track 36

Narrator: At thejungle gym ...

Mr Kuma: OK. Sit down. Sit down.

Stand up . Stand up, Trumpet'

Good. Clap! Clap' Clap'

OK. Turn around. Turn around, Trumpet' Poco!

oUsten again and say. 1 Track 37


to repeat.

• Act out the story. Take the role of Mr Kuma . Put the to

and whistle round your shoulders if you have broug

them. Give the class instructions like: Stand up, Clap

The class follows your instructions.

• Invite a child to come out and take over the role of M

Kuma. Swap roles, so other children can play Mr Ku



Ustan and number. ~a b

c

Point and say.

Play.

CD 1Track 37


Usten and number. 1 Track 38

,g


the word/phrase for each action. Trumpet: stand up, Cabu :

sit down, Paco : clap, Mr Kuma : turn around.

• Ask the children to listen and point to each character as

they hear the action. Play the CD.

• Play the first part of the CD again and point to the example.

Play the rest of the CD; the children number the pictures in

the correct order. Pause after each line to give the children

time to write the number in the box .

CD 1Track 38

One. Clap!

Two. Stand up!

Three. Sit down!

Four. Turn around!

[ Answers

2 b3 d4

- ! ! ! I ' ! ' "

CD Point and say.

• Point to the pictures in Exercise 4 and choose different

children to say the word or phrase, e.g. Clap! Repeat severtimes and fast to make it fun l

@Play.

• Point to the photo and demonstrate the game with a child

• Sit on a chair and tell the child that he/she is the teacher

or Mr Kuma. Ask him/her to say words/phrases from the

lesson for you to act out.

• Put the children in pa irs. One of them is Mr Kuma or the

teacher giving instructions and the other follows the

instructions. Then they swap roles .


CD Match and colour. Say and do.




• Ask them to look at the first picture of Mr Kuma on the left

and elicit the word/phrase for the action: Clapl

• Draw attention to the line from Mr Kuma to Paco. Elicit the

action represented by Paco: Clap!

• Ask the children to match the rest of the pictures by

drawing lines. They can colour the pictures as well.

• When they have finished, invite different children to sayan

action and perform it.

Answers

2 Sit down! 3 Stand up! 4 Turn around!

Ending the lesson• Use words and phrases from this lesson (stand up, sit

down, etc.). Ask children to follow your instructions. Say th

instructions in a different order each time.



Lesson 2

Objectives : further practice and consolidation, drawing

and colouringLanguage:Up and down

Vocabulary review: stand up, sit down, clap, turn around

Materials: Class CD 1

Warm-up• Ask four children to stand in front of the board and mime

the actions from the previous lesson . Each child mimes

one action. The rest of the class has to provide the word/

phrase for each action that is be ing mimed.

® Usten and point. Then sing. 1 Track 39

• Point to the picture and ask children to name the

characters doing the actions .

• Play the CD; the children listen and point.

• Play the CD again; the children sing along.

CD 1Track 39

Cabu:

Sit down, sit down.

Turn around.

Stand up, stand up .

Turn around.

Clap, clap.

Turn around.

In the jungle

Up and down!

® Sing and do. 1 Track 40

• Say :Stand up . Play the CD again and sing with the

children. Mime the actions and encourage the children to

do the same.

CD 1Track 40


7 LIstan and point. 1hen sing. fIJ

® Sing and do.

C!) Point and say.

"

Lesson 2

o Point and say.

• Point to each picture in Exercise 9 and elicit the appr

phrase.

• Put the children in pairs. Child 1pOints to a picture an

gives the instruction. Child 2 carries out the instructio

Then they swap roles .

<§) Draw and colour. Then say.

• Ask the children to look at the pictures in Exercise 10

them to complete the pictures by tracing over the do

lines, then colour them.

, • Invite different children to stand up, hold up their boand point to each picture, saying the correct instruct

[

Answers

1 clap 2 sit down



Draw and colour. Then say.1 ...... ......\

1(( . J \ , ~ ;( ~H ~~

Guess and say.

Usten and do. •

Guess and say.

• Ask the children to look at the photo in Exercise 11. Explainthey are going to playa guessing game. Demonstrate the

game. Use gestures to indicate an action like the ones in

the illustrations in Exercise 9, but don't say anything. Ask

the class to call out the action.

• Invite individual children to come out. Repeat: gesture to

indicate an action, but don't say anything. The child has to

say the action, and if he/she is correct he/she performs

the action.

• You can invite pairs to the front of the class to play the game.

To make it more fun, you can play this as a team game.

Usten and do. 1 Track 41

• Point to the photo in your book. Say Trumpet says stand up

and encourage the children to stand up . Say Sit down and

as some children start sitting down, rush over and stop

them from doing it. Repeat a couple of times if necessary.

• Play the CD; encourage the children to say yes if the

instruction is preceded by Trumpet says and is therefore

valid or no if the instruction is not preceded by Trumpet

says(LlJ.

• Play the CD again; the children follow the instructions as

they listen .

• Play the game in class . You provide the instructions.

Each time a child makes a mistake, they miss a turn / aninstruction or stop playing. Try to give each child at least

three chances (mistakes) .

CD 1Track 41

Trumpet says, stand up .

Sit down.

Trumpet says, sit down.


@ Find and say.




• Elicit the names of the characters on the left: Poco, Jim,

Cabu and Fiona.

• Elicit the phrase for each of the actions on the right: Stand

up, Turn around, Sit down, Clap.

• Use the example to demonstrate the matching activity.

Point to Paco and trace the line through the maze.

Encourage children to follow the line with their finger. Elicithe phrase for the action at the end of the maze: Sit down

Tell the children to complete the activity in the same way.

• Check answers.

Answers

Jim - Stand up; Cabu - Clap; Fiona - Turn around

Ending the lesson• Play the song from Exercise 7 again. The children sing and

mime as they leave the classroom.



Objectives:consolidation of language learnt in Units

1-6Vocabulary review:stand up, sit down, clap, turn

around, banana, flower, bee, hippo, parrot, lion ,

elephant, pencil, crayon, book, rubber, bag, numbers

1 5, yellow, blue, green, red, Look!

Language review: Up and down! It's red. What's your

name? What is it?

Materials:Unit 1-6 flashcards; a counter for every

child (plastic counters, coins, buttons); slips of paper

numbered 1-5: one set for each pair; a paper bag for

each set (optional)

Warm-up• Count around the class . Say the name of a child . Say 1and

elicit 1 Say the name of another ch ild and elicit 2. Continue

in this way up to 5. Then start again from 1. Go faster and

faster to make it fun .

G)Play.

• Ask the children to look at the board game on pages

30-31. Explain the aim of the game: to be the first to get

from the Start on the left - point to the coloured circles - to'the lake on the right - point to the lake .

• Explain how to play the game.

1 Each player has a different coloured counter (hold up

the counters you have brought!. Each group of players

has a set of slips of paper numbered 1-5 (hold up a set).

2 The players put their counters on the coloured circles on

the left of the board.•

3 They t a k ~ turns to pick up a numbered slip of paper

and move their counter forward the corresponding

number of squares.

4 If a player lands on a coloured square, he/she saysthe colour and points to or names a coloured object in

class, e.g. a yellow banana/ flower/book/crayon.

5 If a player lands on a white square he/she asks the

other player/s a question. e.g. What's your name? or

(pointing to an object or a picture) What is it? or Is it a ... ?

6 If a player lands on a numbered square, he/she pOints

to and counts an equivalent number of objects in the

classroom or in the book. e.g. one , two , three crayons.

7 If a player fails to say what is required he/she misses a

turn . All players carryon until they get to the lake .

• Demonstrate the game. You can invite the children to

round your desk or a table and watch. Pick a slip of pe.g. 2 and move your counter two squares forward t

red square. Say: red and point to a red object or pictu

e.g. a red book. Put the slip of paper back in the bag

the pile.

Ask one of the children to pick a slip of paper and

encourage him/her to move his/her counter forward

corresponding number of squares. Then prompt the

to carry out the required action.

• Repeat with another child . Repeat as often as neces

until you are happy that all the children are clear abo

rules of the game,• Divide the class into pairs or groups. Give each child

counter. (Make sure each child in a pair has a differe

coloured counter.)Give each pair or group a set of sl

paper with the numbers 1-5. You can put them in a p

bag or place them face down on the desk.

Ensure they know where to start. Ask them to point to

coloured circles on the left of the board.

• Move around the class while they are playing, to hel

encourage.

• Early finishers can be allowed to start a second roun



Activity Book pages 14-15Note: You can assign these exercises as homework or do

them in the next lesson.

Fi rst, use flashcards to revise vocabulary from Units 1-6 with

the class .

Find and count the animals. Then say.


• Point to the pictures and ask the children to name the

animals they can see .

• Then ask them: How many bees?Tell them to find and

count the bees and elicit: 3 bees. Continue with the rest of

the animals.

CD Find and count the school things. Then say.

• Follow the same procedure as Exercise 1. This time ask th

children to name, then find and count the school things.

Ask : How many (bags)? etc. to elicit the numbers.

Answers

CD 1elephant, 2 lions, 3 bees, 4 parrots

o 1rubber, 3 pencils, 2 bags, 5 crayons

o Look and draw. Then say.

• Ask the children to look at Exercise 3 on page 15 . Ask them

to say the words in each sequence'of pictures and to

name the miSSing item. •

• Now tell them to draw the miSSing items.

• Check the answers by asking the children to point to the

pictures and say the words in each sequence.

Answers

1crayon 2 bag 3 flower

o Choose, draw and colour.

• Elicit the names of the items in Exercise 4. Then point to th

empty schoolbag and let them choose items to draw and

colour.

• Encourage the children to try and guess what their friend

have chosen .

My English• Explain that you want the children to think about their

work during the past term. Point to the pictures of parrots

and mime Very good, Good and OK. Ask the children to

assess themselves, then circle the pictures they think bes

represent their effort and achievement.



Objectives: to learn the names and sounds of the

letters a, b, C; to recognise upper and lower case formsof the letters; to learn and recognise the alphabet words

Materials: Alphabet flashcards a-c; Class CD 1

Warm-up• Tell the children they are going to start learning the letters

of the alphabet. Today they are going to learn the first

three letters, a, band c. Ask them to think of words in L1that begin with a, band c.

Word presentation• Use the alphabet flashcards to present the words apple,

ball and car. Hold them up one by one, showing the picture

side only, say the words and ask the children to repeat.



Letters and sounds presentation• Draw a large lower-case a on the board. Say lerl and

explain that this is the formal name of the letter. Draw

the upper-case letter A to the left of the lower-case letter.

Explain that each letter has two forms. Both forms have

the same name and sound. Ask the children to repeat the

name of the letter several times.

• Draw an apple to the right of the letters Aa, and say I i f l

apple. Explain that the letter leII makes the sound lif/.

Ask the children to repeat the sound.

• Say the letter name, sound and the word as you point

to the letters and picture. Ask the children to repeat: lerl

I i f l apple. Do the same for ball and car.,

Word recognition• Put the flashcards, word side up, next to the pictures you

drew on the board, or write the words apple, ball, car.

Point to each word and repeat the initial letter sound and

Usten and repeat Then circle.

l e I / g ~ /bi:/

b /si:/C

/b/ball /k/car

Find and circle.~ ,@_b_c_o_o_c_b_c_o_b_o_c_oLJ \BACBACBACABA

I/bIl Lb_oc_b_o_b_b_c_o_b_c_b_LJ g,CABCB BAABCB C

INl L-c_o_c_b_o_c_b_c_o_b_c_c_oLJ A C B C C A C B A A C B

G:2 Listen and repeat. Then circle. ~ 1 Trac

• Ask the children to open their books at page 32 and

at the letters and pictures in Exercise 1.

• Play the CD and ask the children to point to the letter

the pictures as they listen. Then play the CD again p

after each section for the children to repeat.

• Tell the children to look at the words under the pictur

their books and circle the initial letter. Mime circling.

around to mon itor.

CD 1Track 42

lerl l i f l apple I bi:l lbl ball Isi:l lkl car

the word: I i f l apple, etc. f , ; \

• Point to each word again and invite the class to read them. ~ Find and circle.• Rub out the pictures. Point to the words in random order

and invite individual children to read them without the help

of the pictures.

• Ask the children to look at Exercise 2 in their Pupil's B

Focus on the first row with the letters Aa . Explain tha

should find and circle every occurrence of the lower-

letter a in the first line and upper-case A in the secon

Then they should do the same for Bb and Cc.

• Let the children work individually or in pairs. Monitorhelp where necessary.



~ c

C AB

Iball apple car

'--------..,

1<-

Look and colour.

O @A CS AJ ~ v ~ ~Match and draw. Then colour.

• Use the board to demonstrate the exerc ise . Write the

letters a, b, C in one row. Write C, A B n a row beneath.

• Then put the picture flashcards in a third row. Point to a

and A say the sound, and invite the class to say the wo rd

apple. Repeat several times in random order.

• Invite a child to the board, give him/her a red marker

and ask the child to draw a line from lower-case a to the

matching upper-case letter and picture. Repeat for band

c, using blue and green markers.

• Tell the children to do the matching task, then complete the

pictures and colour them .

Look and colour.

• Point to the pictures in Exercise 3. Ask: Is (the apple) red?

Is it yellow? Elicit: Yes or No .

• Ask the children to look at Exercise 4. Ask them to colour the

letters and the pictures using the same colours as Exercise 3.

o Chant. 1Track 43

• Explain this is the complete alphabet. Today they have

learnt the letters a, band c, so they are highlighted in red

Elicit the names of the letters: Iel l I bi:l Isi:i.

• Play the alphabet chant on the CD (a, b, c). Encourage the

children to point to the highlighted letters as they chant.

Activity Book pages 16-17

0: Look and say.


• Point to the letters and pictures in Exercise 1and ask the

children to say the sound of the letter and the word:

l cel apple, etc.

• Demonstrate on the board how to form each letter, using

consistent movement and direction. Ask the children to

follow the directional arrows in their books.• Invite individual children to follow to the board and trace

over the letters you have written .

® Trace and copy.

• Tell the children to trace over the dotted letters using the

same movement and direction as shown in Exercise l.

• Encourage them to form more letters on their own in the

space provided.

• They then trace the dotted letters in the words.

oMatch and write the missing letters.

• Elicit the names of the items in the pictures. Explain the

activity using the example.

• Ask the children to match the other items and write the

missing letters.

CD Look and say.

• Follow the same procedure with the upper-case letters as

for the lower-case letters in Exercise 1.

CD Trace and copy.

• Follow the same procedure as in Exercise 2.

o Write small and capital letters.

• Explain the activity using the example. Explain that the

children should write either a lower-case letter or an

upper-case letter in the circles.

CD Write the letters you know.

• The children write the upper-case and lower-case forms o

the letters they have learnt in the lesson .



Lesson 1

Objectives: to learn family words and introduce

your familyVocabulary: mum, dad, brother, sister, me

Language: This is (my brother)l (me).

Materials: Unit 6 flashcards (stand up, sit down, turn

around, clap), Un it 7 flashcards and word cards : (mum,

dad, brother, sister, mel; coloured character masks;

Class CD 1


• Play the song from Unit 6, Lesson 2. Ask the children tosing along and do the actions.

CD Usten and point. Then say. !fl) 1 Track 44

• Use the flashcards to present the family words. Hold them up

one by one, say the words and ask the children to repeat.

• Ask the children to open their books at page 34 and look

at the pictures in Exercise 1. Play the CD; the children point

to the pictures as they listen.


• Use word cards to present and practise the written formof the words. Put a flashcard on the board. Elicit the word,

e.g. mum. Put the word card next to the picture and invite

the children to read the word. Do the same for all the

family words. Repeat several times.

• One by one, remove the flashcards. Point to the word and

invite the children to read without the help of the picture.

• Point to words in random order and invite children to read

them.

