First Term Teachers Resources

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MICHELE GUERRINI s IZABELLA HEARN s LOIS MAY

CONTENTS

0
1
2

Scope

Introduction

Methodology

Seven-lesson unit scheme

Special features

11

Materials

12

Competencies

17

Personalizing Comet

18

Hello, Halley!

19

The gingerbread boy

31

My family

47

Holidays and seasons

63

Tests

67

Mixex-ability Worksheets

75

UNIT

Key language
Vocabulary: classroom objects; colours;
numbers

0
Hello, Halley!

Structures and functions: Greetings

and introductions; identifying objects; colours
and numbers; understanding instructions;
locating objects; expressing quantities;
expressing preference

Competencies
s
s
s
s
s
s
s
s

Vocabulary: parts of the body; size; senses;

sexes; colours; length

1
The gingerbread
boy

Structures and functions: Identifying

parts of the body; colours; showing
agreement or disagreement; describing
and asking about size; describing oneself;
explaining use of senses; expressing feelings
and preference; counting
Curricular links: Natural science; Social
science; Artistic education

Vocabulary: Family; colours; sexes; plurals;

2
My family

Structures and functions: Identifying

family members; presenting family members;
giving further information; asking for
information; describing parts of the body;
identifying where someone is; identifying
facial features; asking about appearance;
describing family; expressing and
understanding quantity; counting; describing
pictures; describing ones family; expressing
feelings; expressing preference

s
s
s
s
s
s
s
s
s

s
s
s
s
s
s
s
s

Autonomy and personal initiative

Competency in linguistic communication
Cultural and artistic competency
Knowledge and interaction with the
physical world
Learning to learn
Mathematical competency
Processing information and digital
competency
Social competency and citizenship

Social competency and citizenship

Autonomy and personal initiative
Competency in linguistic communication
Cultural and artistic competency
Knowledge and interaction with the
physical world
Learning to learn
Mathematical competency
Processing information and digital
competency
Social competency and citizenship

Autonomy and personal initiative

Competency in linguistic communication
Cultural and artistic competency
Knowledge and interaction with
the physical world
Learning to learn
Mathematical competency
Processing information and digital
competency
Social competency and citizenship

Curricular links: Social science; Maths;

Artistic education

Vocabulary: Food; food sources; meals

3
Pirate Picnic

Scope

Structures and functions: Expressing

likes and dislikes; expressing agreement;
identifying the origin of different food items;
expressing quantities; expressing preference
Curricular links: Social science;
Natural science; Artistic education

s
s
s
s

Autonomy and personal initiative

Competency in linguistic communication
Cultural and artistic competency
Knowledge and interaction with the
physical world
s Learning to learn
s Mathematical competency
s Social competency and citizenship

UNIT

Key language
Vocabulary: Daily activities; parts of the day;
actions; parts of the galaxy

4
My day

Structures and functions: Showing

preference; giving information and
describing actions; giving information about
oneself; agreeing; describing parts of the
day; describing daily activities with time
references; answering questions; giving
personal information; talking about oneself;
practising counting; expressing preferences

Competencies
s
s
s
s
s
s
s
s

Autonomy and personal initiative

Competency in linguistic communication
Cultural and artistic competency
Knowledge and interaction with the
physical world
Learning to learn
Mathematical competency
Processing information and digital
competency
Social competency and citizenship

Curricular links: Social science, Natural

science, Artistic education

Vocabulary: Toys; prepositions; materials

5
Toys

Structures and functions: identifying toys;

asking about location; describing location;
expressing possession; describing objects;
asking about location; expressing location;
giving instructions; counting; expressing
preference
Curricular links: Social science; Natural
science; Artistic education

Vocabulary: Rooms and parts of a holiday

home; materials; household objects

6
Houses and
homes

Structures and functions: Identifying

rooms; describing rooms; stating
location; identifying places; asking about
and describing location; responding
to instructions; formulating questions;
responding to a question; following
instructions; describing a house; identifying
materials; expressing location; expressing
possession; counting; expressing preference

s
s
s
s
s
s
s
s

Autonomy and personal initiative

Competency in linguistic communication
Cultural and artistic competency
Knowledge and interaction with
the physical world
Learning to learn
Mathematical competency
Processing information and digital
competency
Social competency and citizenship

s
s
s
s

Autonomy and personal initiative

Competency in linguistic communication
Cultural and artistic competency
Knowledge and interaction with
the physical world
s Learning to learn
s Processing information and digital
competency
s Social competency and citizenship

Curricular links: Social science; Natural

science; Artistic education

Scope

UNIT

Key language
Vocabulary: Weather conditions; weather
clothes and objects; describing temperature

7
Look at the
weather!

Structures and functions: Giving

instructions; making invitations; talking about
the weather; understanding instructions;
talking about boys and girls; describing
people; greetings; expressing possession;
describing oneself; expressing preference
Curricular links: Natural science; Social
science; Artistic education

Vocabulary: Animals; actions: movement;

parts of the body

8
Pets and animals

Structures and functions: Describing

animals; expressing belonging; asking and
answering questions; talking about animals
and abilities; describing animals; expressing
ability; responding to questions; showing
concern; expressing preference
Curricular links: Natural science; Social
science; Artistic education

Halloween
Christmas
Spring

Holidays

Scope

Competencies
s
s
s
s
s
s
s
s
s

s
s
s
s
s
s
s
s

s
s
s
s

Autonomy and personal initiative

Competency in linguistic communication
Cultural and artistic competency
Cultural and artistic competency
Knowledge and interaction with
the physical world
Learning to learn
Mathematical competency
Processing information and digital
competency
Social competency and citizenship

Autonomy and personal initiative

Competency in linguistic communication
Cultural and artistic competency
Knowledge and interaction with the
physical world
Learning to learn
Mathematical competency
Processing information and digital
competency
Social competency and citizenship

Autonomy and personal initiative

Competency in linguistic communication
Cultural and artistic competency
Knowledge and interaction with the
physical world
s Learning to learn
s Social competency and citizenship

Introduction
Comet is an innovative six-level series for children at primary
level in Spain. It is designed to cater for all types of learners
and respects each individual within the learning process. It
offers material for between 60 and 90 lessons per school

year, including tests. Each lesson is flexible, the duration

ranging from 45 to 60 minutes. The Teachers Book allows
you to tailor the material to the number of class hours you
have available.

Key Features:
sComet makes learning English fun, engaging and enjoyable.
sMoral values underpin the learning opportunities, for example, accepting that all families are different.
sComet encourages meaningful language learning through purposeful interaction.
sCraft activities give learners ownership of their learning.
sTexts reflect natural language use and encourage active participation from the learners.
sComet offers a comprehensive approach to literacy by alternating the unit focus between fiction-based
and content-based introductory texts.
sLearners experience a variety of fiction types, for example traditional stories and poems.
sComet integrates the learning of English with the learning of content related to curricular subjects
like Science, Art and Music.

Comet: a comprehensive approach to literacy

Comet offers a variety of learning experiences within a
clearly structured framework. The same eight overall themes
are developed across all six levels to provide coherence and
progressively more in-depth treatment of each.
There are three types of units. The opening unit (Unit 0)
serves to motivate and, from Level 2 on, to review basic
language. Core units (Units 1 8) then alternate between
fiction-based and content-based.The alternation of these

two unit types within the same thematic framework enables

learners to explore each theme from a different perspective.
Text genres within each cycle are varied, and have been
selected for their suitability to the learners age-group.
The Pupils Book develops genre awareness and production
via the four skills. The Activity Book provides parallel
reinforcement, and emphasizes reading and writing skills.

Introduction

Methodology
Comet draws on three main approaches to learning:
experiential learning, the communicative approach and
content-and-language integrated learning (CLIL). All three
have been carefully integrated within a clearly structured,
easy-to-follow, systematic framework.

Experiential learning
Experiential learning (learning by doing) is at the heart of
Comet. Learners are actively involved in the learning process,
which allows them to discover and make sense of the world
around them through their personal experience of English.
In Comet, the experiential learning cycle begins with a
concrete experience which exposes learners to a text in
written and/or spoken form. The opening lesson (Lesson 1)
lays the foundation for the theme of the unit. It constitutes a
reflective observation stage built around tasks and exercises
which encourage students to reflect on the new language.
In doing so, they discover for themselves how language
works. At the next stage, abstract conceptualization, learners
continue to reflect on and draw conclusions about the new
language. In the active experimentation stage, students use
the new language in a variety of ways, gradually moving
from controlled to freer activities.

The communicative approach

The communicative approach in the language classroom
sees the goal of language as communicative competence.
This approach is at the heart of Comet.
Comet integrates the communicative approach with experiential
learning. It provides opportunities for learners to develop their
communicative competence through motivating activities, topics
and themes and involves them in authentic use of language.
Comets approach ensures that:
slearners can understand and use language
for everyday functions such as requesting,
describing, expressing likes and dislikes.
sthe syllabus reflects learners needs
and communicative goals.
slearners use language to learn and develop thinking skills.
Comets communicative activities:
shave clear social, linguistic and academic objectives.
sencourage the exchange of ideas and information
between learners.
sinclude activities such as information-gap exercises.
sdevelop opportunities for creativity through acting out,
drawing and content-based tasks.

Methodology

Content-and-Language Integrated
Learning (CLIL)
The 4 Cs of CLIL - content, communication, cognition and
culture - are an integral part of Comet.
Comet introduces content in two main ways.
sThe four fiction-based units introduce learners to
literature, develop cultural awareness and encourage
imagination.
sThe four content-based units introduce content from
subject areas such as Science and Music. They enhance
learners awareness of the world around them. These
units develop communication skills and language typical
of other curricular subjects.
All units contain two lessons (Lessons 4 and 5) which focus
on subject-area concepts and vocabulary.
Similarly, all units provide opportunities to develop thinking
skills, for example, prediction skills in Lesson 1 or observation
skills in Lesson 2s Whats missing? activity.

Comets seven-lesson unit scheme

Pupils Book and Activity Book
All units are divided into seven lessons.
Each lesson has a specific objective.

Lesson 1
Y A fictional or factual text introduces the unit theme.
Y Child-focused content
Y The prediction phase stimulates thinking skills.
Y Colourful pages capture attention.
Y Simple, short exchanges.
Y Activities develop observation and comprehension.

2
The Activity Book reinforces language and provides further
opportunity for skills development. Story book craft supports
literacy skills.

Lesson 2
Y Builds on vocabulary presented in Lesson 1 through
a song or chant.
Y The illustration establishes a meaningful context.
Y Songs and chants develop oral skills, create harmony,
and facilitate classroom management.
Y Thinking-skills development.

Lesson 3
Y Focuses on new language presented in Lesson 1
and develops communication skills.
Y The first activity allows pupils to engage with
key language.
Y Learners make their own materials to develop
autonomy and a sense of ownership.
Y Stickers and cards give visual and kinesthetic support
to language learning.

Comets seven-lesson unit scheme

Comets seven-lesson unit scheme

Lesson 4 and 5

4 and 5

Y Continue the unit theme from two different

content-area perspectives.
Y Science content.
Y Content-based projects foster creative thinking and
groupwork, as well as developing fine motor skills.
Y Curriclar links.

Lesson 6
Y Enables learners to work with text, whether written or spoken.
Y Learners apply what they have learnt to produce a meaningful
text in the unit genre.
Y Lesson 6 also includes a song relating to the unit theme.
Y The parallel Activity Book activity is appropriate for the
learners portfolio.
Y Curriclar links.

Lesson 7
Y Offers consolidation and self-evaluation activities.
Y A game brings together unit vocabulary, structures and skills.
Y Stickers enable learners to demonstrate understanding.
Y Completing performance badges develops reflection,
promotes learners awareness of their progress, and makes
self-evaluation motivating and non-threatening.

10

Comets seven-lesson unit scheme

Special features
Songs and chants
The songs and chants in Comet:
smake language memorable.
simprove rhythm and intonation.
sbring the classroom alive.
smotivate the learners on a short- and long-term basis.
ssupport language learning through music and dramatisation.
sreinforce good behaviour.

Comet Halley
Halley, the running comet character in Levels 1 and 2:
sprovides continuity within the cycle.
sopens and closes each unit with a hello and goodbye jingle.
sintroduces content-area vocabulary for lessons 4 and 5.

Cutout crafts
The Crafts for interaction section of the Pupils Book builds
on themes, promotes interaction and is fun for young learners.
(The Pupils Book also includes holiday crafts see below).
The learner-made mini-storybooks in the Activity Book reinforce
the storylines in the fictional units and provide pupils with a
finished product of their own.

Holiday pages
Each holiday corresponds to a trimester, but can be scheduled
at the teachers discretion. Holiday activities are designed to:
sBroaden awareness of other cultures.
sEnrich the learning experience through craft work.
sIntroduce holiday specific language.

Picture dictionary
Key unit vocabulary is contextualized in the Picture dictionary in
the Activity Book. The dictionary can be used to:
sdevelop reference skills
spromote learning to learn and learner autonomy.
sprovide visual stimulus for revision activities and games.

Special features

11

For the teacher

Teachers Book
A Teachers resource pack containing:
sComplete lesson plans with comprehensive teachers notes
and highlighting of the key competencies in each unit.
sMixed-ability Worksheets.
sInteractive DVD Game Box Handbook.
sTwo class CDs.
sInteractive DVD Game Box.
sStudent Multirom for use on IWB.

Posters
s4 double sided full colour posters
sA colourful picture dictionary for each unit

Flashcards
sA full set of 120 flashcards

12

DVD Game box

Online resources

sInteractive alternative to traditional activities

sDigital Book for interactive whiteboards

sWord Cards
sDownloadable teaching resources

For the teacher

Pupils material
Pupils Book

Pupils book
s Nine units, three per term
s An end-of-year certificate
s Holidays and season activities
s Crafts for Interaction
s Sticker pagesB.

Multirom
s Interactive activities to be used
at home
s A selection of songs to be listened
to at home

Activity Book
s Nine full-colour units, three per term
s A colourful picture dictionary
s Cut-out story booklets

Pupils material

13

Teachers material
A Teachers resource pack containing:
sRealistic content and language objectives.
sClearly structured step-by-step lesson plans.
sSuggestions to enhance and extend the concepts and language.
sStructured tasks keep learners actively thinking

sEach unit has a full page unit introduction,

which outlines the objectives, key language,
and Competencies in each lesson.

14

Teachers material

Teachers material
Key
language
and
lesson aims

Experiential
learning
activities

Lists make
planning easy
Examples
of classroom
language
Step-by-step
approach
Provisions
for mixed
ability

Encourages
creativity

Language
activation
tasks

Adapt the
lesson to your
learners

Teachers material

15

Teachers material

Mixed Abilities Booklet

This booklet contains three photocopiable worksheets per unit: reinforcement,
for pupils below the level of the course, consolidation, for pupils at the level
of the course, and extension, for fast-finishers and pupils ready to do more.

DVD handbook
The DVD handbook has extensive explanations of how to maximize the
benefits of using the DVD Gamebox in class, as well as photocopiable
worksheets.

Test Booklet
The Teachers Resource binder contains eight unit tests and three trimester
tests. They are designed to evaluate learners progress and help learners
to build awareness of their learning. Each test includes an audio included
on the Class Audio CDs.

16

Teachers material

Competencies
Eight Competencies for life-long learning
Key competencies are a combination of knowledge, skills
and attitudes. They have been interwoven naturally into the
components of Comet.
Competency in linguistic communication
sDeveloping the capacity for oral and written communication.
sLearning to express and interpret concepts, thoughts, feelings, facts and opinions.

Learning to learn
sWorking individually or in groups to increase learning efficiency.
sDiscovering methods to plan courses of action, set goals and increase learning
opportunities, such as using dictionaries.
Social competency and citizenship
sDeveloping understanding of codes of conduct and appropriate behaviour.
sFocusing on the social well-being of oneself and others.

Autonomy and personal initiative

sLearning how to plan, develop and evaluate ones work with confidence
and a critical sense.
Mathematical competency
sUsing numbers to perform basic operations.
sUnderstanding the symbols and forms of mathematical reasoning.

Knowledge and interaction with the physical world

sInteracting with the physical world.
sApplying the scientific method to explain its phenomena.

Processing information and digital competency

sFinding, obtaining, processing and transmitting using traditional
and modern technologies.

Cultural and artistic competency

sAppreciating cultural and artistic manifestations from different periods of time
and different cultures.

