teachers book

new
beep 1
Brendan Dunne
Robin Newton

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 Contents
Key vocabulary

Hello! p. 4
blue, green, orange, pink, purple, red, yellow
1-10
H
W
M

1 At school p. 7
book, crayon, glue, pen, pencil,
pencil case, rubber, ruler, school bag, sharpener
W
I

2 My family p. 15
mum, dad, granny, grandad, sister, brother; boy, girl T
H

3 Perfect pets p. 23
cat, dog, frog, goldfish, hamster, parrot, rabbit, rat
black, brown, grey, white
Is
Y
ju
g
Term review 1 p. 31

4 My toys p. 33
ball, bike, car, computer game, doll, guitar, kite, plane,
teddy, train
H
Y
A

5 In the house p. 41
bathroom, bedroom, garden, hall, kitchen, living room
bath, bed, chair, table
W
It
in, on W

6 My body p. 49
arms, ears, eyes, feet, hair, hands, head, knees, legs,
mouth, nose, toes
st
ar
ar
M
Term review 2 p. 57

7 My favourite food p. 59 apples, bananas, bread, cake, cheese, chicken,

chocolate cake, juice, milk, oranges, pizza, sandwiches,
sausages, spaghetti, yoghurt
I
D
Y

8 At the seaside p. 67
boat, crab, dolphin, lighthouse, sand castle, sea, seagull,
shark, shell
W
I
bored, happy, hungry, sad, scared I

Term review 3 p. 75

Festivals p. 77 Halloween
Christmas
Easter

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listening
Key structures Phonics CLIL
Hello!
Whats your name? speaking
My names ... .

Whats this? Its a ... . Initial sound p Recognising real objects

Ive got a green crayon. reading

This is my mum. Initial sound m Distinguishing between

boy and girl writing
How old are you? Im six.

Is it black? Is it a cat? Initial sound r Recognising pets in the

Yes, it is. / No, it isnt. real world
jump, run, catch, stand up, sit down,
go to sleep

Have you got a train? Initial sound c Recognising toys from

Yes, I have. / No, I havent. other countries
A red teddy.

Wheres my pencil? Initial sound b Recognising unusual

Its in the kitchen. houses
Wheres the spider? Its on the table.

stamp your feet, clap your hands, turn Initial sound t Fancy dress costumes
around, touch your toes, wave your
arms, shake your hands, nod your head
My hair is blue. Ive got a green mouth.

I like apples. I dont like oranges. Initial sound ch Finding out about food
Do you like pizza? from other countries
Yes, I do. / No, I dont.

What can you see? Initial sound s Recognising seaside items

I can see a crab.
Im bored.

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 Methodology
Creating the right conditions
for language learning
Language learning begins and ends with meaning. It is
a guiding principle of New Beep that all contexts and
situations where our learners encounter the language
should be meaningful and relevant to them and draw
on their own worlds, both real and imaginary. The child
characters that present new language and appear in
the stories are appealing and its easy for the learners
to identify with them and the situations they find
themselves in.
There are also frequent opportunities for the learners to
bring their own lives into the classroom. In addition to
activities such as surveys, pair work and personalised
writing, the children are often asked to talk about their
interests and experiences, making the learning process
much more meaningful for them.
Learning is most successful when it is enjoyable. Songs,
chants, stories and games provide fun ways in which to
address a range of activity preferences and learning styles.
Peer support has been shown to be a vital factor in
classroom learning and learners are actively encouraged
to support each other through pair and group work.
Language awareness
The extent to which rules about form are taught or
made explicit to the children depends on the year.
In Primary years 1 and 2, new language is taught
implicitly as formulaic chunks that the children use to
talk about themselves or ask questions. There is minimal
focus on the structure of forms, though the children
begin to look at basic elements such as the difference
between he and she.
In Primary years 3 and 4, new language is still mostly
taught as chunks, though the children are asked to
focus more on sentence building and distinctions
between affirmative and negative forms such as can and
cant.
In Primary years 5 and 6, the focus on form is a lot more
explicit and there is some use of basic meta-language
such as the name of tenses.
New language is introduced in Lessons 2, 3 and 6 of
each unit and is presented in context with a listening
activity or embedded in a story.
685815 _ 0001-0013.indd 4
Speaking / Communication
In New Beep, the children are always given
opportunities to see, hear and absorb language in
context before speaking activities. In addition, all
activities have clear models and make use of familiar
situations, such as a shopping role play or playing a
guessing game. Speaking practice comes in many
forms, including:
Choral repetition activities such as chants, songs and
tongue twisters.
Dialogues where the children take roles and read a
script aloud.
Surveys and questionnaires.
Card games, which involve saying words, asking
questions or giving descriptions to play a game.
Role plays and question and answer exchanges with
a partner.
Literacy
Literacy skills are key not just to language learning,
but to all learning in general and literacy development
plays a central role in New Beep. In addition to the two
stories per unit, the children engage in a broad range of
text-based activities to develop literacy skills, including
songs, chants, phonics, tongue twisters, dialogues,
surveys, puzzles and games. The children are called on
increasingly to use what they have learned in their own
writing; building from word to sentence to paragraph
level, so that by Primary years 5 and 6 they can work
with and produce more sophisticated texts.
Stories
Stories are a main focus in each unit. Appealing
characters and plots, which often make use of humour
and dramatic tension, reinforce the positive experience
of reading in English. The stories act as a vehicle for
introducing or revisiting core unit language and provide
opportunities to encounter the language in meaningful
contexts. For each level of New Beep, there is also
a graded reader, featuring the child characters, which
reviews language from the level and provides extended
reading practice and comprehension activities.
06/05/15 15:57
 Pronunciation and phonics
The complexity of letter-sound relationships in English
presents a big challenge for our learners and is given
special focus throughout the course. The audio CD
provides strong models of pronunciation for all new
language. The phonics tongue twisters in each unit
provide a specific focus on letter-sound relationships.
These are carefully graded in difficulty throughout the
course. In the lower levels the emphasis is on simple
initial sounds. In later levels, there is a progression
to the more sophisticated phonemes of consonant
clusters and blends, vowels and dipthongs, and
stressed and non-stressed pronunciations. Rhyme and
rhythm are essential in order to facilitate and emphasise
pronunciation and to enhance the humorous nature of
these verses.
Learning through English (CLIL)
Exploring other areas of the curriculum in English can
provide variety and interest and is very motivating for the
children. Each unit of the course has a CLIL (Content
and Language Integrated Learning) page, which links to
a subject from the school curriculum. On these pages,
children explore cross-curricular content, such as
making maps, healthy eating or animal habitats through
the medium of English.
Review
Review and recycling of the language are vital for
long-term retention. All units have a review page in the
Activity Book, where the children revise and practise
the new language. In Primary years 1 and 2 there are
also three review sections in the Students Book. From
Primary year 3 to year 6 this review section in the
Students Book is at the end of each unit.
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Diversity
Learners may come from a variety of backgrounds
and bring a diversity of abilities and experiences to
the classroom. They learn at different rates, and have
different learning styles and preferences. New Beep
fosters and caters for diversity in a number of ways.
Pair and group work encourage cooperation and
peer scaffolding. There is a wide range of activity types
that will appeal to all learning styles and intelligences
and allow for participation at all levels. Teachers notes
highlight activities that lend themselves best to this.
The Teachers Book also includes a series of language
worksheets for supporting learners with different levels.
Additional interactive material
Arts & crafts
Mixed abilities
Playing cards
Poster
Teaching tip
X.X Track reference
(YLE) Young Learner / Trinity Exam
preparation
06/05/15 15:57
 Students Materials Te

Hello! LESSON 1
3 Loo an tra. Students Book
grann
1 Lise> an poin.
1.2

3 Loo an tra. 1.5 All the core work for

Hello! M
da the year is divided
na Be. into a welcome unit,

brothe
eight main teaching
units and three term
Hello! Wha?
you na reviews. The units
in turn are divided
into seven lessons.
Additionally there is a
section which covers
oran@ pin festivals at the end of
M na e
Monic. ge> the book. The stickers
e ellow bl purp
an poin.
4 Sin@
attached to the end of
1.3 the book are used to
2 Lise> an chan. 4 Sin@ an poin. review the topics.
1.6 10:51
28/02/11
?
Whats your name
Greetings
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4 5 240589BEEPpegat
inas.indd 73

Identifying colours

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sc

Hello! 3 Rea an colou.

Activity Book and Audio CD 1 Trac an matc. 1 re
The Activity Book provides additional M M M 5 purpl
M
support for the Students Book. This work namfi namfi namfi namfi 1 re 2 blu
Monic. harli. Le. Ruby. 5 purpl 3 yello 4 gree>
can be done in class or set as homework. 6 orang 7 pin
The activities are simple enough
for the children to do alone. 7

The accompanying CD provides the audios 2

for the listening activities in the Activity

Book and the Picture dictionary,
as well as the songs and stories 4
1

2 Dra an writ.
from the Students Book.

Hell! M namfi 5
3
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6

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Hell! Hell!
Reader and Audio CD
The Reader provides
4

an additional story for

8

Pop-outs
5

the children to follow.

1

The Pop-outs I li piraefi!

The story has the same
include mini-versions characters as the unit
of the stories so stories in their Students
that the children Book and is accompanied
can make their own by a CD with the audio.
2

booklets. There are

BEEP 1 Unit 1 Story
6

253193PopOuts1.indd
1
03/03/11 15:31

There
Th ifi ifi harlare worksheets
^fi ouri eevisio>
also mini versions of 2
program. Ififavin
provided abouthe
piraeTeachers
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the Flashcards for
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Resource Book. The audio

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18:38

253193PopOuts1.indd
17
BEEP 1 Unit 1 Vocabulary

03/03/11 15:32
the children to play is available to download at
revision games with. www.richmondelt.es

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 Teachers Materials
3. Perfect pets
LESSON 1

1.37

Unit 3 - Lesson 1A
Students Book, page 23

Objective Getting started

To introduce pet names. Display the poster and ask the children if they know where Beep is
(in the pet shop). Ask them to put their hands up if they know the names of ra
Target language any of the pets in the picture. Ask volunteers to come to the front, point to a
pet they know and say the name.
hamse
Vocabulary:

Teachers Book
cat, dog, frog, goldfish, hamster,
parrot, rabbit, rat 1 Listen, point and repeat. 1.37
Ask the children to look at the picture in Activity 1. Point to Lee and ask: Whats
Materials his name? (Lee). Ask the children to point to Lees mum. Say: Miaow! Ask the

The spiral bound guide contains interleaved Students Book reproductions,

children to point to the cat. Say cat, and tell the class to repeat after you. Play
Teachers i-book the recording and tell the children to find and point to the pets as they hear
CD them. Tell them to repeat the words after the narrator. Play the recording again
Unit 3 poster and ask the children to repeat the words.
Unit 3 flashcards
2 Listen and chant. 1.38

complete step-by-step teaching notes plus extra suggestions for exploiting i-activity
Put the flashcards up on the board in the following order: hamster, dog, rabbit,
frog, parrot, cat, goldfish, rat. Play the recording and point to each pet as it is
named. Play the recording again and ask the children to join in with the chant.
Then point to each card in turn and ask the children to say the name with you.

the course. It also provides the transcripts and answer keys, assessment
Repeat, gradually building up the rhythm. Finally, put the first card (hamster)
face down on the board and tell the children to say the chant filling in the
missing pet word. Repeat with the other cards, one by one until they are all
face down and the children can say the chant from memory. Once the chant is

guidance, cross references to support material and information about the

memorised, practise it by starting slowly and speeding up with each repetition.

Finishing off
Play Mime the pet. Divide the class into two teams and demonstrate the
do@
Key Competences. There are useful sections on how to anticipate difficulties
game. Mime stroking a cat. Choose a volunteer to guess which pet it is.
Players from each team take turns to come out and mime petting an animal.
If their team mates can guess the animal in one go, they get a point for their
team.

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dd 23
23

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Transcripts 685815 _ 0087-0118

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89
Listen, point and repeat. 1.37 Chant: The pet chant. 1.38

Goldfish. Hamster. Hamster, dog, rabbit, frog. 02/03/15 16:39

Frog. Cat. Parrot, cat, goldfish, rat.
Parrot. Rabbit.
Rat. Dog.