CD 1Track 44

mum, dad, brother, sister, me



Encourage them to point and name the place Uungle

school!, the characters and objects .



characters that are being introduced, e.g. when Trumpet

speaks they should point to Trumpet's mum and dad.

mum dad brother sister

• Play the CD again. Encourage the children to point to

speech bubbles as they listen to the characters.

® Usten again and say. 1 Track 46


to repeat.

• Divide the class into groups to act out the story as th

listen again. Give each group the role of one charac

the children playing Trumpet, Paco and Cabu should

their characters masks. Distribute the flashcards sh

Trumpet's family to other children. Play the CD again

• Invite some children to come and act out the story fo

whole class, using gestures.

o Usten and number. 1 Track 47

• Ask the children to look at the pictures of Cabu and

family in Exercise 4. Invite them to point to and nam

character: mum, dad, etc.

• Ask the children to listen and point to each characte

he/she is introduced. Play the CD.



Point and say.

Draw your family and say .

My family

Pay the first part of the CD ag ain and poi nt to the exam ple.

Play the rest of the CD; the children num be r the pictu res in

the co rrect order. Pause after each line to give the children

time to write the number in the box.

Invite the children to report their answers by say ing :

One - dad, Two - mum, etc.

CD 1Track 47

One. This is my dad.

Two. This is my mum.

Three. This is my brother, Leo.

Four. This is my sister, Lena .

Five. This is mel

o Point and say.

• Put on a Paco mask, point to Paco 's mum in you r book and

say This is my mum. Do the sa me with dad.

• Divide the class into pairs or groups. Make sure on e chi ld

in each pair/group is wearing his/her Paco mask. Children

point to the person in the picture and introduce them to

their friend(s)' e.g. This is my dad.

• Then they swap roles .

o Draw your family and say.

• Ask the children to draw two or three members of their

family in the frame.

• Allow time for the children to draw and colour or as k them

to colour at home.


CD Find and match . Point and say.

Note: You could use this activity in class after Exercise 3.

• The children look at the members of Trumpet's family at the

top o f the page. Then they find each family member in the

big picture and match by drawing a line.

• Check by asking children to po int and say: This is my dad,

This is my mum, etc.

o Read and match. Then say.

Note: You coul d use this activity in class after Exerc ise 5.

• Demo nstrate the activity on the board us ing the flashcards

of Trum pet's family. Put the word card s on one side , inv itin gthe chi ldren to read them aloud as you do so .

• Put the flashcards on the other side in j umbled orde r. Point

to a word card, e.g. mum. Then po int to a flashcard, e.g .

dad. Ask : Is this mum? and el icit: No . Point to the flashcard

of mum, ask : Is th is mum? and elicit: Yes. Draw a line from

the word to the picture. Repeat for the other words.

• Tell the children to do the same in their Activity Books .

• Po int to each picture and elicit: This is my (mum), etc.

Ending the lesson

• Ask the children to point to the drawing of their family fromExercise 6 and introduce the members of their family to the ir

friend . Ask them to bring a family photo for the next lesson .



Lesson 2

Objective: further practice and consolidation

Vocabulary review: mum, dad, brother, sister, melanguage review : This is my brother. This is me .

Hello. I'm ...

Materials: Unit 7 flashcards and word cards; song

stickers; Class CD 1; photos of the children's families

Warm-up• Revise the family words from the previous lesson. Put

flashcards and word cards on the board in random order.

Say a word and invite a child to come to the front and point

to the correct picture and word card. Invite the class to sayYes or No . Repeat with other children. You can make it into

a team game.

o Listen and stick. Then sing. ~ 1 Track 48


explain that these are Paco's family.

• Tell the children to listen and point to the pictures. They can

hum to the tune if they want. Play the CD.

• Now tell them to find the stickers at the back of their Pupil's

Book. Hold up your book at the correct page to help them.• Play the CD again. Pause to give them time to find the

correct sticker and stick it on the picture.

• Play the CD again and encourage the children to sing along.

® Listen and say yes or no. @ 1 Track 49

• Ask the children to look at the pictures of Miss Maru's

family. Say: 1Mum? and elicit: No .Do the same for

each picture.

• Tell the children to listen to the CD and say yes or no

as appropriate. Play number 1and encourage them torespond all together: Yes. Play the rest of the CD and

pause after every statement to elicit yes or no . Encourage

the children to correct the statements, e.g. No, this is dad.

CD 1Track 49

One. This is my sister.

Two. This is Mum.

Three. This is Dad.

Four. This is my brother, Mr Kuma!

This is my mum .Hello, hello .

This is my dad .Hello, hello .

Mum and Dad,Mum and Dad,Mum and Dad,

Hello, hello .

® Usten and say yes or no .

This is my brother. BrotHello, hello. Brot

This is my sister. BrotHello, hello. H

'!irt!r!ir .

___ ~ e _ s ~ _r_;_N_0__3 __0__ _Y_e_s__ ===____ = = = -o Find and say.

• Ask the children to point to Cabu, Trumpet and Poc

• Demonstrate the activity. Point to Cabu and trace t

through the maze . Encourage children to follow wi

finger. When you reach the end, say : I'm Cabu . Th

brother. Ask the children to repeat.

• Tell the children to use a red pen, pencil or crayon

trace Cabu's route through the maze . Then ask indchildren to point and say : I'm Cabu . This is my bro

• Tell the children to complete the activity in the sam

using a blue pen for Paco, and a green pen for Tru

• Elicit: I'm Poco. This is my mum. I'm Trumpet. This is

@)Play.

• Allow time for the children to look at the photo in th

book. Explain that the children in the photo are sho

each other their family picture.

• Use your own family photo to demonstrate or dem

with a child.



Play.

Put the children in pairs. Ask them to use their family photos

or their drawings from Exercise 6, page 35 .

Ask the pairs to introduce the members of their family to

each other. Monitor and help when necessary.

Book pages 20-21

Read and circle. Then say.

You could use this activity in class after Exercise 7.

• Ask the children to look at the picture for question 1 and

ask who they can see : Paco and his mum. Read aloud: This

is my dad. Ask : Yes? No? Elicit: No . Read : This is mymum.

Elicit: Yes. Point to the example: the word mum is circled .

Repeat for question 2. Ask the children to circle the correct

word.

They complete the exercise individually.

Check as a class.

Answers

2 brother 3 dad 4 sister

o Trace and match.

• Ask the children to look at the family picture and name

each person, e.g. mum, brother, etc.

• Tell them to look at sentence 1. Read the first part of the

sentence aloud and invite the children to read the word

in tracing font: mum. Tell them to trace the word mum.

Then draw attention to the line drawn from the word to the

picture of mum.

• To ensure the children can complete the task, read

sentences 2-4 aloud and elicit the word to be traced.

They then complete the exercise individually.

Ending the lesson

• Ask the children to move around and introduce their fam ily

using their photos, to as many of their friends as possible.

The children can stand fac ing each other or change seats

as they move from person to person.




letters d, e, f; to recognise upper and lower case formsof the letters; to learn and recognise the alphabet words

Materials: Alphabet flashcards a-f; Class CD 1

Warm-up• Tell the children that they are going to learn the letters d, e

and f today. Ask them to think of words in Ll that begin with

these letters.

Vocabulary presentation• Use the alphabet flashcards to present the alphabet

vocabulary dog, egg and fish . Hold them up one by one ,

showing the picture side only, say the words and ask the

children to repeat.



letters and sounds presentation

Idi:/ cd >"---- ' li:/ e let/~ ~ ~ - /

Id/ ':909 le/ egg It/

Find and circle.

e d a f d c f d e d d

[:J DACDDBCDADCB

IIeIl L-e_o_e_b_c_e_e_d_e_b_e_LJ _E CAE CF EA E0 C

fed f o ff c f b c

FAFBEFADFAEF

• Draw a large lower-case d on the board. Say /di:/ and

explain that this is the formal name of the letter. Draw

the upper-case letter 0 to the left of the lower-case letter.Remind the children that each letter has two forms. Both CD Usten and repeat. Then circle. (!!!J 1 T

forms have the same name and sound . Ask the children to

repeat the name of the letter several times.

• Draw a simple dog to the right of the letters Dd , and say

/d / dog. Explain that the letter /di:/ makes the sound /d/.

Ask the children to repeat the sound.

• Say the letter name, sound and the word as you point to the

letters and picture. Ask the children to repeat: /di:l /d/ dog.

• Do the same for egg and fish.

Word recognition• Put the flashcards, word side up, next to the pictures you

drew on the board, or write the words dog, egg, fish. Point

to each word and repeat the initial letter sound and the

word: /d / dog, etc.

• Point to each word again and invite the class to read them.

• Rub out the pictures. Point to the words in random order

and invite individual children to read them without the help

of the pictures.

• Ask the children to open their books at page 38

at the letters and pictures in Exerc ise 1.

• Play the CD, pausing after each section for the ch

repeat.

• Tell the children to circle the in itial letter of the wo

each picture in their books. Walk around to moni

CD 1Track 50

Idi : l ld l dog l i:l lel egg lefl lfl fish

® Find and circle.

• Ask the children to look at Exercise 2 in their Pupi

Focus on the first row with the letters Dd . Explain

should find and circle every occurrence of the low

letter d in the first line and upper-case 0 in the se

Then they should do the same for Ee and Ft.

• Let the children work individually or in pairs. Mon

help where necessary.



Match and draw . Then colour.

d e"-------""'\F 0

_--- .J~ ; - ' \ \~ tMatch and say.

a b

. .. ' .... ...... .... ~ ' . . . ....

"".I":>'r?'f· f f. ' , \ \ ...•.. •..;

\,.. : . ~ ~ . : . '"

( .. .... . .... . : : : ~ .., ..,/ ./. ....•..

c d e

Matchand draw. Then colour.

f

E

(jf

Use the board to demonstrate the exercise . (See page 33 .)

The children do the matching task, then complete the pictures

and colour them . Monitor and help where necessary.

Match and say.

Write the letters a- f on the board. Review the vocabulary

using the flashcards. Show the picture and elicit the word

from the class . Then invite different children to come to the

front, give them a flashcard and ask them to point to the

correct letter on the board.

Ask the children to look at Exercise 4. Point out theexample. The children do the matching exercise in pairs.

Put the flashcards on the board above and below the

letters a- f in the same position as in the book. Invite

children to come out, match a letter and picture and say

the letter sound and word.

o Chant. ~ 1 Track 51

• Explain that they have now learnt the letters a-f, so the

letters are highlighted in red. Elicit the names of the letters:

Iel l Ibi:l Isi:1 Idi:l I i:1 Iefl.

• Play the alphabet chant on the CD (a, b, c, d, e, fl.

Encourage the children to point to the highlighted letters as

they chant the names.


CD Look and say


• Demonstrate how to form each letter using the procedure

described on page 33 .

o Trace and copy.

• Tell the children to trace over the dotted letters using thesame movement and direction as shown in Exercise 1.

• Encourage them to form more letters on their own in the

space provided.

• They then trace the dotted letters in the words.

® Match and write the missing letters.

• Elicit the names of the items in the pictures . Tell the children

to draw lines from the pictures to the words and to write

the missing letters on the lines provided.

• Monitor as they work.

o ook and say.



® Trace and copy.


o Write small and capital letters.

• Explain the activity using the example. Explain that the

children should write either a lower-case letter or anupper-case letter in the circles .

CD Write the letters you know.

• The children write the upper-case and lower-case forms of

all the letters they have learnt so far.



Objectives: to tal k about toys /possessions

Vocabulary: train, plane, bike, guitarVocabulary review :mum, dad, brother, sister, me, ball,

ca r, book, pencil, rubber, crayon, bag

Language: Look' I've got a (train)! I've got a (bike) and

a (guitar).

Language review : It 's a ...

Materials: flashcards and word cards: Unit 8, Unit 4,

Unit 5, alphabet (ball, carl ; family photos (teacher's and

children'sl; family drawings from Unit 7, Lesson 1 real

toy objects (optionall; coloured character masks;

Class CD 1

Warm-up• Show the children a photo of your family. Ask them to listen

to you as you point to people in the photo and say yes

or no, e.g. po int to your mother and say This is my dad.

Ch ildren will say No, mum.

• Put the children in pairs. Ask them to use their own family

photos or drawings and talk about them to their friend.

Encourage them to disagree with their friend when

necessary, i.e. say No, mum or No, this is Mum.


• Use the flashcards to present the toys . Hold them up one

by one, say the words and ask the children to repeat.



to the pictures as they listen.


• Use word cards to practise the written form of the words. Put

a flashcard on the board. Elicit the word, e.g. train. Put the

word card next to the picture and invite the children to readthe word. Do the same for all the toys. Repeat several times.

• One by one , remove the flashcards. Point to the word and


• Point to words in random order and ask children to read

them.

CD 1Track 52

train, plane, bike, guitar

CD Usten and point Then say.e @ ) @ ~train plane bike gu

® look and listen. t7- - - - - - - - - - - - r - ~ ~ ~ .

lesson 1

CDLook and listen. 1 Track 53


on the first frame and point out the arrows and the

pictures of treasure chests . Explain or elicit that Mis

is sending the animals off on a 'treasure hunt'. The

looking for toys that Miss Maru has hidden in theju

• Ask the chi ldren to look at the other frames and elic

'treasure' each animal has got.

• Play the CD twice. Encourage the children to point t

speech bubbles the second time.


• Play the story again, pausing for the children to rep

• Divide the class into groups. Give each group the ro

one character. They listen and repeat the lines of th

character. Invite them to use their character masks

the CD again.

• Act out the story with yourself as Miss Maru and th

children. Use flashcards or real toys as props.

• Put the children into groups to act out the story with

character masks.



o Point and say.listan and circle. tf!!) • Point to picture 1and elicit what the children think the girl is

saying : I've got a guitar.

• Say a sentence; the class says the number of the

corresponding picture, e.g. say : I've got a ball and a train

and elicit: 4. Ask the children to repeat the sentence . Do

the same for all the pictures.

• Say a number at random and elicit what the child in the

picture is saying , e.g. Say: 3 and elicit: I've got a bike.

• Invite the children to play the game in pairs or groups.Point and say. Monitor and help if necessary.

look! I've got a guitar.J-r-1

5


Answers

2 I've got a plane. 3 I've got a bike . 4 I've got a ball

and a train . 5 I've got a flower. 6 I've got a car.


o Complete the toys. Then point and say.


• Elicit the names of the items at the top of the page.

• Ask the children to look at the incomplete pictures and

guess what they are .

• The children complete the partial pictures by copying the

missing parts from the pictures at the top.

• Check by asking children to point and say : e.g . I've got a

guitar.

• Ask the children to look at the pictures of the characters in @ Read and circle. Then point and say.

Exercise 4. There are two pictures for each character. Point to • Ask the children to look at question 1. Elicit the word on the

each picture and ask : What has (Trumpet) got? Elicit: a plane left: car. Ask them to name the pictures on the right. Point

/ a car. What has Paco got? Elicit: a plane / a train, etc. out that the picture of the car is circled .

• Tell the children to listen and point to the correct picture for • Repeat for question 2. Ask the children to circle the correct

each character. Play the CD. picture.

• Play the CD again. The children circle the correct picture. • The children complete the exercise .

Pause after each line to give them time to circle. • Check by asking children to point and say : It's a car. It's a

• Check answers. Say: Trumpet? and elicit: I've got a plane. guitar. etc.

Repeat for the others.

CD 1Track 55

Trumpet: Look! I've got a plane.

Paco: Look! I've got a train.

Cabu: Look! I've got a guitar.

Mr Kuma: Look! I've got a bike!

Ending the lesson• Invite the children to gather round your desk or a table.

Put flashcards on the table face down. Invite individual

children to pick up a flashcard and say : Look! I've got a

(carl. Continue until all the flashcards have been picked up,

then start again.

• You could use real objects in a bag instead of flashcards.