Competencies

17

Personalizing Comet
for your learners

Core lessons:
1, 2, 3, 6, 7

Core lesson R
einforcemen
t,
Extension,
Extra Practice

Lesson: 4 & 5

Activity Book
+ CD

s3TEPBYSTEPSUGGESTIONSFORREINFORCEMENTANDEXTENSION
s$6$ACTIVITIESFORCLASSESWITHMORETIMEORSPECIFICNEEDS
s%XTENDEDVERSIONAUDIOFOR,ESSONTOCHALLENGEMORE
ADVANCEDLEARNERS
Lessons 1, 2, 3, 6 AND 7PRESENTANDDEVELOPTHENUCLEUS
OFEACHUNIT
Lessons 4AND5ARECONTENTLESSONS4HESEACTIVITIESPROVIDE
REINFORCEMENTANDEXTENSIONOFTHEUNITTHEMEANDLANGUAGE
4HEYALSOMOVETOWARDSCREATIVITYANDEXPERIMENTALLEARNING
EXPERIENCESWHICHALLOWTHELEARNERTOMAKEDECISIONSAND
FEELEMPOWEREDWHENUSINGTHELANGUAGE

18

Personalizing Comet for your learners

0
Lesson

Hello, Halley!
Objectives

Key language

Competencies

s 4OINTRODUCEONESELFAND
MEET(ALLEYTHECOMET
s 4ORECOGNISEANDNAME
CLASSROOMOBJECTS

s 'REETINGSANDINTRODUCTIONSHello, Im .
Im from .
s #LASSROOMOBJECTSbook, rubber, pencil,
chair, table.

s +NOWLEDGEAND
INTERACTIONWITHTHE
PHYSICALWORLD
s #ULTURALANDARTISTIC
COMPETENCY
s !UTONOMYANDPERSONAL
INITIATIVE

s 4ORECOGNISEANDNAME
CLASSROOMOBJECTS
s 4OSINGANDACTOUTASONG
s 4OASSOCIATESPOKENWORDS
WITHPICTURES

s 'REETINGSANDINTRODUCTIONSHello, Im .
Im from .
s #LASSROOMOBJECTSbook, rubber, pencil, pencil
case, table, chair.
s #OLOURSred, yellow, blue.
s )DENTIFYINGOBJECTSWhats this? A pencil.
s )DENTIFYINGCOLOURSWhat colour is the chair? Blue.
s 5NDERSTANDINGINSTRUCTIONSDraw a line. Colour
the book.

s #OMPETENCYINLINGUISTIC
COMMUNICATION
s 0ROCESSINGINFORMATION
ANDDIGITALCOMPETENCY

s 4ODEVELOPLISTENINGSKILLS
s 4OCONSOLIDATECLASSROOM
OBJECTS

s #LASSROOMOBJECTSbook, rubber, pencil, pencil

case, table, chair.
s ,OCATINGOBJECTSWheres my pencil? Its on the table.
s #OLOURS red, yellow, blue.
s 5NDERSTANDINGINSTRUCTIONSColour my book
yellow. Trace the words.

s #OMPETENCYINLINGUISTIC
COMMUNICATION
s ,EARNINGTOLEARN
s #ULTURALANDARTISTIC
COMPETENCY

s 4OCOUNTTOTEN
s 4OASSOCIATESPOKEN
NUMBERSWITHTHE
CORRESPONDINGNUMERALS

s #LASSROOMOBJECTS book, rubber, pencil, pencil

case, table, chair.
s #OLOURS red, yellow, blue, green.
s .UMBERS one, two, three, four, five, six, seven,
eight, nine, ten.
s )DENTIFYINGCOLOURS What colour is number 3? Green.

s #OMPETENCYINLINGUISTIC
COMMUNICATION
s -ATHEMATICAL
COMPETENCY
s +NOWLEDGEAND
INTERACTIONWITHTHE
PHYSICALWORLD

s 4OCOUNTOBJECTS
s 4ODEVELOPOBSERVATION
SKILLS

s %XPRESSINGQUANTITYHow many pencils can you

see in picture 1? Four.
s )DENTIFYINGCOLOURSWhat colour is the pencil case
in picture 1? Its red.
s 2EVISION.UMBERSCOLOURSCLASSROOMOBJECTS

s #OMPETENCYINLINGUISTIC
COMMUNICATION
s ,EARNINGTOLEARN
s !UTONOMYANDPERSONAL
INITIATIVE

s 4OREVISETHEUNIT
VOCABULARY
s 4OCOMPLETEEVALUATION
ANDSELF EVALUATION
ACTIVITIES

s )DENTIFYINGNUMBERSCOLOURSANDOBJECTSWhat
can you see in this square? A blue pencil. What
number is in this square? Three.
s %XPRESSINGPREFERENCEWhat is your favourite
page? This one.
s 2EVISION.UMBERSCOLOURSCLASSROOMOBJECTS

s 3OCIALCOMPETENCY
ANDCITIZENSHIP
s !UTONOMYANDPERSONAL
INITIATIVE
s ,EARNINGTOLEARN

Unit 0

19

Hello, Halley!

Lesson 1
Objectives
s 4OINTRODUCEONESELFANDMEET(ALLEYTHECOMET
s 4ORECOGNISEANDNAMECLASSROOMOBJECTS
Key language
'REETINGSANDINTRODUCTIONS
#LASSROOMOBJECTS
Materials
Class CD, ON ,INE Digital BookCLASSROOMOBJECTS
SOFTRUBBERBALLSMALLCARDSTOMAKENAMEBADGES

Warm-up
Introducing yourself.
7AVEANDSAYHello, ImYOURNAME ! Hello!
%NCOURAGETHECLASSTOSAYhelloTOYOU
2EPEATTHISTWICE3HAKEHANDSWITHAPUPILAND
INTRODUCEYOURSELFHello, Im .(ELPTHEPUPIL
TORESPONDHello! Im 2EPEATTHISWITHAS
MANYPUPILSASPOSSIBLE
!SKDIFFERENTPUPILSTOSTANDUPWAVETHEIRHANDS
ANDINTRODUCETHEMSELVESHello, Im . 4HEREST
OFTHECLASSWAVEBACKHello, Im !
#OMET0UPILS"OOK

Presentation
Introducing Halley.
(OLDUPPupils Book 1ANDINTRODUCE(ALLEYON
THECOVERThis is Halley.He is a comet.)N,
EXPLAINTHATACOMETISALARGEOBJECTMADEOFROCK
GASANDICETHATMOVESAROUNDOURSOLARSYSTEM
4ELLTHEMTHAT(ALLEYISGOINGTOHELPTHEM
TOLEARN%NGLISH
0LAY,ISTENINGONCEWITHOUTPAUSING
0LAYAGAINANDASKPUPILSTOCHANTALONGANDCLAP
THEIRHANDS2EMEMBERTHATYOUCANPLAY,ISTENING
ATTHEBEGINNINGOFEVERY%NGLISHCLASS
Listening 2: Halleys hello (CD 1.2)
(ALLEY Hello, hello,
Say hello,
Time for English,
Go, go, go!

20

6OJU


-FTTPO


Learning vocabulary.
,AYABOOKAPENCILANDARUBBERONYOURTABLE0OINTTOEACH
ITEMINTURNANDSAYTHEWORDSbook, pencil, rubber.%NCOURAGE
PUPILSTOREPEAT
0LACETHEBOOKTHEPENCILANDTHERUBBERINDIFFERENTPLACESAROUND
THEROOM!SKPUPILSTOSTAND.AMEANOBJECTANDTELLTHECHILDREN
TOPOINTTOTHATOBJECTPoint to the book. 4HEYSHOULDALSOREPEAT
THEWORDBook2EPEATTHEACTIVITYWITHALLTHEITEMSVARYINGTHE
SPEEDOFTHEINSTRUCTIONS

A Listen and point.

)N,ASKPUPILSIFTHEYLIKEMAGICSHOWSANDWHATTHEIRFAVOURITE
MAGICTRICKSARE
!SKPUPILSTOOPENPupils Book 1ATPAGEANDDISPLAYTHEPAGEIN
THEON LINEDigital Book IFAVAILABLE%XPLAINTHAT(ALLEYTHECOMET
ISPERFORMINGMAGICTRICKSWHERETHEBOOKPENCILANDRUBBERJUMP
FROMTHETABLETOTHECHAIR

0LAY,ISTENINGORDEPENDINGONPUPILSABILITY4ELLTHEM
TOLISTENTOTHECOMMANDSANDLOOKATTHEILLUSTRATION
Listen and look, please!
Listening 3: version 1

Listening 4: version 2

(CD 1.3)

(CD 1.4)

(ALLEY
Book!
Rubber!
Pencil!

(ALLEY Hello, friends. Welcome to my

show. Pencil case, open!
Book! On the table. On the chair.
Rubber! On the table. On the chair.
Pencil! On the table. On the chair.
Goodbye, friends!

0LAYTHETRACKAGAINANDDOONEOFTHEFOLLOWINGACTIVITIESEACHTIME

s !SKPUPILSTOPLACEABOOKAPENCILANDARUBBERONTHEIRTABLES
!SKTHEMTOPOINTTOEACHITEMASITISNAMEDBY(ALLEY
Listen and point.
s 0LAYTHETRACKAGAIN0AUSEAFTEREACHLINEANDENCOURAGEPUPILS
TOREPEATTHEWORDSListen and repeat.

Activity Book
1 Draw and write.
!SKPUPILSTOOPENActivity Book 1ATPAGE
ACTIVITY!SKPUPILSTODRAWANDCOLOURTHEIR
SELF PORTRAITSANDCOMPLETETHESENTENCES
'OROUNDTHEROOMANDMONITORTHEACTIVITY
(ELPTHEMCOMPLETETHESENTENCESCORRECTLY
ANDCHECKTHEIRUNDERSTANDINGWhere are you
from?Im from -AKESURETHEYPRONOUNCE
THEmINfromCORRECTLY

Wrap-up
Acting out the commands.
4ELLPUPILSTOCLOSETHEIRBOOKSSTANDUPANDLISTENTO(ALLEY7HEN
THEYHEARTHENAMESOFTHECLASSROOMOBJECTSTHEYSHOULDPICKUPTHE
CORRECTOBJECTANDMAKEITJUMPONTOTHECHAIRORTABLE0LAYTHETRACK
AGAINANDPAUSEAFTEREACHLINE$EMONSTRATETHEACTIONS
ANDENCOURAGEPUPILSTOJOININ

Extra practice
Game: Hello, Im ... .
!SKPUPILSTOSTANDBYTHEIRDESKS)NTRODUCEYOURSELFANDTHROW
THEBALLTOAPUPILHello, Im %NCOURAGEHIMHERTOREPLY
Hello, Im .4HATPUPILTHROWSTHEBALLTOANOTHERPUPILANDHE
ORSHEINTRODUCESHIMSELFHERSELF2EPEATTHEACTIVITYUNTILEVERYPUPIL
HASPARTICIPATED

Extension
Making name badges.
7RITETHEWORDSHello, Im ONTHEBOARD(ANDOUTSMALLCARDS
ANDASKPUPILSTOCOPYTHEWORDSONTHEBOARDANDCOMPLETEWITH
THEIRNAMES4ELLPUPILSTODECORATETHEIRNAMEBADGES#OLLECTAND
STORETHENAMEBADGESFORFURTHERUSE

#OMET!CTIVITY"OOK

6OJU


-FTTPO


21

Lesson 2
Objectives
s 4ORECOGNISEANDNAMECLASSROOMOBJECTS
s 4OSINGANDACTOUTASONG
s 4OASSOCIATESPOKENWORDSWITHPICTURES
Key language
'REETINGSANDINTRODUCTIONS
#LASSROOMOBJECTS
#OLOURS
)DENTIFYINGOBJECTS
)DENTIFYINGCOLOURS
5NDERSTANDINGINSTRUCTIONS
Materials
Class CD, ON LINEDigital BookNAMEBADGES
FROM,ESSONPAPERCLIPS!PAPERSMALL
TOKENSSIXPERCHILD

Warm-up
Introducing yourself.
(ANDOUTTHENAMEBADGES(ELPPUPILSATTACHTHEIR
BADGESTOTHEIRCLOTHINGWITHAPAPERCLIP
0UTPUPILSINTOPAIRS!SKTHEMTOINTRODUCETHEMSELVES
TOTHEIRPARTNERSHello, Im . Im from .
-ONITORTHEACTIVITYANDHELPWITHPRONUNCIATION
'ETPUPILSTOMOVEAROUNDTHEROOMANDINTRODUCE
THEMSELVESTOASMANYCLASSMATESASPOSSIBLE

Presentation
Learning classroom vocabulary.
!SKPUPILSTOOPENPupils Book 1ATPAGE
ANDDISPLAYTHEPAGEINTHEON LINEDigital Book,
IFAVAILABLE.
)N,EXPLAINTOPUPILSTHATTHEBOYINACTIVITY!
ISPERFORMINGMAGICTRICKSLIKE(ALLEYTHECOMET
!SKPUPILSTODESCRIBETHEPICTUREWhat can you
see in the picture?
(OLDUPAPENCILCASEANDSAYpencil case
!SKPUPILSTOREPEATTHEWORD)NTRODUCETHE
PREPOSITIONonBYPLACINGTHEPENCILCASEONYOUR
CHAIRThe pencil case is on the chair.
)NTRODUCETHECOLOURSred, yellowANDblueBY
POINTINGTOOBJECTSINTHEROOMThe book is blue.
!SKPUPILSTOREPEATTHECOLOURBlue

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#OMET0UPILS"OOK

A Listen and sing.

)N,TELLPUPILSTHEYAREGOINGTOHEARASONGABOUTTHEOBJECTSON
THEBOYSTABLE0OINTTOTHEMOTIONLINESINTHEILLUSTRATIONANDEXPLAIN
THATTHEPENCILTHEBOOKANDTHERUBBERAREJUMPINGOUTOFTHEPENCIL
CASEONTOTHECHAIRANDTHENONTOTHETABLE
0LAY,ISTENINGONCETHROUGHWITHOUTPAUSING
Listening 5: Book and rubber (CD 1.5)
(ALLEY Book and rubber,
Book and rubber
Pencil case,
Pencil case,
Rubber, book and pencil
Rubber, book and pencil
On the chair!
On the chair!

Book and rubber,

Book and rubber
Pencil case,
Pencil case,
Rubber, book and pencil
Rubber, book and pencil
On the table!
On the table!

0LAYTHETRACKAGAINANDDOONEOFTHEFOLLOWINGACTIVITIESEACHTIME

s !SKPUPILSTOPLACEABOOKAPENCILARUBBERANDAPENCILCASEON

THEIRTABLES!SKTHEMTORAISETHEAPPROPRIATEITEMWHENITISNAMED
Listen and show me.

s 4ELLPUPILSTOACTOUTTHESONG!SKTHEMTOWAVEAMAGICWANDAND
MAKETHEITEMSJUMPONTOACHAIRORTABLEListen and do the actions.
s 0AUSETHETRACKAFTEREACHLINEANDGETPUPILSTOREPEATTHEWORDS
(ELPTHEMTOSINGTHEMELODYANDRHYTHM0LAYTHETRACKANDASK
PUPILSTOJOININListen and sing.

B Match and say.

$ISPLAYACTIVITY"INPupils Book 1ORINTHEON LINEDigital Book IF
AVAILABLE.0OINTTOITEMSONTHEPAGEANDASKPUPILSTOIDENTIFYTHEM
Whats this? A chair. What colour is it? Red.
!SKPUPILSTOTAKEOUTAREDPENCILORCRAYONANDDRAWALINEBETWEEN
THECHAIRS: Point to the red chair. Show me a red pencil. Draw a red
line.2EPEATWITHTHEOTHERITEMS%NSURETHATPUPILSDRAWTHELINES
USINGTHESAMECOLOURSASTHEITEMSTHEYAREMATCHING

Wrap-up
Game: Guess the item.
"OOKSCLOSED(IDEAPENCILARUBBERABOOKORAPENCILCASEBEHIND
YOURBACKANDASKPUPILSTOGUESSTHEITEMWhat have I got behind my
back?A pencil. Yes / No.!SKTHEMTOGUESSTHECOLOURWhat colour is
it? Blue. Yes / No. 7HENPUPILSHAVEGUESSEDCORRECTLYSHOWTHEMTHE
ITEM2EPEATTHEACTIVITYFORALLTHEOBJECTS

Activity Book
2 Colour and trace.
!SKPUPILSTOOPENActivity Book 1ATPAGE
ACTIVITY&OCUSPUPILSATTENTIONONTHE
ILLUSTRATION0OINTTOITEMSANDASKPUPILSTO
IDENTIFYTHEMWhats this? A book.
!SKPUPILSTOTAKEOUTAREDABLUEAND
AYELLOWPENCILORCRAYON#HECKTHEIR
UNDERSTANDINGOFCOLOURSShow me yellow.
4ELLPUPILSTOCOLOURTHERUBBERTHEPENCIL
ANDTHEBOOKColour the book. 'OROUND
THECLASSANDASKQUESTIONSABOUTTHE
PICTURESWhats this? A book. What colour is
your book? Blue.
!SKPUPILSTOTRACETHEWORDS

Extra practice
Making bingo cards.
(ANDOUTSHEETSOF!PAPER!SKPUPILSTOFOLLOWYOUASYOUMAKE
ASIX SQUARECARD&OLDTHEPAPERLENGTHWISEANDTHENFOLDINONEEND
OFTHESTRIPANDTHENTHEOTHERTOMAKEASQUARE
'IVEPUPILSAPICTUREDICTATIONEXPLAINTHATPUPILSCANDRAWTHEITEMS
INANYSQUARETHEYLIKEBUTLEAVETWOSQUARESBLANK5SETHEFOLLOWING
WORDSbook, pencil, rubber, pencil case, table, chair, blue, red, yellow.
!SKPUPILSTODRAWANDCOLOURANITEMINTHEREMAININGTWOSQUARES
4ELLTHEMNOTTOREPEATTHEDRAWINGSFROMTHEOTHERSQUARES
-AKESURETHATTHEPICTURESAREDIFFERENTINEVERYSQUARE

Extension
Game: Bingo.
)N,ELICITFROMTHECLASSHOWTOPLAYBINGO.(ANDOUTSIXTOKENS
TOEACHPUPIL#HECKPUPILSUNDERSTANDTHATTHEYHAVETOCOVERTHE
SQUARESWHENTHEYHEARTHEWORDS%XPLAINTHATWHENALLTHESQUARESIN
ONEHORIZONTALVERTICALORDIAGONALROWARECOVEREDTHEYSAYBingo

#OMET!CTIVITY"OOK

3AYTHEWORDSFROMLESSONANDATRANDOMSLOWLYTWICEA yellow
table, a yellow table. A blue pencil, a blue pencil.2EPEATTHISUNTILA
PUPILSHOUTSBingo0LAYTHEGAMEAGAINANDINVITEAPUPILTOHELPYOU
READOUTTHEWORDS

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23

Lesson 3
Objectives
s 4ODEVELOPLISTENINGSKILLS
s 4OCONSOLIDATECLASSROOMOBJECTS
Key language
#LASSROOMOBJECTS
,OCATINGOBJECTS
#OLOURS
5NDERSTANDINGINSTRUCTIONS
Materials
Class CD, ON LINEDigital BookREDBLUEAND
YELLOWCRAYONS!PAPER

Warm-up
Revising vocabulary.
!SKPUPILSTOPLACEAPENCILARUBBERAPENCILCASE
ANDABOOKONTHEIRTABLES'ETTHEMTOIDENTIFYTHE
OBJECTSShow me the book.
4ELLPUPILSTOSTANDBYTHEIRTABLES0LAY,ISTENING
AND ENCOURAGETHEMTOSINGANDACTOUTTHESONG
Sing and do the actions.