88
pe>
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Look! Now a boy

is asking a question
.

Can I go to

Posters Teachers Class CD Audio

the toilet?

Whats the

All of the Posters are double sided. The first The teachers are provided
magic word?
rule Whats the
magic word?

side illustrates the key vocabulary in the

Can I go to

with a complete audio

Look at that boy!
glu the toilet?
in the dictionary! Hes looking
Does he
know the magic word?

schoo
Whats the
magic word?
Hey! The magic
word is PLEASE!
unit and the other side has the Beep story containing all the songs,
crayo>
and the unit tongue twister. The story text is listening activities and stories
ba@
rubbe Oh dear! Everyon
e is going to the toilet!

penci Thank you!

presented here. at each level.
sharpene
Yes!

boo
penci cas
Unit 1 At schoo
l
At school 2
2011
/ Richmond Publishing

Peter!
16:16
28/09/10

At school 1
Peter! Pleeeease!
Educacin S.L.

Name:
BEEP 1 Santillana

1
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1
EAN: 8431300114746

Class: Class:
1
1
28/09/10
16:16
Name:

1 Ifi chai./tab.
2

share>e Ifi boo./schoo ba@

.
Flashcards
3
tab enci Ifi enci ca./ru
be.
The teacher uses the Flashcards boo
4

in lessons to help with

Ifi enci./rube.
5
childe>
presentation of the vocabulary. enci ca Santillana Educaci Ifi boo./share>e.

There are also many suggestions rube 2

2 Loo! A bl enci,

Santillana Educaci
schoo ba@
n S.L./Richmond

for games using the Flashcards ge> share>e,

an ello en

n S.L./Richmond
Publishing 2011

ci ca!
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28/09/10 12:56
in the Teachers Book. encilfi
3

Publishing 2011
bookfi
PHOTOCOPIABLE

PHOTOCOPIABLE
253388 _ 0003-0042.indd
5

28/09/10 12:56
tabefi childe> 1 Read and circle.
2 Read and colour
.

1.17 1 Look, count and write.

Story card 1 79
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Unit 1
2.indd 87

78
Lets share! 12/04/11 16:37

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are at school.
Teachers Resource Book
Narrator: Charlie and Ruby
Charlie: Oh no! My sharpen
er!
The Teachers Resource Book contains a wealth of
photocopiable worksheets divided into eight sections:
Arts and Crafts, DVD, Language (this section includes one
worksheet per unit for each level: Revision, Consolidation,
03/03/11 15:27
and Extension), Newcomers, Reading and Writing (activity
types for the Cambridge YLE exams), Reader, Tests and
_0016.indd 2
329876_DEMO_0001

Cambridge Young Learner and Trinity Exam tips.

DVD 253263 _ 0001-0016.indd

1

28/09/10 11:52

d The DVD includes one Story cards

animated story per unit, The Story cards are Beep toy
as well as sketches large versions of the There is an interactive Beep toy
with native children. story vignettes, with that allows the teacher to record
o There are worksheets the audio script on simple messages and questions
t available in the Teachers the back of each to help practise language in class.
Resource Book. card.

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 Aw
Digital Materials Le
Teachers i-book for IWB
Herein a solution to bring your teaching to life in the classroom. The Teachers i-book is a fully interactive version of the New
Beep course, which integrates all the teaching and learning materials cross-referenced into one single format for use with
3
an IWB or projector. It includes the Interactive Routines Poster and the amazing Vocabulary Game Generator to create
your own IWB games at any time! Check out the Users Guide on the Teachers i-book to learn more about this tool.

1
Key features:
The one-touch zoom-in feature
guarantees the easiest and
quickest access to all the
activities, answers, audio material
and transcripts.
The Teachers i-book also
includes the Animated stories
from the Students Book and
clips featuring real children.
The Teachers Book includes
digital icons on the Students
Book lesson notes pages to help
you identify where every additional
interactive resource is located at a
2 glance.
3 4
5

1 Interlinked components at page level 3 All course material included 5 Richmond i-tools
2 4 to personalise the i-book
Additional interactive activities Quick access to i-posters
to reinforce the lesson content and i-flashcards

Students CD-ROM Activity Generator

The children are provided with an interactive
CD-ROM to help them revise key vocabulary
whilst having fun. The activities on the
Students CD-ROM are ideal for fast finishers,
as wrap-up activities or homework.
This is the solution to edit or create your own
personalised worksheets from the Teachers Re
Resource Book. Either use an existing
worksheet and edit it or create a worksheet R
from scratch using the images, texts and design
elements from the Teachers Resource Book. Te

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 A walk through the unit
Lesson 1
LESSON 1

3. Perfect pets 3. Perfect pets

1 Trac an matc
1.37 .
eea.
1 Lise>, poin an
golfis parro
ra hamse fro@ ca rabbi do@ In this lesson, vocabulary is
fro@
presented in a large scene with
new vocabulary items labelled.
There are two listening tasks.

rabbi
cat i-activity
do@
The Teachers i-book
provides an additional
1.38
.
2 Lise> an chan 23
Pets
hamste goldis interactive activity for this
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ra parro
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17

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A walk through the unit

2
Lesson 2
UNIT 3 LESSON
5 olou an tra.
1.40
.
3 Lise> an circ 2 Trac an circl
2 .
1
1
2
4 Rea an colou
.
This
rabbilesson
= brow> offers some controlled
fro@ = gree> of new vocabulary
production
rabbani? pla.
Ifi 6i S<tic ca = black
through
Yefi, i ifi. / N, i is> Ifi i ra? ra = gre a game, dialogue or song.
4
. Yefi, i ifi. / N, i is> A mform
ha ste =isbrintroduced through
3 . ow>
3 do
4
a @listening
= whit activity followed by
parro = blu
controlled practice of the language
Ifi i hamste? (a dialogue, role play, information
Yefi, i ifi. / N, i is> Ifi i do@? exchange, a game, etc.).
. Yefi, i ifi. / N, i is> 5 Loo an trac.
1.41
3 Loo an circl.
.
4 Lise> an sin@.
1

1
?
a> yo geses mm e ? 2

a> yo gse? e
I i ha m
I i rabbi? ? 2

a> yo ges m e Ifi rabbi / ra /

24
Identifying pets
Is it a (cat)?

18 09/02/15 13:09
do@. Ifi ca / goldis
/ fro@.
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Resources
Reading and Writing
Teachers Resource Book, page 125

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 A walk through the unit Aw
Lesson 3 Le
3
UNIT 3 LESSON

2
UNIT 3 LESSON
5 olou an tra. 4 Rea an colou
.
rabbi = brow>
fro@ = gree>
ca = black More new vocabulary related to
ac? whi the unit topic is presented here,
ge brow> YeIfi fii, ibl
ra
ifi. /
ra = gre
N, i is>. hamste = brow as well as a form that has some
do@ = whit >
6 S<tic an pla. parro = blu functional use, for example, How
much are the apples? in a unit
about food or shopping.
Ifi i do@?
Yefi, i ifi. / N, i is> 5 Loo an trac.
.
1

Ifi i ca? Yefi, i ifi. / N, i is> i-activity

Ifi i whit? Yefi, i ifi. / N .
2 , i is>.
Ye, i i. The Teachers i-book
I i browIfi>? ca /No,goi is>. Ifi i parr Yefi, provides an additional
ldis / fro@.
Ifi i whit? o? Ye
25
i ifi. / N is>. interactive activity for this
Colours Is it (brown)?
fi, i ifi. / N,, ii is>
lesson.
09/02/15 13:09

.
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A walk through the unit

Lesson 4
UNIT 3 LES SON 4
the black cat!UNIT 3 LESSON 4
The mystery of UNIT 3 LESSON
5
1
1.43
r.
7 Lise> to t sto
JumP
This lesson features aMoredouble page More
practice practice !
spread with a colourful story. At the top
of the double page spread, theres a
pre-reading activity. At lower levels F
this will exploit the story artwork
for vocabulary practice. As children
1
2
progress, the activity will move toward SC
2
comprehension, discussion or other
5
6 More
personalisation activities. More
phonics phonics

4
are playing.
s Charlie and Lee
3 tion of the Pres
ent Continuou
4
Imperatives
Sit down, Lee!
Passive presenta
The Teachers i-book
7
provides an animated
Imperatives
Sit down, Lee! 09/02/15 13:09
26 Passive presenta
tion of the Pres
ent Continuou
s
8
i-poster
version of the story.
Charlie and Lee
are playing.
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Resources
i-flashcards
Re

Language DVD 1 IWB i-book D

Teachers Resource Book, pages 51 53 DVD Animated Story: The mystery of the black cat! DV
Teachers Resource Book, page 25 Te

10

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 A walk through the unit
Lesson 5
m.
10 Lise> an nu
1.44
.
8 Lise> an poin S<i dow>! Trac an matc. Review
Jum! 2
7 Rea an colou
3
.
1 = blac
2 = gre
3 = brow>
4 = whit
S<tan u! This lesson uses a chant or
atc! atc!
Jum! listening activity to review
11 Draw you fav
ouri e. vocabulary and introduce a new
structure.
Ru>! 8 Loo an writ.

No, hipp!
S<i dow>!
S<tan u! 1

5
6 .

M favouri e i 3
1.45
.
9 Lise> an chan Please, Chippy!
Imperatives
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28
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A walk through the unit

Lesson 6
5 1.47 Unit 3
UNIT 3 LESSON m.
10 Lise> an nu

Jum!

This CLIL lesson explores a

curriculum area related to the

theme of the unit, for example

ouri e. looking at diet in different

11 Draw you fav
countries in a unit about food.
Santillana Educac

in SL./Richmon

.
d Publishing 2011

M favouri e i

29
PHOTOCOPIABLE

Pets
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29
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Resources
DVD 2 Arts and Crafts
DVD REAL KIDS UNIT 3 TEACHERS RESOURCE BOOK, PAGE 12
TEACHERS RESOURCE BOOK, PAGE 26

11

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 A walk through the unit
Lesson 7 K
7 Term review 1 Picture dictiona
UNIT 3 LESSON ry 3.3

Beeps world! . Com

1 Lise> an colou
1.48 This lesson has a
12 Lise>. Key
cartoon strip featuring
Beep and a phonics T
T
ca do@ T
fro@ O

At the end of each

unit in the Activity
Book there is a Picture goldis hamste
dictionary with words parro
for the children to trace
2 Loo an coun.
and line drawings to
colour in.

rabbi
l sound r as in Robb
y Is it a (fish)?
22 ra
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Resources
Phonics
TEACHERS RESOURCE BOOK, PAGE 87

A walk through the unit

Evaluation
Unit 3 Test Unit 3 Test
Class:

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 Key Competences for lifelong learning

Competence refers to the capacity to use ones acquired knowledge and abilities in different contexts and situations.

Key Competences feature the following characteristics:

They encourage the development of skills rather than the assimilation of theoretical content.
They are dynamic because they develop progressively and can be acquired in different learning situations.
They are interdisciplinary and transversal because they integrate knowledge that originated in different academic disciplines.
Once acquired, they will become part of the lifelong learning experience.

LC Linguistic competence
This competence develops the use of language as a tool for communication. It involves understanding oral messages,
communicating verbally, reading and writing. The games and personalised activities in the series motivate children to
speak right from the outset. The emphasis on understanding oral messages is developed by the stories, dialogues
and songs, where children learn to listen to extract relevant information. The ability to read and understand texts is
systematically introduced and developed throughout the New Beep series.

MST Competence in Maths, Science and Technology

This competence develops the ability to use numbers and mathematical reasoning to solve a range of problems
and to use science to explain the natural world. The course provides plenty of opportunities for children to apply
their mathematical thinking in everyday contexts, for example, telling the time, using charts, completing surveys or
sequencing events. Children are made aware of the world around them and the effect human activity has on it.

DC Digital competence
This competence involves the confident use of computers and other technology for learning, communication
and recreation. Through the integration of digital and multimedia resources, the children develop familiarity and
competence in this area. The children are encouraged to use the interactive material and, in higher levels, to research
information on the internet.

SCC Social and Civic competences

These competences equip children with the necessary skills to participate fully in social and civic life. Collaboration and
tolerance is developed throughout the course by the inclusion of pair and group work. Children learn about healthy
lifestyles, can empathise with characters in the stories and learn social rules through games and role plays.