Lesson 2

Objective : further practice and consolidation

Vocabulary review : train , plane, bike, guitar, ball, bag,

red, blue, green, yellow

language: My favourite toy is my blue bike .

language review : I've got a bike ... and a guitar l I've

got a (red) (bike!.

Materials: flashcards: Unit 8, Unit 2, Unit 4, Unit 5; song

stickers; Class CD 1 coloured character masks

Warm-up

• Practise word recognition of the toys from the previouslesson : train, plane, bike, guitar, ball. Put flashcards on

the board in random order and number them. Hold up a

word card . Ask the class to say the number of the correct

flashcard. If correct, they say the word.

@ Listen and stick. Then sing. 1 Track 56


identify the objects.

• Tell them to find the correct stickers at the back of their

Pupil's Book . Hold up your book at the correct page to helpthem.

• Play the CD, pausing to give them time to find the correct

sticker, and stick it on the picture.


along.

• Divide the class into three groups and allocate character

roles . Ask them to sing their parts, using their character

masks. They all sing the chorus. Play the CD again.

®Listen and colour. 1 Track 57

• Ask the children to look at the bike and ask : What colour is

it? Elicit: red.

• Tell them to listen and mark the colour of each toy in the

same way as the example.Make sure they all have the

correct crayons/coloured pencils ready. Play the CD, pausing

after each sentence to give them time to mark the colour.

• Play the CD again. Pause after each sentence and ask the

children to repeat. Tell them to check they have marked the

right colour.

• Let the children finish colouring the objects.

I've gota ballAnd I've got a plane.

I've got a gu itar!

(2) Usten and colour. •

AyellA re

AgreA bluAnd a

ld 2 3;4~ ~ ~ @ ~Lesson 2

CD 1Track 57

I've got a red bike.

I've got a yellow plane.

I've got a blue guitar

I've got a green train .

@ Listen and match. 1 Track 58

• Ask the children to look at the pictures in Exercis

name the characters. Then point to each object What is it? and prompt/elicit: (It's) a Iblue bike).

• Play the first part of the CD and pOint to the exam

Repeat: I'm Cabu. My favourite toy is my blue bi

Trace the line connecting Cabu and the bike . Ex

meaning through mime.

• Play the rest of the CD, pausing after each sente

the children time to match.

• Play the CD again; the children listen and repea

• Put flashcards of toys on the board. Invite childre

up, point to a toy, and say : My favourite toy is my



Usten and match . J::)

b e

Draw, colour and say . My favour ite !oy is m1.: .

CD 1Track 58

Cabu: I 'm Cabu . My favou rite toy is my blue bike.

Paco: I'm Paco. My favou rite toy is my yellow plane.

Trumpet: I'm Trumpe t. My favourite toy is my red train.

Jim: I'm Jim. My favourite toy is my green guitar.

Fiona: I'm Fiona. My favourite toy is my red ball.

Answers

2 Trumpet - red tra in 3 Poco - yellow plane

4 Fona - red ball 5 Jim - green gu itar

Draw, colour and say.

Ask the children to look at the toy box , and elicit what is in

it: a blue ball and a car.

Invite the children to complete the car, then draw more

toys in the box. They can copy from Exercise 7. Set a

time limit.

When they are ready, read or elicit what the child in the

photo is saying. Invite different children to stand up and

talk about what they have drawn.


o Colour and find. Read and circle. Then say.


• Ask the children to look at the first puzzle picture. Explain

that they have to colour the sections with the dots in order

to find the hidden object. Then they look at the sentence

under the picture and circle the correct word.

• Let them complete Number 1 then check as a class . Ask in

English or L1 : What have you got? and elicit: (I've got)

a guitar.

• The children complete the exercise .

[

Answers

2 plane 3 bike 4 train

o Look and trace the correct words. Then point

and say.

• Ask the children to name the toys in picture 1: a guitar, a

ball and a plane. Explain there are four words under the

picture, but one is not correct. Write the four words on the

board. Ask a child to come out and cross out the wrong

word: bike.

1

• Tell the children to trace the words. Monitor and check they

are doing it correctly. Then invite individual children to say

the whole sentence .

• The children complete the exercise .

Answers

1a ball, a plane, a guitar 2 a train , a bi ke, a car

o Trace. Then draw and colour.

• Exp la in that the ch ildren shou ld trace the wo rds under the

toy boxes.Then they should draw the toys in the toy boxes

and colour them co rrectly. Check that they can recognise

the words before you let them complete the exercise .

Ending the lesson• Playa guessing game. Invite one child to com e to the front

and give him/her a flashcard of a toy. Tell him/her not to

let the others see . The class have to guess what he/she

has got, by ask ing : Is it a (train)? The child who guesses

correctly takes the next turn.




letters g, h, i; to recogn ise upper and lowe r case formsof the letters; to learn and recogn ise the alphabet wo rds

Materials: Alphabet flashcards a- i; Class CD 1

Warm-up• Tell the children that they are going to learn the letters g, h

and i today. Ask them to th ink of words in Ll that begin with

these letters.

Vocabulary presentation• Use the pictures on the front of the alphabet flashcards to

present the alphabet vocabulary goat. horse and insect.

following the usual procedure. (See page 38 .)

Letters and sounds presentation• Present the lower-case and upper-case letters and the

names and sounds of the letters following the usual

procedure. (See page 38.)

Word recognition

• Use the alphabet flashcards, word side up, to practiseword recognition for the new words. (See page 38.)

Usten and repeat. Then circle. 1 Track 59

G) Ask the children to open their books at page 42 and

look at the letters and pictures in Exercise 1. Play the CD,

pausing after each section for the children to repeat.

• Tell the children to circle the initial letter of the word under

each picture in their books. Walk around to monitor.

CD 1Track 59Id3I:1 Igl goat

leltjl Ihl horse

larl III insect

Find and circle.

CD Ask the children to look at Exercise 2 in their Pupil's Book and

remind them what they have to do. Let the children work

individually or in pairs. Monitor and help where necessary.

Usten and repeat Then circle.

Id

h ; ;lO

Igi (gpat Ih l horse II I

Find and circle.

M @d 9 e f 9 c 9 9 b h

LJGACGDBCG HGI

G

IIhIl L-h_o _h_b_c_h_e_d_f_h_e_hLJ HC ADHFEH I HHE

ie d f i h ig f iC

IIFBE IADIIHG

® Match and colour.

• Use the board to demonstrate the exercise . (See

• The ch ildren do the matching task, then colour the

Monitor and help where necessary.

CD Find and circle.

• Review the alphabet words from a to i using the f

Show the word and invite them to read it. If they h

difficulty, show the picture on the front and elicit th

• Write the letters a- i in a row on the board. Write th

under some of the letters. Point to a letter and saysound .Then point to the corresponding word, circl

letter and say the word. Ask the children to repeat

sound and word. Do the same for the other letters

• Then invite different children to come to the front.

to draw a line from a letter to the correct word, an

the initial letter of the word.

• Ask the children to do Exercise 4 individually or in



Match and colour.

h~G

Find and circle.

b c d e

~ ish (gpple car

horse goat

•I

H

f 9 h

dog insect

egg ball


• Elicit the names of the items in the pictures. Ask the

children to draw a line from the picture of the insect to the

word. Point out that several letters are missing. They have

to work out what the word is from the remaining letters.

Elicit the missing letters: i, e, c. Tell the children to write the

letters on the lines provided.

• The children complete the exercise individually. Monitor as

they work.

o Look and say.



® Trace and copy.


oRead

and write.

• Point to the picture and elicit the word egg. Ask in Ll if it's

a big egg or a small egg. Read the sentence next to the

picture.

• Tell the children to trace the words.

• Check by asking individual children to read the sentence

aloud.

~ ~ 0 Write the letters you know.

Chant. 1 Track 60

• Explain that they have now learnt the letters a-i, so the

letters are highlighted in red. Elicit the names of the letters:

Iell I bi:l 15i:l, etc.

• Play the alphabet chant on the CD la, b, c, d, e, f, g, h, i).



Book pages 28-29

Look and say.

• Demonstrate how to form each letter, following the usualprocedure. ISee page 33 .)

Trace and copy.

• The children trace over the dotted letters using the same

movement and direction as shown in Exercise 1, then form

more letters on their own in the space provided. Finally

they trace the dotted letters in the words.

• Walk around the class and monitor as they work.





Lesson 1

Objectives: to learn more colours

Vocabulary: pink, black, orange, white, bird

Language: I can see a bird! I can see a white bag!

Review : objects, animals, food and colours from

Units 1-8

Materials: Unit 9 flashcards and word cards (colours),

Units 1-8 flashcards for objects and colours; Class CDs 1

and 2; coloured character masks


• Ask the children to open their books at page 42 and lookat the song in Exercise 6. Elicit what each character has got

e.g. Trumpet: a yellow bike and a red train. Play the CD.

The children sing.

CD Listen and point. Then say. !!f) 2 Track 02

• Use the flashcards to present the new colour words.



to the pictures as they listen .

• Play the CD again. Stop after each word; the childrenrepeat.

• Use word cards to present the written form of the words.

Put a flashcard on the board. Elicit the word. Put the word

card next to the picture and invite the children to read the

word. Do the same for all the colour words. Repeat several

times.




them .

CD 2 Track 02

pink, black, orange, white


• Ask the children to look at the pictures of the story. Focus

on Frame 1. Hold your book close to your eyes, then point

and say: Look! I can see Cabu. Look! I can see Trumpet.

Point to the bird and say : Look! I can see a bird. Ask the

children to repeat.

G) Usten and point Then say. j;;)

• • .0pink black orange w

CD look and listen . .::v

• Ask the children what else they can see in the picturPrompt/elicit: I can see a boy/girl /bike, etc.

• Play the CD. Encourage the children to point to the s

bubbles as they hear the characters speak.

o Listen again and say. !!V 1 Track 04


to repeat.

• Divide the class into three groups. Give each group

role of a character. They listen and repeat the lines

character. Invite them to use their character masksthe CD again.

• Put the children into groups of three to act out the st


the story. You can use flashcards or real objects as pr

o Listen and circle. 2 Track 05

• Ask the children to point to the first pair of pictures i

Exercise 4 5ay: I can see a black bag and a pink ba

Prompt/elicit the same for the other pairs.



Usten and circle. tf)

Point and say. [ I can see a pink bird.F

Colour and say. ( I can see ... ?

4

Tell the children to listen and point to the correct picture.

Play the CD.Play the CD again. The children circle the correct picture as

in the example. Pause after each line to give them time to

circle.

CD 2 Track 05

I can see a pink bag.

I can see a black bike.

I can see a white bird.

I can see an orange plane.

Point and say.

Check answers to Exercise 4. Say: Number 1and elicit: I

can see a pink bag. Repeat for the remaining pairs.

Put the children in pairs. Child 1pOints to a picture. Child 2

says : I can see (a pink bird). They take turns. Demonstrate

the activity first.

Colour and say.

Ask the children to look at the pictures and point to the

coloured dots. Elicit the colours.

• Tell the children to colour the pictures according to the

coloured dots. Set a time limit.

• When they have finished, elicit: I can see a pink flower; I

can see a black and red train, I can see a black, white an

green plane, I can see an orange bag.

~ Extra activity• If there are early finishers, ask them to draw in their

notebook their favourite toy in their favourite colour. Then ,

ask them to present it by saying , e.g. A pink doll, A green

train or An orange ball. Provide any necessary vocabulary


G) Read and colour. Then say.

Note: You can use this activity after Exercise 3 or assign it as

homework.

• Make sure the children can identify all the colour wordsnext to the shapes.

• Tell them to find the shapes in the picture and colour the

picture accordingly.

Answers

I can see : an orange book, a black bike, a black book,

green trees/leaves/grass, an orange and white flower,

a white ball. a pink train, a red T-shirt.

CD Read, circle and colour. Then point and say.

• Ask the children to look at the picture for question 1 and

name what they can see : a bird.

• Ask them to look at the sentence under the picture. Read

aloud: I can see a pink ... and elicit: bird. Point out the

example: the word bird is circled . Tell them to colour the

bird pink.

• Repeat for question 2. Ask the children to circle the correct

word.

• They complete the exercise individually.


up, point to a picture in their book and say the sentence .

Answers

2 crayon 3 plane 4 bike 5 guitar 6 fish

Ending the lesson• Hold up flashcards of objects from previous lessons and

ask the children to say what they can see, e.g: I can see a

(blue) book. You could play this as a team game.



Lesson 2


Vocabulary review :pink, black, orange, white, bird,

Look!; objects, animals, food an d colours covered in

previous units

Language review: I can see a bird' I can see a

white bag!

Materials: flashcards: Unit 1 bee, hippo), Units 2 and 9

(colours), Unit 5 (rubber, pencil, crayon, bag), alphabet

(ball, car, dog, fish); song stickers; Class CD 2

Warm-up• Practise word recognition of colours, classroom objects

and animals. Put the flashcards on one side of the board.

Put word cards on the other side of the board in random

order. Divide the class into teams. Ask two children from

Team 1 o come to the front. Say a word, e.g. red. One child

has to find the right flashcard, the other finds the correct

word card . The team gets a point for each correct choice .

Continue with Team 2.

CD Usten and stick. Then sing. 2 Track 06

• Ask the children what is happening in the picture: Trumpet,Cabu and Paco are watching the children on the beach by

the lake. Ask them what objects they can see : two birds,

two fish, two bags, two balls.

• Play the CD. The children listen and point to the objects.

Encourage them to hum to the tune. Explain the meaning

of big and small. Practise by pointing to different objects in

the room and asking: Is it big? Is it small?

• Now tell them to find the stickers at the back of their Pupil's

Book . Hold up your book at the correct page to help them.

• Play the CD again. Pause to give them time to put the

stickers on the picture.• Play the CD again and encourage the children to sing

along and point or mime as they sing . You can divide them

into groups and allocate a character to each group. Each

group sings the appropriate verse .

~ Extra activity• Ask the children to look carefully at the picture of the song

for one minute. Then, ask them to close their book.

• Test the children's memory by asking (in Ll if necessary)

How many bags/birds/balls/fish? What colour? Write the

7 Lis1en and stick. Then sing. @

Look! I can see two bags . Look l I can see two bA yellow bag , an orange bag . A big blue ball, a small r

I can see a black bird. I can see a green fisI can see a white bird tool I can see a pink fish t

Lesson 2

different answers on the board. Then, ask the childre

open their book and check their answers.

® Find and say.

• Ask the children to look at the picture and find object

Squint at the picture and pretend you are looking for

objects with a magnifying glass. Let your face light u

point to the part of the pink bag that is showing and

Look! I can see a pink bag.

• Hold up your book, point to the corner of the pink ba

elicit I can see a pink bag from a couple of children.

• Let children look at the picture carefully to find the resof the hidden objects. Tell them there are five more o

in the picture. Encourage them to work in pairs or sm

groups.

• Ask pairs to report their answers. Ask one or two oth

pairs to repeat.

Answers

I can see a pink bag / a white bird / a red flower /

three yellow insects / a blue ball / a black dog .



Match and say. ,{ I'm Miss Maru. My favourite colour is orange.

Match and say.

Ask the children to look at the picture of Miss Maru and

trace the blue line to find her favourite colour. Say: I'm Miss

Maru. My favourite colour is ... Elicit: orange.

Ask the children to trace and match the other characters

and colours. Walk around and help if necessary.

To check answers, point to a child and say: e.g. Fiona. Elicit:

I'm Fiona. My favourite colour is blue. Do the same for the

other characters.

Ask the children to name their favourite colour.

Answers

Fiona - blue; Jim - pink; Paco - green; Cabu - white;

Trumpet - black


® Match and circle. Then say.

• Check that the children can recognise the words they need

for the exercise. Ask them to look at the pictures on the

right. Hold up a word card for bee, ask : How many? and

elicit: Five bees. Continue for the other animals/objects.