Presentation
A Listen and draw.
!SKPUPILSTOOPENPupils Book 1ATPAGEAND
DISPLAYTHEPAGEINTHEON LINEDigital Book IF
AVAILABLE.)N,EXPLAINTHAT(ALLEYISLOOKINGFOR
HISTHINGS'ETPUPILSTOIDENTIFYTHEOBJECTSINTHE
BUBBLEWhat is he looking for? A pencil, a rubber,
a book and a pencil case.
0LAY,ISTENING ONCEWITHOUTPAUSING0LAYTHE
TRACKAGAINPAUSINGAFTEREACHEXCHANGE
4ELLPUPILSTOPOINTTOTHEOBJECTMENTIONEDAND
DRAWTHEMISSINGOBJECTINTHECORRECTPLACE
Where is the pencil? On the table. Draw the pencil.
2EPEATTHEPROCESSWITHALLTHEOBJECTS
Listening 6 (CD 1.6)
(ALLEY Wheres my pencil case?
.ARRATOR On the chair. Your pencil case is on the chair.
(ALLEY Wheres my book?
.ARRATOR On the table. Your book is on the table.
(ALLEY Wheres my rubber?
.ARRATOR On the chair. Your rubber is on the chair.
(ALLEY Wheres my pencil?
.ARRATOR On the table. Your pencil is on the table.

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#OMET0UPILS"OOK

sListen and colour.

!SKPUPILSTOTAKEOUTREDBLUEANDYELLOWCRAYONS#HECKTHATTHEY
KNOWTHECOLOURSShow me yellow.
0LAY,ISTEININGANDPAUSEAFTEREACHINSTRUCTION!SKPUPILS
TOCOLOURTHEOBJECTSACCORDINGTOTHEINSTRUCTIONS Listen and colour
the objects. 'OROUNDTHECLASSANDCHECKTHEIRWORKWhat colour
is the pencil case? Red.
Listening 7 (CD 1.7)
(ALLEY Colour my pencil red.
Colour my rubber blue.
Colour my book yellow.
Colour my pencil case red.

Wrap-up
Memorising the picture.
)N,ASKPUPILSTOMEMORISETHEOBJECTSONPAGE'IVETHEM
AMINUTETODOTHIS4ELLTHEMTOCLOSETHEIRBOOKSANDASKTHEM
QUESTIONSWhat colour is the rubber? Blue. Where is it?
On the chair.

Extra practice
Game: Whats missing?
0LACEEIGHTCLASSROOMOBJECTSONYOURTABLEANDNAMETHEMA red
pencil. 4ELLPUPILSTOCLOSETHEIREYES2EMOVEONEOBJECT4ELLPUPILS
TOOPENTHEIREYESANDASKWhats missing? A red pencil.%NCOURAGE
THEMTOSAYBOTHTHECOLOURANDTHEOBJECT)FAPUPILGIVESTHECORRECT
ANSWERREPLACETHEOBJECTANDINVITEHIMOR
HERTOREMOVETHENEXTONE
-AKETHEGAMEMORECHALLENGINGBYREMOVINGTWOORMOREOBJECTS
EACHTIME

Extension
Making flashcards.
7RITETHEWORDSpencil, book, rubber, pencil case, table, chairON
THEBOARD2EADTHEWORDSALOUDWITHTHECLASS
'IVEASHEETOF!PAPERTOEACHPUPIL'ETTHEMTOCHOOSEONE
OBJECTFROMTHEBOARDANDDRAWALARGEPICTUREOFIT!SKTHEMTO
COLOURANDLABELTHEIROBJECT#OLLECTANDSTORETHE@FLASHCARDS
FORFURTHERUSE

Activity Book
3 Read and trace.
!SKPUPILSTOOPENActivity Book 1ATPAGE
ACTIVITY&OCUSPUPILSATTENTIONONTHETHREE
OBJECTSANDHELPTHEMREADTHEWORDS
4ELLPUPILSTOTRACEEACHWORDCAREFULLYTrace
the words.

4 Draw and colour. Write.

!SKPUPILSTOLOOKATACTIVITY!SKDIFFERENT
PUPILSTOIDENTIFYTHEOBJECTSINROWa
%NCOURAGETHECLASSTOREADTHEWORDSCHORALLY
%LICITTHEMISSINGOBJECTINTHELASTSQUARE
Whats missing? Pencil.!SKCHILDRENTODRAW
ANDCOLOURAPENCILANDTELLTHEMTOWRITETHE
WORDUNDERTHEIRDRAWINGS#ONTINUEWITH
THENEXTTHREEROWSOFPICTURES
0RACTISEREADINGTHEWORDS!SKDIFFERENT
PUPILSTOREADALINEALOUDANDGETTHECLASS
TOPOINTTOTHECORRESPONDINGOBJECTS

#OMET!CTIVITY"OOK

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25

Lesson 4
Objectives
s 4OCOUNTTOTEN
s 4OASSOCIATESPOKENNUMBERSWITHTHE
CORRESPONDINGNUMERALS
Key language
#LASSROOMOBJECTS
#OLOURS
.UMBERS
)DENTIFYINGCOLOURS.
Materials
Class CD, ON LINEDigital Book,STICKYTAPE
PUPILSFLASHCARDSFROM,ESSONWHITECARDS
ONEPERCHILD SMALLPLASTICPLATESYELLOWAND
BLUEFINGERPAINTPAPERTOWELS

Warm-up
Matching words and pictures.
7RITETHEWORDSbook, rubber, pencil, pencil case,
table, chairONTHEBOARD2EADTHEMALOUDWITH
PUPILSASYOUPOINTTOTHEWORDS
4AKEOUTTHEPUPILS@FLASHCARDSFROM,ESSONAND
HOLDTHEMUPONEATATIME!SKPUPILSTOIDENTIFYTHE
DIFFERENTOBJECTSWhats this? Pencil / table / chair.
)NVITEAPUPILUPTOTHEFRONTOFTHECLASSROOM
(ANDHIMORHERAFLASHCARDANDSMALLPIECEOF
STICKYTAPE4ELLTHEPUPILTOSTICKTHEFLASHCARDNEXT
TOTHECORRESPONDINGWORDONTHEBOARD
2EPEATWITHTHEOTHERFLASHCARDS

#OMET0UPILS"OOK

A Listen and sing.

0LAY,ISTENINGONCETHROUGHWITHOUTPAUSINGListen, please.
Listening 8: Ten little comet kids (CD 1.8)

Presentation
Presenting vocabulary in the song.
!SKPUPILSTOOPENPupils Book 1ATPAGEAND
DISPLAYTHEPAGEINTHEON LINEDigital Book, IF
AVAILABLE.)N,TELLPUPILSTHATTHEYAREGOINGTO
SINGASONGABOUTNUMBERSANDEXPLAINTHAT
AkidISABOYORGIRL
)NTRODUCETHECOLOURgreenBYPOINTINGTOGREEN
OBJECTSINTHECLASSROOMThe pencil is green. !SK
PUPILSTOREPEATCHORALLYGreen

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.ARRATOR One little, two little, three little comet kids.

Four little, five little, six little comet kids.
Seven little, eight little, nine little comet kids,
Ten little comet kids!

0LAYTHETRACKAGAINANDDOONEOFTHEFOLLOWINGACTIVITIESEACHTIME
s !SKPUPILSTOPOINTTOTHECOMETKIDSANDCOUNTALONGWITHTHE
SONGListen, point and count.
s 4ELLPUPILSTORAISETHECORRESPONDINGNUMBEROFFINGERSWHENTHEY
HEAREACHNUMBER Listen and show me!

sCount and write.

!SKPUPILSTOCOMPLETETHEACTIVITYASYOUPLAYTHETRACKAGAIN4ELLPUPILS
TOWRITENUMBERSONTHECOMETS4 SHIRTSREFERRINGTHEMTOTHENUMBERSAT
THETOPOFTHEPAGETOHELPTHEM-AKESURETHEYMATCHEACHCOMETWITH
THECORRESPONDINGCOLOURWhat colour is number one? Blue!

B Look and say.

)N,EXPLAINTHATTHEGIRLINACTIVITY"ISASKINGAQUESTIONANDTHEBOY
ISGIVINGANANSWER2EADTHEEXAMPLEALOUDANDASKPUPILSTOREPEAT
CHORALLY0RACTISETHERISINGINTONATIONINTHEQUESTIONWITHTHEM
$IVIDETHECLASSINTOTEAMS4EAMASKSTHEFIRSTQUESTIONWhat
colour is number 5? ANDTEAMANSWERSYellow. )FTHEANSWERIS
CORRECTTEAMASKSTHENEXTQUESTION

Activity Book
0UPILSCOMPLETEACTIVITIESANDONPAGE
OF!CTIVITY"OOKIFTHEYDIDNTFINISHTHISIN
,ESSON

0UTPUPILSINTOPAIRSTOCONTINUETHEACTIVITY

Wrap-up
Memorising numbers.
)N,ASKPUPILSTOMEMORISETHENUMBERSANDCOLOURSONPAGE
'IVETHEMAMINUTETODOTHIS4ELLTHEMTOCLOSETHEIRBOOKS
ANDASKTHEMQUESTIONSABOUTTHENUMBERSWhat colour is number
7? Blue.#ONTINUETHEACTIVITYWITHALLTHENUMBERS

Extra practice
Counting colours.
#OLLECTREDGREENBLUEANDYELLOWPENCILSFROMPUPILS0LACETHE
PENCILSONYOURTABLEANDORGANISEPUPILSINASEMI CIRCLEROUND
THETABLE!SKAPUPILTOPICKUPFIVEYELLOWPENCILSGive me five
yellow pencils, please.
%NCOURAGETHERESTOFTHECLASSTOCOUNTALONGWHILETHEPUPIL
PREPARESTHESETOFFIVE2EPEATTHEACTIVITYWITHDIFFERENTNUMBERS
ANDCOLOURS

Extension
Making the colour green.
0UPILSWORKINGROUPSOFFOUR!SKEACHGROUPTOWORKATONETABLE
'IVEAPIECEOFWHITECARDTOEACHCHILD0UTSOMEYELLOWANDBLUE
FINGERPAINTONSEPARATEPLASTICPLATESANDPLACETHEMIN
THECENTREOFEACHTABLE

#OMET!CTIVITY"OOK

4ELLPUPILSTODIPTHEIRFINGERTIPSINTOTHEYELLOWPAINTANDDABITINTHE
TOPLEFT HANDCORNEROFTHECARDPut yellow paint here.!SKTHEMTO
USEANOTHERFINGERTIPANDDABBLUEPAINTINTHETOPRIGHT HANDCORNER
Put blue paint here.4ELLPUPILSTODABYELLOWPAINTANDBLUEPAINTINTHE
MIDDLEOFTHEIRCARDSANDMIXTHEPAINTSTOGETHERMix the yellow and
blue paint here.
!SKPUPILSTOTELLYOUTHECOLOUROFTHEPAINTINTHEMIDDLEOFTHECARD
What colour is this? Green.
(ANDOUTTHEPAPERTOWELSTOCLEANTHEIRHANDSON7RITETHE
FOLLOWINGEQUATIONONTHEBOARDyellow + blue = green.4ELLTHEMTO
COPYTHESENTENCECAREFULLYONTHEIRCARDS,EAVETHECARDSTODRY

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27

Lesson 5
Objectives
s 4OCOUNTOBJECTS
s 4ODEVELOPOBSERVATIONSKILLS
Key language
%XPRESSINGQUANTITY
)DENTIFYINGCOLOURS
2EVISION.UMBERSCOLOURSCLASSROOMOBJECTS
Materials
Class CD, ON LINEDigital Book,ATRAYA
TABLECLOTHCLASSROOMOBJECTS!PAPER

Warm-up
Song: Ten little comet kids.
0LAY,ISTENING.4ELLPUPILSTORAISETHEAPPROPRIATE
NUMBEROFFINGERSWHENTHEYHEARTHENUMBERS
Listen and show me.

Presentation
A Find and circle.
!SKPUPILSTOOPENPupils Book 1ATPAGEAND
DISPLAYTHEPAGEINTHEON LINEDigital Book, IF
AVAILABLE.)N,EXPLAINTOPUPILSTHATTHEPICTURES
AREIDENTICALEXCEPTFORFOURDIFFERENCES&INDTHE
DIFFERENCESINTHEPICTURESASACLASSHow many
books can you see in picture 1? Two. How many
books can you see in picture 2? Three. 4ELLSTUDENTS
TOCIRCLETHEEXTRABOOK.2EPEATTHEACTIVITYWITHTHE
PENCILSRUBBERSANDPENCILCASES

ADDORREMOVEOBJECTSFROMTHETRAY!SKPUPILSTOOPENTHEIREYES
2EMOVETHETABLECLOTHANDASKWhats different. One pencil and
two rubbers. (ELPPUPILSPRONOUNCETHEPLURALSCORRECTLY

0RACTISECOUNTINGIN%NGLISHHow many books can you

see in pictures 1 and 2? One, two, three, four, five.

Extension

Wrap-up
Asking and answering questions.
!SKMOREQUESTIONSABOUTTHEPICTURES
What colours are the rubbers in picture 2?

Extra practice
Game: Whats new? Whats missing?
"RINGOUTTHETRAYANDTABLECLOTH0UTATLEASTFIVE
OFEACHOFTHEITEMSONTHETRAYPENCILSRUBBERS
ANDBOOKS
!LLOWPUPILSTIMETOCOUNTANDMEMORISETHE
OBJECTSONTHETRAY#OVERTHETRAYWITHTHE
TABLECLOTH4ELLPUPILSTOCLOSETHEIREYESANDEITHER

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#OMET0UPILS"OOK

Making song cards.

(ANDOUTTHE!PAPER%XPLAINTOPUPILSTHATTHEYAREGOINGTOMAKE
CARDSTOILLUSTRATETHESONGTen little comet kids. 3UGGESTTHATTHE
COMETSCANBEFLYINGDANCINGPLAYINGETC0LAY,ISTENINGANDASK
PUPILSTOILLUSTRATETHEIRCARDS#ONTINUEPLAYINGTHESONGASTHEYDRAW
0UTTHETITLEOFTHESONGONTHEBOARDTen little comet kids,ANDTELL
THEMTOCOPYTHETITLEOFTHESONGONTOTHEIRCARDS
(ELPPUPILSMAKEADISPLAYWITHTHESONGCARDS5SETHISDISPLAY
TOREVISENUMBERSANDCOLOURSORASAPROMPTFORPUPILSTOSING
THESONG

Lesson 6
Objectives
s 4OREVISETHEUNITVOCABULARY
s 4OCOMPLETEEVALUATIONANDSELF EVALUATION
ACTIVITIES
Key language
)DENTIFYINGNUMBERSCOLOURSANDOBJECTS
%XPRESSINGPREFERENCE
2EVISION.UMBERSCOLOURSCLASSROOMOBJECTS
Materials
Class CD, ON LINE Digital Book,FOURCOLOURED
CARDSREDBLUEYELLOWGREENCLASSROOM
OBJECTWord Cards,COLOURWord Cards,SMALL
TOKENSNINEPERCHILD PICTUREDICTIONARY
Activity Book 1PAGE 

Warm-up
Familiarising pupils with the alphabet.
7RITETHELETTERSOFTHEALPHABETONTHEBOARD
4ELLPUPILSYOUAREGOINGTOSINGASONGTOLEARN
THENAMESOFTHELETTERSIN%NGLISH
3INGTHESONGORRECITEASAVERSE ONCEPOINTING
TOTHECORRESPONDINGLETTERSONTHEBOARDAS
YOUSINGORSAY THEM
A, B, C, D,E, F, G
H, I, J, K, L, M, N, O, P,
Q, R, S,
T, U and V,
W, X,
Y and Z,
Now I know my A, B, C,
Now I know my A, B, C!