CAE Cultural awareness and expression

This competence is developed through a wide range of fun songs, chants, drama, stories and craft activities.
The pop-outs provide the opportunity to create and assemble games which are then used for language practice.
There is also a strong emphasis on appreciation and enjoyment of culture by the inclusion of popular stories and works
of art.

LL Learning to learn
This competence means children develop and become aware of effective ways to organise and manage their own
learning. The incorporation of the unit reviews encourage the children to be responsible, aware learners who can
reflect on their own progress. Throughout the course children are offered opportunities to build on prior learning,
to apply their knowledge and to make use of guidance.

IE Sense of initiative and entrepreneurship

This competence refers to the ability to turn ideas into action. The skills to be able to work both proactively as a
member of a team and individually are developed by activities where the children create a product. Throughout the
course they are continually encouraged to use their imagination and to be creative.

13

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 Welcome - Lesson 1A
Students Book, page 4

Objectives Getting started

To say hello. Introduce yourself and greet the children. Say: Hello! My names (Susan).
Whats your name? Go round the class asking the children their names. When
To say ones name.
they feel confident enough, they can ask the question themselves. When they
To act out a simple dialogue. answer, some children might give a full sentence but others may just say their
To recognise the characters of the name.
book.
To say a chant. 1 Listen and point. 1.2
Ask the children to look at the picture in Activity 1. Explain that they are going to
listen to the CD and that they must point to the character who is speaking. Play
Target language
the recording and ask the children to point to the characters. Then, hold up the
Structures: book and ask the children to say the name of the character you are pointing to.
Hello! Whats your name? Repeat this several times to ensure that the children remember the characters
My names... names.

Materials 2 Listen and chant. 1.3

Play the recording twice and let the children listen to the chant. Play it again
Teachers i-book
and encourage them to join in. Ask them to point to the characters as they say
CD
the chant.

Finishing off
Ask the children to look at the board and begin to write a characters or childs
name on it. Say the sounds of the letters as you write. The children guess
whose name it is before it is fully written.

Transcripts
Listen and point. 1.2

Lee: Hello! Whats your name? Charlie: And you? Whats your name?
Monica: Hello, my names Monica. Lee: Lee, my names Lee.
Monica: And whats your name? Monica, Ruby, Lee: Hello doggie, whats your name?
Ruby: Oh, my names Ruby. Charlie: Chippy, hes Chippy.
Ruby: Hello! Whats your name? Monica, Ruby, Lee: Hello Chippy!
Charlie: My names Charlie.

Chant: Hey, hello! 1.3

Hey, hello! Hey, hello!

Whats your name? Whats your name?
My names Lee. My names Ruby.
Say that again, Say that again,
Lee, Lee! Ruby, Ruby!
Hey, hello! Hey, hello!
Whats your name? Whats your name?
My names Monica. My names Charlie.
Say that again, Say that again,
Monica, Monica! Charlie, Charlie!

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 Hello! LESSON 1

n
y
r 1 Lise> an poin. 1.2
3 Loo an

to
ay
he
o.
s

Hello! Wha
y you na?

M na
Monic. e

2 Lise> an chan. 1.3

4 Sin@ an
4 Greetings Whats your name?

600695 _ 0004-0006.indd 4 09/02/15 11:29

CAE Students develop musical awareness as they listen to and repeat the chant. This activity
helps to develop an appreciation for the relationship between phonology, stress and
rhythm, in conjunction with music.

15

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 Hello!
1 Trac an matc. 3 Rea anTo
To

M M 1 re To
M M 5 purpl
bo

namfi namfi namfi

Le. namfi St
Monic. harli. Ruby. He
My

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Hell! M namfi Childs own picture.

323845 _ 0002-0004.indd 2 28/01/11 8:34

SCC Students develop Social and Civic competences by learning and practising polite language
for introducing oneself. This activity helps to enable students to use real language in
meaningful situations.

16

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 Welcome - Lesson 1B
Activity Book, page 2

Objectives Getting started

To write names. Go round the classroom with the Beep toy asking the children their names.
Encourage them to use full answers. Choose volunteers to take over your role
To draw oneself.
with the Beep toy asking other children their names.
To recognise the characters of the
book.
Karaoke Chant: Hey, hello! 1.4
Play the karaoke version of the chant and encourage the children to join in.
Target language Substitute the characters names for names of children in the class.
Structures:
Hello! Whats your name? 1 Trace and match.
My names... Ask the children to look at the picture in Activity 1. Tell them to trace the balloon
string and to trace the name on the balloon. Go round the class and help any
Materials child who is having difficulties. When they have completed the activity, hold up
the book and ask who is who. Point to each character and ask a volunteer to
Teachers i-book
name them.
CD
Beep toy 2 Draw and write.
a blindfold
Explain to the children that they have to complete the space with their name.
Tell them they can draw themselves in the space provided. If there is time, they
can use crayons to colour the decorations of the frame. Go round the class and
praise the childrens work.

Finishing off
Ask a volunteer to come to the front of the class. Explain that you are going
to cover their eyes. Point to another child to come to the front of the class
without speaking. The child with their eyes covered touches the other childs
face and hair and tries to guess who it is.

17

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 Welcome - Lesson 2A
Students Book, page 5

Objectives Getting started

To trace letters. Introduce the colours to the children using crayons. Then, point to objects
around the classroom and ask: What colour is this? Make sure all the colours
To recognise colours.
are used. Finally, volunteers can ask other children the question.

Target language
3 Look and trace. 1.5
Vocabulary:
Ask the children to look at the picture in Activity 3. Tell them that they are
blue, green, orange, pink, purple,
going to listen to the CD and that they have to trace the colour that Beep
red, yellow
says. If necessary, pause the recording so that the children have time to trace
the words. Go round the class to see that the children are tracing the words
Materials carefully.
Teachers i-book
CD 4 Sing and point. 1.6
crayons Play the recording twice and let the children listen to the song and point to the
colours. Play the recording again and the children join in with the song.

Finishing off
Ask all the children to put different coloured crayons on their desk in front of
them. The children then stand up. Call out a colour and the children have to
hold up the corresponding crayon. Any child who holds up the incorrect colour
sits down. Continue playing until five children remain standing.

Transcripts
Look and trace. 1.5
Song: The colour song. 1.6

Beep: Hello! My names Beep. Say the colours with me: Red and yellow,
red, yellow, green, blue, orange, pink, purple. Red and yellow.
Green and blue,
Green and blue.
Orange, pink and purple,
Orange, pink and purple.
Me and you,
Me and you.
(repeat whole song)

18

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 LESSON 1 LESSON 2

3 Loo an tra. 1.5

Hello! M
na Be.

ur

oran@ pin
ge>
e ellow bl purp

4 Sin@ an poin. 1.6

Identifying colours 5

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CAE Students develop and consolidate their creative skills by identifying and using colours in
English. They become aware of colours around them.

19

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 3 Rea an colou. To
To
1 re 2 blu 3 yello 4 gree> To

5 purpl 6 orang 7 pin

Vo
blu
red

7
Te
2 CD
cra
ab

1
4

3 6

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LC Students develop their reading skills by recognising and understanding the colour words.

20

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 Welcome - Lesson 2B
Activity Book, page 3

Objectives Getting started

To read simple words.
To say colour vocabulary.
To recognise colours.
Take out a crayon of each colour and place them around the classroom. Say:
(David), touch the colour (green). Play this several times until all the colours
have been said. Ask volunteers to take over your role and give orders to other
members of the class.

Target language Karaoke Song: The colour song. 1.7

Vocabulary: Play the karaoke version of the song and encourage the children to join in. Ask
blue, green, orange, pink, purple, them to point to the colours around the classroom as they sing.
red, yellow
3 Read and colour.
Materials Ask the children to look at the picture in Activity 3. Explain that they have to
read the colour that is in the fish or sea animal and they must colour that fish
Teachers i-book
or sea animal using the correct crayon. Go round the class to check that the
CD
children are doing it correctly. If necessary, write the colour words on the board
crayons
in coloured chalk to help them.
a bag

Finishing off
Hide a crayon in a bag and ask the children to take turns guessing the colour.
Repeat several times and then let volunteers hide a crayon.

21

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 Welcome - Lesson 3A
Students Book, page 6
Objectives
To count from 1 10.
To recognise colours.
Target language
Vocabulary:
blue, green, orange, pink, purple,
red, yellow; numbers 1 10
Materials
Teachers i-book
CD
Transcripts
Song: One, two, three little fingers!
One, two, three little fingers,
Four, five, six little fingers,
Seven, eight, nine little fingers,
Ten little fingers.
22
685815 _ 0014-0026.indd 22
Getting started
Practise with the children saying the numbers from 1 to 10. First, count
forwards, then backwards. The children can repeat after you, then say the
numbers in chorus and then individually. Ask a volunteer to come to the board
and write the number you say.
5 Listen and sing. 1.8
Ask the children to look at Activity 5. Let them listen to the recording twice while
you hold up the corresponding number of fingers. Then, the children sing the
song holding up their fingers as they do so. Repeat several times.
6 Listen, point and colour. 1.10
Ask the children to look at Activity 6. The children identify the colours of the
numbers that are completed. T: What colour is number 1? SS: Its green.
Explain that they are going to hear the missing colours. Play the recording and
pause when necessary to allow the children time to colour. Alternatively, play it
several times.
Finishing off 1.9
Karaoke Song: One, two, three little fingers!
Play the karaoke version of the song and encourage the children to sing.
Repeat several times.
1.8 Listen, point and colour. 1.10
1, 2, 3. Three is... Blue. Yes, blue.
1, 2, 3, 4, 5. Five is... Mm, purple? Yes, purple.
1, 2, 3, 4, 5, 6. Six is Orange.
1, 2, 3, 4, 5, 6, 7, 8. Ah! Eight is Yellow. Yes, eight is
yellow.
1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Ten is green.
Now count with me, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10.
06/05/15 15:58
 LESSON 3
5 Lise> an sin@. 1.8

1, 2, 3 litt fin@er
hile
4, 5, 6 litt fin@er
7, 8, 9 litt fin@er
10 litt fin@er
d
it
6 Lise>, poin an colou. 1.10

6 Counting to 10 Recognising colours (Three) is (blue).

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MST Students develop their mathematical skills by recognising the numbers 1 10 in English.
They practise number value while using their fingers to count.

23

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 4 Trac. To
To
1 2 3 4 5 To

6 7 8 9 10 Vo
nu
5 oun an writ.
Te
CD
4 pie
nu
10

8
5

3
7
4

323845 _ 0002-0004.indd 4 28/01/11 8:35

MST Students consolidate their mathematical skills as they review the numbers to ten. They
practise both the linguistic skill of recognising the number names and also number value
when counting objects.

24

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 Welcome - Lesson 3B
Activity Book, page 4

Objectives Getting started

To count from 1 10.
To recognise the numbers.
To write the numbers 1 10.
Practise saying the numbers from 1 to 10 with the children. Show them the
pieces of paper with the numbers on, first in order and then out of order and
ask them to say the numbers. Repeat several times showing the numbers
more and more quickly.

Target language 4 Trace.

Vocabulary: Ask the children to look at Activity 4. The children say the numbers all together
numbers 1 10 as a group. The children trace the numbers with their pencils.

Materials 5 Count and write.

First, the children work individually and count the objects. Then ask volunteers
Teachers i-book
to say the numbers. T: How many (pencils) are there? SS: (Four). Finally, ask the
CD
children to write the numbers.
pieces of paper each with a
number from 1 10
Finishing off
Play Bingo! The children draw a six square grid in their notebooks. Ask them
to write a different number from 1 to 10 in each square. Say a number and
if they have it they cross it out. The first child to cross out all the numbers
shouts Bingo! and is the winner. Play several times.

25

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 Welcome - Evaluation
Objective 1 Listen and circle the animals. 1.1
To evaluate childrens background Ask the children to look at the pictures in Activity 1. Explain that they are going
knowledge. to hear some of the animals mentioned and that they must put a circle around
the animals they hear if they know them.
Target language
2 Write the missing numbers.
Vocabulary:
Ask the children to look at the numbers in Activity 2. Ask them to write the
animals, numbers, clothes, food
numbers that are missing in the spaces provided.

Materials 3 Colour the food.