• Ask them to look at question 1. Read aloud I can see two

cars. Tell the children to follow the line to the picture, shake

your head and elicit: No. Read aloud I can see two balls

and elicit: Yes. Point out that the word balls is circled .

Do question 2 with the class . Read aloud I can see three

... Tell the children to find the picture with three items and

draw a line . Then tell them to circle the correct word and

ask a child to read the sentence aloud.

• Tell them to complete the exercise individually.

[Answers

~ ~ 2 = f i = S h ~ = 3 = d = 0 = 9 S = = ~ 4 _ b _ e _ e s____-===__ = ~ ____-===

o Trace and colour. Then point and say.

• Ask the children to look at the picture. Ask : How many

(pencils)? and elicit: 4. Continue for the other items.

• Tell them to trace the phrases under the picture, then

colour the objects the correct colour.

• To check, ask individual children to point to different items

and say : I can see (five pink crayons), etc.

Ending the lesson• Ask children to pick a colour flashcard, say the colour and

point to an object of the same colour in class . Encourage

them to say, e.g. A blue book, A yellow pencil, etc.




lettersj, k, I; to recogn ise upper and lower case forms ofthe letters; to learn and recognise the alphabet words

Materials: Alphabet flashcards a-I; Class CD 2

Warm-up• Tell the children that they are going to learn the lettersj, k

and I today. Ask them to think of words in L1 that begin with

these letters.

Vocabulary presentation

• Use the pictures on the front of the alphabet flashcardsto present the alphabet vocabulary elly, kite and lorry,

following the usual procedure. (See page 38.)




Word recognition• Use the alphabet flashcards, word side up, to practise

word recognition for the new words. (See page 38.)

G) Usten and repeat. Then circle. 2 Track 07

Usten and repeat. Then circle.

Ike!/

klel/

I

Ik/ kite 11/ lorr

Find and circle.

(1) h 9 j f j C f j k j I j

JHCJIBJKJJDEJF

k h k c k i k J d k f kKCKEKFKAKJKLC

lelflklhlblgjd

LHLKELLDFLECL

CD Find and circle.

• The children work individually or in pairs to do the exer


o Find and circle.• Ask the children to open their books at page 50 and \:!Jl





CD 2 Track 07

Id3eil Id31Ikerl Ik l

lell III

jellykite

lorry

• Use the board to demonstrate the activity. Write the let

j, kand I n one row at the top. Then in two rows benea

the letters, put in random order: the three flashcards

picture side up, upper-case and lower-case letters, an

the words jelly, kite and lorry

• Invite a child to come to the board. Point to one of the

letters in the top row, and invite the child to pOint to the

matching picture and circle the matching upper-case a

lower-case letters. Repeat for the other letters.

• Ask the children to look at Exercise 3. Point to each of t

circled letters and elicit the colour:j - blue, k - green a

/ - red. Tell them to use those colours to circle the matc

pictures and letters.

• Let the children work in pairs. Monitor and help where

necessary.



<1>.......

k ~~ , . - - . '

• kite L j lorry K

] ... k

Match and write. Then say.

Ask pupils to name the objects and animals around theletter grid. Then ask them to name the letters in the grid.

Hold up the alphabet flashcard for dog and say /d:/ /d /

dog. Then hold up the flashcard for apple, and elicit the

letter name, sound, and word. Tell the children to write the

letter a in the box next to the picture of the apple.

The children complete the exercise individually or in pairs.

Monitor and check.

Hold up the alphabet flashcard for each item and elicit the

letter name, sound, and word.

Chant. 2 Track08

Explain that they have now learnt the letters a-I, so the

letters are highlighted in red. Play the alphabet chant on

the CD.




CD Look and say.

• Demonstrate how to form each letter, following the usual


o Trace and copy.


movement and direction as shown in Exercise 1 then form

more letters on their own in the space provided. Finally,


• Walk around the class and monitor as they work.


• Elicit the names of the items in the pictures. Ask the

children to draw a line from the picture of the kite to the

word. Elicit the missing letters: k, i. Tell them to write the

letters on the lines provided.• The children complete the exercise individually. Monitor as

they work.

• Ask them to spell the words using the names of the letters

o Look and say.



o Trace and copy.


o Read and write.

• Point to the picture and elicit: ball.Read the sentence next

to the picture.


• Ask individual children to read the sentence aloud .

® Write the letters you know.





Objective: to learn numbers 6-10

Vocabulary : six, seven, eight, nine, ten

Review: one, two, three, four, five, school, classroom,

teacher

Materials: flashcards and word cards : Unit 3 Inumbers

1-5). Unit 10 (numbers 6-10); Class CD 2; gift wrapped

box with ribbon (optional); coloured character masks

Warm-up• Revise numbers 1-5. Use the numbers flashcards to elicit

the words. Count in fives around the class.

CD Listen and point. Then say. 2 Track 09

• Play the CD; the children point to the pictures of the pencils

as they listen .

• Hold up the 6, 7, 8, 9, 10 flashcards and elicit the words

from the children.

• Use word cards to practise word recognition for all the

numbers 1-10. Put a flashcard on the board. Elicit the

number. Put the word card next to the picture and invite

the children to read the word . Do the same for all the

numbers. Repeat several times.• One by one, remove the flashcards. Point to the word and



them.

CD 2 Track 09

six, seven, eight, nine, ten

@ Look and listen.2

Track 10• Ask the children to look at the pictures of the story. Ask :

Where are Cabu, Trumpet and Paco? Revise the words

school and classroom and teacher.

• Ask them to tell you what is happening in the story (L1): the

animals are learning numbers. Focus on the last picture

and ask what Miss Maru is holding behind her back.

Teach present and birthday.

• Play the CD. Encourage the children to point to the speech


six seven eight nine t

® Look and listen. tv

® Listen again and say. 2 Track 11• Play the CD again. Pause after each picture and ask

children to repeat.

• Divide the class into groups of four and ask them to c

a character from the story.

• Ask the groups to act out the story using the characte

masks and real pencils or crayons . To make it fun, br

gift-wrapped box with a ribbon around it.

o Match and say.

• Ask the children to look at the basket of apples and cthem: one , two, three, four, five, six apples. Ask: How

apples? Elicit: 6. Ask them to trace the line from the a

to the number 6.

• Ask them to complete the exercise individually or in p

• Check by asking: How many (birds)? etc.

Answers

six apples; seven bananas; eight books; nine birds;

ten pencils



•8

9

10

Count and write.

Guess and say.

Count and write.Point to the balloons. Ask : How many balloons? and ask

the class to count the balloons from 1 o 10. Repeat, faster.

Ask the children to write the missing numbers in the balloons.

Check by asking : What colour is (2)? etc.

Guess and say.

the game. Put a pile of pencils on your desk.

Pick some up and put them behind your back. Invite a

child to guess how many. Say Yes if the guess is correct.

Say No if it is wrong and invite another child toguess.

Invite a child to come to the front, and do the same. You

can make this into a team game for fun .


o Count and say.

• Ask the children to look at the first picture and count the

bees . Eicit: Ten bees. Draw attention to the circle around 10.

• Tell the children to count the other groups of items and say

the correct number.• Check answers by asking: How many (kites)? to elicit the

number.

~ ~ ~ I9 kites; 8 books; 6 rubbers; 10 fish ; 7 cars~ __ ~ ~ - = ~ ~ ~ ~ ~ ~ ~ ~ - - - = ~ ~ ~ ~ J

® Trace, match and read.

• Ask the children to look at the numbers on the left. Elicit the

words. Draw attention to the line from the figure 1 o the

word one .

• Ask them to trace the numbers and match them to the

corresponding words on the right.

Ending the lesson• Clap your hands between one and ten times. Ask the

children to count as you clap and callout the correct

number. Repeat several times.



Lesson 2

Objectives: further practice and consolidation; to ask

and tell ageVocabulary review :numbers 1- 10; objects, animals,

food and colours from previous units

Language review: How old are you? I'm eight.

Materials:song stickers; Class CD 2; gift wrapped

box with ribbon (optional!; a bag with small classroom

objects in it. e.g. pencils, rubbers, crayons for ending

the lesson

Warm-up

• Ask a child to hold out his/her hands. Count the child'sfingers from 1-10. Then count them backwards from 10 to 1.

• Invite another child to count your fingers in the same way.

• Tell the children to practise in pairs.


• Ask the children to look at the pictures in Exercise 7. Tell

them to find the stickers at the back of their Pupil's Book .

Hold up your book at the correct page to help them.

• Play the CD. Pause after each verse to give them time to

find the correct sticker, and stick it on the picture.• Play the CD again and encourage the children to sing

along and point to the pictures as they sing .

e!) Find and count. Then say.

• Ask the children to look at the picture and tell you in Llwhat is happening: Trumpet, Cabu, Miss Maru and Mr

Kuma are fishing in the lake . Explain that they have to find

out how many fish each of them has got by tracing the

fishing line to the fish .

• The children complete the activity individually.

• Check by asking: Trumpet - How many fish? etc.

Answers

Trumpet - three fish; Cabu - two fish; Miss Maru - four

fish; Mr Kuma - seven fish

7 Usten and stick. Then sing. f::)

Look, look!Ten red apples.

Ten green apples.

Crunch I Crunchl

Look, lookl

Nine red apples .Nine green apples .

Crunch! Crunch I

Look, look l

Eight red apples.Eight green apples.

Crunch! Crunch!

Look, look!Seven red apples.

Seven green apples.

Crunch! Crunch!

Look, look!Six red apples.

Six green apples.On the apple

o Write and draw. Then colour.

• Ask the children to look at the picture of Miss Maru.

Prompt/elicit what she is saying.

• Tell them to write their own age in the box . Invite them

ask and answer in open pairs.

• Then tell them to draw the correct number of candles

the birthday cake , then colour it.

@)Say.

• Demonstrate the dialogue with individual children. If

have brought a gift wrapped box, use it as a prop an

hand it to the child when you say Happy Birthday!• Pick a number flashcard, e.g . 8, and give it to a child .

Repeat the dialogue. The child should say : I'm eight.

• Ask several pairs of children to stand up and demon

Give one child in the pair a flashcard for their age.

• Tell the children to write a number from 1-10 in their

notebooks. Put them in pairs to play the game.



rite and draw. Then colour.

Howald are you?

How old are you?

I'm six.

Happy Birthdayl

Thank you .

Book pages 38-39

Count and match.

Ask the children to trace each number word, then match it

to the correct picture as in the example.

To check, elicit: One book, Two chairs, etc.

Answers

three bees; seven parrots; ten crayons; eight apples;

nine balls; six cars; two chairs ; five desks; four bananas

Count, look and trace the correct word.

Ask the children to count the objects, then trace the correct

number word in each sentence.

To check, elicit each sentence : I've got eight pencils. etc.

Answers

1eight 2 six 3 seven 4 four

o Trace and complete.

• Write on the board: 1+ .. ......... =9 Ask the children what

the missing number is. Tell them to count on their fingers.

Count yourself to help them.

Now write: 2 + ... .... =9 and repeat.

• Tell the children to look at the sums in Exercise 5. Tell them

to trace the number words and complete the sums by

writing the correct figure.

• To check, ask the children to say : One and eight is nine,

Two and seven is nine. etc.

Answers

two + 7; three + 6; four + 5; five + 4; six + 3; seven + 2;

eight + 1

Ending the lesson

• Put a number of objects in a bag, e.g. six pencils, sevenrubbers, eight crayons/markers, and some plastic toys,

e.g. three little fish.

• Ask the children to close their eyes, feel the objects and

say how many there are in the bag. They have to feel

around the bag to make sure that they don't miss any of

the objects.




letters m, n, 0; to recognise upper and lower caseforms of the letters; to learn and recognise the

alphabet words

Materials: Alphabet flashcards a-o; Class CD 2

Warm -up• Tell the children that they are going to learn the letters m,

n, 0 today. Ask them to think of words in L1 that begin with

these letters.

Vocabulary presentation• Use the pictures on the front of the alphabet flashcards

to present the alphabet vocabulary monkey, nurse and

orange, following the usual procedure. (See page 38.)






len/

nl<3u/O

+ - .

J

In/ nurse 10/ oran

Find and circle.

EJEJ

EJ

@ k j man m C m 9 m m

MACDMBCMAMCMMn a n em c n n o n n j m

N CAN N FEAND C NN

o e a 0 0 C 9 0 f 0 c o o

OAOBEOADOAEOO

CD Find and circle.

• The children work individually or in pairs to do the e


CD Usten and repeat. Then circle. 2 Track 13 0 Match and say.



• Play the CD, pausing after each section for the children to

repeat.



CD 2 Track 13

leml Iml monkey

lenl Inl nurse

l aul 101 orange

• Ask the children to look at Exercise 3. Focus on the

example and ask them to trace the line from lower-

to upper-case M to the picture and then the word. E

letter name, sound and word: leml Iml monkey.

• The children do the same for the letters nand o. Mo



Match and say.

m n..... ~0 M

tI

orange nurse

Rnd and write. Then say.a e f

b9

JT

PI e.----Q..-

~ ~I JL

0

N

monkey

j

'It- t )~ --.,----J-

i!r 1


CD Look and say.



® Trace and copy.


movement and direction as shown in Exercise 1 then form



• Monitor and help where necessary.

o Match and write the missing letters.

• Elicit the names of the items in the pictures.

• If necessary, do the first item with the class.


they work.• Ask them to spell the words using the names of the letters

o Look and say.



® Trace and copy.


Find and write. Then say.

Review the alphabet names, sounds and words used in

this exercise. Hold up an alphabet flashcard. Elicit the letter

name, letter sound and word.

Ask the children to look at Exercise 4. Tell them to write the

oRead and write.

• Point to the picture and elicit: banana. Invite individual

children to read the sentence next to the picture.


correct lower-case initial letter under each picture. Let them ® Write the letters you know.work individually or in pairs. Monitor.


Chant. 2 Track 14

Play the alphabet chant on the CD (a-a). Encourage the

children to point to the highlighted letters as they chant the

names.




Objectives: practice and consolidation

Vocabulary review : mum, dad, brother, sister, ball, car,kite, flower, apple, dog, car, lorry, elephant, bike, train,

dog, horse, numbers 1-10

Language review : Look, blue balls. This is my (mum).

I can see (a train). I've got (a blue car). My favourite toy

is my (car).

Materials: flashcards and word cards : Units 2 and 9

(colours), Unit 8 (toys), alphabet flashcards; Class CD

2; family photos; sheet of card for each child with the

heading My family


• Sing the Numbers song from Unit 10, Lesson 2.

CD Look at the walls. Count and say.

• Ask the children to look at pages 58 and 59 and name the

objects they can see on the walls. Demonstrate by pointing

to a row of balls, and saying: Look, blue balls.

• Ask : How many blue balls? and start to count the blue

balls with the class: one, two, three .

• Ask: How many red balls? and tell the children to countthem quietly. The first child to put up his/her hand and says

the correct number wins a point.

• Continue with the other objects.

Answers

3 blue balls; 7 red balls; 1 yellow car; 9 orange cars;

10 green kites; 4 pink flowers; 6 yellow flowers; 5 black

dogs; 5 white dogs

~ Extra activity• Ask the children to look at the picture and listen to you

carefully. Say: five yellow cars. Elicit: No . One yellow car.

Say: four pink flowers. Elicit: Yes. Four pink flowers. Repeat

with the rest of the items .

CD Look at the walls. Count and say.

•• ••

®Draw your family and say.

• Ask the children to look at the poster on the wall with

outline heads of a family. Elicit: mum, dad, brother, s

• Give each pupil a sheet of card . Ask them to draw the

of family members or stick photos on the card . Encou

them to write the family words under each picture.

• Invite different children to hold up their finished work

introduce the members of their families using This is

etc. They can continue in pairs.

o Draw your toys and say.

• Ask the children to look at the toys on the floor on pa

and elicit: I can see a lorry. etc.