3INGTHEALPHABETAGAINANDENCOURAGEPUPILS
TOREPEAT
$ISPLAYDIFFERENTCOLOUREDCLASSROOMOBJECTSON
YOURTABLE'IVEHALFTHEPUPILSCLASSROOMOBJECT
WORDCARDSANDTHEOTHERPUPILSTHECOLOUR
WORDCARDS
0OINTTOONEOFTHEOBJECTSONTHETABLE!SKTHE
PUPILSTORAISETHEIRHANDSIFTHEYHAVEEITHER
OFTHEWORDSgreenORpencil4ELLTHEMTOPLACE
THEWORDSONTHETABLENEXTTOTHEPENCIL
2EPEATTHEACTIVITYUNTILALLTHECLASSROOMOBJECTS
HAVEBEENLABELLED

#OMET0UPILS"OOK

Presentation
Preparing bingo.
!SKPUPILSTOOPENPupils Book 1ATPAGEANDDISPLAYTHEPAGE
INTHEON LINEDigital Book, IFAVAILABLE. )N,EXPLAINTHATPUPILS
NEEDTOCOMPLETETHEIRBINGOCARDSWITHTHEIROWNIDEAS'ETTHEM
TOCHOOSEDRAWANDCOLOURTHREEOBJECTSINTHEEMPTYSQUARES
4ELLTHEMNOTTOREPEATANITEM
#HECKVOCABULARYBYASKINGPUPILSTOIDENTIFYTHEOTHEROBJECTS
ANDNUMBERSINTHESQUARES

A Lets play!
(ANDOUTNINETOKENSTOEACHPUPIL)N,REMINDPUPILSHOW
TOPLAYBINGO %XPLAINTHATTHEYHAVETOCOVERTHESQUARESWITH
ATOKENWHENTHEYHEARTHEWORDS7HENALLTHESQUARESINONE
HORIZONTALVERTICALORDIAGONALROWARECOVEREDTHEYSAYBingo
3AYTHEWORDSATRANDOMSLOWLYTWICEA blue table, a blue table.

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29

Number nine, number nine. 2EMEMBERTOSAYBOTHCOLOUREDOBJECTS

THATAREONPAGEANDTHOSETHATPUPILSHAVEDRAWN#ONTINUEUNTIL
APUPILSAYSBingo

B Complete your badges.

)N,TELLPUPILSTHATTHEYAREGOINGTOLOOKBACKTHROUGH5NITAND
DECIDEWHATTHEYLIKEDBESTABOUTIT0OINTTOTHEFIRSTBADGEAND
EXPLAINTHATAword whizISAPERSONWHOKNOWSALOTOFWORDS4ELL
THEMTOWRITEUNDERTHEBADGEONEOFTHEWORDSTHEYHAVELEARNTIN
THEUNITTOSHOWTHATTHEYAREWORDWHIZZES
0OINTTOTHENEXTBADGEANDEXPLAINTHATTHEYNEEDTODECIDEWHICH
ACTIVITYTHEYLIKEDBEST!SKTHEMTOWRITETHELETTEROFTHEACTIVITY
ANDTHEPAGENUMBERONTHELINEUNDERTHEBADGE
0OINTTOTHETHIRDBADGEANDEXPLAINTHATTHEYNEEDTODECIDEWHICH
PAGEWASTHEIRFAVOURITE4ELLTHEMTOWRITETHEPAGENUMBERON
THELINEUNDERTHEBADGE

Wrap-up
Reflecting on the unit.
)NVITEDIFFERENTPUPILSTOREADTHEWORDSTHEYHAVECHOSENANDTO
NAMETHEIRBESTACTIVITIESANDFAVOURITEPAGES5SETHISACTIVITYTO
PROVIDEVALUABLEFEEDBACKANDTOEVALUATETHEUSEOFCERTAINACTIVITY
TYPESSUCHASSONGSANDGAMES
!SKPUPILSTOTURNTOPAGEINActivity Book 1ANDTELLTHEMTO
CHECKTHESPELLINGOFTHEWORDSTHEYHAVECHOSENINTHEPICTURE
DICTIONARY: Look for your words in the dictionary. Point and show me!
(ELPTHEMFINDTHEWORDSIFNECESSARY
Song: Halleys goodbye.
0LAY,ISTENING ONCETHROUGHWITHOUTPAUSING0LAYTHETRACKAGAIN
ANDASKPUPILSTOSINGALONGANDCLAPTHEIRHANDS2EMEMBERYOUCAN
PLAY,ISTENINGATTHEENDOFEVERY%NGLISHCLASSTOFINISHTHELESSON
Track 9: Halleys goodbye (CD 1.9)
(ALLEY Goodbye, goodbye,
Go, go, fly!
Fly with Halley,
In the sky!

30

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Extra practice
Playing bingo again.
!SKPUPILSTOPLAYBINGO INPAIRS%XPLAINTHATPUPIL
!SAYSTHEWORDSANDPUPIL"COVERSTHESQUARES
WITHTOKENS4HENTELLTHEMTOSWAPROLES%XPLAIN
THATTHEYCANCHOOSETOSAYJUSTTHEOBJECT
A pencil case!ORTHEOBJECTANDITSCOLOUR
A green pencil case! 'OROUNDTHEROOMAND
GIVEANYNECESSARYHELP5SETHISACTIVITYTOASSESS
SPEAKINGSKILLS

Evaluation
Assessing progress and achievement.
0HOTOCOPYTHE5NIT4ESTANDGIVEACOPY
TOEACHPUPIL&OLLOWTHESTEPSOUTLINEDIN
THE4EST"OOK.4HEANSWERKEYANDMARKING
INSTRUCTIONSAREALSOINCLUDED
0UPILSCOMPLETETHETESTINDIVIDUALLY/NCEYOU
HAVECORRECTEDTHETESTSRETURNTHEMTOYOUR
PUPILS7RITETHECORRECTANSWERSONTHEBOARD
ANDENCOURAGEPUPILSTOCORRECTANYMISTAKES
INTHEIRTESTS
4ELLPUPILSTOTAKETHEIRTESTSHOMETOSHOW
THEIRFAMILIES4HEYSHOULDKEEPTHEIRTESTSIN
THEIR%NGLISHFOLDERS

1
Lesson

The gingerbread boy

Objectives

Competencies

sTo recognise and name

parts of the body
sTo extract information
from a story

sParts of the body: eyes, nose, mouth, hair, legs.

sIdentifying parts of the body: Whats this? Hair.
sIdentifying colours: What colour is his nose?

sProcessing information
and digital competency
sLearning to learn
sCultural and artistic
competency

sTo recognise and name

parts of the body
sTo develop listening skills

sParts of the body: eyes, nose, mouth, hair, legs,

head, face, ears, arms.
sIdentifying colours: What colour is his hair? Yellow.
What colour are his eyes? Blue.
sShowing agreement or disagreement: Yes. No.

sCompetency in linguistic
communication
sMathematical competency
sCultural and artistic
competency

sTo express possession

sTo develop spoken
interaction

sParts of the body: head, face, ears, arms, eyes,

nose, mouth, hair, legs.
sSize: big, small.
sDescribing size: Hes a big gingerbread boy. The
pencil case is small.
sAsking about size: Is it big or small?
sDescribing oneself: Ive got a small nose.

sKnowledge and
interaction with the
physical world
sCompetency in linguistic
communication
sSocial competency
and citizenship

sTo identify the five senses

sTo relate each sense to a
corresponding part of the
body
sCurriculuar link:
Natural science

sParts of the body: ears, eyes, nose, mouth, hands.

sThe senses: see, smell, taste, hear, touch.
sExplaining how we use our senses: I see with
my eyes.

sKnowledge and interaction

with the physical world
sCultural and artistic
competency
sAutonomy and personal
initiative

sTo describe people

sTo develop awareness
of human diversity
sCurriculuar link:
Social science

sThe sexes: boy, girl, he, she.

sColours: brown, black.
sLength: long, short.
sDescribing oneself: Hes a boy. Hes got black hair.
His hair is long.
sRevision: Parts of the body, colours, classroom
objects.

sSocial competency
and citizenship
sCompetency in linguistic
communication
sLearning to learn

sTo describe people

sTo develop listening skills
sCurriculuar link:
Artistic education

sDescribing oneself: Ive got blue eyes. Ive got two

ears.
sExplaining how we use our senses: I can smell with
my nose.
sExpressing feelings: Lucky, lucky me!
sRevision: Parts of the body, the five senses.

sCompetence in linguistic
communication
sSocial competency
and citizenship
sCultural and artistic
competency

sTo revise the unit

vocabulary
sTo complete evaluation
and self-evaluation
activities

sCounting: How many squares are there? Nine.

sExpressing preference: What is your favourite
page? This one.
sRevision: Parts of the body, the five senses,
numbers, colours, classroom objects.

sMathematical
competency
sLearning to learn
sSocial competency and
citizenship

Key language

Unit 1

31

The gingerbread boy

Lesson 1
Objectives
s To recognise and name parts of the body
s To extract information from a story
Key language
Parts of the body
Identifying parts of the body
Identifying colours
Materials
Class CD, on-line Digital Book, parts of the body
Flashcards. Unit 1 story puppets, sticky tape,
A4 paper.

Warm-up
Developing rhythm and intonation.
Play Listening 2 once through without pausing. Play
the track again and encourage pupils to sing along
and wave their hands.
Listening 2: Halleys hello (CD 1.2)
Halley: Hello, hello,
Say hello,
Time for English,
Go, go, go!
Comet 1 Pupils Book

Revising colours.
In L1, tell pupils that they are going to play a
colour game. Say a colour and ask pupils to
touch something of that colour in the classroom:
Touch blue! Demonstrate the game by touching
something blue and tell pupils
to repeat the action with other blue objects.
Repeat the activity several times with red, yellow
and green objects.

Presentation
Presenting new vocabulary.
Books closed. Draw the outline of a gingerbread
boy on the board. Leave enough room around the
edges to draw arrows.
Say to the class: This is a gingerbread boy.
In L1, explain to pupils that gingerbread is a
sweet and spicy biscuit. Ask if pupils have tasted
gingerbread.

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Hold up the Flashcards one by one and the words eyes, nose, mouth,
hair and legs. Ask pupils to repeat the words chorally.
Stick the Flashcards around the outline of the gingerbread boy. Draw
arrows from the Flashcards to the corresponding parts of the body.
Ask pupils to identify the parts of the body: What is this? A nose.
Making predictions.
Ask pupils to open Pupils Book 1 at pages 8 and 9 and display the
pages in the on-line Digital Book if available. Get pupils to identify the
objects that they know: Is this a table? Point to the gingerbread boy.

A Listen and look.

Read the title of the story aloud to the class: The gingerbread boy.
In L1, ask pupils if they know this story in their own language. Elicit
from pupils what happens at the beginning, middle and end of
the story. Make sure that pupils understand that in the illustration
a grandma is baking and decorating a gingerbread boy, but the
gingerbread boy does not want to be eaten and runs away.

Play the track again and do one of the following

activities each time:
sAsk pupils to point to the parts of the face and
body in their books as they are named in the story.
sPause after each sentence and ask pupils to
repeat the words: Listen and repeat! Encourage
them to say the words using the appropriate
emotion to demonstrate that they understand the
story. Correct their intonation if necessary.

B Look and match.

Display exercise B in the on-line Digital Book if
available. Ask pupils to identify the pictures on the
page: Whos this? Gingerbread boy. Whats this?
Hair. What colour is the hair? Yellow. What colour
are these sweets? Yellow.
If you are using the on-line Digital Book, ask a
pupil to come to the front of the classroom and
match the yellow sweets to the yellow hair on
the interactive whiteboard. Invite other pupils to
complete the activity on the interactive whiteboard.
Clear the board and get pupils to complete the activity
in Pupils Book 1: Match the colours and draw a line.
Check the exercise: What colour is his mouth? Red.

Wrap-up
Comet 1 Pupils Book

Play Listening 10 or 11, depending on the pupils abilities. Display

the first picture in the on-line Digital Book if available and click to
move to the next picture when you hear the bell. Ask pupils to listen
and look at the illustrations: Listen and look, please!
Listening 10: version 1 (CD 1.10)
Woman: Yellow hair.
Gingerbread boy: A nose, please!
Woman: A green nose! Two blue eyes.
Gingerbread boy: Ive got legs! Thank you!
Woman: Stop, stop!
Listening 11: version 2 (CD 1.11)
Woman: A red mouth. Mmmm, hair. Yellow hair for you.
Gingerbread boy: A nose for me, please!
Woman: A green nose for you! One eye. Two eyes. Two blue eyes for you! One arm.
Two arms. One leg. Two legs. Hello, Gingerbread boy!
Gingerbread boy: Oh! Ive got legs! Thank you! Thank you, and goodbye!
Woman: Stop! Stop, Gingerbread boy!

Dramatising the story.

Ask pupils to turn to page 87 of Pupils Book 1. Help
them cut out the two story puppets. Show them how
to stick each puppet to a pencil or ruler with sticky tape.
Divide the class into two groups and assign the
roles of the grandmother and the gingerbread boy
to the groups. Play Listening 11 and pause after each
line. The groups to repeat and mime the actions using
their story puppets. Correct rhythm and intonation
as needed. Swap roles and repeat the activity so that
each group has a chance to use both puppets.

Extra practice
Game: Whats missing?
Take out the following Flashcards: eyes, nose,
mouth, hair, legs. Ask pupils to identify them one by
one as you display them on the board. Allow pupils
time to look at all the cards. Tell them to close their
eyes and remove one of the cards. Tell them to open
their eyes and to guess which card is missing: Whats
missing? Eyes. Make the game more challenging by
removing two cards at a time.

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Extension
Illustrating the story.
In L1, ask pupils what they think happens to the gingerbread boy
after he runs away. Elicit a number of different ideas from the class.
Hand out sheets of A4 paper. Ask pupils to illustrate the gingerbread
boy after he has run away: Draw the gingerbread boy. Tell them to
think about where he is, what he is doing and how he feels. Explain
that there is no right or wrong answer.
Create a display in the room. Write the title The gingerbread boy on
a piece of paper and stick it at the top of the display.

Activity Book
1 Read and trace. Colour.
Ask children to open Activity Book 1 at page 4,
activity 1. Ask pupils to identify the parts of the
face and body and the colours on the page:
Whats this? Mouth. What colour is this? Red.
Read the sentences aloud and tell pupils to
repeat chorally. Ask pupils to trace the words
to complete the sentences. Go round the class
and get different pupils to read their sentences
and point to the corresponding body parts.
Ask pupils to colour the body parts of the
gingerbread boy according to the sentences.
Do the first one as a class: What colour are his
eyes? Blue? Colour his eyes blue. Go round
the room while pupils are working and check
understanding: What colour is his nose?
Green.

Comet 1 Activity Book

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Lesson 2
Objectives
s To recognise and name parts of the body
s To develop listening skills
Key language
Parts of the body
Identifying colours
Showing agreement or disagreement
Materials
Class CD, on-line Digital Book,
Unit 1 story puppets, parts of the body
Flashcards, A4 paper.

Warm-up
Revising the story.
Ask pupils to open Pupils Book 1 at page 8. Point to
first picture of the story, or display the corresponding
page in the on-line Digital Book, if available.
Play Listening 10 or 11 depending on the pupils
abilities. Pause the track after the first exchange and
ask the children to repeat the words. Get pupils to
hold up the corresponding story puppet to show
comprehension: Show me Grandma. Continue the
activity until the end of the story.

Presentation
Presenting new vocabulary.
Books closed. Draw the outline of the gingerbread
boy on the board. In L1, tell pupils they are going
to complete the picture that they started during
the last lesson.
Hold up the following Flashcards and elicit the
words from the pupils: eyes, nose, mouth, hair
and legs. Invite a pupil to stick a Flashcard in the
appropriate place around the gingerbread boy.
Get the class to say Yes or No to show that the
Flashcard is correctly placed. Point to the Flashcards
and get pupils to repeat the word charally.
Place the Flashcards around the outline of the
gingerbread boy. Draw arrows from the Flashcards
to the corresponding parts of the body. Check
understanding:
Whats this? Head. What are these? Ears. Remove
the Flashcards, but leave the outline on the board.

Comet 1 Pupils Book

A Listen and sing.

Ask pupils to open Pupils Book 1 at page 10 and display the page
in the on-line Digital Book if available. Tell pupils that they are
going to hear a song about the parts of the body. Play Listening
12 once without pausing and tell pupils to listen and to look at the
illustration: Listen, please!
Listening 12: Head and face (CD 1.12)
Narrator:
Head and face,
And arms and legs,
Arms and legs,
Arms and legs,
Head and face,
And arms and legs,
Head, face, arms and legs.

Eyes and ears,

And nose and mouth,
Nose and mouth,
Nose and mouth,
Eyes and ears,
And nose and mouth,
Eyes, ears, nose and mouth.

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Play the track again and do one of the following activities each time:
sAsk pupils to look at the illustration and point to the appropriate
parts of the face or body: Listen and point.
sTell pupils to point to the parts of their own faces and bodies when
they hear the words: Listen and show me!
sEncourage pupils to sing along and point to parts of their own faces
and bodies as they do this. Demonstrate the actions and tell pupils
to follow along: Sing and do the actions.

B Whats missing? Draw and say.

Ask pupils to take out red, green, yellow and blue coloured pencils or
crayons. Check that they have the correct ones: Show me green.

Activity Book
2 Read and number.
Ask pupils to open Activity Book 1 at page 5,
activity 2. Read the first sentence aloud and get
pupils to identify the correct gingerbread boy or
girl: Point to yellow hair. Ask them to circle the
feature and write 1 in the correct box: Circle
the yellow hair. Write number 1. Complete the
activity with the remaining sentences. Check
the exercise with the class: Point to yellow hair.
Point to number 3.