Teachers i-book Show the children the pictures of the food items. Ask them to colour the food
CD the appropriate colours.
photocopies of Teachers Resource
Book, pages 133 and 134 4 Count the objects and match them with the numbers.
The children look at the pictures and count each item. They then draw a line
between the pictures and the corresponding number.

Name any of the pictures or numbers you know in English.

Ask the children, either at an individual level or as a class activity, to name as
many of the pictures in English as they can. Some children may not know any
of the words but others may be familiar with most of them. This is a good way
to find out the background knowledge of the children.

Diagnostic Test Diagnostic Test

Name: Class: Name: Class:

1 3 1
1.1 1.23

4 2
1 2

2
Santillana Educacin SL./Richmond Publishing 2011 PHOTOCOPIABLE

Santillana Educacin SL./Richmond Publishing 2011 PHOTOCOPIABLE

3

4
2 1 2 3 4 5 6 7 8 9 10 5
1 Listen and circle the animals. (Track 1.1) 3 Colour the food.
2 Write the missing numbers. 4 Count the objects and match them with the numbers.
133 134

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Transcript
Diagnostic Test. Activity 1. Listen and circle the animals. 1.1

Elephant. Snake.
Dog. Cat.
Monkey. Mouse.

26

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 Introduction
1. At school
Unit objectives Anticipating difficulties
To recognise and assimilate There will be several different levels of English in your class. Many children will
target language. recognise the unit words and structures as they will have done them in their
infant years, others may have no background knowledge at all. As the teacher,
To improve listening skills. you will have to anticipate and cater to these different needs and make sure
To practise asking and answering that all the children become involved in the activities as much as they can.
questions.
Teaching tip
To practise pronunciation: p.
Encourage all the children to have a go in your classroom, especially the
more timid ones. Always praise the childrens work when they make an effort
Target language as this will make them feel proud and want to try even more. Give credit to
Vocabulary: all the childrens ideas and communicate them to the others. When children
book, crayon, glue, pen, pencil, experiment and receive positive feedback, it gives them more self-confidence
pencil case, rubber, ruler, school which is an important asset when learning a foreign language.
bag, sharpener
Structures:
Whats this? Its a
Ive got a pink pencil.
Can I go to the toilet, please?

Revision
blue, green, orange, pink, purple,
red, yellow

27

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 Unit 1 - Lesson 1A
Students Book, page 7

Objectives
Getting started
To say the colours. Show the children classroom objects and say the name of each one. Ask the
To recognise the classroom objects. children to repeat the words collectively as a group. Put the classroom objects
in the bag and slowly take one out and ask the children to name it. T: Whats
this? SS: A (pencil). Display the poster and ask a child to come to the front
Target language
and point to one of the objects. T: Point to the (rubber). Repeat with the rest
Vocabulary: of the vocabulary. Finally, ask the children to say the colours of the classroom
book, pen, pencil, pencil case, objects. T: What colour is this (ruler)? SS: (Blue).
ruler, rubber, school bag,
sharpener; blue, green, pink,
1 Listen, point and repeat. 1.11
purple, red, yellow
Ask the children to look at the picture in Activity 1. Point to the classroom objects
one by one and ask the children to say the words. Play the recording and the
Materials children point to the corresponding pictures. Play the recording again and the
Teachers i-book children repeat the words. Encourage all the children to participate. Hold up the
CD book and ask children the names of the objects.
Unit 1 poster
classroom objects 2 Listen, find and say. 1.12
a bag The children look at the picture in Activity 1. Explain that they are going to hear
the words of the classroom objects and their colour, and that they must find
them in the picture. Play the recording and the children find the corresponding
i-activity objects in the picture. Say a colour and the children name the object: T: Its
(purple). SS: Its the (ruler). Repeat until all the children have had the opportunity
to locate an object.

Finishing off
Slowly draw a classroom object on the board. The children try and guess what
is being drawn before it is finished. The children can also take turns to draw on
the board.

Transcripts
Listen, point and repeat. 1.11 Listen, find and say. 1.12

Ruler. Sharpener. Its yellow. Its a sharpener. Its blue and pink. Its a school bag.
Pen. Pencil case. Its pink. Its a rubber. Its green. Its a book.
Rubber. School bag. Its red. Its a pencil. Its blue. Its a pen.
Pencil. Book. Its purple. Its a ruler. Its yellow and green. Its a pencil
case.

28

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 1. At school LESSON 1

1 Lise>, poin an eea. 1.11

rue
s

e>

ar

nity
rube enci share>e
at
on

schoo
ba@ boo
enci
ca
2 Lise>, fin an sa. 1.12

Classroom objects Its (yellow). Its a (sharpener). 7

ag.
600695 _ 0007-0014.indd 7 09/02/15 11:48

LC Students develop their language skills by recognising, identifying and talking about
il everyday classroom objects.

29

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 1. At school
1 Trac an matc. To
of
To
To

penci schoo ba@ pe> rule Vo

bo
rub

Te
Un
Un

rubbe penci cas sharpene boo

5

323845 _ 0005-0010.indd 5 28/01/11 8:35

IE Students learn to observe a picture and solve the activity independently.

30

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Objectives
To recognise and say the names
of classroom objects.
To write the target vocabulary.
To learn a card game.
Target language
Vocabulary:
book, pen, pencil, pencil case,
rubber, ruler, school bag, sharpener
Materials
Teachers i-book
Unit 1 playing card pop-outs
Unit 1 flashcards
685815 _ 0027-0056.indd 31
Unit 1 - Lesson 1B
Activity Book, page 5
Getting started
Show the classroom object flashcards one at a time and ask the children, as a
group, to name them. Then, hold out the flashcards face down and ask a child
to come to the front, choose a card and name it. Repeat with other children. If
there are children who still need help, then ask them to repeat the word several
times. Say the first sounds of the word so that the child can guess what it is
and finish off the word.
1 Trace and match.
Ask the children to look at Activity 1. First, ask the children to say the names
of the objects and then to trace the words. Once they have traced the words
ask them to match the words with the objects in the picture. Go round the
classroom to give help where needed and positive encouragement.
Play a card game
Ask the children to find their playing cards pop-outs (or hand out photocopies
of the Teachers Resource Book, page 111). The children play in pairs. They
put all their cards face down on the table. They take it in turns to turn over two
cards. If the cards are the same, the child says the word and keeps the pair.
If the cards are different, the child turns the cards back over and the other child
has a turn.
Finishing off
Hide a classroom object flashcard behind your back and the children take
turns to guess what it is. Continue until the children have guessed all the
objects. Then ask volunteers to take over your role.
31
26/06/15 12:28
 Unit 1 - Lesson 2A
Students Book, page 8

Objectives
Getting started
To say the classroom vocabulary. Use the Beep toy to take the classroom objects out of the bag, one by one
To use simple structures. and say: Whats this? The children answer the question with a full answer: Its a
(sharpener). Repeat several times until all the children have named an object.
Target language
Vocabulary: 3 Listen and trace. 1.13
book, pen, pencil, pencil case, Ask the children to look at Activity 3. Point to Ruby and ask what she is holding.
rubber, ruler, school bag, sharpener Point to Lee and ask if the children know what he is doing. Explain that he is trying
to guess what is in the bag. Play the recording and ask the children to listen. The
Structures: children then trace the words in the speech bubble. Play the recording again and
Whats this? the children look at the words as they listen.
Its a
4 Listen, say and number. 1.14
Materials Ask the children to look at Activity 4. Explain that they are going to listen
Teachers i-book to some children playing the game from Activity 3. They must write the
CD corresponding number next to each object. Play the recording and ask the
Beep toy children to just listen. Play the recording again and this time the children write
classroom objects the numbers. Play the recording again so the children can check their answers.
a bag
Finishing off
i-activity The children can play the game from the activity in pairs. Demonstrate by
inviting a child to the front of the class. Ask them to close their eyes and then
give them an object to feel. Ask: Whats this? SS: Its a (ruler). The children
get into pairs and take turns asking and answering the questions about their
classroom objects.

Transcripts
Listen and trace. 1.13 Listen, say and number. 1.14

Ruby: Whats this? 1 Lee: Whats this? 4 Ruby: Whats this?

Lee: Its a ruler. Ruby: Its a pencil.
2 Ruby: Whats this?
Lee: Its a pencil case.
3 Lee: Whats this?
Ruby: Its a book.
Lee: Its a rubber.
5 Lee: Whats this?
Ruby: Its a pen.

32

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 UNIT 1 LESSON 2
3 Lise> an tra. 1.13
5 Tra an
a

g
I rue.

Wha thi? 6 Lise> a

s.

4 Lise>, sa an nume. 1.14

8 Identifying objects Whats this? Its a (ruler).

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DC Students develop competence with technology in the classroom by extracting specific

information from a short recording. In this activity they recognise answers to questions
about classroom objects.

33

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 2 Loo an writ. 3 Dra an
To
To
1
sharpene penci schoo ba@ rule
Vo

Whafi thifi? Whafi thifi? boo pe

St
2 W
Ifi Ifi Its
enci . rue .
rubbe Te

sharpener
4 Trac an
Whafi thifi? Whafi thifi?
Ifi Ifi
schoo ba@ . share>e .
Re
R
Te
Ac
the
Th
Ifi s
Th
se
se
6
Th
the
323845 _ 0005-0010.indd 6 28/01/11 8:35
ac
LC Students develop Linguistic competence by consolidating strategic language learning skills the
through a classroom miming game. By drawing in the air and associating the form with the
classroom objects, students are able to develop strategic communication resources. se

34

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 Unit 1 - Lesson 2B
Activity Book, page 6

Objectives Getting started

To write the classroom vocabulary. Tell the children you are going to play a guessing game. Begin to draw a
To use simple structures. school bag in the air. Ask: Whats this? The children answer with a complete
sentence: Its a school bag. Let volunteers take over your role and draw
objects in the air for the others to guess.
Target language
Vocabulary:
pencil, ruler, school bag, sharpener
2 Look and write.
Ask the children to look at Activity 2. Point to the words at the top of the page and
Structures: ask for volunteers to read them. Then, ask the children to look at the pictures, and
Whats this? say what they think is being drawn in each one. The children write the word in the
Its a pencil. appropriate space. Go round the class to offer help and to check that they have
written the words correctly.
Materials
Teachers i-book Finishing off
Begin to write one of the words from Activity 2 on the board, letter by letter.
The children have to try and guess what the word is before it is completely
written. Repeat with other words from the activity.

Resources
Reading and Writing
Teachers Resource Book, page 123
Activity 1: On the board write: This is a pencil. Show Activity 2: Write the words yes and no on the board. Ask
the children a pencil and read the sentence out loud. the children to look at the picture of Ruby and Charlie.
The children say Yes. Put a tick next to the sentence. Read each question out loud and give the children time to
Then show the children a rubber and read out the same look at the picture and then write yes or no in the space.
sentence. The children say No. Put a cross next to the
sentence.
The children look at the three pictures on the left and
then read the sentences on the right. They put a tick or
a cross depending if the sentence is true or false. Write
the words rubber, sharpener, ruler, on the board and put
the flashcards next to them to help the children read the
sentences.

35

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 Unit 1 - Lesson 3A
Students Book, page 9

Objectives Getting started

To write classroom vocabulary. Hold up a glue stick and a crayon and introduce the new vocabulary: glue and
To read classroom vocabulary. crayon. Display the poster and ask the children where Beep is. Point to
the objects one by one, saying the word but using a different voice each time,
To use simple structures.
for example, squeaky, monster-like, opera-singer or whisper. The children
repeat the word in the same style.
Target language
Vocabulary: 5 Trace and say.
book, crayon, glue, pen, pencil,
Ask the children to look at Activity 5. Point to the pictures of the two new
pencil case, rubber, ruler, school
objects: glue and crayon. Say the words several times and ask the children to
bag, sharpener
repeat them. The children trace the words. Ask the children questions about the
Structures: pictures: T: What is number 2? SS: Its a crayon. T: What colour is the crayon?
Whats this? SS: Its green.
Its a crayon.
6 Listen and chant. 1.15
Materials Ask the children to look at Activity 6. Explain that the children are playing a
guessing game. Hide an object behind your back and say: Whats this? If the
Teachers i-book
children answer correctly say: Yes, yes, yes! If they answer incorrectly say: No,
CD
no, no! Have a pencil, ruler, glue, rubber, book and sharpener ready. Play the
Unit 1 poster
CD and hold up an object for each verse, the correct object for the yes verses
classroom objects
and the wrong one for the no verses. Play it again and help the children to say
the chant with all the classroom objects.