• Ask some children to talk about their own toys, using

got a (train). etc. Elicit their favourite toy.

• Tell the children to draw two or three toys in the toy b

page 59.

• Invite different children to show their picture and talk

their toys .



Book pages 42-43

Colour. Then say.

Ask the children to look at the pictures and tell you what

they can see, e.g. I can see a dog. etc.

Ask them to look at the words above the pictures. Say the

number and elicit the colour word, e.g. 7 pink. Use colour

flashcards to help them if necessary.

Point out that the animals have numbers in them. Explain

that they should colour each animal according to the key.

Ask which animal should be coloured pink and orange

and elicit: fish. Ask them to find the dog. Elicit what colours

they should use for the dog: black and white.

Let them colour the items.

When they have finished, elicit: I can see an orange and

pink fish. etc.

Answers

I can see : green grass; a black and white dog; a yellow,

blue and red parrot; a yellow and black bee; an orange

and pink fish

® Read and match.

• Demonstrate the activity on the board using word cards

and flashcards if necessary.

• Tell the chi ldren to do the activity in their books. Tell them

that there are eight words but only six pictures.

o What's missing in 2? Draw.

• Elicit the two extra words in Exercise 2: car and ball.

• Ask the children to draw the missing pictures in the boxes .

My English• Explain that you want the children to think about their

work during the past term. Point to the pictures of parrots

and mime Very good, Good and OK. Ask the children to

assess themselves, then circle the pictures they think best

represent their effort and achievement.



Objectives: o describe parts of the face

Vocabulary: eye, nose, ear, mouthVocabulary review:numbers 7-10

Language: I've got a nose . I've got two eyes. I've got

two ears and a mouth.

Materials: flashcards: Unit 11 Ieye, nose, ear, mouthl;

Class CD 2; coloured character masks

Warm-up 2 Track 12

• Sing the Numbers song on page 54 .

G) Usten and point. Then say. 2 Track 15

• Point to your eye and say eye . Ask the pupils to point to

their own eye and repeat. Repeat with nose, ear, mouth.


at the pictures in Exercise 1. Play the CD twice, pausing to

let the children point to the pictures and repeat.

• Hold up a word card, point to your nose and say nose . The

children repeat. Do the same for the other words.

• Hold up a word card , e.g. ear. The children point to their ear

® Usten again and say.

Lesson 1

without the help of the picture. Repeat with the other words. 0 Usten and number.

2 Track 18

® Look and listen.c:11 ,

2 Track 16

• Ask the children to look at the pictures of the story. Ask :

Where are Cabu, Trumpet andPaco? Revise the words

schooland classroom and teacher. Ask them to tell you what

the animals are learning about today : parts of the face .




• Play the CD again, pause after each picture and ask the

children to repeat.

• Point to your ears and mouth and say I've got two ears

and a mouth. Point to your nose and say I've got a nose.

Ask the children to do the same.

• Divide the class into groups of four. Assign a character to

each child and ask them to use their character masks.

• The groups to take turns acting out the story

• Ask the children to look at the pictures in Exercise 4. Ho

up your book, point to the first potato head. Signal that

are speaking for the potato head by using a funny voic

say : I've got an ear, a nose, two eyes and a mouth. Po

each part as you say the words. Ask children to repeat.

• Ask the children to look at the other potato heads and

count parts of the face.

• Ask the children to try to point to the correct potato he

as they listen to the descriptions. Play the CD. Pause a

each description to give them time. Elicit possible ans

but don't confirm.• Play the first part of the CD again and point to the exa

Play the rest of the CD, pausing to give the children tim

write the number in the box .

• Ask individual children to report their answers. Encou

the rest of the class to agree or disagree.



Ustan and number. t!>

Play.

J TOUCh your nose. ]

CD 2 Track 18

One. I've got two ears, two eyes, a mouth and two noses.

Two. I've got two eyes, a nose, a mouth and three ears.

Three. I've got an ear, a nose, two eyes and a mouth.

Four. I've got two eyes, a nose and three mouths.

Play.

• Play the game Trumpet says ... . (See Unit 6, Lesson 2 page

29.) The children have to listen very carefully and do as they

are told when they hear Trumpet says ... , but do nothing

when an instruction is not preceded by these words.

• Demonstrate the game as in the photo. Say: Trumpet says

touch your nose. Check that all the children are touching

their noses. Then say : Touch your mouth. Stop any child

who is touching his/her mouth.

• Play the game. Every time a child makes a mistake, they

miss a turn . After three mistakes, they are 'out' and have to

stop playing.

• You can play this as a team game. The team with the

fewest missed turns or the group with most children still in

the game wins.


o Find and circle. Then match.

• Demonstrate the activity. Draw a 'word snake ' on the board

and write the words inside with no gaps between them.

Invite a chi ld to come to the board. Hold up the flashcard

and word card for nose, and ask the child to find and circle

the word in the snake . Repeat for the other words.

• Tell the children to look at Exercise 1. Ask them to circle the

words in the snake, then draw a line from the word to the

correct part of Cabu's face .

® Look and circle the correct word.

• Demonstrate the activity. Write mouth and nose on the

board , point to your nose, and ask which is the correct word

• Tell the children to look at Exercise 2. Do question 1as a

class . Elicit what they can see in the picture.Then tell them

to circle the correc t word below the picture.

..... .. . . , . " ~ . . , . , , " " " " " ........_"""""' ....._____ ........... ...,,,.,,&1] CD Trace. Then find and number.• Tell the children to look at the pictures. Say: Touch your ear

and tell children to point to the correct picture and say the

letter: b. Repeat for the other pictures.Point and say.

Ask the children to look at the photos in Exercise 5. Elicit

what Trumpet is saying . Then elicit what Cabu and Paco

are saying: I've got a nose. I've got two eyes.

Divide the class into groups of three, allocate each child

in the group a role, and tell them to put on their characte r

masks . Say Trumpetand point to your mouth . The child with

the Trumpet mask points to his/her mouth and says : I've got

a mouth. Repeat several times with the other characters.

Let the children play the game in groups.

• Draw attention to the sentences under the pictures . Askthem to trace each sentence, then write the sentence

number next to the correct picture.

Answers

CD 1nose 2 eyes 3 ears 4 mouth

002 c4 d3

Ending the lesson• Play the game in Exercise 6. This time, invite children to be

'teacher'.



Lesson 2


Vocabulary review : eye, nose, ear, mouth, numbers1-10; objects, animals, food and colours from previous

lessons

Language review: I've got a nose . I've got two eyes.

I've got two ears and a mouth.

Materials:Unit 11 flashcards and word cards; Class CD

2; paper plates for children to draw funny faces; blank

sheets of paper

Warm-up• Review the words from the previous lesson and practise

word recognition. Hold up a word card, e.g. nose and tell

the children to say the word and touch the correct part of

their face . Repeat several times until all the children can

do it correctly. Make it into a game. Any child who makes a

mistake is out.

® Usten and match. Then sing. 2 Track 19

• Ask the children to look at the funny faces in Exercise 7.

Point to the first face and ask : How many eyes? How many

noses? etc. Repeat for the other two.• Tell the children to listen and try to identify the correct face

when they hear the description . Play the first part of the CD

and point to the example. Play the rest of the CD, pausing

after each description to give the children time to draw a line.

• Play the CD again to let the children check . They can hum

to the tune if they want.

• Play the CD and sing along with the children. Encourage

them to use monster-like voices, and point to the parts of

each face as they sing.

[

Answers

, a 2 b3

® Draw and colour. Then say.

J

• Tell the children to look at the photo of the paper plate. Tell

them they are going to draw their own monster face like

the ones in Exercise 7. Hand out the real paper plates if you

have brought them for the children to draw their faces on .

7 Ustan and match. Then sing. !!:J

Look l Look l

I've got three eyesAnd two noses

And two mouths.

2 ~ - - - - " " 'Look l Look!

I've got four eyesAnd three nosesAnd two mouths .


lesson 2

• Let the children work individually.

3 ~ - -Look! L

I've got foAnd one

And one m

• Invite different children to stand up, hold the plate in

of their faces and describe their monster face using :

I've got (four eyes), etc.

• Tell the children to take their plates home and decora

them further, for example by adding paper or ribbon

hair. They can cut out the eyes, and attach string to m

them into real masks.

® Look and say.

• Ask the children to look at the first photograph. Ask : W

can you see? and elicit: I can see an eye .You can revbig and small from Unit 9, Lesson 2 by asking: Is it bi

small? Mime to get the meaning across.

• Repeat for the other photos.

• Demonstrate a game. Say: I can see a big nose and

mouth. Ask the children to say the number of the corr

photo: 3. Invite individual children to take your place.

• Let them continue the game in pairs.



Draw and say.

Draw and say.

Tell the children tojoin the dots from 1-10 to complete the

pictures of Trumpet and Cabu .

Monitor and help by asking: What number is it? What 's the

next number?

When they have finished, invite the children to say what

they can see, e.g. I can see Trumpet. I can see a big nose,

two eyes and two ears.

Mime and draw. Then say.

the activity in the photo. Invite a child to come

to the front and let him/her choose a number flashcard,

e.g . 3, hold it up, then point to a part of his/her face, e.g.

his/her mouth. Ask two other children to come out and

draw the correct number of mouths on the board. Point to

the pictures on the board. Invite the class to say Yes if they

are correct or No if not.

Give each child a blank sheet of paper. Invite another child

to come to the front and mime. This time, the whole class

draws. Walk around the class and monitor.

Then ask a chilq to hold up his/her sheet of paper. Ask the

class : What can you see? Elicit the answer and then ask the

class to say Yes if the drawing is correct or No if not.


o Look and trace the correct word.

• Ask the children to look at the first picture and elicit what

Trumpet is saying : I've got one nose. Tell them to read the

sentence and point to the word they should trace .

• Repeat for2-4

.• The children complete the exercise. Check by asking

individual children to read out a sentence each .

Answers

1nose 2 eyes 3 ears 4 mouth

o Read and draw.

• Draw two outline monster faces on the board. Write a

sentence under each face from the text in Exercise 5:

I've got three eyes. I've got four eyes.• Invite two children to come up to the board, read the

sentences and draw on each face . Invite the class to say

Yes if they have done it correctly or No if not.

• Add another part to each sentence, and repeat with two

more children. Continue until each description is complete.

• Tell the children to do the same in their Activity Books.

o Join the dots. Then choose and write.

• Draw a picture on the board, e.g . a head with one eye and

one nose . Stick the four word cards above the picture. Write

a sentence below: I can see one eye and one ...

• Invite a child to come to the board, identify the correct

word and write it in the gap.

• Ask the children to look at Exercise 6 in their Activity Books .

Tell them tojoin the dots from 1 o 10 to complete each

picture. They then choose the correct word from the list to

complete each sentence.

• Check by asking children to read out a sentence each .

Answers

1 mouth 2 eye / nose / mouth or ear3 eye / mouth 4 eyes / ears / nose

Ending the lesson• Play an alternative version of Trumpet says .. . . Say: Touch

your nose and touch your nose. Tell the children to do the

same. Repeat for the other parts of the face .

• Repeat, but this time make mistakes, e.g. say: Touch your

mouth but touch your ears. Children who copy you miss a

turn or are out!




letters p, q, r; to recognise upper and lower case forms

of the letters; to learn and recognise the alphabet words

Materials: Alphabet flashcards a-r; Class CD 2

Warm-up• Tell the children that they are going to learn the letters p, q,

r today. Ask them to think of words in Ll that begin with

these letters.


• Use the pictureson

the front of the alphabet flashcards topresent the alphabet vocabulary panda, queen and rabbit,

following the usual procedure. (See page 38.1



procedure. (See page 38 .1


word recognition for the new words. (See page 38.1

Usten and repeat. Then circle. 2 Track 20

• Ask the children to open their books at page 64 and





CD 2 Track 20

Ipi:1 Ipl pandaIkju:1 Ikwl queen

10:1 /rl rabbit

I P i : / p ~ Ikju:/ q, 10:/ r

idfIp /(j?pnda Ikw/ queen Ir/ rabb

Find and circle.

~ r q j p q j p 9 P P J p

PACPPBCPAPCBPA

qprqJpqgqbqpqo

OCOOOOPDOCOCAQ

r C r f r C r r h r n roc

RBRDRFRPRRORPC

CD Find and circle.

• The children work individually or in pairs to do the exer


o ind and circle.

• Use the board to demonstrate the activity, following th

procedure on page 50 .

• Ask the children to look at Exercise 3. Point to each of t

circled letters and elicit the colour: p - blue, q - pink an

r - yellow Tell them to use those colours to circle the

matching pictures and letters.

• Let the children work in pairs . Monitor and help wherenecessary.



Find and circle.

(p>......~ i P R q

P ~ r


a f

9 h j

) \ - t ~ a r l f iball dog fish h orse _ ondo apple _ or

" i ~ r g . .oat egg _ ueen _ obbit _ onkey _ urse _ range. . &

_ ite lorry jelly insect


Review the alphabet names, sounds and words used in

this exercise . Hold up an alphabet flashcard. Elicit the letter



o ook and say.



® Trace and copy.


movement and direction as shown in Exercise 1. then form

more letters on their own in the space provided. Finally




• If necessary, do the first item with the class .

• The children complete the exercise individually. Monitor a

they work.


o Look and say.



® Trace and copy.


o Read and write.

• Point to the picture and elicit: panda. Invite individualchildren to read the sentence next to the picture.


Ask the children to look at Exercise 4. Tell them to write the ® Write the letters you know.correct lower-case initial letter under each picture. Let them

k · d· ·d II . . M ·t • The children write the upper-case and lower-case forms owor In IVI ua y or In pairs. onl or.

Chant. 2 Track 21

Play the alphabet chant on the CD (a-rl. Encourage the

children to point to the highlighted letters as they chant

the names.




Objectives : o talk about pets

Vocabulary:pets, cat, hamster, snakeLanguage:Here' Look! A book with pets. Have you got

a pet? Yes, I've got a hamster. /No .

Review : I've got a nose . I've got ears and a mouth.

What 's this? It 's a ...

Materials: Unit 12 flashcards (pets, cat, hamster,

snake), alphabet flashcards with pet animals (dog , fish,

goat, horse, insect, rabbm; Class CD 2

Warm-up

• Use flashcards to revise all the animals the children havelearnt so far that ca'n be pets : dog, fish, goat, horse, insect,

rabbit. Ask : What 's this? and elicit the name of the animal.

• Hold up the flashcards again and ask : Is it a (horse)? to

elicit Yes or No .

• Invite children to come out and play 'teacher'.


• Use flashcards to present the new animals. Hold them up

one by one, say the words and ask the children to repeat.

• Ask the children to open their books at page 66 and lookat the pictures in Exercise 1. Play the CD twice, pausing to


• Practise word recognition. Put all the animal flashcards on

one side of the board. Put word cards on the other side of

the board in random order. Divide the class into teams.

Ask two children from Team 1 o come to the front. Say a

word, e.g . cat. One child has to find the right flashcard, the

other finds the correct word card . The team gets a point for

each correct choice. Continue with Team 2.

CD 2 Track 22pets, cat, hamster, snake



Where are Cabu, Trumpet and Paco? Ask them to tell you

what the animals are learning about today: pets.


bubbles as they hear the characters speak

G) Usten and point Then say.

~ ~ ~ets cat

CD Look and listen. "

Look! Heres Sally andPam, her pet. Have you

go t a pet, Cabu?

Lesson 1

oUsten again and say.

hams ter sn

2 Track 24

• Play the story again, pausing for the children to repe

• Divide the class into four groups and allocate charac

roles . They listen and repeat the lines of their charact

Play the CD again.

• Put the children into groups of four to act out the stor

• Invite some groups to act out the story for the class .

o ook and match. Then say.

• Point to the picture of Cabu and the thing she is hold

her hand. Ask: What's this? Tell the children to followblue line and elicit: It's a snake.