Point to the gingerbread boy. In L1, explain to pupils that they are going to
colour the gingerbread boy. Tell them to listen carefully to your instructions:
Colour his hair yellow. Continue giving instructions with the following words:
face, eyes, nose, mouth, head, ears, arms, legs, green, red, blue, yellow.
Check the exercise: What colour is his hair? What colour are his arms?

Wrap-up
Completing the gingerbread boy.
Focus pupils attention on the outline of the gingerbread boy on the
board. Hand out the Flashcards used in this lesson to different pupils.
One by one pupils stick their Flashcards around the outline. Do not say
if they are right or wrong.
Point to a Flashcard and ask the class: Is this correct? Yes or no?
If any Flashcards are incorrectly placed, invite another pupil to place
them correctly. Continue until all the Flashcards are in the correct
place around the outline.

Extra practice
Recognising a sequence.
Display three Flashcards on the board. Point to each one and elicit
the word. Say the words in the same order several times and get the
class to repeat chorally: nose, eyes, ears. Remove the Flashcards.
Ask pupils to say the sequence. Shuffle the Flashcards and play again.
Make the activity more challenging by displaying more words.

Extension
Making bingo cards.
Hand out sheets of A4 paper. Make a six-square card. Ask pupils to
number the corners of each square one to six.
Give pupils a picture dictation of four objects from lessons 1 and 2. Explain
that pupils can draw the objects in any square they like. Ask pupils to fill in
the remaining two squares with their own ideas. Tell them not to repeat a
part of the body or face that is already on their bingo card. Go round the
class and ask pupils questions about their drawings: Is number 5 a nose?
What is number 6? Collect and store the bingo cards for later use.

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Comet 1 Activity Book

Lesson 3
Objectives
s To express possession
s To develop spoken interaction
Key language
Parts of the body
Size
Describing size
Asking about size
Describing oneself
Materials
Class CD, on-line Digital Book, parts of the body
Flashcards and Word Cards, paper clips, small
white cards (nine per child), Unit 1 stickers, bingo
cards from lesson 2.

Warm-up
Revising unit vocabulary.
Play Listening 12. Ask pupils to sing and act out the
song by pointing to the correct parts of their face
and bodies.

Presentation
Introducing big and small.
Books closed. Draw the outline figures of two
gingerbread boys on the board; one large and one
small. Introduce them: Hes a big gingerbread boy! Hes
a small gingerbread boy! Ask pupils to repeat chorally.
Point to different sized objects around the
classroom: Is it big? Is it small? Yes or no?
Point to parts of your face and body and describe
them: Ive got big ears! Ive got a small nose.
Ask pupils to repeat chorally. Encourage pupils to
describe themselves: Ive got big eyes.

A Listen and number.

Ask pupils to open Pupils Book 1 at page 11 and
display the page in the on-line Digital Book if
available. Point to the gingerbread boy in activity A
and describe him: Hes got a big head! Invite pupils
to repeat chorally. Point to the remaining four
animals and help pupils describe them: Big or small
ears? Big ears. Big or small mouth? Small mouth.
In L1, tell pupils that they are going to hear the
gingerbread boy and animals describe their faces.

Comet 1 Pupils Book

Play Listening 13 and pause after the gingerbread boy speaks.

Ask pupils to identify the gingerbread boy: Point to the big head.
Continue as pupils follow the instruction: Write number 1.
Repeat the activity with the remaining descriptions.
Listening 13 (CD 1.13)
Gingerbread boy: Ive got a big head.
Narrator: Write number 1.
Fox: Ive got big ears.
Narrator: Write number 2.
Rabbit: Ive got a small nose.
Narrator: Write number 3.
Mouse 1: Ive got small ears.
Narrator: Write number 4.
Mouse 2: Ive got a small mouth.
Narrator: Write number 5.

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B Make picture cards.

Activity Book

Elicit from the class what the children are doing in activity B: Playing
with picture cards.
Tell pupils that they are going to make their own picture cards.

3 Read and write.

Ask pupils to turn to the Unit 1 stickers in Pupils Book 1.

Tell pupils to point to each sticker and say the word.
Give each pupil nine white cards. Pupils stick one sticker onto each card.
Ask them to write the words underneath the stickers. Write the words
on the board for them to copy. Keep the cards on the tables
for the Wrap-up activity.

Wrap-up
Game: Snap.
Put the children into pairs. Ask pupils to lay their picture cards face
down on the table. Demonstrate the game with one pupil. Turn over
a card and name it: Ive got a face. Tell the pupil to turn over his or
her card and name it: Ive got arms. If the pictures match, the pupil
keeps the pair. If the cards do not match, turn them over again.
Continue the game until one pupil has matched three pairs of cards.

Ask pupils to open Activity Book 1 at page 6,

activity 3. Ask different pupils to read the words
in the box aloud. Get the class to repeat chorally.
Focus pupils attention on the first sentence
and read it aloud. Elicit the final word from the
class: head. Confirm the answer: Does the owl
have a big head? Yes. Write the word head.
Ask pupils to complete the remaining
sentences alone using the words in the box.
Go round the class and offer help where
necessary. Check answers by inviting pupils to
read out their complete sentences.

Ask pupils to play the game in pairs. Go round the class and monitor
the activity. Use this activity to assess speaking skills.
Hand out paper clips and ask pupils to clip their sets of cards together.

Extra practice
Matching words and pictures.
Stick the parts of the body Word Cards on the board and read the
words one by one. Ask pupils to repeat chorally.
Hand out a part of the body Flashcard to one pupil and invite him or
her to stick it on the board next to the correct Word Card. Invite the
rest of the class to say Yes or No and continue the activity until the
Flashcards have been placed next to the correct Word Cards.

Extension
Game: Bingo.
Give pupils the bingo cards they made in lesson 2. In L1, elicit from
the class how to play bingo. Hand out six tokens to each pupil. Check
pupils understand that they have to cover the squares when they hear
the words. Explain that when all the squares in one horizontal, vertical
or diagonal row are covered, they say: Bingo.
Say the words from lesson 1 and 2 at random slowly twice: A yellow
table, a yellow table. A blue pencil, a blue pencil. Repeat this until a
pupil shouts: Bingo. Play the game again and invite a pupil to help you
read out the words.

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Comet 1 Activity Book

Lesson 4
Objectives
s To identify the five senses
s To relate each sense to a corresponding part
of the body
s Curricular link: Natural science
Key language
Parts of the body
The senses
Explaining how we use our senses
Materials
Class CD, on-line Digital Book, parts of the body
Flashcards and Word Cards, sticky tape, A4 paper.

Warm-up
Introducing the theme.
In L1, explain to pupils that in this lesson, they will
learn about the five senses and how their senses
help them perceive the world around them.
Play Listening 14 once through without pausing. Play
it again and encourage the children to sing along.
Listening 14: Halleys jingle (CD 1.14)
Look around!
Look around!
What can you see?
Happy faces,

Happy friends,
A beautiful world
for you and me!

Presentation
Matching words and pictures.
Books closed. Display the following Flashcards
on the board; eyes, ears, nose and mouth.
Show pupils your hand to introduce the word:
This is my hand. Encourage pupils to hold up their
hands: Show me your hands. Show the children the
hands Flashcard and ask them to count the hands:
How many hands can you see? Stick the Flashcard
on the board.
Lay the following Word Cards on your table: eyes,
ears, nose, mouth, hands. Point to the first
Flashcard on the board and elicit the word. Invite a
pupil to come and find the Word Card that matches
the Flashcard and stick it to the board. Encourage
the rest of the class to say Yes or No. Continue until
the all the Word Cards match the Flashcards.

Comet 1 Pupils Book

A Listen and tick (3).

Ask pupils to open Pupils Book 1 at page 12 and display the page in
the on-line Digital Book if available. In L1, elicit from the class what the
children are doing in the photos: listening to music, stroking a dog,
reading a book, eating ice-cream and smelling flowers.
Ask pupils to look at the first picture. Point to your ears and describe
the action: I hear with my ears. Ask pupils to point to their ears and
repeat chorally. Continue the activity with the remaining four pictures:
I see with my eyes. I smell with my nose. I taste with my mouth. I
touch with my hands. Repeat these actions several times.
Play Listening 15 and pause after the first child speaks. The children
tick the appropriate box under the picture: Ears or eyes? Tick the box.
Continue playing the track, pausing after each exchange to allow pupils
time to tick the boxes. Check the answers by having pupils complete
your sentence: I hear with my ears

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Listening 15 (CD 1.15)

Narrator: Number 1.
Boy: My ears. I hear with my ears.
Narrator: Number 2.
Boy: My hands. I touch with my hands.
Narrator: Number 3.

Girl: My eyes. I see with my eyes.

Narrator: Number 4.
Girl: My mouth. I taste with my mouth.
Narrator: Number 5.
Girl: My nose. I smell with my nose.

Wrap-up
Game: Charades.
Silently point to your nose and wait for children to say the word: Nose.
Sniff and pretend to be smelling something. Elicit the phrase: I smell
with my nose. Repeat this process with the remaining senses using
different actions. Invite the pupil who guesses correctly to come to the
front of the classroom to do the actions.
Put pupils into pairs and ask them to do this activity together. One
partner does the action while the other guesses the body part and the
sense. Then ask them to to swap roles.

Extra practice
Game: Correct the phrase.
Hold up the eyes Flashcard and say the incorrect phrase: I smell with
my eyes. Wait for pupils to spot the mistake and correct you: I see
with my eyes. Continue the activity until they can correct you easily.

Activity Book
4 Match.
Ask pupils to open Activity Book 1 at page 7,
activity 4. Focus their attention on the words
and invite different pupils to read them aloud.
Tell pupils to match the words to the parts of
the body and the actions: Match the words
and pictures. Go round the class and
check that children are completing the
activity correctly.

sWrite.
Read the first sentence of the Write activity
aloud. Check understanding: Is this correct?
Yes. Ask pupils to complete the other
sentences by writing the words in the spaces.
Check the activity by asking pupils to read out
their completed sentences.

Extension
Drawing one of the five senses.
Write the following sentences on the board: I smell with my nose.
I hear with my ears. I touch with my hands. I taste with my mouth. I
see with my eyes. Encourage the class to repeat chorally and to point
to the corresponding parts of their bodies and faces.
In L1, ask pupils to think about different activities they do in which
they use their senses. Elicit a number of ideas from the class.
Hand out sheets of A4 paper to the children. Ask them to draw an
activity in which they use one of their five senses: Draw what you see.
Draw what you touch. Ask pupils to write one of the sentences from
the board at the top of their drawings. Invite some pupils to show
their pictures and read their sentences to the class. Ask pupils to
store their pictures in their English folders.

Comet 1 Activity Book

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Lesson 5
Objectives
s To describe people
s To develop awareness of human diversity
s Curricular link: Social science
Key language
The sexes
Colours
Length
Describing oneself
Revision: Parts of the body, colours, classroom
objetcs.
Materials
On-line Digital Book, Unit 1 story puppets, old
magazines featuring people, glue, scissors,
poster paper, crayons, A4 paper.

Warm-up
Revising vocabulary.
Display pages 8 and 9 in Pupils Book 1 or in the
on-line Digital Book if available, and hand out the
story puppets. Play Listening 10 or 11 depending
on pupils abilities. Ask pupils to hold up their story
puppets to indicate which character is speaking:
Show me Grandma. Play the track again and pupils
repeat the words after each line.

Comet 1 Pupils Book

Presentation

A Look and guess.

Introducing new vocabulary.

Books closed. Draw stick figures of a boy with short
brown hair and a girl with long black hair on the
board. Identify each one in turn: This is a boy. This
is a girl. Ask pupils to repeat chorally. Identify boys
and girls in the class: Are you a boy or a girl? Girl.
Is Carlos a boy or a girl? Boy. Is Maria a boy? No,
shes a girl.

Ask pupils to open Pupils Book 1 at page 13 and display the page in
the on-line Digital Book if available. Point to the first picture in activity A
and help pupils describe the boy: Is it a boy or a girl? Boy. Long hair or
short hair? Short hair. Repeat the activity with any of the other children.

Describe the boy and girl on the board: Hes got

short hair. Shes got long hair. His hair is brown.
Her hair is black. Hold up the black and brown
board markers as you do this.
Write the words boy, girl, long, short, brown and
black in the correct places around the boy and girl.
Leave the pictures on the board.

In L1, tell pupils that you are going to play a guessing game with them.
Ask a pupil to write a number between one and six on the board. Turn
your back to the board, so you cannot see the number. Tell the pupils
to look at their books and find the boy or girl that corresponds with the
number on the board. Ask different pupils questions about the picture:
Is it a boy or girl? Long or short hair? Black or brown hair? Encourage
pupils to say Yes or No. Guess the picture. Repeat the activity several
times, and swap roles so that the children ask you questions.

B Make a Face poster.

Point to the materials list in activity B. Ask pupils to put these items on
their tables and place some magazines in the middle of each table.

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Divide the class into groups of four and hand out poster paper to each
group. Ask pupils to find a picture of a person in the magazine and
cut out just the face of that person. They glue their pictures onto the
poster paper.
Ask pupils to label the facial features in their pictures, e.g. Long hair.
Blue eyes. Small mouth. Go round the class and offer help with this
activity. Write some words on the board to help them.
Invite groups to show their posters and describe them to the rest of
the class. Display the posters around the class.

Activity Book Portfolio

5 Draw and colour.
Ask pupils to open Activity Book 1 at page 8
activity 5. Ask pupils to draw a self-portrait in
the box. Explain that they should only draw
their faces. They should then colour in their
pictures.

Wrap-up
Asking questions about the posters.
Point to a face on one of the posters and ask questions about it: Is
this a boy or a girl? Is her hair short or long? Are her eyes blue? Elicit
the answers from the pupils and encourage them to produce full
sentences: It is a boy. Hes got short hair.

Extra practice
Game: Odd one out.
Write the following headings on the board: number, colour, classroom
objects and parts of the body. Write an example under each heading:
three, red, pencil, eyes. Ask pupils to call out words for each category
and write them under the correct heading.
Clear the board and tell pupils in L1 that they are going to play a
game called odd one out. Explain that odd one out means that one
object is different from the rest of the objects in a group. Say four
words and pupils decide which one is the odd one out: red, blue,
table, green. Table. Correct. A table is not a colour. A table is a
classroom object. Play the game using the other lexical sets.

Extension
Drawing and labelling a picture.
Hand out sheets of A4 paper. Ask pupils to draw and label objects
that are short, long, big, small, brown and black. Give examples on
the board: a long pencil, a brown chair.
Invite pupils to show and describe their pictures to the class. They
then file their drawings in their English folders.

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Comet 1 Activity Book

Lesson 6
Objectives
s To describe people
s To develop listening skills
s Curricular link: Artistic education
Key language
Describing oneself
Explaining how we use our senses
Expressing feelings
Revision: Parts of the body, the five senses
Materials
Class CD, on-line Digital Book, small alphabet
cards, parts of the body Flashcards and Word
Cards, Unit 1 storybook. (Activity Book 1, pages
63 and 64).

Warm-up
Revising the alphabet.
Ask pupils to sit in a circle. Give each pupil a card
with a letter of the alphabet on it and tell them
to place their cards face up on the floor in front
of them. Identify the letters by going round the
class and asking each pupil to say his or her letter.
Correct pronunciation where necessary.
Explain in L1 that when you call out a letter
the pupil who has that letter jumps up quickly.
Demonstrate if necessary. Do this several times until
most pupils have participated. Collect the cards by
calling out the letters in alphabetical order.

Presentation
Revising parts of the body.
Hand out the parts of the body Flashcards and
Word Cards, one card to each pupil.
Say: leg. Ask pupils with the correct Flashcard and
Word Card to form a pair. Repeat the activity until
all pupils are in pairs.

Comet 1 Pupils Book

A Look and mark. Yes (3) or No (7).

Ask pupils to open Pupils Book 1 at page 14 and display the page in the
on-line Digital Book if available. Explain that the gingerbread girl
is describing herself. Ask a pupil to read out the speech bubble and
the first description: Im a gingerbread girl. Ive got a red mouth. Get
the class to confirm if this is true: Has she got a red mouth? Yes. Tell
pupils to put a tick in the first box.
Get the pupils to complete the rest of the activity themselves.
Check the exercise with the class: Does she have a small nose? Yes.

B Listen and sing.

Point to your eyes and say: I can see with my . Encourage pupils to
complete the sentence: eyes. Repeat this with ears, nose, mouth and hands.
In L1, tell pupils that they are going to hear a song about the five
senses. Explain the word lucky.
Play Listening 16 once through without pausing: Listen, please!

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Listening 16: Ive got two eyes (CD 1.16)

Ive got two eyes
Lucky, lucky me,
Because I can see, see, see,
I can see with my two eyes!
Ive got two ears
Lucky, lucky me,
Because I can hear, hear, hear,
I can hear with my two ears!
Ive got two hands
Lucky, lucky me,

Because I can touch, touch, touch,

I can touch with my two hands!
Ive got a nose
Lucky, lucky me,
Because I can smell, smell, smell,
I can smell with my little nose!
Ive got a mouth
Lucky, lucky me,
Because I can taste, taste, taste,
I can taste with my little mouth!

Play the track again and do one of the following activities each time:
U Ask pupils to listen and point to the relevant parts of the body
when they hear the words: Listen and point.
U Encourage pupils to join in with the song: Listen and sing!