Finishing off
Show the poster to the children again. Ask them to tell you the colours or
names of the objects: T: What colour is the (ruler)? SS: Its red. T: Whats
this? SS: Its a (crayon). Ask for volunteers to ask the questions. Repeat until
everyone has had the chance to ask or answer a question.

Transcript
Chant: Hey, whats this? 1.15

Hey, whats this? Do you know? Hey, whats this? Can you guess?
Its a pen. Its a rubber.
No, no, no! Yes, yes, yes!
Hey, whats this? Can you guess? Hey, whats this? Do you know?
Its a ruler. Its a crayon.
Yes, yes, yes! No, no, no!
Hey, whats this? Do you know? Hey, whats this? Can you guess?
Its a pencil. Its a sharpener.
No, no, no! Yes, yes, yes!

36

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 IT 1 LESSON 2 UNIT 1 LESSON 3

d
5 Tra an sa.
1 2
,

he
gl crayo>
6 Lise> an chan. 1.15

? ?
o,

s
y

He, wha thi? He, wha thi?

Do yo know? a> yo ges?
I e>. I rue.
No, no, no! Ye, e, e!
Guessing objects Whats this? Can you guess? 9

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CAE Students develop musical awareness by listening to and participating in a chant. This
activity helps to develop musical rhythmic association between classroom objects
phonology and word stress.

37

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 3 Dra an trac. To
To
1
Childs own To
picture.

boo crayo> boo crayo> Vo

bo
2 pe
Childs own ba
picture.
ue .
rubbe glu rubbe glu Te
CD
3 Un
Childs own
picture.

sharpener ruler sharpener ruler

4 Trac an writ.
Ifi penci.
re>e . Whafi thifi? Ifi sharpene.
Re
La
Te
Re
Ac
Ifi share>e. Ifi enci. w
Ac
lo
7 ite
th
323845 _ 0005-0010.indd 7 28/01/11 8:35
Co
LC Students develop Linguistic competence in spoken production through consolidation of Ac
language dealing with classroom objects. In this activity they ask questions and give short bo
answers to practice oral production skills. sa

38

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 Unit 1 - Lesson 3B
Activity Book, page 7

Objectives Getting started

To write the target vocabulary. Place the flashcards of classroom objects around the classroom. Say the name
of one and ask the children to point to the flashcard. Ask a volunteer to take
To draw the classroom objects.
over your role of naming objects. Repeat several times with other volunteers.
To use simple structures.
Karaoke Chant: Hey, whats this? 1.16
Target language Play the karaoke version of the chant and encourage the children to join in. Use
Vocabulary: mime to help the children to remember the chant. They can point to the classroom
book, crayon, glue, pen, pencil, objects as they say them.
pencil case, rubber, ruler, school
bag, sharpener 3 Draw and trace.
Ask the children to look at the pictures in Activity 3. Point to the first line and
Materials tell the class to name the objects in order. When they reach the empty space,
ask them which picture is missing to complete the series. The children draw
Teachers i-book a crayon and trace the word. Repeat with the second and third lines. Ask
CD volunteers to read out the series of pictures including the last one which they
Unit 1 flashcards have drawn.

4 Trace and write.

Ask the children to look at Activity 4. Read what Beep is saying and ask
volunteers to read the answers. Tell the children to look at the first dotted
picture and to join the dots carefully so that they draw a picture. Ask what the
picture is. The children copy the sentence under the picture. Repeat with the
other picture.

Finishing off
Ask a volunteer to name a classroom object, SS: School bag. The rest of the
class hold up the object and name it. Encourage them to answer: Its a school
bag. Continue until all the vocabulary has been named.

Resources
Language
Teachers Resource Book, pages 45 47
Reinforcement
Activity 1: The children look at the pictures, read the
words, and circle the words that are illustrated.
Activity 2: Tell the children to look at the picture. They
look at the words below and count how many of each
item there are. They write the number in the box next to
the word.
Consolidation
Activity 1: The children choose the correct word from the
box for each picture and write it in the space. They then
say each sentence.
Activity 2: Tell the children to look at the picture. They
count the objects and write the missing word from each
sentence. They then say each sentence.
Extension
Activity 1: The children write the correct word for each
picture in the space. They then say each sentence.
Activity 2: Tell the children to look at the picture. They
count the objects and write the missing words from each
sentence. They then say each sentence.

39

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 Unit 1 - Lesson 4A
Students Book, pages 10 and 11

Objectives
To reinforce the target language.
Lets share! UNIT 1 LESSON 4 UNIT 1 LESSON 4

To listen to a story.
7 Lise> to t stor. 1.17

Target language
Vocabulary:
crayon, rubber, ruler, sharpener
Structures:
Ive got a
Lets share.
More
practice
More
practice P P
Materials
1 2
F F
2
Teachers i-book
CD
Unit 1 poster
Unit 1 story cards SC SC
Blu-Tack
More More
phonics phonics
i-story cards

3 4
4
10 Passive presentation of Ive got Classroom objects Lets share
Passive presentation of Ive got

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i-poster 60069

i-flashcards
Getting started Tra
Tell the children to look at the story and ask them to identify the characters.
Then ask them to look at the little pictures at the top of page 11. Point to the St
picture of the sharpener and ask: Can you find this in the story? The children
IWB i-book look in the story and see if they can find the sharpener. Tell them to circle St
the picture of the sharpener, because it appears in the story. They then look Na
through the story and find which of the remaining pictures appear and circle Ch
them. Ask the children to check their answers with a partner. Finally, ask the St
children to cross out all the pictures that do not appear in the story. Na
Ru
7 Listen to the story. 1.17 St
Play the story and show the children the story cards one by one. Stick the story Na
cards to the board with Blu-Tack. Play the story again and ask the children M
to follow the story in their books. Pause the recording at various points. Ask St
volunteers to point to the relevant scene in their books. Divide the class into Na
five groups and assign parts to each group: Charlie, Lee, Monica, Ruby and the Le
magpie. Play the recording again and pause it after each scene and tell each
group to repeat their characters lines. St
Na
are
Le

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 UNIT 1 LESSON 4
Finishing off
Show the poster to the children again. First, ask them
which objects appeared in the story. Then ask them to
tell you the colours or names of the objects; T: What
colour is the (ruler)? SS: Its (red). T: Whats this? SS:
Its a (crayon). Ask for volunteers to ask the questions.
Repeat until everyone has had the chance to ask or
answer a question.

2 5 6

LC Students develop Linguistic competence

by listening to a recorded story that revises
vocabulary and grammar structures from
previous lessons. Comprehension is checked by
crossing out the incorrect pictures; afterwards a
4 7 8 guided role play is done by children for speaking
Classroom objects
Passive presentation of Ive got
Lets share.
Classroom objects Lets share. 11 consolidation.
5 11:48

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Transcript
Story: Lets share! 1.17

Story card 1 Story card 6

Narrator: Charlie and Ruby are at school. Narrator: Look! Whats this?
Charlie: Oh, no! My sharpener! Charlie: My sharpener!
Monica: Hey, look!
Story card 2
Narrator: Oh, no! Poor Charlie! Wheres his sharpener? Story card 7
Ruby: Ive got a sharpener. Lets share! Narrator: Charlie climbs the tree.
Magpie: Ive got a crayon, a rubber, a ruler
Story card 3
Charlie: Huh?
ory Narrator: Heres Monica. Shes looking for her ruler.
Monica: Uh? My ruler Story card 8
Narrator: Charlie, Lee and Ruby are all in the tree. And
Story card 4
theres a bird here.
Narrator: Poor Monica! But look! Lees got a ruler.
he Charlie: Ive got a sandwich. Lets share!
Lee: Ive got a ruler. Lets share!
Story card 5
Narrator: Its lunchtime. Monica, Lee, Charlie and Ruby
are sitting under a tree.
Lee: Ouch! Whats this?

41

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 Unit 1 - Lesson 4B

Objectives Getting started

To make a story booklet.
To remember the story.
Target language
Vocabulary:
crayon, rubber, ruler, sharpener
Materials
Teachers i-book
CD
Unit 1 story booklet pop-out
photocopies of Teachers Resource
Book, pages 95 and 96
a stapler
DC Students develop
Digital competence
in the classroom by
looking for specific information
on a DVD recording and
contrasting it against a
worksheet while looking for
four differences between the
two.
Ask the children to think back to the story from the previous class. Ask
comprehension questions to check what they can remember: Is there a bird
in the story? Is there a teacher? Are the children in school? What colour is the
bird? Is Monica in the story?
Listen again 1.17
Tell the children they are going to hear the story again. Play the story and pause the
recording at various points when a character is speaking. Ask a volunteer to tell you
which character is speaking. Continue with other volunteers.
Make a story booklet
Put the story cards on the board out of order. Ask the children to tell you the
correct order of the cards. Point to each card and ask: Is this next? Which card
is next? Ask volunteers to help you until the story cards are in the correct order.
Tell the children to find their pop-out for the story booklet (or hand out
photocopies of the Teachers Resource Book, pages 95 and 96). Show them
how to make a cover for their booklet and put the title: Lets share! The children
cut or pop out the pictures and put them into the correct order. Go round the
class to help any child that needs it and staple the booklets together.
Finishing off
Let the children play with their story booklet and encourage them to tell the
story. Do not worry if they use their mother tongue as it is quite normal at this
stage but try and motivate them to speak in English and help them with the
words.

Resources
DVD 1
DVD Unit 1 Animated Story
Teachers Resource Book, page 21
Tell the children to look at the pictures on the worksheet. Play the DVD and as they watch, the children number the
four pictures. Play the DVD again and this time the children look for differences on their worksheets. They circle the
differences.

42

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e

he
you

rd
er.

en

43

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 Unit 1 - Lesson 5A
Students Book, page 12

Objectives Getting started

To reinforce the target language.
To develop fine motor skills.
Target language
Vocabulary:
book, crayon, glue, pen, pencil,
pencil case, ruler, school bag,
sharpener; blue, green, pink,
purple, red
Structure:
Ive got a red pencil.
Show the bag with classroom objects to the class. Ask a volunteer to come to
the front of the class and to take out a classroom object from the bag.
The child then says what he/she has got: Ive got a (red pencil). Encourage
other children to take part and to say a sentence.
8 Listen and stick. 1.18
Tell the children to find their stickers for Unit 1. Ask about the contents of the
pencil cases. T: What is in the (yellow) pencil case? How many crayons are there
in the (green) pencil case? Ask the children to look at Activity 8. Explain that
you are going to play the CD and that they have to listen and put the stickers in
the correct place. Play the CD and pause after each child speaks. Play the CD
again and ask the children to check their answers.

9 Listen and sing. 1.19

Materials
Tell the children that they are going to listen to a song. Play the CD and let the
Teachers i-book children listen. Play it again and invite the children to sing along. Play the song
CD several more times until the children feel confident singing it.
Unit 1 stickers
classroom objects
a bag Finishing off
Play Chinese whispers. Put the children into groups of eight and whisper a
sentence to one child in each group, for example: Ive got a red book. Ask
the child to whisper the same sentence to the next child who then whispers
it to the next one and so on. The last child says the sentence out loud and
hopefully it should be the same one as the teachers.

Transcripts
Listen and stick. 1.18 Song: Lets share! 1.19

1 Hi, Im Jim. Ive got a yellow pencil case. And Ive got Chorus:
a pink ruler, a green pen, and an orange rubber. Lets be friends,
Lets share our things,
2 Hi, Im Jenny. Ive got a green pencil case. And Ive
Clap your hands and sing, sing, sing. (x2)
got a blue ruler, two red pencils, and a yellow crayon.

3 Hi, Im Lucy. Ive got a pink pencil case. And Ive got a Ive got a sharpener,
green ruler, a pink rubber, and five coloured pencils. Ive got a rubber too,
Ive got lots of crayons,
To share with you.
(Chorus)
Look in my school bag,
Ive got my glue,
A ruler and a sharpener,
To share with you.
(Chorus)

44

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 UNIT 1 LESSON 5
o 8 Lise> an stic. 1.18
10 Loo an
1 2 3

ere

in
D Ji Jenn Luc
e
g

9 Lise> an sin@. 1.19

11 Rea, st

Le fr^end,
Le sha ou thing,
la you hand an
sin@, sin@, sin@.
1 I
rube
12 Colours and objects Ive got a (yellow) (pencil case).