• Tell them to match the other pictures. Check answers

• Say : I'm Cabu . I've got a snake. Point to different child

say the name of a character and elicit: I'm Trumpet. I

got a hamster. etc.

Answers

2 Trumpet - hamster 3 Miss Maru - cat;

4 Mr Kuma - dog



colour. Then say.2

) 'if .." ."

tL

\Wha am I1 J

c ~It's a ... . 7

Draw and colour. Then say.

.1 Y ' d,. ou re a og .

Ask the children to complete the pictures.

Hold up your book, pOint to picture 1 and say : It's a snake.

Encourage the class to say No, it's a dog.

Tell the class to work in pairs . Child 1 points at a picture, child

2 says, e.g. It's a bird Child 1 responds Yes or No, it's a ...

Answers

1dog 2 snake 3 rabbit 4 bird

Play.

the game. Mime an animal and ask : What

am I? Encourage the children to guess and say, e.g . You're

adog.

pairs of children to stand up and mime animals

for the rest of the class . If they have difficulty deciding,

whisper the word for an animal in their ear.


CD Read and match.

• Elicit the words for the animals on the right side .

• Ask the children to look at the example and elicit the initial

letter and sound lsi:! Ikl Ask them to trace the line to the

second part of the word and then to the picture. Elicit: cat

• Demonstrate again with number 2.

• The children complete the exercise individually.

Answers

2 dog 3 fish 4 hamster 5 snake

o Find and circle.

• Ask the ch ildren to look at the words in question 1and find

the one word that is different: car.

• Then tell them to do the same for the rest of the exercise .

[

Answers

. 2 dad 3 pet 4 horse

o Colour and find. Then look and trace the

correct word.

• Ask the children to look at the first puzzle picture. Ask:

]

What 's this? and see if they can guess what it is. Explain

that they have to colour the sections with the dots in order

to find the hidden object. Then they look at the sentence

under the picture and trace the correct word.

• Let them complete Number 1 then check as a class .


Answers

1 dog 2 fish 3 cat 4 hamster

Ending the lesson

• Invite children to come to the board to start drawingan animal they know. The other children callout It's a

(anima/)l when they think they know.



Lesson 2


Vocabulary review: cat, hamster, snake, hippo, parrot,lion, elephant, dog, fish, goat, horse, insect, rabbit, bird,

panda, monkey

Language review: It 's a cat. Have you got a pet? Yes,

I've got a hamster

Materials: song stickers; Class CD 2; animal flashcards;

sets of word cards for the game (Exercise 10); drawing

or photo of teacher's pet/dream pet

Warm-up

• Revise the animal words from the previous lesson. Putflashcards and word cards on the board in random order.

Say a word and invite a child to come to the front and point

to the correct picture and word card . Invite the class to say

Yes or No. Repeat with other children. You can make it into

a team game.


• Ask the children to look at the picture in Exercise 7. Tell

them to find the stickers at the back of their Pupil's Book.

Hold up your book at the correct page to help them.


find the correct sticker, and stick it on the picture.


along and point to the pictures as they sing.

• Divide the class into two groups and tell them to sing as

follows:

Group 1: I've got a pet.

Group 2: A pet? A pet?

Group 1: Yes, it's a (can .

The whole class sings the chorus .

® Point, ask and say.

• Hold up animal flashcards, but partially obscure them

with a piece of paper (or you can put them in envelopes).

Say: What's this? and invite different children to guess .

Encourage the class to say Yes or No.

• Ask the children to look at the partial pictures of pets in

their Pupil 's Books. Say: 7What's this? and invite a child to

guess. Encourage the class to say Yes or No.

I've got a pet. A pet? A pet?Yes, it's a cat.

And a ... here, and a ... there.Here a .. . there a ..I've got a pet. A pet? A pet?Yes, it's a cat.

I've got a pet. A pet? A petYes, it's a dog .I've got a pet. A pet? A petYes, it's a snake .I've got a pet. A pet? A pet

Yes, it's a bird .

® Point., ask and say. "'t What's thiS? ) [ It'S a .::..fL

, ,

45

Le sson 2

• Ask pairs of children to stand up and ask and answe

about the other pictures.• Tell them to do the same in pairs.

• Check as a class .

Answers

1cat 2 dog 3 fish 4 hamster 5 snake

® Usten and circle. 2 Track 26

• Put flashcards of a cat, dog and snake on the board a

write the words yes and no under each one . Ask a chHave you got a cat? Elicit: Yes or No. Circle the correct

under the picture of the cat. Do the same for the othe

pictures.


to listen to the CD and circle yes or no under each pictur

• Play the first part of the CD, pause and point to the

example. Play the rest of the CD. Pause for the childre

circle the answers.

• Play the CD again and let the children check.



Lis1an and drde. tff!)3

yes noyes @> yes no

Play.

4 . . . . . .yes no

H a v e ~l a cat?

yes no

k N0~ you got a snake? 1

Draw and colour. Then say.

CD 2 Track 26

Jim: Hi, Fiona . Have you

gota pet?

Fiona: Yes.

Jim: Have you got asnake?

Fiona: No .

Jim: No snake ... Have

you got a dog?

Fiona: Yes.

Answers

2 yes 3 no 4 no 5 yes

Play.

[This is my cat,

A _ issy.

Jim: A dog. OK. Have you

gota cat?

Fiona: No.

Jim: Have you got a bird?

Fiona: No .

Jim: OK. Have you got a

fish?

Fiona: Yes.

Jim: Thank you, Fiona .

Fiona: Bye, Jim.

the game. Put the animal flashcards face

down on your desk. Pick one up and hide it behind your

back. Explain to the class that they have to guess what

animal you have got. Invite different children to ask a

question: Have you got a (snake)?

)

• Ask the child who guesses correctly to come to the front

and take another flashcard, and continue the game.

• Put the children in pairs to play. Give each pair a set of

word cards . They take turns to pick a word card .


• Show the class a drawing of your pet or dream pet if you

don't have a real pet. Say: This is my pet, (name). You can

add more details using the language the children know,

e.g. It 's big. It 's black and white.

• Ask the children to draw their pet or their dream pet.

Encourage them to write the pet's name on the picture.

• Then ask different children to show their picture to the

class. Encourage more able children to add extra details.


o Trace, read and match.

• The children trace the words in the speech bubbles, then

match the sentences to the correct animals.

o Read, draw and colour.

• The children read the descriptions and draw and colour

the animals.

o Find and write.

• The children look at the pictures, then copy the correct

word to complete each sentence .

[

Answers ]

hamster 3 cat 4 dog

® What about you? Read, write and circle.

Then draw and write.

• Demonstrate the activity. Write the first sentence on the

board and draw the bird or stick a flashcard. Write the

animal words above the sentence . Invite a child to come

up and point to the correct word card to finish the question.

Then elicit yes or no. Repeat for the other animals.• Ask the children to do the activity in their books. Explain

that they should answer the questions about themselves.

Finally they draw their pet and complete the caption.

Ending the lesson• Play the miming game from Lesson 1, Exercise 6 (page 671.




letters s, 1. u; to recognise upper and lower case formsof the letters; to learn and recogn ise the alphabet words

Materials: Alphabet flashcards a-u; Class CD 2

Warm-up• Tell the children that they are going to learn the letters s,

1. u today. Ask them to think of words in Ll that begin with

these letters.

Vocabulary presentation• Use the pictures on the front of the alphabet flashcards to

present the alphabet vocabulary star, tree and umbrella,

following the usual procedure. (See page 38.)



procedure. (See page 38 .1


word recognition for the new words. (See page 38 .1

Iju:/U

-6-~ 'Is / ($.1ar It/ tree IA/ umbr

Find and circle.

l N l ~ c s 0 r C s s e s a s

U SRSCSS LJ STCSDINl ilibi i i dififi

U T L FITTETNTLET

INl u nu i u n o u s u c u a

U UAUBEUHUUK TUU

®Find and circle.

• The children work individually or in pairs to do the ex

Monitor and help where necessary.CD Usten and repeat. Then circle. 2 Track 27

• Ask the children to open their books at page 70 and look at 0 Match and say. Then colour.

the letters and pictures in Exercise 1. Play the CD, pausing • Ask the children to look at Exercise 3. Focus on the

after each section for the children to repeat. example and ask them to trace the line from lower-c

• Tell the children to circle the initial letter of the word under to upper-case 5 to the picture. Elicit the letter name, s

each picture in their books. Walk around to monitor. and word: lesl lsi star.

CD 2 Track 27

lesl lsi

Iti:! It !

Iju:1 1111

star

tree

umbrella

• The children do the same for the letters tand u. Mon

oind and write. Then say.

• Review the alphabet names, sounds and words use

this exercise. Hold up an alphabet flashcard. Elicit th


• Ask the children to look at Exercise 4. Tell them to wri

correct lower-case initial letter under each picture. Th

can look at the alphabet in Exercise 5 to help if neces

Let them work individually or in pairs. Monitor.



say. Then colour.

t S, - - - - - - . /5 T

.;s ~star umbrella

and write. Then say.

Chant. 2 Track 28

u

U

tree

Play the alphabet chant on the CD (a-u). Encourage the

children to point to the highlighted letters as they chant the

names.

Book pages 54-55

Look and say.

Demonstrate how to form each letter, following the usual

procedure. (See page 33 .)

Trace and copy.

The children trace over the dotted letters using the same

movement and direction as shown in Exercise 1. then form






• If necessary, do the first item with the class .


they work.


o Look and say.



® Trace and copy.


o Read and write.

• Point to the picture and ask : What can you see? How

many? Invite individual children to read the sentence next

to the picture.

• Tell the ch ildren to trace the words.

o Write the letters you know.

• The children write the upper-case and lower-case forms of




Objectives: to talk about food likes and dislikes

Vocabulary: ice cream, chips, salad, burgerlanguage: Yummy' Yum' I like ice cream . I don't like

salad.

Review: What's this? It's ...

Materials: Unit 13 flashcards lice cream , chips, salad,

burger); Unit 1 banana), alphabet flashcards (apple,

jelly, orange) word cards; sets of food word cards for

the game; Class CD 2; coloured character masks

Warm-up

• Tell the class they are going to learn some more foodwords today. Hold up the flashcards of food items they

have already learnt. and elicit the names. Ask them if they

can name any other food in English . Ask them to name

their favourite foods and introduce yumlyummyto show

you like something.

0) Usten and point. Then say. 2 Track 29

• Use the flashcards to present the new words.


at the pictures in Exercise1.

Play the CD twice, pausing tolet the children point to the pictures and repeat.

• Present yum and yummy for things that they like . Say :

e.g. ice cream - yum - I like ice cream. Mime to help get

the meaning across . Say chips and invite the children to

respond yum or yummy if they like chips or Nol if they

don't. Repeat with the other words.

• Use word cards to present the written form of the words.

CD 2 Track 29

ice cream, chips, salad, burger



Where are Cabu, Trumpet and Poco today? Present the

word restaurant. Ask them to point to and name the food

items they can see.



G) Usten and point Then say.

CD c!!>~ ~

ce cream chips salad bur

@ Usten again and say. 2 Track 31

• Play the story again, pausing for the children to repea

• Divide the class into three groups and allocate chara

roles . Play the CD again. They listen and repeat the li

their character.

• Put the children into groups of three to act out the sto

• Invite some groups to act out the story for the class . W

the menu on the board for them to look at and point

4 Usten and number. 2 Track 32

• Ask the children to look at the pictures in Exercise 4. A

them to name the food and say yumlyummyor No!

depending on the character's expression.

• Play the first part of the CD again and point to the exa

Play the rest of the CD; the children number the pictur

the correct order. Pause after each line to give the ch

time to write the number in the box .

Answers

b3 c4 dS e2



and number. •

b

© or 0. Then say. [ I don't like on ~

~ r e a m I like ice cream. )

~

CD 2 Track 32

One. Cabu: I like ice cream.

Two. Cabu: I don't like salad.

Three. Trumpet: I like chips.

Four. Poco: I don't like burgers.

Five. Poco: I like salad.

Draw © or ®. Then say.

the activity on the board. Stick food

flashcards up and draw an incomplete face under each

flashcard. Say: I like (salad), yum! and draw a smile on theface . Point to a flashcard, e.g. chips and say : I don 't like

chips, no! and complete the face .

Point to the flashcards again and invite different children to

respond I like or I don't like (burgers). Then invite the child

to come up and draw the appropriate face.

Ask the children to look at Exercise 5 and draw the

appropriate faces .

Invite different children to report to the class .

o Play.

• Ask the children to look at the photo, then demonstrate.

Put all the food flashcards on your desk or a table,

including apple, banana, elly, orange. Pick one up, ask :

What's this? and invite a child to respond, e.g. Ice cream . I

like ice cream. If the child likes the food , hand the flashcard

to him/her. Repeat with the other flashcards.

• Repeat using word cards to check word recognition.

• Put the children in pairs or small groups. Give each pair/

group a set of word cards . They take turns to pick a word

card, ask and answer.


o Find, circle and match.

• Ask the children to look at Exercise 1 and name the food

items around the puzzle.

• Read the words above the puzzle with the children, andelicit the number of the corresponding picture, e.g. salad: 4.

• Point out the example. The children find the other seven

words hidden in the puzzle, one on every line, and match

them to the pictures.

CD Look and match. Then trace.

• The children trace the food words, then match each list of

words to the correct set of pictures.

• If necessary, go through the first list with the class, eliciting

the words to check understanding.

CD Look and write.

• Invite individual children to read the questions and other

children to answer.

• The children complete the sentences . Tell them to look at

the words in Exercise 1 and 2 for help if necessary.

Answers

Q) 2jelly 3 chips 4 salad 5 banana 6 burger

7 orange 8 ice cream

CD1burger, chips , salad 2 ice cream, jelly, salad3 orange, apple, banana

® 2 banana 3 salad 4 orange

Ending the lesson• Draw on the board a smiley face and a face with a frown .

Hold up a food flashcard and point to the smiley face to

elicit: I like (chips). Repeat with another flashcard, but po int

to the face with the frown to elicit: I don't like (pizza).

• Continue , faster and faster to make it fun .



Lesson 2


Vocabulary: pizzaVocabulary review: ice cream, chips, salad, burger

Language review: Yummy! Yum, yum! I like ice cream.

I don't like salad. No, no!

Materials: Class CD 2; song stickers and page 75

stickers; flashcards: Unit 13 (ice cream, chips, salad,

burgeri; Unit 1lbananal, alphabet flashcards lapple,

jelly, orange); word cards; paper plates for the game

Warm-up• Divide the board into two. Write the same food words from

Lesson 1randomly on each side.

• Divide the class into two teams. Invite a child from each

team to come up to the board. Hold up a word card . Ask

them to find and touch the word. The first child to do this

correctly wins a point for their team.

• Do the same for all the words.

® Usten and stick. Then sing. 2 Track 33


them to find the stickers at the back of their Pupil's Book.Hold up your book at the correct page to help them.



• Play the CD again; the children Sing along and point to the

pictures as they sing .

• Divide the class into three groups and allocate character

roles. Each group sings the lines of their character. They all

sing the chorus. Encourage them to mime to the words.

® Usten and circle.2 Track 34

• Ask the children to look at the pictures in Exercise 9.

Present pizza. Ask the children to repeat.

• Tell them to listen to the CD and circle yes if they hear I like

. . or no if they hear I don't like ...

• Play the first part of the CD, pause and point to the

example. Play the rest of the CD. Pause for the children to

circle the answers.

• Play the CD again and let the children check .

• Ask the children to say the appropriate sentence for each

picture, e.g. 1 like pizza.

I like burgers ~um, yum' ~ I don't like chips

No , no!

I like ice cream ~ I don't like sa lad

Mmm, mmm' ~ No , no'

o Usten and circle.

1 2

(@) no

4

yes no

Lesson 2

CD 2 Track 34I like pizza.

I like apples.

I don't like burgers.