Wrap-up
Game: Memory.
Display page 14 in Pupils Book 1 or in the on-line Digital Book
if available.
Allow them a few minutes to memorise the picture while you draw
the outline of a gingerbread girl on the board.
Close the book and get the class to describe the gingerbread girl from
memory: Is her hair blue? No. What colour are her eyes? Blue. Has
she got a small nose? Yes. Draw the features on the gingerbread girl.

Extension
Pronouncing h.
Hold up the following Word Cards and elicit the
words; head, hair. Ask pupils to identify the words
physically: Point to your head. Pronounce each
word clearly, emphasising the initial /h/ and ask
pupils to repeat chorally. Invite individual pupils to
pronounce the words.
Elicit other words that the children have learnt with the
same initial sound; hello, Halley, hear, hand. Write them
on the board and practise saying them with the class.

Activity Book
sRead and write.
Ask pupils to open Activity Book 1 at page 8.
Focus pupils attention on the activity at the
bottom of the page. Explain that they need
to complete sentences using the words in the
box. Go round the class and offer help where
necessary.
Invite pupils to show their self-portraits to the
class and read out their sentences.

Ask pupils to open their books and compare the original gingerbread
girl with the one on the board. They should correct any mistakes:
Shes got a green nose!

Extra practice
Making a storybook.
Tell pupils to turn to pages 63 and 64 of Activity Book 1. They cut out the
storybook and put the pages together in numerical order. Encourage the
class to count with you as they identify the pages: Show me page 1.
Point to the empty space on page 4 of the storybook and ask: Whats
missing? The gingerbread boy. Ask pupils to complete the picture.
Tell pupils to write their names in their storybooks. Ask pupils to take
them home to tell the story to their families. Then ask them to store
the books in their English folders.

Comet 1 Activity Book

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Lesson 7
Objectives
s To revise the unit vocabulary
s To complete evaluation and self-evaluation
activities
Key language
Counting
Expressing preference
Revision: Parts of the body, the five senses,
numbers, colours, classroom objects.
Materials
Class CD, on-line Digital Book, tokens (nine
per child), Unit 1 stickers, picture dictionary
(Activity Book 1, page 53).

Warm-up
Counting to ten.
Ask pupils to stand in a circle or by their tables.
Count to ten aloud with the class.
Ask the children to close their eyes. Explain that
they need to count silently in their heads whilst you
clap: Listen and count. Pick a number between one
and ten and clap your hands that number of times.
Ask pupils to raise their hands when they have the
answer. Repeat the activity with another number.
Comet 1 Pupils Book

Presentation
Preparing bingo.
Ask pupils to open Pupils Book 1 at page 15 and
display the page in the on-line Digital Book if
available. Focus pupils attention on the bingo card
and tell them to count the squares: How many
squares are there? Nine. In L1, explain that pupils
need to complete all nine squares of their bingo
cards using the parts of the body stickers.
Ask pupils to turn to the Unit 1 stickers in Pupils
Book 1. Tell them to remove the stickers one by
one and stick them in the squares. Tell them
to stick them in any order they like. Check
vocabulary: Point to the eyes. Repeat with all
the items on the stickers.

A Lets play!
Hand out the tokens to pupils. In L1, remind them that they have to
cover the squares with the tokens when they hear the words. When
all the squares in one horizontal, vertical or diagonal row are covered,
they say: Bingo. Say the parts of body words at random, slowly and
twice each. Invite the winning pupil to help you read out the words in
the next game.

B Complete your badges.

In L1, tell pupils that they are going to look back through the unit and
decide what they liked best about it.
Point to the first badge and remind them in L1 that a word whiz is a
person who knows a lot of words. Tell them to write one of the words
they have learnt in the unit to show that they are word whizzes.
Point to the next badge and explain that they need to decide which
activity they liked best. Pupils write the letter of the activity and the
page number on the line under the badge.

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Point to the third badge and explain that they need to decide which
page was their favourite. Pupils write the page number on the line
under the badge.

Wrap-up
Reflecting on the unit.
Invite different pupils to read the words they have chosen and to
name their best activities and favourite pages. Use this activity to
provide valuable feedback and to evaluate the use of certain activity
types such as songs and games.
Using the picture dictionary.
Pupils work in pairs. Ask them to open Activity Book 1 at page 53
and look at the gingerbread boy and girl. Dictate words from the
picture dictionary and encourage pupils to raise their hands when
they find them. Give out points for speed and most words found.

Activity Book
6 Read and label.
Ask pupils to open Activity Book 1 at page 9,
activity 6. Focus pupils attention on the words
in the box and the lines and arrows around
the boy. In L1, explain that they need to label
the different parts of the boys face and body
using the words in the box. Go round the
room and offer help with the activity.
Check answers with the class. Invite different
pupils to read a word and point to the
corresponding part of the body.

Singing Halleys goodbye.

Play Listening 9 once through without pausing. Play the track
again and encourage pupils to chant along and clap their hands.

Extra practice
Playing bingo again.
Ask pupils to play bingo in pairs. Explain that Pupil A says the words
and Pupil B covers them with tokens. Then ask them to swap roles.
Go round the room and give any necessary help. Use this activity to
assess speaking skills.

Evaluation
Assessing progress and achievement.
Photocopy the Unit 1 Test and hand out a copy to each pupil.
Follow the steps outlined in the Test Book.
The answer key and marking instructions are also included.
Pupils complete the test individually. Circle or underline any
mistakes, add the total points scored and return the tests to the
pupils. Write the correct answers on the board and encourage
pupils to correct any mistakes in their tests.
Tell pupils to take their tests home to show their families.
They should keep their tests in their English folders.

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Comet 1 Activity Book

2
Lesson

My family
Objectives

sTo recognise and name

family members
sTo extract information
from a dialogue
sTo develop awareness of
family groups and caring

Key language

sFamily: daddy, mummy, brother, sister, grandma,

grandpa, baby.
sIdentifying family members: Who is this? Mummy.
sPresenting a family member: This is my daddy.
This is me.
sGiving further information: Ive got a big family.
sAsking for information: What can you see?

Competencies

sCompetency in linguistic
communication
sCultural and artistic
competency
sAutonomy and personal
initiative

sTo sing and act out a song sFamily: daddy, mummy, brother, sister, grandma,
sTo develop listening skills
grandpa, baby.
sTo talk about location
sDescribing parts of the body: Mummys got a
big nose. Daddys got long legs.
sIdentifying where someone is: Wheres baby?
Theres baby.

sSocial competency
and citizenship
sCompetency in linguistic
communication
sKnowledge and interaction
with the physical world

sTo present a new colour

sTo describe family
members and identify
similarities

sColours: white.
sIdentifying facial features: My sisters got big ears.
sAsking about appearance: Whos got a big
mouth? Whos got blue eyes and black hair?
sRevision: Members of the family, colours, parts
of the body.

sSocial competency and

citizenship
sCompetency in linguistic
communication
sAutonomy and personal
initiative

sTo describe facial features

sTo develop awareness
of different generations
within a family unit
sTo develop listening skills
sCurricular link: Social science

sDescribing family: Ive got a baby sister.

Shes got brown hair.
sExpressing and understanding quantity: How many
of you have got grandpas with white hair? Eight.
sRevision: Parts of the body, facial features colours.

sCompetency in linguistic
communication
sCultural and artistic
competency
sKnowledge and interaction
with the physical world

sTo understand a graph

sTo learn how to gather
information
sTo revise boys, girls
sCurricular link: Maths

sCounting: one boy, two girls.

sSexes: boy, girl, man, woman.
sPlurals: boys, girls, men, women.
sDescribing pictures: I can see two boys.

sSocial competency
and citizenship
sCompetency in linguistic
communication
sMathematical competency

sTo describe ones own family sDescribing ones, family: My daddys got black hair.
sTo develop writing skills
sExpressing feelings: Daddy loves me! I love you!
sTo demonstrate love and
sRevision: Family members, parts of the body,
caring within a family group
colours.
sCurricular link: Artistic
education

sCompetency in linguistic
communication
sSocial competency
and citizenship
sAutonomy and personal
initiative

sTo revise the unit vocabulary

sTo complete evaluation
and self-evaluation
activities

sSocial competency
and citizenship
sLearning to learn
sProcessing information
and digital competency

sIdentifying: What can you see in this space?

sCounting: How many empty spaces are there? Seven.
sExpressing preference: What is your favourite
page? This one.
sRevision: Family members.

Unit 2

47

My family

Lesson 1
Objectives
s To recognise and name family members
s To extract information from a dialogue
s To develop awareness of family groups
and caring
Key language
Family
Identifying family members
Presenting a family member
Giving further information
Asking for information
Materials
Class CD, on-line Digital Book, Unit 2 family
puppets (Pupils Book 1, page 87), family
Flashcards, scissors, sticky tape, A4 paper,
pencils, crayons.

Warm-up
Making and presenting family puppets.
Ask pupils to turn to page 87 of Pupils Book 1.
In L1, explain that this is a family. Pupils count
how many people are in the family: Six. Hand out
pencils, crayons and scissors and ask pupils to cut
out every member of the family, including the blank
puppet. Tell pupils to draw a picture of themselves
on the blank puppet. Demonstrate how to stick the
puppets onto rulers or pencils with sticky tape.
Take a complete set of family puppets and present
them to the class: This is me. This is my sister. This
is my mummy. Say the names and get the class to
show you their puppets: Show me daddy. Show
me baby brother. Keep the family puppets on the
tables ready for use in a later activity.

Comet 1 Pupils Book

Presentation
Making predictions.
Display pages 16 and 17 in Pupils Book 1 and in the on-line
Digital Book, if available. Identify Emily: This is Emily. She is
going to tell us a story.
Pupils predict what the theme is: What can you see in the pictures?
Who are the people in the pictures? What do you think Emily is
going to talk about?

A Listen and look.

In L1, explain to pupils that they are going to hear Emily talk about
her family. Model the word photo album and explain that it is a book
with photographs of family or friends.
Play Listening 17 or 18 depending on the ability of the pupils. Display
the first picture in the on-line Digital Book if available, and click to
move to the next picture when you hear the bell. Ask pupils
to listen and look at the illustrations: Listen and look, please!

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Play the chosen track again and do one of the

following activities each time:
sAsk pupils to hold up their family puppets as each
family member is named: Listen and show me.
sAsk pupils to point to the corresponding family
member in the pictures as they are named: Look
and point.
sPause the track after each exchange and
encourage pupils to repeat the sentence: Listen and
repeat! Correct their pronunciation if necessary,
paying particular attention to the final /i/ sound in
mummy and daddy.

B Look and match.

Point to the first picture in activity B and ask pupils
to describe it: Who is this? Baby. What colours
can you see? White, blue and green. Ask pupils to
identify the matching picture on the right: What
colours can you see? Can you see white, blue
and green? Encourage pupils to reply with the
full sentence: I can see blue. When pupils have
identified the matching picture, tell them to draw
a line between them. Repeat the activity with the
pictures of Emily, daddy and grandma.

Wrap-up
Comet 1 Pupils Book

Listening 17: version 1 (CD 1.17)

Emily: This is my family.
My mummy, my baby brother, me!
My daddy.
My sister.
My grandma and my grandpa.
Ive got a big family.
Halley: Emily has got a big family!
Listening 18: version 2 (CD 1.18)
Emily: This is my family.
This is my mummy.
This is my baby brother. And this is me!
This is my daddy.
This is my sister.
This is my grandma and this is my grandpa.
Ive got a big family.
Halley: Emilys got a big family!

Dramatising with mime.

Ask pupils to sit in a semi-circle. Invite one pupil
to the front of the classroom. Point to one of the
pictures from Emilys photo album and encourage
the pupil to act out the situation. Ask the rest of
the class to point to the corresponding picture or
hold up the corresponding family puppet. Invite
other pupils to come to the front to act out the
other pictures.

Extra practice
Revising the lesson vocabulary.
Take out a Flashcard of a family member. Put a
piece of paper over it and slowly move the paper
down to reveal the Flashcard. Encourage pupils to
call out the correct family member before you have
finished revealing the Flashcard. Repeat the activity
several times with all the family members. Ask
pupils to repeat the word each time and correct
their pronunciation if necessary.

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Extension
Drawing family pictures.
Write the words My family on the board. Draw each person in your
family, or display a photo, and write their names underneath. Tell
pupils about your family: This is my family. This is me. This is my
mummy. Her name is Sara.
Hand out sheets of A4 paper and ask pupils to draw a picture of their
families. Walk around the class as pupils work and encourage them to
tell you about their families: Who is this? What is his name?
Collect the family drawings and store them for later use.

Activity Book
1 Colour and match.
Ask pupils to open Activity Book 1 at page 10,
activity 1. Ask pupils to colour the letters of the
title This is my family using the same colours as
the outlines. Revise colours: What colour is this
word? Red.
Ask different pupils to read the words around
the picture. Tell them to point to the correct
family member in the picture as they do this.
Tell pupils to match the words to the correct
family members using a pencil: Match the
words to the picture. Walk around the class
while they are working and help where
necessary. Check the activity: Who is this?
Point to Daddy.

Comet 1 Activity Book

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Lesson 2
Objectives
s To sing and act out a song
s To develop listening skills
s To talk about location
Key language
Family
Describing parts of the body
Identifying where someone is
Materials
Class CD, on-line Digital Book, parts of the
body Flashcards, family Flashcards,
classroom objects.

Warm-up
Game: Draw and run.
Hold up Flashcards to revise parts of the body:
Whats this? An arm, a leg.
Write family member words on the board and ask
different pupils to read the words aloud.
Put pupils into teams and give each team a name,
e.g. The Sunny Family, The Happy Family. Hand
out marker pens and paper to each team.
Describe a family member: Mummy has got a big
nose. Tell each team to draw the picture and then
one pupil from each team runs to the board and
sticks the picture under the correct family member.
Give a point to each team for the correct family
member and a point for the correct description.
Continue the activity with other descriptions.
Ensure that different members of each team
have participated.

Presentation
Introducing Where is ...?
Place a pencil, rubber and book on your table.
Point to two of the objects: Theres the pencil.
Theres the book. Where is the rubber? Ask pupils
to point to the rubber. Confirm the answer:
Yes, theres the rubber.
Repeat the activity with different objects.

Comet 1 Pupils Book

A Listen and sing.

Ask pupils to open Pupils Book1 at page 18 and display the picture in
the on-line Digital Book if available. Ask pupils to describe the scene:
Who can you see? Mummy. Point to the brother. Is this a big family?.
Yes Play Listening 19 once through without stopping and ask pupils
to listen carefully.
Listening 19: Where is the little baby? (CD 1.19)
Theres daddy, mummy, sister and brother.
Daddy, mummy, sister and brother.
Daddy, mummy, sister and brother.
But where is the little baby?
Where, where, where,
Where is the little baby?
Theres grandma, grandpa, sister and brother.
Grandma, grandpa, sister and brother.
Grandma, grandpa, sister and brother.
But where is the little baby?
Where, where, where,
Where is the little baby?

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Play the track again and do one of the following activities each time:
sAsk pupils to point to the different family members when they hear
the words: Listen and point.
sEncourage pupils to sing the chorus along with you. Tell them to
raise their hands palms up to their shoulders to indicate that they are
asking a question: Sing and do the actions.
sDivide the class into two groups and make them stand facing each
other. The groups take turns singing the verses in the song. Point to a
group to indicate when they should sing: Sing along in your groups.

B Whats missing? Draw and say.

Ask: Whats missing? Baby. Ask pupils to draw and colour in the baby.
Walk around the class while they are working and check vocabulary:
Whos this? Daddy. Point to grandma.

Activity Book
2 Draw and colour.
Ask children to open Activity Book 1 at page 11,
activity 2 and identify the pictures: Whos this?
Grandma. Tell pupils to complete each picture
by drawing the missing half of it: Look and
complete the drawings

U Write and trace.

Tell pupils to write the missing letter of the
words and to trace the words when they
have finished.

Wrap-up
Identifying where someone is.
Display page 18 in the on-line Digital Book if available. Ask: Wheres
daddy? Theres daddy. Encourage them to produce the full sentence
and help them pronounce the contraction theres.

Extra practice
Game: Memory.
Ask pupils to sit on the floor and display the family Flashcards. Ask pupils
to identify the family members: Whos this? Grandma.
Ask pupils to close their eyes and turn over two Flashcards. Tell
them to open their eyes and tell you whos missing. Whos missing?
Mummy. No. Daddy. Yes. Repeat the activity several times.
Turn all the Flashcards face down and tell different pupils to turn them
over and name them one at a time. Encourage the rest of the class to
say Yes or No.

Extension
Making family groups.
Draw a boy, mummy and daddy on the board. Ask the class if this
is a big or small family: Small family.
Ask pupils to draw another family member on the board. Ask them to
tell you about the family member: Whos this? Grandma. Allow every
pupil to add a family member to the board. Ask the class if this is a
big or small family: Big family.
Ask the class to count the family members: How many brothers are
there? How many mummies are there? Write the conclusions on the
board: In this family there are brothers, sisters, babies.

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Comet 1 Activity Book

Lesson 3
Objectives
s To present a new colour
s To describe family members and identify
similarities
Key language
Colours
Identifying facial features
Asking about appearance
Revision: Members of the family, colours,
parts of the body.
Materials
Class CD, on-line Digital Book, coloured cards
(blue, red, green, yellow, black, white, brown),
small white cards (seven per child), Unit 2
stickers, family pictures from Lesson 1.

Warm-up
Revising numbers and colours.
Ask pupils to take out their pencil cases and give
them instructions: Show me two blue pencils. Show
me three red pencils.
Ask pupils to work in pairs and tell them to find
other coloured objects in the classroom. Invite pairs
to tell the class about their objects: three black
rubbers, one green ruler. Write the different objects
on the board and ask the class to count the objects:
How many rubbers? How many blue objects?