600695 _ 0007-0014.indd 12 09/02/15 11:49

SCC Students develop their social skills via a song about values: Lets share. Listening to and
learning a song about sharing, based on the recently read story in class, helps to build
common group values.

45

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 To
To

Vo
bo
pe
ba
or
St
Iv

Te
CD
ph
Bo

T
s
s
w
t

Re
A
Te

46

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Objectives
To develop fine motor skills.
To use simple grammar structures.
Target language
Vocabulary:
book, crayon, glue, pen, pencil,
pencil case, rubber, ruler, school
bag, sharpener; blue, green,
orange, pink, purple, red, yellow
Structure:
Ive got a red pencil.
Materials
Teachers i-book
CD
photocopies of Teachers Resource
Book, page 10
LC Students develop
Linguistic competence
by gaining oral fluency.
This speaking activity provides a
structured guided activity where
students explain to their partners
what they have or havent got in
their pencil case.
Resources
Arts and crafts
Teachers Resource Book, page 10
685815 _ 0027-0056.indd 47
Unit 1 - Lesson 5B
Art and crafts
Getting started
Play Bingo! Ask the children to draw six classroom objects in a grid in their
notebooks. Call out the classroom objects one by one and the children cross
out the objects if they have them. The first child to cross out all six objects
calls Bingo! and is the winner. Repeat several times.
Karaoke Song: Lets share! 1.20
Play the song and sing along. Encourage all the children to join in.
Make a pencil case
Hand out the photocopies of the pencil case template (Teachers Resource
Book, page 10). Tell the children to colour the pictures and then cut them out.
Show them how to make the pencil case by folding it down the middle and
gluing the sides. The children then put the items in their pencil case.
Ask two children to come to the front of the class for show and tell. One child
shows the other what they have in their pencil case. SS: Ive got a blue pencil,
a red sharpener, a green pen, a pink rubber and a yellow ruler. Put the children
into pairs and ask them to tell their partner what they have.
Finishing off
The children put the pencil cases they have made on the table in front of them.
Say a colour and ask the children to show you what they have got in that
colour. T: Red. SS: Ive got a red ruler. SS: Ive got a red pencil.
47
06/05/15 16:01
 Unit 1 - Lesson 6A
Students Book, page 13

Objectives Getting started

To read a complete sentence Display the poster and ask questions about it. T: Whats this? Encourage the
with the classroom objects. children to reply using full sentences. SS: Its a purple book. Repeat until all the
To identify strange objects. children have had the chance to answer a question.

To develop reading skills.

10 Look and say.
Ask the children to look at the photos in Activity 10. Explain that the photos are
Target language of classroom objects but that they are unusual. Point to each object and ask the
Vocabulary: children to identify it. Ask the children if any of them have unusual classroom
pen, pencil, pencil case, rubber, objects to show the rest of the class.
ruler, school bag, sharpener
11 Read, stick and trace.
Ask the children to look at Activity 11. Point to number 1 and ask a volunteer to
Materials read the sentence. Repeat for numbers 2 and 3. Ask the children to trace each
Teachers i-book sentence. Tell them to find their stickers for Unit 1 and to put them in the correct
Unit 1 poster place. Ask the children to read the sentences: T: What is number three? SS: Its a
Unit 1 stickers pencil case. Repeat until all the children have had a turn to read.

Finishing off
Do a picture dictation. Ask the children to open their notebooks. Tell them that
they must draw and colour what you say. T: Its a (blue book). Ask volunteers
to take turns giving the instructions. Move around the classroom checking the
drawings.

48

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NIT 1 LESSON 5 UNIT 1 LESSON 6
10 Loo an sa.
he
1
3

re 4
the

Luc
ct
a

at

11 Rea, stic an tra.

d,
thing,
nd an
n@.
1 I 2 I 3 I
rube. crayo>. enci ca.
Recognising real objects Its a (rubber). 13

600695 _ 0007-0014.indd 13 09/02/15 11:49

IE Students use their own initiative to identify photos of classroom objects and to choose the
correct sticker.

49

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 Review
5 Trac, matc an colou. 6 Fin, cir
To
To
1 Ifi penci cas. 1 To

2 Ifi sharpene. Vo
pe
sh
3 Ifi pe>.
4 Ifi schoo ba@. 2
Te
Un

5 Ifi rule.

Re
D
8 DV
Te
323845 _ 0005-0010.indd 8 28/01/11 8:35
Ac
CAE Students identify and decorate some everyday classroom objects using their own artistic the
expression. ch
ob

50

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 Unit 1 - Lesson 6B
Activity Book, page 8

Objectives Getting started

To identify unusual objects. Play Touch. Explain that you are going to give some instructions and that the
children must touch what you say. For example: Touch your sharpener. Touch
To develop reading skills. your friends pencil. Touch something green. When the children understand the
To develop writing skills. game, start to give the instructions in quick succession so that they have to
find the objects quickly.
Target language
Vocabulary: 5 Trace, match and colour.
pen, pencil case, ruler, school bag, Ask the children to look at Activity 5. Tell them to trace the words. As they
sharpener finish, ask them what words they have traced. Ask a volunteer to read out each
sentence. Point to the pictures on the right and ask the children to identify
them. The children then match the sentences with the pictures of the classroom
Materials objects. Finally, the children can colour the pictures.
Teachers i-book
Unit 1 flashcards Finishing off
Ask the children if they can invent or describe unusual classroom objects.
Repeat any words they do not know in English. The children can then draw
and label an object in their notebooks.

Resources
DVD 2
DVD Unit 1 Real Kids
Teachers Resource Book, page 22
Activity 1: Play the DVD, then ask the children to circle Activity 2: The children match the words to the pictures
the ages of the children. Play the DVD again for them to and then trace over the words.
check their answers. Ask the children what classroom
objects they saw in the film.

51

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 Unit 1 - Lesson 7A
Students Book, page 14

Objectives Getting started

To listen to a story. Tell the children that you are going to give them some instructions but that
they must only do them if you say please. Give instructions with mime to help
To practise pronunciation: p. understanding. Sometimes say please at the end and sometimes dont. T: Put
your pencil on the table, please. The children put their pencils on the table.
Target language T: Put your rubber on your head. The children do not follow the instruction.
Structure:
Can I go to the toilet, please? 12 Listen. 1.21
Ask the children to look at Activity 12. Tell them to look at the first scene from
the cartoon, and explain that Beep is the teacher. Play the recording and ask
Materials the children to follow the story in their books. Play the recording again, stopping
Teachers i-book at various points and asking volunteers to say the next line. Ask the children
CD to practise asking the question: Can I go to the toilet, please? Remind them to
always use the magic word.
i-story cards Phonics
Listen and say a tongue twister. 1.22
Tell the children they are going to learn a tongue twister. Play the recording,
pausing at the end of each line for the children to repeat. Write the tongue
twister on the board. Play the recording again encouraging the children to copy
the narrators intonation. Divide the class into groups. Give them a few minutes
to practise the tongue twister, and then invite them to the front to perform for
the rest of the class. Encourage the children to find any other words that they
know that begin with p, for example: pen, pencil case or any names of children
in the class. Write the words up on the board and practise saying them with
good pronunciation.

Finishing off
Do back drawing. Put the children into pairs. One child draws a classroom
object on their partners back for them to guess what it is. When the partner
has guessed correctly they change roles.

Transcripts
Listen. Beeps World! 1.21

Narrator: Hello girls! Hello boys! Its time for school! Narrator: Whats the magic word? Whats the magic
Boy: Shh! Its the new teacher! word? Oh, no!
Girl: Can I go to the toilet? Narrator: Look at that boy! Hes looking in the dictionary!
Beep: Er, whats the magic word? Does he know the magic word?
Narrator: Look! Now a boy is asking a question. Boy: Hey! The magic word is please!
Boy: Can I go to the toilet? Narrator: Ah, fantastic! Now we know the magic word!
Beep: Whats the magic word? Children: Can I go to the toilet please?
Narrator: Later Beep: Yes!
Boy: Can I go to the toilet? Narrator: Oh dear! Everyones going to the toilet!
Beep: Er, whats the magic word? Boy: Thank you!

Listen and repeat. 1.22

Pick up! Pick up the pink and purple pencils, Peter!

Pick up the pink and purple pencils! Pick up the pink and purple pencils, Peter! Please!

52

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 Beeps world! UNIT 1 LESSON 7

p
t
12 Lise>. 1.21

ng

py
es

y!

14 Phonics initial sound p as in pick Can I go to the toilet, please?

600695 _ 0007-0014.indd 14 09/02/15 11:49

IE Students develop their initiative by identifying and repeating polite formulaic language from
a story to ask for permission or ask for a request. This story enables students to recognise
how to use the language appropriately to achieve personal goals.

53

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 Review

6 Fin, circl an writ. To

To

1 To

r u l e r t p o wh

s r e z i a h x Vo
bo
gl p e n t b o o k pe
sh

2
z p e n c i l e
r u b b e r o b Te
Be
Un
m a c r a y o n Un

e> g l u e t i p u
3 5

boo enci
4 6 7

Re
P

rube crayo> rue Te

Ac
wo
9

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Tra
LL Students develop their learning techniques by reviewing the unit language and creating a
picture dictionary. P
Bo

54

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 Unit 1 - Lesson 7B
Activity Book, page 9

Objectives Getting started

To practise writing skills.
To practise reading skills.
To revise the language from the
whole unit.
Put the poster on the board. Use the Beep toy to demonstrate the activity.
Point to a picture and ask the Beep toy to tell you something about it, for
example: Its a ruler, or Its blue, or Ive got a red ruler. Point to a picture and
ask a volunteer to give you a sentence. Continue until all the children have had
a turn to speak.

Target language 6 Find, circle and write.

Vocabulary: Ask the children to look at Activity 6. Explain what they have to do by showing
book, crayon, glue, pen, pencil, them the example in the word search. If necessary, write the words on the
pencil case, rubber, ruler, board to help. Tell the children to find and circle the other words. When
sharpener, school bag they have located all the words, ask the children to write them next to the
corresponding pictures below. Move around the classroom giving help where
necessary.
Materials
Teachers i-book Picture dictionary 3.1
Beep toy Ask the children to look at the Picture dictionary on page 10 of their Activity
Unit 1 poster Books. Hold up your two index fingers and signal to the class to do the same.
Unit 1 flashcards Say: Point to the glue and the rubber. Encourage the class to quickly point to
the two pictures and check with the child next to them. Repeat with other words
from the page. Tell the children to trace each word on the dictionary page. Play
the recording and ask them to look at the pictures and repeat the words.

Finishing off
Put the flashcards around the room. Mime using one of the classroom objects.
Ask a child to point to the correct flashcard and to name it. If they say it
correctly, then they can mime the next object.

Resources
Phonics
Teachers Resource Book, page 85
Activity 1: The children look at the pictures and circle the Activity 2: The children look at the picture and colour the
words that have the p sound. items that begin with the p sound.

Transcript

Picture dictionary 3.1

Book, crayon, glue, pen, pencil, pencil case, rubber, ruler, school bag, sharpener.

55

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 Unit 1 - Evaluation

Revise the vocabulary with the children. Show the flashcards one at a time and
Objective
ask questions about the classroom objects. T: Whats this? What colour is it?
To evaluate childrens understanding Show the children the test and explain each activity. Play the recording and the
of target language from the unit. children do Activity 1. Play it again. The children complete the rest of the test
by themselves.
Target language 1 Listen and tick (3) the school objects. 1.23
Vocabulary: Ask the children to look at the pictures in Activity 1. Explain that they are going
book, crayon, glue, ruler, pen, to hear some of the objects mentioned and that they must only tick the words
pencil, pencil case, rubber, school they hear.
bag, sharpener; numbers 1 10
2 Count the objects and match the puzzle pieces.
Ask the children to look at the puzzle pieces in Activity 2. Ask them to count
Materials the objects and to match them to the correct number.
Teachers i-book
3 Look at the sequence and colour the picture that comes next.
CD
Show the children the first line of pictures. Ask them to colour the picture on
Unit 1 flashcards
the right which is the next picture in the sequence.
photocopies of Unit 1 Test,
Teachers Resource Book, pages 4 Join the number then trace over the word.
135 and 136 Ask the children to join the dots in numerical order. They then trace over the
word and colour the picture.