Answers

3

yes no

yes no

I like chips.

I don't likeje/Iy.

I like bananas.

2 yes 3 no 4 yes 5 no 6 yes

o Choose and stick. Then say.

yes no

yes no

• Point to the outline of the menu in your book. Tell the

children to find the stickers for this exercise at the bac

their Pupil's Book. Hold up your book at the correct pa

help them. There are six stickers .

• Allow time for the children to choose and stick four fo

items that they like into the menu.

• Ask different children to point to their menu, name ite

and say : I like (pizza). etc.



Choose

and stick.

Then say.~ ..·l

Draw and colour.

Play.

Draw and colour.

Hand out the paper plates. Point to each child round the

class and say : salad - chips - burger - ice cream -

pizza -jelly Each child should draw the food you name on

his/her plate.

Ask the children to look at the photo in Exercise 11. Read the

dialogue aloud and ask them to repeat. Practise with open

pairs.

Ask some children to bring out their plates and put them

on your desk or a table. Invite some of the children to beassistants and stand behind the counter. Ask the others to

stand in line in front of the counter. Demonstrate yourself.

Stand at the front of the line and say : Salad and chips,

please! The assistants should give you the plates with

salad and chips . Say Thank you.

The other children take turns to order food .


o Read and number.

• Point to the characters and thought bubbles. Elicit a

sentence for each picture, e.g. a I don't like burgers. etc.

• Go through the example with them. Then read the rest of

the sentences with the children and elicit the letter of thecorresponding picture.


[

Answers

~ ~ = = ~ ~ ~ ~ ~ ~ = = = = = = = = = = = ~ = = ~ - = ~® Read and trace. Then draw.

• Tell the children to read the sentences and trace the word

• Point to the smiley face in the empty frame. Tell them to

draw the two foods that Miss Maru likes, a pizza and

a burger.

@ Trace, find and write.

• Go through the example with the children . Read the

sentence aloud and ask the children follow the line to the

picture of apples with their finger. Then tell them to trace lik

• Do the next one as a class to make sure they understand

the task. Say: I don't like ... , ask the children to follow the

line and elicit: salad.


Answers

2 salad 3 chips 4jelly 5 bananas 6 burgers

® What about you? Write and draw.

• Write on the board I like ..... .... and I don 't like ......... an

draw the appropriate face next to each sentence.

Invite different children to complete the sentences .

• Ask them to write two sentences like this in their books,

then draw a picture for each sentence .

Ending the lesson• Put all the food flashcards or word cards on the board.

• Divide the children into two teams. A child from Team 1

says I like (chips). A child from Team 2 has to come to the

board and take the correct flashcard/word card .

• Continue with Team 2. The teams get a point for each

correct choice.




letters v, w; to recogn ise upper and lower case forms ofthe letters; to learn and recognise the alphabet words

Materials: Alphabet flashcards a-w; Class CD 2

Warm-up• Tell the children that they are going to learn the letters v

and w today. Ask them to think of words in L1 that begin

with these letters.

Vocabulary presentation• Use the pictures on the front of the alphabet flashcards

to present the alphabet vocabulary violin and watch,

following the usual procedure. (See page 38 .)

letters and sounds presentation• Present the lower-case and upper-case letters and the





o Listen and repeat. Then circle. @ 2 Track 35

• Ask the children to open their books at page 76 and look at

the letters and pictures in Exercise 1. Play the CD, pausing

after each section for the children to repeat.



CD 2 Track 35

Ivi:1 Ivl violin

I ldAbalju:1 Iwl watch

Ivi:/:::'v..> ~

IldAbalju:/ W

J;Iv/ (Y.iolin Iw/ watch

Find and circle.

IMl L-KB_'u_n_v_ o_ v_c_v_v_e_w __r

U_VWVNVUMVAWVRV~ f-w_v_u_w_ _w_w_n_w_v_r_w

U WAVWMNWVVWWRW

oSay, look and circle.

• Ask the children to look at the pictures and name the o

• Hold up the alphabet flashcards for these objects, p

side showing, point to the initial letters and elicit the

name and sound.

• Ask the children which picture in the first row has the

letter v. Elicit: violin. Tell the children to circle the pictu

• Do the same for w

o Find and write. Then say.

• Ask the children to look at Exercise 4. Tell them to wr

correct lower-case initial letter under each picture. L

work individually or in pairs. Monitor.

• Hold up the alphabet flashcards from Exercise 4 and

the letter name, letter sound and word.

• The children work individually or in pairs to do the exercise . ® Chant.Monitor and help where necessary.

2 Track 36

• Play the alphabet chant on the CD (a-wI. Encourage

children to point to the highlighted letters as they ch

the names.



v ~ ~w ~ ~Find and write. Then say.

Cd 9 h i I

b e f j k. r . ~ aaa ~ !- - -~ ~l _ \...-"

-

t ~ t ) i '"L ---4-~ .. £ ~

Book pages 60-61

Look and say.

Demonstrate how to form each letter, following the usual


Trace and copy.

The children trace over the dotted letters using the same





Match and write the missing letters.

Elicit the names of the items in the pictures.

The children complete the exercise individually. Monitor as

they work.

Ask them to spell the words using the names of the letters.



® Trace and copy.


o Read and write.

• Point to the picture and ask : What can you see? How

many? Invite individual children to read the sentence nex

to the picture.


o Write the letters you know.





s

Objective: to learn actions related to sports

Vocabulary: fly,jump, swim, runLanguage: I can fly. Can you jump? Yes, I can. I No,

I can 't.

Materials: Unit 14 flashcards (fIy,jump, swim, run) ;

Class CD 2; a 'microphone' (e.g. a brush cove red in fo il),

a pair of glasses and a scarf for the role-play; coloured

character masks

Warm-up 2 Track 33

• Play the Food song from Un it 13 , Lesson 2 and encourage

the ch ildren to mime as they sing .

o Usten and point. Then say. 2 Track 37

• Use the flashcards to present the action words. Mime each

action. Ask the ch ildren to repeat and mime the action.

• Now mime the actions yourself and elicit the words from

the ch ildren.


at the pictures in Exerc ise 1. Play the CD twice, pausing to


• Use word cards to present the written form of the words.Put a flashcard on the board. El icit the word. Put the word

card next to the picture and invite the children to read the

word. Do the same for all the words. Repeat several times.


invite the children to read and mime the action.


and mime.

CD 2 Track 37

fly,jump, swim, run

CD Look and listen. 2 Track 38


Where are Cabu, Trumpet and Poco? Elicit: in the jungle.

• Play the CD; the children point to the characters as they

hear them speak.

• Demonstrate I canjump by jumping up and down and

saying the sentence. Use flashcards for jump, run and

swim to cue other children to mime the actions and

prompt them to say : I can (swim) etc.

CD Usten and point Then say.~ly jump swim r

• Hold up the flashcard for fly and mime the action as

unsuccessfully trying to fly. Say: I can 't fly Ask the chCan you fly? and prompt No, I can't.

CD Usten again and say. (ffJ) 2 Track 39


to repeat.

• Divide the class into groups of three and allocate ch

roles . Play the CD again. They listen and repeat the l

their character. Invite them to use their character ma

• Put the children into groups to act out the story.

• Invite some groups to come to the front of the classout the story. Encourage them to mime. he actions.

o Usten and circle. 2 Track 40

• Ask the children to look at the pictures in Exercise 4. Te

to listen to the CD and circle yes or no under each pictu

• Play the CD, pausing to give the children time to circl

answers. Play it again and let the children check.



Ustan and cIrde. ~2

yes no yes no yes no

Point and say. [ I can .. ~ [ I can't ...7

2

Play.

? 1

CD 2 Track 40

Cabu: Hello! I'm Cabu and this is Miss Maru.

Miss Maru, can youjump?

Miss Maru: Yes, I can . Look!

Cabu: Can you swim?

Miss Maru: No, I can't. Can you?

Cabu: Yes, I can swim. Can you run?

Miss Maru: Yes, I can. I can run . Look! Byeee!

Cabu: But ... Miss Maru! Miss Maru .. .

o Play.

• Ask the children to look at the photo and tell you in Ll what

is happening: the child with the Cabu mask is ho lding

a microphone and 'interviewing' Miss Maru (wea ring

glasses and a scmfl. Elicit what they are saying .

• Tell the children they are going to role play the interview.

Elicit questions they can ask Miss Maru: Can you j ump /

swim / run / fly? and put the flashcards on the board

as prompts.

• Act out the dialogue with yourself and a ch ild . Hand the

'microphone' and glasses and scarf to the child , and use a

Cabu mask yourself. Mime the actions.

• Tell the children to stand up and practise the role-play in pairs


CD Find and circle. Then match.

• Demonstrate the activity on the board. (See page 61,Ac tivity Book Exercise 1.)

• Tell the children to do Exercise 1 ndividually.

• Check by saying : Poco, Mr Kuma, etc. to elicit the action word

® Draw and colour. Then match and trace.

• The children complete the pictures by trac ing over the

dotted lines, then colour them.

• They then read the sentences, trace the missing words an d

match them to the correct pictures .

oLook and trace the correct words.

• Read aloud the two sentences beneath the first picture

and ask which one is correct: I can fly. Tell the children to

trace the correct sentence.


Answers

2 I can swim. 3 I can run . 4 I canjump.

"""""'....",..,"""""""""""""""""""""""""""""""""""""""""...................... """"'............... "..JJ) f4\ What about you? Trace and write. Then draw.nswers '!I1yes 2 no 3 yes • Write on the board: I can ... and invite different children to

the sentence .

Po,.nt and say. • Tell them to do the same in their Activity Books . Then theyshould draw the action.

Ask the children to point to the picture of Poco. Elicit : I'm

Poco. I can fly. Repeat for the other pictures: I'm Cabu . I can

jump. I'm Miss Maru. I can 't swim. I'm Trumpet. I can 't fly.

Put the children into pairs. Child 1pOints to a picture, Child

2 says the appropriate sentence. They swap roles . Monitor

and help if necessary.

Ending the lesson• Play the game Trumpet says ... with all the language the

children have learnt up to now (See Unit 6, Lesson 2 page

29.) You can include: stand up, sit down, turn around, clap,

touch your (mouth/nose/eyes/earsJ. fly,jump, swim, run.



Lesson 2


Vocabulary review: fly,jump, swim, runLanguage review: I can fly. Can youjump? Yes, I can .

No, I can't. I can run and I can fly!

Materials: Unit 14 flashcards (fIy,jump, swim, run);

character flashcards IPaco, Cabu, Trumpet); cards with

pictures of Miss Maru and Mr Kuma, made by teacher;

song stickers; Class CD 2

Warm-up• Hold up each action flashcard and prompt the children to

ask and answer round the class : Can you (swim)? Yes, Ican. / No, I can't.

CD Usten and stick. Then sing. 2 Track41


the question and answer for each picture: Cabu, can you

jump? Yes, I can . Can you fly? No, I can't. etc.

• Tell them to find the stickers at the back of their Pupil's

Book . Hold up your book at the correct page to help them.




along. You can let them stand up and mime the actions as

they sing .

e!) Play. Who am I?

• Explain that the children in the photos are playing a

guessing game. Demonstrate the dialogue with a child .

Give the child the flashcard of Paco, tell him/her not to let

you see it. Then ask questions to find out who it is.

• Put the character flashcards on your desk, including the

ones you have made of Miss Maru and Mr Kuma, face

down. Invite a child to come to the front and pick a card .

Make sure he/she does not let anyone see the card . Ask

different children to ask a question each to find out which

character he/she is.

• Divide the class into two teams and playas a team game.

A child from Team 1comes to the front and picks a card .

Team 2 ask questions to find out the character. The team

asking the fewest questions wins.

Can you jump? . pEm.Yes, I can .

Can you fly?

No, lcan't.

I'm Cabu .I can jump.I canjumpl

® Play. Who am I?

>

~ O ~ " ~ [ ~es, I can.

c o o ~ " ~ m ? ~o, I can't. .,.. .

I'm Poco .I can fly .I can fly!

Can you swim? )

[ No, I can't. ?=-

Lesson 2

® Look and circle. Then say.

• Put an action flashcard on the board. Write yes / no u

it. Ask a child : Can you (swim)? and elicit: Yes, I can o

I can't. Circle the correct word under the picture. Repe

with several other children.

• Ask the children to look at the pictures in Exercise 9 an

name each action: swim, run,jump, clap, sing, write.

• Tell them to work individually and circle yes or no abo

themselves. Walk around the class and monitor.

• Ask the children to point to each picture in turn and e

a sentence about each one : I can/can't swim. I can r

etc. You could present the words run fast,jump high

have a good class.

® Play.

• Put the children into pairs. Tell them to ask and answer

questions about themselves, using the pictures in Exer



Look and cIrde. Then say.

yes no

yes no

Play.

2 yes no

5 yes no

~ ~ you swim? J,

3 yes no

6 yes no

Yes, I can. {'

Book pages 64-65

Look, read and circle about you.

Tell the children to look at the pictures and elicit the

actions: run, sing, etc.

Ask the first question and invite different children to give

truthful answers about themselves: Yes, I can or No, I

can't. Tell them to circle the appropriate answer in their

books.

The children complete the exercise individually.

Check by inviting children to ask and answer in open pairs.

Choose and write.

Point to the picture of the girl and elicit her name: Fiona.

Tell the children to complete the sentences for her. They

look at the small action pictures, then copy the correct

word to complete each sentence .

Answers

I can run and I canjump. I can't fly and I can't swim.

o Look and write.

• Ask the children to look at the pictures in the first box and

elicit: I can run and I can swim. Repeat for the second box

Elicit: I can't sing and I can't fly.

• Tell them to complete the sentences in their books.

Endingthe

lesson• Choose a child and ask Can you swim? Elicit the correct

answer. Ask that child to ask a friend a Can you ... ?

question (whisper to prompt if necessary!. Their friend

answers then asks another friend a question. Continue

around the class.




letters x, y, z; to recognise upper and lower case formsof the letters; to learn and recognise the alphabet words

Materials: Alphabet flashcards a-z; Class CD 2

Warm-up• Tell the children that they are going to learn the last three

letters of the alphabet today: x, y and z. Ask them to think

of words in Ll that begin with these letters.


• Use the pictures on the front of the alphabet flashcardsto present the alphabet vocabulary fox, yo -yo and zebra,

following the usual procedure. (See page 38 .1



procedure. (See page 38.1


word recognition for the new words. (See page 38.1

G) Usten and repeat. Then circle. 2 Track 42



• Play the CD, pausing after each section for the children to

repeat.



CD 2 Track 42

leksl Iksl fox

IWQII I j l yo-yo

Izedl Iz i zebra

• The children work individually or in pairs to do the exercise .


leks/ ) ( ~ Iwm/ y Ized/ Z~ ~ ~ks/ Ij/ yo-yo Iz/ zeb

Find and circle.~ ~ y V X W X e X X e y z X

U XAYX WXVXKXXZX

c:Jy z yxvykywyuyw

YX VYY WZ YAYKY W

IIzIl z v x z uw z z y z x z u

U ZXZYNZWNZAZZXM

CD Say, look and circle.

• Ask the children to look at the pictures and name the

objects.

• Hold up the alphabet flashcards for these objects, pic

side showing, point to the letters and elicit the letter n

and sound.

• Ask the children which picture in the first row has the

x. Elicit: fox. Tell the children to circle the picture.

• Ask them to find and circle the correct picture for y and

• Check as a class .

CD Find and say. Then match and colour.

• Ask the children to look at the coloured letters of the

alphabet in Exercise 4.

• Ask the children to say the alphabet in a chain round

class . Do it again in a different order.