Presentation
Introducing white.
Books closed. Display the coloured cards on the
board and ask pupils to tell you the names of the
colours. Introduce the colour white: This is white. Is
the board white? Yes. Point to something else that
is white.
Ask pupils to close their eyes and take one of the
coloured cards away. Ask them to open their eyes
and guess which colour is missing: Whats missing?
Blue. Repeat the activity several times.
Take away all the coloured cards and ask pupils to
name all the colours.

Comet 1 Pupils Book

A Listen and say the number.

Ask pupils to open Pupils Book1 at page 19 and display the page in
the on-line Digital Book if available. Help pupils describe the people
in the photographs: Whos this? Mummy.
What colour is her hair? Black. Has she got a big nose? No.
Listening 20 (CD 1.20)
Girl: My sisters got red hair!
Narrator: What number is it?
Girl: My grandpas got blue eyes.
Narrator: What number is it?

Girl: My baby brothers got a big mouth!

Narrator: What number is it?
Girl: My mummys got black hair.
Narrator: What number is it?

B Make picture cards.

Ask pupils to turn to the Unit 2 stickers. Pupils identify and describe
the family stickers: Whos this? Mummy. What colour are mummys
eyes? Blue.
In L1, explain that they are going to make family picture cards using the
stickers. Give seven white cards to each pupil. They stick one sticker on
each card. Ask them to write the name of the family member below the
picture. Write the words on the board if necessary to help them.

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Pupils work in pairs. Tell them to tell their partners about their families:
This is daddy. Hes got red hair!. Go round the class and monitor the
activity. Collect the picture cards for use in the next activity.

Wrap-up
Describing family members.
Display a selection of the family picture cards from the previous
activity on the board. Write numbers 1 to 7 under the cards. Describe
one of the family members and get the class to guess which one it is:
Hes got white hair and blue eyes. Number 4. Repeat the activity with
all the family members.
Change the activity by saying the number and asking a pupil
to give the description: Describe number 5. Shes got brown hair
and blue eyes.

Extra practice
Practising pronunciation.
Ask the class to stand up. Say one of the phrases from Listening 20
and ask pupils to repeat: My sisters got blue eyes! Repeat the activity
with the other sentences and vary the speed and tone each time, e.g.
fast, slowly, loudly, whisper.

Activity Book
3 Trace and write.
Ask pupils to open Activity Book 1 at page 12,
activity 3. Point to the words at the top of the
page and say: Trace the words.
Tell pupils to complete the sentences in the
speech bubbles using the words they have
traced. Read the first sentence aloud: My
daddy has got black hair. Ask pupils to confirm
that the sentence is correct: Point to black
hair. Who is this? Daddy. Pupils complete the
activity as you monitor.
Check the activity by asking pupils to read
out the full sentences and point to the family
member.

Extension
Creating a new family member.
In L1, explain to pupils that they are going to draw a new person in
their families. Draw your own new family member on the board and
describe him or her: This is my new family member. This is Sally.
She is my sister. Shes got blue eyes and black hair.
Hand out the family drawings made in Lesson 1 and ask pupils to
draw their new family member.
Walk around the class as they are working and encourage them
to tell you about their new family members: Whos your new family
member? This is Mary. Shes my mum. Shes got black eyes.

Comet 1 Activity Book

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Lesson 4
Objectives
s To describe facial features
s To develop awareness of different
generations within a family unit
s To develop listening skills
s Curricular link: Social science
Key language
Describing family
Expressing and understanding quantity:
Revision: Parts of the body, facial features,
colours.
Materials
Class CD, on-line Digital Book, A4 paper,
family picture cards from Lesson 3.

Warm-up
Singing and counting.
Ask pupils if they remember Halleys jingle from Unit
1. Invite pupils to sing it. Tell pupils they are going to
hear another jingle from Halley.
Play Listening 21 once through without pausing.
Play the track again and ask pupils to count the
number of family members named: Listen and
count the family members.
Comet 1 Pupils Book

Listening 21: Halleys jingle (CD 1.21)

Halley: Look around!
Look around!
What can you see?
Daddies and mummies,

brothers and sisters and

babies,
A beautiful world
for you and me!

Presentation
Presenting a family tree.
Write My family on the board and draw a family
tree underneath it. Write the members of your
family on the tree: mummy, daddy, brother, sister.
Tell the class about your family: In my family there
are six people. Ive got one sister and two brothers.
Point to each one as you name them.
Ask pupils about their families: How many brothers
have you got? Ive got two brothers. Help them
produce the full sentence and pay particular
attention to the contraction Ive got.

A Listen and number.

Ask pupils to open Pupils Book 1 at page 20 and display the page
in the on-line Digital Book if available. Tell them to describe the
different families in the pictures: Who can you see? Mummy,
daddy and baby.
Explain that the class are going to hear about the four childrens
families: This is Alex, Eva, Anna and Tom. Lets here about their
families. Play Listening 22 once through and ask children to listen
carefully.
Play Listening 22 again and pause after the first exchange. Ask pupils
to point to the appropriate picture. Tell them to write number 1
in the box. Repeat the process with the remaining descriptions.

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Listening 22 (CD 1.22)

Alex: Im Alex. Ive got a baby sister,
and Ive got a mother and a father.
Which family is it?

Anna: Im Anna. Ive got a grandma,

a daddy and a sister.
Which family is it?

Narrator: Write number 1.

Narrator: Write number 3.

Eva: Im Eva. Ive got a mother and one

brother. Which family is it?

Tom: Im Tom. Ive got a grandpa

and two brothers. Which family is it?

Narrator: Write number 2.

Narrator: Write number 4.

Activity Book
4 Look and write.
Ask pupils to open Activity Book 1 at page
13, activity 4. Ask pupils to identity the family
members in the family tree: Who is this?
Daddy. Is this grandpa? No, its mummy.

Play the track again and pause after each phrase that includes Ive
got. Ask pupils to repeat these phrases and correct their
pronunciation where necessary.

Instruct pupils to write the family members

in the spaces.

Wrap-up

Tell pupils to point to Emily. Ask: Is Emilys

family big or small? If pupils give you different
answers, agree that both options are possible.
Ask pupils to complete the sentence with their
own ideas.

Game: Picture dictation.

Hand out A4 paper and ask pupils to take out their pencils. Give
pupils a picture dictation about your family: In my family Ive got a
daddy. Hes got big eyes and black hair. Give as many dictations as
time permits.

5 Read and complete.

Check the activity by going around the class or display the drawings
on the board.

Extra practice
Demonstrating family generations.
Take the family picture cards from Lesson 3 and display the family
members on the board: Place grandpa above mummy and place
sister below mummy. Next to the sister, place baby brother.
Hold up the other cards: grandma, daddy and brother. Ask a pupil
to put one of the cards in the correct position in the family tree on
the board. Ask pupils to tell you about each group: This is grandpa
and grandma. This is mummy and daddy. This is sister, brother and
baby brother.
In L1, ask pupils to tell you why the family members are put in
different lines.

Extension
Doing a class survey.
Ask the class: How many of you have got grandpas with white hair?
Put up your hands. Count the hands and encourage pupils
to count with you. Write the number on the board. Repeat this
activity with several descriptions: How many of you have got
mummies with black hair?

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Lesson 5
Objectives
sTo understand a graph
s To learn how to gather information
s To revise boys, girls
s Curricular link: Maths
Key language
Counting
Sexes
Plurals
Describing pictures
Materials
On-line Digital Book, poster paper, magazines
with pictures of people, scissors, glue, crayons.

Warm-up
Counting boys and girls.
Ask a boy in the class to stand up: Stand on the lefthand side of the classroom. Do the same with two girls:
Stand on the right-hand side of the classroom. Get the
class to count the boy and girls: How many girls can you
see? Two. How many boys can you see? One.
Ask more boys and girls to join their gender groups.
Continue counting with the class as you do this.
When all the children are standing, get the class
to count all the boys and girls: How many boys
are there in the class? How many girls are there
in the class? Write the final number on the board:
There are boys and girls in the class. Ask the
class to repeat the sentence chorally. Practise
the plural sounds.

Draw stick figures of two women next to the girls and two men
next to the boys: This is a woman. These are women. This is a man.
These are men. Point to the pictures as pupils repeat: One woman, two
women, one man, two men, one girl, two girls,
one boy, two boys.

Presentation

A Count and complete.

Introducing men and women.

Draw stick figures of a girl and a boy at separate
ends of the board and identify them: Is this is boy
or girl? Boy. How many boys are there? One.
Write one boy and one girl underneath the picture.
Add more boys and girls to the board and ask
the class to count with you. Write the plurals
on the board: three girls.

Ask pupils to open Pupils Book 1 at page 21 and display the page in the
on-line Digital Book if available: How many boys can you see? Two. How
many men can you see? One. How many women and girls? None. Ask
them to complete the graph using crayons. Help them count the squares
in the graph: How many boys and men altogether? One, two, three.
Pupils then complete the other graphs alone.

Comet 1 Pupils Book

B Make a family poster.

Tell pupils identify the materials they need to make the poster:
What do you need? Scissors. What else? Glue.
Divide the class into groups of four and give each group magazines
and poster paper. Write the word Family on the board and ask pupils

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to copy it on their poster paper. Tell pupils to find pictures of people

in the magazines and to make a family tree using the pictures. Tell
them to think about where each family member should go and label
their family trees.

Activity Book
Pupils complete activities 4 and 5 on page 13
of Activity Book 1 if they didnt finish this in
Lesson 4.

Go round the class and encourage each group to tell you about
their families: Ive got a big family. This is daddy. Hes got brown
hair and blue eyes. Display these posters around the class or in the
school corridor.

Wrap-up
Practising unit vocabulary.
Ask children to stand by the family poster display and ask them
questions about the different families: Who is this? Is this a man or a
woman? How many men can you see? Is this a big family? How many
people have got brown hair?

Extra practice
Game: Guess who?
Hold up one of the family posters and describe one of the family
members: He is a man. He has white hair and blue eyes. Ask the
children to guess who you are describing. Repeat with other members
of the family.

Extension
Counting family members.
Divide the class into the same groups of four and make them stand
by their posters. Hand out paper to each group. Assign each member
of the group a letter: Pupil A, Pupil B, Pupil C and Pupil D. Give
instructions to each pupil: Pupil A: Count the boys. Pupil B: Count the
girls. Pupil C: Draw a graph. Pupil D: Write the numbers in the graph.
Pupils carry out their instructions.
Pupils display their graphs on the board and compare and contrast
them: How many boys are in your poster? Seven.

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Comet 1 Activity Book

Lesson 6
Objectives
s To describe ones own family
s To develop writing skills
s To demonstrate love and caring within
a family group
s Curricular link: Artistic eduaction
Key language
Describing ones family
Expressing feelings
Revision: Family members, parts of the body,
colours.
Materials
Class CD, on-line Digital Book, parts of the
body and family Flashcards and Word Cards,
coloured cards: red, blue, yellow, green, black,
brown, white, family picture cards from Lesson
3, paper with three hearts on each sheet.

Warm-up
Matching words and pictures.
Hand out parts of the body Flashcards and the
coloured cards to half the class. Hand out the
corresponding Word Cards to the other half. Tell
pupils to stand up and hold up their cards to
find their partners: Find your partner. Repeat if
necessary so that all pupils have participated.
Read out descriptions of parts of the body and get
all pupils holding those cards to come to the front:
Red hair. Brown eyes. Blue legs.

Presentation
A Read and match.
Ask pupils to open Pupils Book 1 at page 22 and
display the page in the on-line Digital Book if
available. Ask a pupil to read out the first sentence
and the class to identify the correct picture. Ask
pupils to match the rest of the sentences and
pictures. Go round the class and ask pupils to read
you the sentences.

Comet 1 Pupils Book

B Listen and sing.

Draw a picture of a daddy and a heart on the board and present the
language: Daddy loves me. Put your hand on your heart as you say
this. In L1, ask pupils which family members love them. Help pupils
produce the sentences: Mummy loves me. Daddy loves me.
Play Listening 23 once so pupils can hear the complete song. Play the
track again and do one of the following activities each time:
sHand out the family picture cards from Lesson 3. Ask pupils to hold
up the cards as the family member are named in the song: Listen and
show me.
sAsk pupils to put their hands over their hearts each time they hear
the word love in the song: Listen and do the actions.
sEncourage pupils to join in and sing the chorus: Listen and sing.

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Listening 23: Daddy loves me (CD 1.23)

Daddy loves me, Mummy too.
Daddy and mummy, I love you!
Chorus:
I love you,
And you love me,
Were a family, hurray! (twice)

Brother loves me, Sister too,

Brother and sister, I love you!
Chorus:
Grandma loves me,
Grandpa too,
Grandma and grandpa, I love you!

Wrap-up
Demonstrating family caring.
Hand out the paper with three hearts drawn on each one. Pupils draw
a different family member in each heart. If necessary, go round the
class and help pupils choose which family members to draw: Who
loves you? Daddy. Does your daddy love you? Yes. Draw your daddy.

Activity Book Portfolio

6 Draw your family and write.
Ask pupils to open Activity Book 1 at page 14,
activity 6. Ask pupils to draw pictures of family
members and write about them underneath.
Monitor the activity and help pupils complete
the sentences. Invite pupils to show their pictures
and read out their sentences to the class.

Invite pupils to talk about their families: This is my mummy.

My mummy loves me. I love my mummy.

Extra practice
Taking your family to the park.
Draw a park on the board. Include swings, slides and trees in the
drawing. Invite different pupils to come to the board and draw a
family member in the park. Ask them about their family member:
Whos this? My sister. Shes got long brown hair. Complete the
activity until the park is full of family members.

Extension
Game: I spy.
Display the parts of the body and family Flashcards on the board.
Say: I spy, with my little eye, something beginning with D.
Ask pupils to guess the word: Daddy. Do this several times and invite
pupils to come to the front and name a word. Help them produce
the full rhyme.
Comet 1 Activity Book

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Lesson 7
Objectives
s To revise the unit vocabulary
s To complete evaluation and self-evaluation
activities
Key language
Identifying
Counting
Expressing preference.
Revision: Family members.
Materials
On-line Digital Book, parts of the body and family
Flashcards, coloured cards, Unit 2 stickers, tokens
(one per child), dice, tablecloth.

Warm-up
Game: Memory.
Put nine Flashcards on the table. Include a mix of
parts of the body, family members and the coloured
cards. Ask pupils to come to the table and give
them time to memorise the cards.
Cover the table with the tablecloth and take one of
the Flashcards or coloured cards away. Pupils guess
which card is missing. Do the activity again with
different Flashcards and coloured cards.
Comet 1 Pupils Book

Presentation
Preparing the board game.
Ask pupils to open Pupils Book 1 at page 23.
Tell them to count the spaces on the board game:
How many empty spaces are there? Seven.
Tell them to turn to the Unit 2 stickers in Pupils
Book 1. Tell them to take the remaining family
stickers and place them in any order in the empty
spaces. Go round the class as they do this and help
pupils identify the family members: Whos this?
Daddy.

A Lets play!
Pupils work in teams of three or four and hand
out tokens and a die to each group.
Ask pupils to turn to the Unit 2 stickers in Pupils
Book 1. Tell them to stick them in the circles.

Explain the words start and finish to the class: Point to start. Put your
token on start. Explain to pupils that they have to roll the die and
move their token that number of spaces. As they land on a sticker,
they must say the name of the family member: Grandma. If they land
on a space that says Go back, they must go back one space. The first
player to reach Finish wins.
Pupils play the game in their teams. They can choose to use one
board between them and put all their tokens together or play on
separate boards and move their own tokens around their own boards.

B Complete your badges.

Focus pupils attention on the badges and tell them that they are going
to look through the unit and decide what they liked best about it.
Point to the first badge and ask them if they remember what a Word
Whiz is. Remind them that it is a person who knows a lot of words.
Tell them to write one of the words they have learnt in the unit to
show that they are word whizzes.

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Point to the next two badges. On the line under the Best Activity
badge, tell them to write the letter of the activity and the page it is on.
Under the Favourite Page badge, they write the page number of the
relevant page.

Wrap-up
Reflecting on the unit.
Ask different pupils to read the word they have chosen and to name
their best activity and favourite page.

Activity Book
7 Read and label.
Ask pupils to open Activity Book 1 at page 15,
activity 7. Tell them to label the different family
members. Go round the room while they are
working and help them with the activity: Whats
this word? Baby. Point to baby. Write baby here.

Play Listening 9. Ask pupils to sing and wave goodbye as they listen
to Halleys goodbye chant.

Extra practice
Spelling family words.
Books closed. Ask the class how to spell mummy. Encourage pupils
to use the names rather than the sounds of the words. Write the
letters on the board as the child spells the word.
Ask pupils to turn to page 53 in Activity Book 1. Ask the class to
use their picture dictionaries to check the spelling. Tell them to put
up their hands when they have found the correct word. Repeat the
activity with other family words from the unit.

Comet 1 Activity Book

Evaluation
Assessing progress and achievement.
Photocopy the Unit 2 test and give a copy to each pupil.
Follow the steps outlined in the Test book. The answer key
and marking instructions are also included on this page.
Pupils complete the test individually. Circle or underline any
mistakes, add the total points scored and return the tests to
the pupils. Write the correct answers on the board and
encourage pupils to correct any mistakes in their tests.
Tell pupils to take their tests home to show their families.
Then they should file their tests in their English folders.