Unit 1 Test Unit 1 Test

Name: Class: Name: Class:

1 3 1
1.23 1.36

2
2
2

Santillana Educacin SL./Richmond Publishing 2011 PHOTOCOPIABLE

Santillana Educacin SL./Richmond Publishing 2011 PHOTOCOPIABLE

Santillana Educacin SL./Richmond Publishing 2011 PHOTOCOPIABLE

MST Students develop their 4

mathematical skills
by matching digits to
groups of objects. They also
practise their logical thinking by enci
completing sequences. 1 Listen and tick () the school objects. (Track 1.23) 3 Look at the sequence and colour the picture that comes next.
2 Count the objects and match the puzzle pieces. 4 Join the numbers then trace over the word.
135 136

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Transcript
Unit 1 Test. Activity 1. Listen and tick (3) the school objects. 1.23

Glue.
Pencil case.
School bag.
Rubber.
Crayon.
Sharpener.

56

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2. My family
Unit objectives
To understand and use target
language.
To follow short dialogues.
To follow and enjoy a story.
To participate in songs and
chants.
To practise pronunciation: m.
To find out about different families
and speak about ones own family.
Target language
Vocabulary:
brother, dad, grandad, granny,
mum, sister
Introduction
Anticipating difficulties
In this unit, the children will be talking about their families. It is important to
be very flexible and to transmit acceptance and confidence when discussing
this topic as family units may differ greatly within the class. For some children,
their cousins may be very close or there may be other family members, such
as step-mother, step-brother, which are not covered in the vocabulary. As new
words arise, teach them to the children.
Teaching tip
As a teacher you should speak at a normal speed, neither too fast nor too slow,
so that the children can learn to understand and eventually copy you. Use as
much English as possible both in and out of the classroom and always speak
with complete sentences. Encourage the children to use complete sentences too
when they are speaking. Insist that all the children try to speak English in your
classroom. At first this will be very difficult but as the children learn more and
become accustomed to the language, it will become more automatic for them.
Beeps w
1.34
orld!

Structures: Its Sallys

bir thday.

This is my mum. Beep has

got an ide
a!
How old are you? Sally! Smile
Im six. please!
,

No!

Revision
Whats Be
ep doing?
Look, Sa
numbers 1 10 Look at Belly!
ep !
Whats Be
ep doing no
w?
Smile, Sally
!
Please!

No!

Oh dear! Hey, Sally

Look at m !
e!
Oops! No!

Now ever
ybody is ha
ppy.
Thank you,
Be
Its fantasti ep.
c!

da grandHaa, ha, ha!

mu Tongu twis
No problem
!

Monicas
te 1.35

m
Monicas um.
m
Monicas um makes macaron
grann mum mak
es macar i.
oni for M
onic a and me.
ing 2011
nd Publish
S.L. / Richmo

253259
_ 0001-00
16.indd
4
Educacin
Santillana
BEEP 1
0114746
EAN: 843130

28/09/1
0 16:17

brothe Bee
siste
family
Unit 2 My 28/09/10
16:16

253259
_ 0001-0016
.indd 3
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 Unit 2 - Lesson 1A
Students Book, page 15

Objectives Getting started

To introduce family members. Display the poster and ask the children if they know where Beep is. Tell them
to put their hands up if they know the names of any of the family members in
To say a chant.
the picture. Ask volunteers to come to the front, point to a person they know
and say the word. Point to the family members one at a time, say the word
Target language and ask the children to repeat.
Vocabulary:
brother, dad, grandad, granny, 1 Listen, point and repeat. 1.24
mum, sister
Ask the children to look at the picture in Activity 1. Point to the family members
on the page and ask the children to name them. Play the recording and ask the
Materials children to point to each family member as they hear the word. Play the recording
Teachers i-book again and this time the children repeat the words. Encourage all the children to
CD repeat the words.
Unit 2 poster 2 Listen and chant. 1.25
Unit 2 flashcards
Put the flashcards on the board in the following order: grandad, granny, mum,
a piece of paper
dad, brother, sister. Play the recording and point to each family member as they
are named and point to yourself when the chant says me. Play the recording
i-activity again and ask the children to join in with the chant. Then point to each card in
turn and ask the children to say the name with you. Repeat, gradually building
up the rhythm. Finally, put the first card (grandad) face down on the board and
tell the children to say the chant filling in the missing family word. Repeat with
the other cards, one by one until they are all face down and the children can say
the chant from memory. Once the chant is memorised, practise it by starting
slowly and speeding up with each repetition.

Finishing off
Hold a piece of paper in front of a flashcard. Slowly move the paper to show a
part of the picture. Ask the children to guess which family member it is before
the whole picture is revealed. Repeat several times.

Transcripts
Listen, point and repeat. 1.24 Chant: The family chant. 1.25

Mum. Granny. Grandad, granny, mum and dad. My brother, my sister and me.
Grandad. Brother. (6 times, getting faster)
Dad. Sister.

58

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 2. My family LESSON 1

1 Lise>, poin an eea. 1.24

g
da
mu granda
,
ey grann
n
g
d
h
say

a
e

brote sise

2 Lise> an chan. 1.25

Family members 15

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LC Students develop their language skills by recognising, identifying and talking about family
members and relationships.

59

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 2. My family
1 Trac, matc an colou. To
To
To
brothe siste mu me

Vo
br
mu

Te
CD
Un
Un
Un
ph
Bo

da grann granda
11

323845 _ 0011-0016.indd 11 28/01/11 8:37

IE Students learn to observe a picture and solve the activity independently.

60

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 Unit 2 - Lesson 1B
Activity Book, page 11

Objectives Getting started

To say the family members. Display the poster, point to the family members one by one and ask the
children to name the people. If there are children who still need help, then ask
To recognise the family members.
them to repeat the word several times.
To write the words of the family
members.
Karaoke Chant: The family chant. 1.26
Play the karaoke chant and encourage the children to join in using the flashcards as
Target language
prompts.
Vocabulary:
brother, dad, grandad, granny, 1 Trace, match and colour.
mum, sister Ask the children to look at the pictures in Activity 1. First, tell the children to say
the names of the family members and then, ask the children to trace the words.
Materials Once they have traced the words, ask them to match the words with the family
members. Let them colour the pictures. Go round the classroom to give help
Teachers i-book
where needed and positive encouragement.
CD
Unit 2 playing card pop-outs
Unit 2 poster Play a card game
Unit 2 flashcards Ask the children to find their playing cards pop-outs for Unit 2 (or hand out
photocopies of Teachers Resource photocopies of the Teachers Resource Book, page 112). The children play
Book, page 112 Snap! in pairs. They each hold their cards in their hand and take it in turns to
put down one card. If they are the same, whoever shouts Snap! first gets to
keep the pile of cards. If they are different, they continue placing cards one by
one. The winner is the child with all the cards.
Note: There are six family pop-out cards. The children may draw two more
members of their family in order to make eight cards.

Finishing off
Hide a family flashcard behind your back. The children take turns to guess
who it is. Whoever guesses correctly can come to the front and hide a card
behind their back for the rest of the class to guess.

BEEP 1 Unit 2 Vocabulary

253193 _ 0001-0032.indd 19 26/10/10 15:47

61

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 Unit 2 - Lesson 2A
Students Book, page 16

Objectives Getting started

To recognise the family members. Use the Beep toy to show the children a flashcard and ask: Whos this?
Repeat until all the family members have been named.
To write the target vocabulary.

Target language 3 Stick and trace.

Vocabulary: Ask the children to look at the pictures in Activity 3 and explain that they are
brother, dad, grandad, granny, all of Charlies family. Point to each picture and ask them if they can guess
mum, sister which person is missing. Tell the children to find their stickers for Unit 2. Ask
about who they can see in each picture.The children put the stickers in the
Structure: corresponding places. Then ask them to trace the words. Finally ask the
This is my (mum). children to point to the family members. T: Point to Charlies (granny).

Materials 4 Listen and point. 1.27

Explain to the children that they are going to hear Charlie introducing all his
Teachers i-book
family. As they listen, they must point to the corresponding person. Play the
CD
recording twice. Ask the children if they remember the names of Charlies
Beep toy
brother and sister.
Unit 2 stickers
Unit 2 flashcards
a piece of paper for each child Finishing off
Give each child a piece of paper and ask them to draw a member of their
family. Then, ask each child to introduce the person they have drawn using a
full sentence: This is my (mum).

Transcript
Listen and point. 1.27

Charlie: Hi, Im Charlie, this is my family. This is my mum. Charlie: This is my dad.
Mum: Hello! Dad: Hi, boys and girls! Mmm... Delicious!
Charlie: This is my grandad. Charlie: This is my brother, John.
Grandad: Hi! Brother: Hi!
Charlie: This is my sister, Anne Marie. Charlie: And this is my granny.
Sister: Hello! Granny: Hello, children!

62

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 UNIT 2 LESSON 2
3 Stic an tra. Thi i m famil. 5 Lise> a

mu granda
6 Loo, sti

sise da

brote grann
4 Lise> an poin. 1.27

16 Identifying family members This is my (mum).

600695 _ 0015-0022.indd 16 09/02/15 11:31

DC Students develop competence with technology in the classroom by extracting specific

information from a short CD recording. In this activity they listen to family members being
presented and point to the corresponding person.

63

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 2 Trac an numbe. 3 Matc an
To
To
1 on To

Thifi ifi m famil. Vo

br
mu
St
Th

Te

5
6

6 si
3
4
4 Trac, dr
1
2

M da. 6 M grann. 4
M siste. 2 M granda. 3 Re
R
M mu. 5 M brothe. 1 Te

12 Ac
let
to
323845 _ 0011-0016.indd 12 28/01/11 8:37
Sh
MST Students develop their number skills by revising and using the numbers as labels for family co
members. an
to

64

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 Unit 2 - Lesson 2B
Activity Book, page 12

Objectives Getting started

To practise the numbers 1 10. Revise the numbers from 1 to 10 by saying them out loud with the children.
Draw the numbers on the board in a random order and ask the children to say
To recognise the family members.
them. Then draw a number in the air and ask the children: What number is
To say a complete sentence. this? Whichever child says the number correctly can then take a turn to draw a
number in the air for the others to guess.
Target language
2 Trace and number.
Vocabulary:
brother, dad, grandad, granny, Tell the children to look at the picture in Activity 2. Ask who is holding a photo
mum, sister; numbers 1 10 and what is he saying. Say a number from 1 to 6 and tell the children to identify
the family member. Then say the name of a family member and ask the children
Structure: to say the corresponding number. Point to the first sentence below the picture
This is my (mum). and ask a volunteer to read it. Ask the children: Which number is that person in
the picture? Repeat with the rest of the sentences. Finally, the children trace the
Materials words and write in the numbers.
Teachers i-book
Finishing off
Begin to write one of the family words on the board, letter by letter. Ask the
children to try and guess what the word is before it is completely written.

Resources
Reading and Writing
Teachers Resource Book, page 124
Activity 1: Write the word brother on the board with the
letters mixed up. Show the brother flashcard and explain
to the children that the letters on the board spell brother.
Show the children how to use the letters to write the word
correctly. The children look at the four pictures on the left
and then look at the letters on the right. Tell the children
to put one letter in each space to write the words.
Activity 2: Write the words yes and no on the board.
Show the children how to indicate yes with a and no
with a . Ask the SS to look at the picture of the children
and their birthday cakes. Read each sentence out loud
and give the children time to look at the picture and then
write yes or no in the space.