• Point out that the letters are in different colours. Elicit a

colours. Then tell them to find the picture for each lette

the alphabet and colour it the same colour as the lette



Say, look and circle.,P

· X ,.

y

zFind and say. Then match and colour.

a c d @ f g h i( ) ~ C f ? ~ ~ ~ i fo ~ m L f t ~ . w J t

C[D~ ~ ~ ' f i t ~

t t ~ ~ ~v u t [f q P 0

Chant

" U V W ~c c : f e , g n q rS Yz

Check. Hold up a child's book, point to one of the pictures

the child has coloured and say : I can see a (red apple).Say other words and elicit: I can see a (green tree). etc.

Chant. !!V 2 Track 43

Play the alphabet chant on the CD (a-zl. Encourage the

children to point to the letters as they chant the names.

Book pages 66-67

look and say.

Demonstrate how to form each letter, following the usualprocedure. (See page 33.)

Trace and copy.

The children trace over the grey letters using the same


more letters on their own in the space provided. Monitor

and help where necessary.

o Match and write the missing letters.


• The children complete the exercise individually. Monitor a

they work.

• Ask them to spell the words using the names of the letter

o ook and say.

• Follow the same procedure with the upper-case letters a


o Trace and copy.• Follow the same procedure as in Exercise 2.

o Read, write and answer.

• Point to the picture and ask : What can you see? Invite

individual children to read the sentence next to the pictur


• Tell the children to answer the question with Yes, I can . o

No, I can 't.

(7) Write the letters you know.

• The children write the upper-case and lower-case forms

the whole alphabet.



Objective: consolidation of Units 11 - 14

Vocabulary review: food; parts of the face; colours;numbers

Language review: I've got (a big nose)/ (two small

eyes); Look! A green salad. Lpok! Eyes, ears, mouth,

nose . I like salad. I don't like salad.

Materials: flashcards and word cards: Unit 1(banana,

bee, hippo, p a r r o ~ Units 4 and 5 (book, bag, penciA,

Unit 8 (bike), Unit 11 (ear, nose, eye, mouth), Unit 12

(snake), Unit 13 (salad, burger, chips, pizzeiJ, Unit 14

(actionsj, Alphabet (ball monkey1-word cards made by

teacher; large sheets of paper or card (optional); page

84 stickers; Class CD 2; coloured character masks

Warm-up 2 Track 19

• Use flashcards to review parts of the face .Tell the children

to open their books at page 62 (Unit 11 Lesson 2, Exercise 71.Sing the song .

o Stick and say.


them to find the stickers at the back of their Pupil 's Book .

Hold up your book at the correct page to help them. Thechildren stick the stickers in the correct place on each

character's face .

• When they have finished, ask the children to point to the

picture of Miss Maru. Pretend that you are Miss Maru by

imitating her voice, point to parts of her face and say : Look'

I've got a big mouth' I've got a small nose, two small ears

and two small eyes.

• Invite the children to put on their character mask for

Trumpet. Invite different children to point to different parts

of their face and say : Look! I've got a big nose, and two big

ears. I've got a mouth and two eyes .

• Repeat for Paco and Cabu .

CD Draw. Then play.

• Ask the children to look at the photos. Elicit in Ll what they

are doing: the girl is drawing a picture of the boy 's face .

• Put the children into pairs. Tell them to take turns to draw

each other's face, then colour their picture. Set a time limit.

• Ask some of the children to stand up, hold up the picture

they have drawn and talk about, e.g. This is (name). Look!

A nose, a mouth, two blue eyes, two ears.

• Collect all the pictures. Then hold up one of the pictures

say : e.g. Look, blue eyes.A big mouth. Who is it? Ask the

class to try to name the child in the picture. When some

guesses correctly, give the picture to the named child .

• Repeat with some more pictures. You can present som

more vocabulary with a good class, e.g. brown/blond/

long/short hair.

® Match, draw and colour. Then say.

• Elicit the colours of the coloured plates on the table.

Present brown if you have not done so in Exercise 2.

• Ask them to look at the food items and elicit the colour

the name of the food : green salad, a red apple, brown

cream, pinkjelly, an orange, a yellow banana.

• Tell the children to draw each food item onto the

corresponding plate and colour it. Set a time limit.

• Now hold up your book, point to the first plate and say : L

a red apple. I like apples. What about you? Elicit a respo

from different children . Repeat for two more items.

• Ask the children to work in pairs. They take it in turns to

point to the plates and say: I like/I don't like (apples) .

• Ask more children to report to the class .



~ Extra activity

• The children make a food poster with drawings or picturesof food they like and food they don't like. They can do this

individually or in groups. Hand out large sheets of paper

or card . Help them to write the headings: I like / I don 't like

and to stick or draw pictures under the correct heading .

Encourage them to use the food items they have learnt. If

they want to add further items, you can teach the words as

extra language.

• Stick the posters on the classroom walls . Ask some of the

children to talk about their posters.

Activity Book pages68-69

Look, count and circle.

• Practise word recognition of the objects in the picture in

Exercise 1. Put the flashcards on the board and number

them. Hold up a word card . Ask the class to say the

number of the corresponding flashcard. If correct, they say

the word.

• Ask the children to open their Activity Books at page 68

and look at the picture. Ask questions such as:

What can you see? to elicit: I can see ...

Can you see (a zebra)? to elicit: Yes, I can. /No, I can't.

How many (hippos) can you see? to elicit numbers.

• Now ask them to look at the questions under the picture.

Invite a child to read the first question, and elicit the

answer: Yes, I can.

• Tell them to continue individually or in pairs if done in clas

• You can extend this activity by preparing further questions

or asking the children to make up more questions.

Answers

2 No, I can't. 3 No, I can't. 4 Yes, I can. 5 No, I

can't. 6 Yes, I can . 7 No, I can't. 8 Yes , I can.

® Find, circle and match.

• Use word cards to practise word recognition of the items

the puzzle.

• Use the example to demonstrate what the children have

to do: the word eye is circled, and there is a line from the

word to the corresponding picture. Tell the children that

two of the words are vertical.


Answers

Horizontal words: ear, run, pizza, sing, mouth, nose,

chips, sa lad,jump

Vertical words: swim, burger

oLook at 2. Write.

• Ask the children to look at the outlines in Exercise 3. Read

aloud the headings. Elicit the words they will write under

each heading.

The children copy the words from the puzzle into the

correct outline.

Answers

My face: eye, nose, ear, mouth; Food: chips, salad,

burger, pizza; I can:jump, swim, sing, run

My English• Ask the children to assess themselves, then circle

the pictures they think best represent their effort

and achievement.

Ending the lesson• Stick all the pictures from Exercise 2 on the board or on

the walls of the classroom, and ask the children to find th

picture of themselves to take home.



Goodbye!

Objectives: practice and consolidation, to round off the

story of Cabu, Trumpet and Paco and say Goodbye

Vocabulary review: flower, apple,jungle; animals:

parrot, elephant, lion, monkey, zebra, hamster,

horse; colours: green, red, blue, yellow, pink, orange,

white, black; numbers: /-10; actions: fly,jump; Thank you!

language review: Hello . I'm .. . , This is ... and this is

... Look, Sallyl I can fly. I've got a hamster. Here! An

apple l Here 's a white flower! Oh, thank you! Goodbye!

Goodbye everyone! See you at the zoo!

Materials: Class CD 2; paper flowers; picture/photo

of a hamster; an apple for Exercise 2; coloured

character masks

Warm-up• Introduce the topic of saying goodbye. Encourage a

discussion of the course . Find out, e.g . who the children's

favourite character has been, their favouri te story/incident

in the book, their favourite song . Ask them to guess what

happens to the animals at the end of the book.

CD Look and listen. ~ 2 Track 44

• Ask the children to open their books at page 86 and lookat the story. Focus on the first frame and ask them what

animals they can see : Cabu, Trumpet and Paco, another

lion, a monkey and a zebra . Point outSally. Ask them if they

remember her from a previous lesson (Unit 11 Face). Explain

that she is a zoo keeper. She looks after animals in the zoo,

and she has come to visit Trumpet, Cabu and Paco.

• Go through each frame and elicit names of objects and

colours. Ask the children to work out what is happening in

the story and what happens at the end : Sally goes back

to the zoo with the animals. Encourage them to help each

other remember words and phrases.• Play the CD. Encourage the children to point to the speech


CDUsten again and say.

~2 Track 45

• Play the story again. Pause after each line for the child

to repeat.

• Divide the class into three groups and give each grou

role of one character. They listen and repeat the lines

their character. Invite them to use their character mas

for Cabu, Paco and Trumpet. Take the role of Sally you

Play the CD again.

• Put the children into groups of four to act out the story.


out the story. If you have brought props, give them to

children to use . .



Usten again and say.

Sing. r

Goodbye. Cabu .Goodbye. Trumpet.

Thank you l

Goodbye. Poco .

) Sing.2

Track46

Goodbye! Goodbye, jungle!Goodbye, everyone!See at the zoo!

Ask the children to look at the pictures of the characters

waving goodbye.

Play the CD and encourage the children to listen and mime

waving goodbye.

Play the CD and encourage the children to sing along.

the lessonSing the children's favourite song from the book.



Happy Christmas!

Objectives: to learn about Christmas traditions; to learn

a Christmas song ; to make a Christmas cardVocabulary: present, Father Christmas, stocking,

Christmas card

Language: Here's your present! Merry Christmas!

Thank you!

Materials: flashcards (present, Father Christmas,

stocking) ; Class CD 2; picture of a Christmas tree; a gift

wrapped box (present) ; Christmas cards; a Christmas

stocking/picture of one ; a piece of stiff paper/card for

each child

Warm-up• Write the phrase Happy Christmas! on the board and elicit!

explain what it means.

• Talk about Christmas with the class in L1. Discuss customs

and traditions in your country.

• Tell the children about Christmas customs in Britain (Ll).

Use flashcards to present the key words: stocking, Father

Christmas, present. Explain that Christmas Day is the most

important day of Christmas. The night before, Christmas

Eve, children often put big stockings at the end of their

beds or hang them from the mantelpiece. They believethat Father Christmas will come during the night and put

presents in their stocking. Sometimes they put out food

and drink for Father Christmas. It s also traditional to have

a Christmas tree, and families and friends send each other

Christmas cards with the words: Merry Christmas!

CD Usten and point. Then say. 2 Track47



to the pictures as they listen and repeat.

CD 2 Track 47

present, Father Christmas, stocking


• Talk about the picture in Exercise 2. Ask the children: Who

can you see? (Father Christmas, two boys and a girl!. Ask

them to point to the Christmas tree and the stocking (on

Happy Christmas!

CD Usten and point Then say. t!j)

@CI)Ci)present Father Christmas stocking

CD Look and listen. ".

the mantelpiece). Ask : How many presents can you se

(Father Christmas has got three presents in his bag, anhe is holding two more). Explain that the big present th

he is giving to the children is ajigsaw puzzle . Ask them

who they can see in the picture: Trumpet, Cabu and P

in thejungle.

• Play the CD. The children listen and point to the charac

CD 2 Track 48

Father Christmas: Ho, ho, hoi Merry Christmas! Merr

Christmas! Here 's your present!

Girl and boy: Thank you, Father Christmas.

Boy: It's thejung/e. Look! Here's Trumpet and Poco ...

and Cabu . I like Cabu.

Small boy: (cries)

Father Christmas: OK, Fred. Here you are.

Small boy: Thank you!

All: Look!

Father Christmas: Ho, ho, hoi Merry Christmas!

All: Merry Christmas Father Christmas! Thank you!

Thank you l



Ustan again and say. @

Sing. € )

Christm as , Merry Chr istmas l

at the presents an d the tree .

Christmas, Merry Christmaslyour prese nt. with love from mel

er ry Christma s, Merry Christmas!

your stocking , look and see!

you l Thank youl Thank you!erry Christma sl

Draw a Christmas carci.~ - - - - - - - - ,

Usten again and say. 2 Track49

Play the CD again.

Say Merry Christmas and ask the children to repeat. Do

the same with Thank you. Hand the flashcard of a present

to a child and say : Merry Christmas! Here 's your present.

Prompt/elicit : Thank you. Ask the class to repeat.

Invite the children to practise in pairs us ing objects such as

their pencil case , etc.

Sing. (ff) 2 Track 50

Play the song once all through and ask the children to listen .

Read the words aloud, section by section , with gestures and

mime. Use real objects or pictures that you have brought.

Ask the children to try to follow the words in their books.

Play the CD again and encourage the children to sing along.

Play the CD again. Ask the class to stand up, and point

and mime as they sing.

o Draw a Christmas carct.

• Talk about the Christmas card next to the song in Exercis

4. Elicit who the children can see . Point out that the

animals are wearing Christmas hats: they are ce leb ra tin

Christmas in thejungle. Explain that people often make

cards for their fr iends with photos of their fam ily.

• Now point out the card in Exercise 5. Elicit what they cansee in the picture (a Christmas tree with a star on top,

presents under the tree, Father Christmas' hat).

• Ask the children to draw their own Christmas card. Tell

them they can choose what to draw. Distribute the card

and make sure the children have coloured pencils.

• Monitor while they are working. Encourage them to write

Happy Chr istmas on their cards.

• They can fin ish their cards at home.



Explain how to make the Christmas decorations at home

• The children cut out the shapes and colour them in .

• They can stick a piece of string on the back of each

decoration to hang it from their tree.

Ending the lesson• Sing the Christmas song again.



Happy Easter!

Objectives: to learn about Easter traditions

Vocabulary: Easter bunny, basket, egg

Language review: numbers 1-10; I've got (six eggs)!

Materials: flashcards (Easter bunny, basket, egg); Class

C02; a chocolate Easter egg for each child labelled with

the child's name (extra activity)

Warm-up• Write the phrase Happy Easter! on the board. Talk about

Easter customs and traditions in your country (Ll).

• Tell the children about customs in Britain. Use flashcards

to present the key vocabulary: Easter bunny, basket, egg.

Explain that according to tradition in Britain, the Easter

Bunny (rabbit) brings baskets filled with coloured eggs,

sweets and toys to the homes of good children during the

night. Today, it is the custom to decorate eggs and to give

chocolate Easter eggs as presents. Children often take part

in an Easter egg hunt: adults hide chocolate eggs in the

garden or park, and the children have to look for them.

Listen and point. Then say. 2 Track 51

Happy Easter!

CD Usten and point Then say. tv

® cI>Easter Bunny egg basket

o Usten again and say.

o Find and count Then colour.

• Play the CD twice; the children point to the pictures as they f3\,Listen again and say.listen and repeat. ~ 2 Track 53

Look and listen. 2 Track 52

• Talk about the picture in Exercise 2. Ask the children: What

can you see? Can you see the Easter Bunny?

• Play the CD. Pause after each line, and say/ask: Point to

the Easter Bunny. / How many eggs? / What colour? to

check comprehension.

CD 2 Track 52Girl 1: Look! The Easter Bunny!

Boy 1: I've got four eggs in my basket.

Girl 2: I've got three eggs.

Boy 2: Look! Look l Red eggs!

All: Happy Easter!

• Divide the class into four groups and allocate character r

Play the CD. The groups repeat the line of their character

• Invite the whole class to shout Happy Easter!

o Find and count. Then colour.

• Ask the children to find all the hidden white eggs in the

picture and count them. The first child to shout the right

answer wins!

• Tell them to colour the eggs.

• Invite some children to stand up, hold up their books a

say, e.g. Look! A red egg. A blue egg, etc. Or Look! Thre

red eggs, two green eggs, etc.


• Ask the children to open their Activity Books at page 79

• Explain how to make the Easter decorations at home.

Ending the lesson• Wish the class Happy Easter. Tell them to move around

class wishing each other Happy Easter.



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Unit 14 Happy Christmasl Happy Eas

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The Teacher's Guide provides:

• step-by-step lesson notes with audioscripts

• ideas for games and extra activities

• list of flashcards

• photocopiable word cards

The Active Teach CD - ROM contains:• an interactive version of the Fly High Pupil's Book

• all classroom audio

• flashcards for all vocabulary items

1 Teacher Book

Documents

Transcript of 1 Teacher Book