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Holidays and seasons

Halloween
Objectives
s To learn about Halloween
s To make a pumpkin mask
s To revise facial features: eyes, nose, mouth.
Key language
Identifying facial features
Counting
Expressing likes
Materials
A pumpkin mask made earlier, scissors, glue,
short pieces of string (two per child), A4 paper.

Making a pumpkin mask

1 Ask pupils to open Pupils Book 1 at pages
73 and 74 and tell you what they know about
Halloween. Explain that it is an annual holiday
which takes place on 31st October. At Halloween,
people attend fancy dress parties, where they get
dressed up as scary characters like ghost and ghouls.
Pumpkins are carved to make jack-o-lanterns and
used for decoration. Explain to pupils that they are
going to make their own pumpkin mask.

2 Show pupils a mask you made earlier and ask

them if they like it: Do you like my mask? Revise
the words eyes, nose and mouth by pointing to the
facial features and asking the children: Whats this?
What are these? Its a mouth. They are eyes. How
many eyes can you see?

Extra practice
Learning about Halloween.

1 In L1, ask pupils if they have heard of trick-or-treating,

a traditional Halloween activity. Children get dressed up and visit
their neighbours house to ask for treats: coins, fruit or sweets.
If neighbours refuse to give the children a treat, the children
play a trick on them. In some parts of Scotland and Ireland,
children sing a song or perform a dance in order to earn treats.
2 Ask pupils if they would like to go trick-or-treating and what
scary character they would get dressed up as. Write their suggestions
on the board in English: a ghost, a pirate, a witch, and so on.
Hand out A4 paper and tell the children to draw a picture of
themselves dressed up for trick-or-treating. Display their pictures
around the classroom.

Extension
Learning a rhyme.

1 Tell pupils they are going to learn a rhyme for trick-or-treating.

Put your own mask on and say the rhyme aloud.
Boys and girls, weve got a mask.
Its a Halloween mask
Its orange and black,
Weve got a Halloween mask
Its orange and black,
Do you like my Halloween mask?

2 Encourage pupils to join in. Repeat the rhyme several

times as a class.

3 Ask groups of three students to come to the front of

the classroom with their masks on and perform the rhyme.

3 Tell pupils to choose the eyes, nose and mouth

they like best and draw them on the pumpkin
mask. Help pupils cut out the pumpkin shape.
4 When pupils have created their masks,
hand out string and show pupils how to tie a short
pieces of string through the two holes in their
masks. Help them to put their masks on and show
the rest of the class. Encourage pupils to ask and
answer the question: Do you like my mask?

)PMJEBZT
BOE
TFBTPOT

)BMMPXFFO

63

Comet 1 Pupils Book

64

)PMJEBZT
BOE
TFBTPOT

)BMMPXFFO

Christmas
Objectives
s To learn about Christmas
s To make a Christmas mobile
s To revise vocabulary: numbers, toys,
family members
Key language
Christmas vocabulary
Identifying pictures
Greetings
Materials
A Christmas mobile made earlier, scissors,
short pieces of string (three per child), A4
paper, a Christmas card, A4 card.

Making a Christmas mobile

1 Ask pupils to open Pupils Book 1 at page 75
and tell you what they know about Santa Claus.
Explain that Santa Claus is said to bring presents to
good children on the night of Christmas Eve, 24th
December. Teach pupils the words reindeer, sleigh
and presents. Ask pupils questions about the pictures:
How many reindeer can you see? How many presents
can you see? Explain to pupils that they are going
to make their own Christmas mobile.

2 Show pupils a mobile you made earlier and

ask them if they like it: Do you like my mobile?
Revise the words Santa Claus, reindeer, sleigh and
presents by pointing to the pictures in your mobile
and asking the children: Whats this? What are these?

Extra practice
Doing a Christmas dictation.

1 Draw a Christmas tree with six large baubles on the board.

Say: This is a Christmas tree.
2 Write the numbers one to six in the baubles. Point to the
numbers and ask pupils to say them.

3 Hand out sheets of A4 paper to the class and tell pupils

to copy the tree and the baubles. Ensure they draw baubles
which are large enough to contain a toy.

4 In L1, explain that you are going to dictate some Christmas

presents for them to draw in the baubles. Say: Listen and draw.
Use the following words: ball, bike, doll, plane, robot, train.
Say: Draw a plane in number 1. Continue with the rest of the presents.
5 Check answers by asking: What is present number one? Tell pupils
to colour their Christmas trees and the toys. Display their pictures
around the classroom.

Extension
Making a Christmas card.

1 In L1, explain that many people send Christmas cards to their

families and friends. Show pupils a card with a Christmas picture on
the front and a message inside: Merry Christmas. Explain that they are
going to make a card for a family member.
2 Hand out sheets of A4 card. Tell pupils to fold the card in half
to make a Christmas card and draw a Christmas picture on the front.
Monitor closely to help and give ideas. Make sure the children write
Merry Christmas inside their cards.

3 To conclude, ask pupils who they want to send their Christmas

card to. Say: Is this for your mummy, daddy or grandpa? Who is the
card for? My (mummy). Tell pupils to add the family members name
to the greeting inside their cards.

3 Ask pupils to colour the pictures with coloured

pencils or crayons. Then help them cut out the pieces
of the mobile. Show pupils how to make small holes
in each piece.

4 Hand out the string and show pupils how to

tie a short piece to each piece of the mobile and tie
the other end to a pencil. Help them assemble their
mobiles and show them to the rest of the class.

)PMJEBZT
BOE
TFBTPOT

$ISJTUNBT

65

Comet 1 Pupils Book

66

)PMJEBZT
BOE
TFBTPOT

$ISJTUNBT

Tests

erature

and lit
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Learning En

Unit 0 ...........................................................................68
Unit 1 ............................................................................69
Unit 2 ...........................................................................70
Term 1 ..........................................................................71
Teachers notes...........................................................73

Test

67

Test

Name:

Class:

A Listen and colour.

/3

B Read and colour.

/4

two rubber

three pencil

four book

five pencil case

C Trace and match.

table

/3

chair

Hello, Im Halley.

Your results!
68

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Photocopiable University of Dayton Publishing, 2011

Test

Name:

Class:

A Listen and colour.

/2

B Look and mark. Yes (3) or No (7).

/3

1
2
3
4
5
6

Ive
Ive
Ive
Ive
Ive
Ive

got
got
got
got
got
got

big ear.
small ear.
one arm.
long hair.
two arm.
short hair.
/5

C Trace and match.

ear

eye

hand

mouth

nose

feel

hear

see

smell

taste

Your results!

Photocopiable University of Dayton Publishing, 2011

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Test

Name:

Class:
/3

A Look and write.

baby sister

grandma

mummy

grandpa

daddy

Martin

brother
B Listen and number.

/5

C Read and colour.

/2

My brothers
My grandpa
m Martin.
got brown hair. My daddy
got blue eye.
Ive got
got blac hair.
green eyes.
Your results!
70

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Photocopiable University of Dayton Publishing, 2011

1 Term Test

Name:

Class:
/4

A Read and draw. Colour.

two red pencil case

three yellow book

four blue pencil

five green rubber

B Read and number.

/5

1
2
3

Ive got a big head.

Ive got big ear.
Ive got small ear.

Photocopiable University of Dayton Publishing, 2011

4
5

Ive got a small mouth.

Ive got a small nose.
5FSN


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71

1 Term Test

Name:

Class:
/7

C Trace and match.

brother

grandma

grandpa
daddy

mummy

me

baby sister
D Listen and colour.

/6

E Read and write.

/3

1
2
3

My
My
My

ha got a red nose.

ha got green eye.
ha got a red mouth.
Your results!

72

5FSN


5FTU

Photocopiable University of Dayton Publishing, 2011

Unit 0 Test

Unit 1 Test

Teachers notes

Teachers notes

Hand out photocopies of Unit 0 Test, page 68 of the Tests

Booklet.

Hand out photocopies of Unit 1 Test, page 69 of the Tests

Booklet.

A Listen and look. (1 point each = 3 points)

A Listen and colour. (0.5 points each = 2 points)

1 Ask the children to take out red, blue and yellow

coloured pencils or crayons. Check they have the three
colours they need: Show me (red).
2 Point to the numbers and ask the children to say them
aloud.
3 Tell the children to colour the numbers according to the
instructions. Repeat each sentence twice.

1 Ask the children to take out red, blue, yellow and green
coloured pencils or crayons. Check they have the four
colours they need: Show me (red).
2 Point to the picture and ask the children to name the
parts of the face.
3 Tell the children to colour the parts of the face according
to the instructions. Repeat each sentence twice.

CD2.32
Colour number three blue.
Colour number five red.
Colour number eight yellow.

Answer key
3-blue, 5-red, 8-yellow.

B Read and colour. (1 point each = 4 points)

1 Point to the objects and ask the children to identify
them: rubbers, pencils, books, pencil cases.
2 Instruct the children to colour the number of objects
according to the phrases below each set of pictures.

Answer key
Pupils colour two rubbers, three pencils, four books, five
pencil cases.

C Trace and match. (1 point each = 3 points)

1 Tell the children to trace the words.
2 The children draw lines to match the words with the
corresponding pictures.

Answer key
Pupils trace the words and match them with the pictures
correctly.

Marking instructions
Count the number of correct answers out of ten and
complete the face at the bottom of the test with a smile
or a straight line.

CD2.33
Ive got red hair.
Ive got two green eyes.
Ive got a yellow nose.
Ive got a blue mouth.

Answer key
hair-red, eyes-blue, nose-yellow, mouth-blue.

B Look and mark. Yes (3) or No (7).

(1 point each = 3 points)

1 Ask the children to look at the picture of the gingerbread

girl and describe her.
2 The children read the description of the gingerbread girl
and mark the sentences that are true with a tick (3) and
those that are false with a cross (7).

Answer key
Ive got big ears (3), small ears (7), one arm (7), two arms
(3), long hair (3), short hair (7).

C Trace and match. (1 point each = 5 points)

1 Tell the children to trace the words.
2 The children draw lines to match the words with
the corresponding pictures.

Answer key
ears-hear, eyes-see, hands-feel, mouth-taste, nose-smell.

Marking instructions
Count the number of correct answers out of ten and
complete the face at the bottom of the test with a smile
or a straight line.

Teachers notes

73

Unit 2 Test
Teachers notes
Hand out photocopies of Unit 2 Test, page 70 of the Tests
Booklet.

A Look and write. (1 point each = 3 points)

1 Ask the children to point to the words in the box as you
say them: baby sister, grandma, mummy.
2 Tell the children to use the words in the box to complete
the three blank labels in the family tree.

Answer key
row 1-grandma, row 2-mummy, row 3-baby sister.

B Listen and number. (1 point each = 5 points)

1 Ask the children to look at the picture of the family in
task A.
2 Tell the children to number the family members
according to the instructions. Repeat each sentence twice.
CD2.34
Baby sister is number one.
Grandma is number two.
Brother is number three.
Mummy is number four.
Daddy is number five.

Answer key
1-baby sister, 2-grandma, 3-brother, 4-mummy, 5-daddy.

C Read and colour. (0.5 points each = 2 points)

1 Ask the children to take out black, blue, brown and
green coloured pencils or crayons. Check they have the
four colours they need: Show me (blue).
2 Point to the picture of the family tree in task B and ask
the children to find Martin.
3 Tell the children to read Martins description and to
colour the hair and eyes of the people he describes the
correct colour.

Answer key
Martin-brown hair, brother-green eyes, daddy-black hair,
grandpa-blue eyes.

Marking instructions
Count the number of correct answers out of ten and
complete the face at the bottom of the test with a smile
or a straight line.

74

Teachers notes

Mixed-ability Worksheets

erature

and lit
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Learning En

Unit 0 ...........................................................................76
Unit 1 ............................................................................79
Unit 2 ...........................................................................82
Teachers notes...........................................................85

Mixed-ability

75

Consolidation

Name:

A Look and trace.

book

pencil

rubber

pencil case

table

chair

B Colour.

76

green

red

yellow

blue

Unit 0 Consolidation

Photocopiable University of Dayton Publishing, 2011

Reinforcement

Name:

A Match.

pencil

chair

rubber

table

book

pencil case

B Read and colour.

A
A
A
A
A

green pencil case

red chair
blue table
green rubber
yellow pencil

Photocopiable University of Dayton Publishing, 2011

Unit 0 Reinforcement

77

Extension

Name:

A Label the objects.

B Read and colour.

One green table

One blue chair
One yellow pencil case
One green pencil case
One blue pencil case
Three green pencil
Four yellow pencil
Two red pencil
Four blue rubber
Two red rubber
78

Unit 0 Extension

Photocopiable University of Dayton Publishing, 2011

Consolidation

Name:

A Trace.

eye

ear

arm

leg

nose

mouth

hair

head

B Match and colour.

blue eye

yellow nose

Photocopiable University of Dayton Publishing, 2011

red mouth

green hair

Unit 1 Consolidation

79

Reinforcement

Name:

A Look and write.

eye

ear

arm

leg

nose

mouth

hair

head

B Read and colour.

brown hair
a black nose
a red mouth
two blue eye
two green ear

80

Unit 1 Reinforcement

Photocopiable University of Dayton Publishing, 2011

Extension

Name:

A Read, draw and colour.

Thi i a gingerbread man. He got two brown eye,

a small, black mouth, a big, red nose, two small
arm, two leg and two big ear.

B Read and complete.

1
2
3
4
5

I
I
I
I
I

see with my
smell with my
taste with my
hear with my
feel with my

Photocopiable University of Dayton Publishing, 2011

.
.
.
.
.
Unit 1 Extension

81

Consolidation

Name:

A Look and trace.

baby

brother

sister

grandma

mummy

daddy

grandpa

Ive got a big family.

B Colour the picture.
82

Unit 2 Consolidation

Photocopiable University of Dayton Publishing, 2011

Reinforcement

Name:

A Look and write.

Ive got a
Thi i my d
Thi i my m
Thi i my s
Thi i my b

family.
y.
Thi i my grand
.
y.
Thi i my b
sister.
er.
Thi i my grand
.
er.

B Read and colour.

My mummy got black hair and brown eye.

My sister got green eye.
My brother got blue eye.
My grandma got white hair.
Photocopiable University of Dayton Publishing, 2011

Unit 2 Reinforcement

83

Extension

Name:

A Look and write.

Ive got a
family.
Thi i my
Thi i my daddy.
. Thi i my
Thi i my
. Thi i my
Thi i my

.
.
.

B Write and colour.

1
2
3
4
84

My daddy got
My mummy got
My sister got
My

Unit 2 Extension

hair.
eye.
.
.
Photocopiable University of Dayton Publishing, 2011

Unit 0
Hand out photocopies of Unit 0, pages 76, 77 and 78 of the
Mixed Abilities Booklet.

Consolidation

A Look and trace.

Ask the children to take out their pencils. Ask the children to
look at the pictures and ask them to tell you the names. Then,
ask them to carefully trace the words.

B Colour.
Ask the children to take out their crayons or coloured pencils.
Ask them to read the words and tell them they have to colour
the blobs and pencil using the correct colour.

Reinforcement

A Match.
Ask the children to take out their pencils. Ask the children to
read the words first and then ask them to match the words
with the corresponding picture.

B Read and colour.

Ask the children to take out their crayons or coloured pencils.
Ask them to read the sentences and tell them they have to
colour the objects using the correct colour.

Extension

A Label the objects.

Ask the children to take out their pencils. Ask the children to look
at the pictures and ask them to write the names of the objects.

B Read and colour.

Teachers notes

85

Unit 1
Hand out photocopies of Unit 1, pages 79, 80 and 81 of the
Mixed Ability Booklet.

Consolidation

A Trace.

B Match and colour.

Ask the children to take out their crayons or coloured pencils.
Ask them to read the words and tell them they have to colour
the body parts using the correct colour.

Reinforcement

A Look and write.

Ask the children to take out their pencils. Ask the children to
read the words first and then ask them to write the words in
the correct space.

B Read and colour.

Ask the children to take out their crayons or coloured pencils.
Ask them to read the sentences and tell them they have to
colour the body parts using the correct colour.

Extension

A Read, draw and colour.

Ask the children to take out their pencils and their crayons or
coloured pencils. Ask the children to read the sentences, draw
the missing parts and ask them to colour the gingerbread man.

B Read and complete.

Ask the children to take out their pencil. Ask them to read the
sentences and tell them they have to complete the sentences
with the correct word.

86

Teachers notes

Unit 2
Hand out photocopies of Unit 2, pages 82, 83 and 84 of the
Teachers Book.

Consolidation

A Look and trace.

Ask the children to take out their pencils. Ask the children to
look at the words and then ask them to carefully trace the
words.

B Colour the picture.

Ask the children to take out their crayons/coloured pencils. Ask
them to colour the family picture.

Reinforcement

A Match.
Ask the children to take out their pencils. Ask the children to
look at the picture and then ask them to write the missing
letters in the correct space.

B Read and colour.

Ask the children to take out their crayons or coloured pencils.
Ask them to read the sentences and tell them they have to
colour the family picture using the correct colour.

Extension

A Look and write.

Ask the children to take out their pencil. Ask the children to
to look at the picture and read the sentences. Ask them to
write the missing words.

B Write and colour.

Ask the children to take out their pencil and crayons or
coloured pencils. Ask them to read the sentences and tell them
they have to complete the sentences with a word.

Teachers notes

87