65

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 Unit 2 - Lesson 3A
Students Book, page 17

Objectives Getting started

To say the names of family Display the poster. Point to the family members one by one and ask the
members. children: Whos this? Then ask children to come out and point. T: (David),
point to (brother).
To sing a song.
To use simple grammar structures.
5 Listen and sing. 1.28
Tell the class theyre going to hear a song: This is my family. Play the song,
Target language
showing the flashcards of the family in each verse. Play the song again and
Vocabulary: encourage all the children to join in. Play the song a few more times until they
brother, dad, grandad, granny, are more confident.
mum, sister
Structures: 6 Look, stick and say.
This is my (dad). Ask the children to look at the picture in Activity 6. Explain to the children that
How old are you? this is a family tree and it is a way to represent a family. Tell the children to find
Im six. their stickers for Unit 2. They look and decide if they need to use a word or a
picture and then put the stickers in the corresponding places. When they have
finished, name a person and ask the children to point to them. Then, point to a
Materials family member and ask the children to say the word.
Teachers i-book
CD
Finishing off
Beep toy
Unit 2 stickers First, draw four of your family members on the board and label them. Ask the
Unit 2 poster children to get out their notebooks and to draw and label four of their family
Unit 2 flashcards members. Then ask volunteers to came to the front and introduce their family,
SS: This is my mother.

i-activity

Transcript
Song: This is my family. 1.28

Chorus: (Chorus)
This is my family.
Say hello to my family. This is Granny and Grandad, too.
This is my family. And baby brother, Gus.
This is Mum and this is Dad.
This is my sister, Anne Marie. Hello, from all of us!
This is my brother, John.
And this is Chippy, the family dog. (Chorus)
Say hello to everyone!

66

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NIT 2 LESSON 2 UNIT 2 LESSON 3
5 Lise> an sin@. 1.28

Thi i m famil.
S<a ello to m famil.
t
d
Thi i m famil.
e
a

6 Loo, stic an sa.

, granda

mu

Charl^ sise
A family tree This is my (family). 17

600695 _ 0015-0022.indd 17 09/02/15 11:31

LL Students develop their learning skills by reviewing and building new language structures by
learning a song to introduce family members. They learn the song and identify the family
members presented via flashcards.

67

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 To
To
me
To

Vo
br
mu

Te
CD
Un
Un
ph
Bo

p
c

Re
A
Te

68

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 Unit 2 - Lesson 3B
Arts and crafts

Objectives Getting started

To recognise the family members. Hold up the poster or stick it on a wall so all the class can see it. One child
comes to the front of the class and points to a family member and the rest of
To write the names of family
the class has to say who it is. The child can also ask the children individually.
members.
To draw members of their family.
Karaoke Song: This is my family. 1.29
Hand out the family member flashcards to six children. Play the song and sing
Target language
along. Ask the children with the flashcards to hold them up when they are
Vocabulary: mentioned. Encourage all the children to join in.
brother, dad, grandad, granny,
mum, sister Make a family tree
Hand out the photocopies of the family tree template. Tell the children to draw
Materials pictures of their family in the tree, like in the example. They can choose which
Teachers i-book family members to include. Ask two children to come to the front of the class
CD for show and tell. One child shows the other their family tree. SS: This is my
Unit 2 poster mum, this is my dad, and this is my sister, Luca. Put the children into pairs and
Unit 2 flashcards ask them to tell their partner about their family.
photocopies of Teachers Resource
Book, page 11

IE Students develop their

initiative by creating
a family tree and then
presenting their family to the
class in a show and tell session.

Finishing off
Say a family member and ask the children who have drawn that person on
their tree to stand up, show the class their drawing and say the person.
T: Brother. SS: This is my brother.

Resources
Arts and crafts
Teachers Resource Book, page 11

69

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 Unit 2 - Lesson 4A
Students Book, pages 18 and 19

Objectives
To reinforce the target language.
The surprise party! UNIT 2 LESSON 4 UNIT 2 LESSON 4

To listen to a story.
7 Lise> to t stor. 1.30

Target language
Vocabulary:
brother, dad, grandad, granny,
mum, sister
Structures:
Where are you?
Its my birthday.
Happy birthday!
More
practice
More
practice P P
1 2 2
Materials
Teachers i-book
F F
CD
Unit 2 story cards SC SC
Blu-Tack
More More
phonics phonics
i-story cards

3 4
4
18 Family members Its my birthday. How old are you? Im (six). Ha
Family members Its my birthday.

600695 _ 0015-0022.indd 18 09/02/15 11:32

60069

i-poster
Getting started Tra
Tell the children to look at the story on page 18 and ask them to identify the
i-flashcards
characters. Then ask them to look at the little pictures at the top of page 19. St
Point to the picture of the balloons and ask: Can you find these in the story?
The children look in the story and see if they can find the balloons. Tell them to St
IWB i-book circle the picture of the balloons, because they appear in the story. They then Na
look through the story and find which of the remaining pictures appear and Ru
circle them. Ask them to check their answers with a partner. Finally, they cross St
out all the pictures that do not appear in the story. Ru
St
7 Listen to the story. 1.30 Ne
Play the story and show the children the story cards one by one. Stick the story Ru
cards to the board with Blu-Tack. Play the story again and ask the children St
to follow the story in their books. Pause the recording at various points. Ask Ne
volunteers to point to the relevant scene in their books. Divide the class into five Ru
groups and assign parts to each group: Ruby, neighbour, Granny, Dad, Mum. Play Ne
the recording again and pause the recording after each scene and tell each group
to repeat their characters lines.

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 Finishing off
UNIT 2 LESSON 4
Ask the children their age. T: (Natalia), how old are
you? SS: Im (six). Then, ask a volunteer to come to the
front and ask someone their age. Continue until all the
children have asked or answered the question.

2 5 6

LC Students develop Linguistic competence by

listening to a recorded story, The Surprise
Party!, that revises vocabulary and grammar
structures from previous lessons. Afterwards a
4 7 8 guided role play is done by students for speaking
y members
How old are you? Im (six).
Its my birthday.
Happy Birthday!
How old are you? Im (six). Happy Birthday! 19 consolidation.
5 11:32

600695 _ 0015-0022.indd 19 09/02/15 11:32

Transcript
Story: The surprise party! 1.30

to Story card 1 Story card 5

n Narrator: Its Rubys birthday, but where is grandad? Granny: Shh! Here she is.
Ruby: Grandad, where are you? Its my birthday! Oh! Ruby: Where are you Granny?
s Granny: Dont come in Ruby!
Story card 2
Ruby: Oh!
Ruby: Mum! Dad! Are you there? Oh, no, theyre not here.
Story card 6
Story card 3
Ruby: Mum! Mum! Where are you? Oh, shes not here!
Neighbour: Shhh! Be quiet. Hello, Ruby.
ory Ruby: Hello. Its my birthday! Story card 7
Ruby: Dad! Dad!
Story card 4
Dad: Hello, Ruby. Come with me!
Neighbour: Happy birthday, Ruby! How old are you?
Ruby: Thank you. Im seven. Story card 8
ay Neighbour: Oh please, be quiet. Mum and Granny: Surprise!
p Everyone: Happy birthday, Ruby!

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 Unit 2 - Lesson 4B
Objectives Getting started
To remember the story. Ask the children to think back to the story from the previous class. Ask
comprehension questions to check what they can remember: Whose birthday
To make a story booklet.
is it today? How old is she? Is Granny in the story? Is Charlie in the story?

Target language
Listen again 1.30
Vocabulary:
brother, dad, grandad, granny, Tell the children they are going to hear the story again. Play the story and pause
mum, dad the recording at various points when a character is speaking. Ask a volunteer to
tell you which character is speaking. Continue with other volunteers.
Structures:
Where are you?
Its my birthday. Make a story booklet
Happy birthday! Put the story cards on the board out of order. Ask the children to tell you the
correct order of the cards. Point to each card and ask: Is this next? Which card
is next? Ask volunteers to help you until the story cards are in the correct order.
Materials Tell the children to find their pop-out for the story booklet (or hand out
Teachers i-book photocopies of the Teachers Resource Book, pages 97 and 98). Show them
CD how to make a cover for their booklet and put the title The surprise party! The
Unit 2 story pop-outs children cut or pop out the pictures and put them into the correct order. Go
photocopies of Teachers Resource round the class to help any child that needs it and staple the booklets together.
Book, pages 97 and 98
a stapler
Finishing off
Let the children play with their story booklet and encourage them to tell the
LC Students develop story. Try and motivate them to speak in English and help them with the words.
Linguistic competence
by creating a story
booklet for a recorded story,
The Surprise Party! The booklet
serves to revise vocabulary
and grammar structures as well
as serving as a foundation for
guided story telling done by the
students.

Resources
DVD 1
DVD Animated Story: The surprise party!
Teachers Resource Book, page 23
Tell the children to look at the pictures on the worksheet. Play the DVD and as they watch, the children number the
four pictures. Play the DVD again and this time the children colour the pictures.

72

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y

se
to

d
er.

er.

73

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 Unit 2 - Lesson 5A
Students Book, page 20

Objectives Getting started

To ask someones age.
To give information about
someones age.
Put the flashcards on the board in a line and ask the children to look at them
for a minute. Tell the children to close their eyes while you change the position
of two of the cards. Then, the children open their eyes and tell you which
cards have changed places. Repeat the game several times.

Target language
8 Listen, read and stick. 1.31
Vocabulary:
brother, dad, grandad, granny, Ask the children to look at the picture in Activity 8. Tell them they are going to
mum, dad, brother, sister listen to the recording and they have to stick the cake with the correct number
of candles in front of each child. Play the recording and the children listen.
Structure: Then, they read the speech bubbles and stick the cakes in their places. Play it
How old are you? again so they can check their answers. Go round the class to see if they have
matched the children and the cakes correctly.
Materials
9 Listen and chant. 1.32
Teachers i-book
CD Write the numbers from 1 to 10 in order on the board. Tell the children that they
Unit 2 flashcards are going to listen to a chant. Play the recording and point to the corresponding
number each time. Play the chant again and encourage the children to join in.
If the children feel comfortable with the chant, play it several times and ask
them to hold up the number of fingers for each verse.

Finishing off
Play Chinese whispers. Put the children into groups of eight and whisper
a sentence to one child in each group, for example: How old are you? Ask
the child to whisper the same sentence to the next child who then whispers
it to the next one and so on. The last child says the sentence out loud and
hopefully, it should be the same one as the teachers.

Transcripts
Listen, read and stick. 1.31 Chant: How old are you? 1.32

Baker: Hello! Whats your name? How old are you? How old are you?
Clara: My names Clara. How old are you? How old are you?
Baker: And how old are you Clara? Are you one? Are you two? Are you seven? Are you eight?
Clara: Im five. How old are you? How old are you?
Baker: Hello! And whats your name? How old are you? How old are you?
Nelly: Hi! My names Nelly. How old are you? How old are you?
Baker: And how old are you Nelly? Are you three? Are you four? Are you nine? Are you ten?
Nelly: Im seven. How old are you? How old are you?
Baker: Hello! Whats your name? How old are you?
Sam: Hello. My names Sam. How old are you?
Baker: And how old are you Sam? Are you five? Are you six?
Sam: Im six. How old are you?

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 UNIT 2 LESSON 5
8 Lise>, ea an stic. 1.31
10 Tra a
n

How ol a yo?
r

ey
ng

11 Loo an

I fi.

I si.
I ee>.

?
9 Lise> an chan. 1.32

20 Numbers 1-10 How old are you? Im (five).

600695 _ 0015-0022.indd 20 09/02/15 11:32

CAE Students develop their musical awareness by listening to and participating in a chant to
remember questions about age. This activity helps learning by developing an association
between rhythm, language and word stress.

75

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 3 Matc an colou. To
To
1 on 2 tw 3 thre 4 fou 5 fiv To

4 Vo
2 nu
5
10 St
Ho
Im
9
1
Te
3 CD

7 6
8

6 si 7 seve> 8 eigh 9 nin 10 te>

4 Trac, dra an writ.
Ho ol I .
ar yo? Childs own
picture.

Re
La
Te
Re
Te
13 wo
pic
323845 _ 0011-0016.indd 13 28/01/11 8:37
Co
LL Students develop their learning skills by reviewing numbers through playing games and Te
singing the chant How old are you? This lessons activities provide a kinaesthetic approach, wo
thus catering for a more holistic approach to learning. pic

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 Unit 2 - Lesson 5B
Activity Book, page 13

Objectives Getting started

To recognise the numbers 1 10.
To use simple grammar structures.
To develop drawing skills.
Play Bingo! Ask the children to write four numbers from 1 to 10 in their
notebooks. Explain that you are going to say a number and that if they have
that number written down then they should circle it. Say the numbers in
random order. The first child to circle all four numbers calls out Bingo!

Target language Karaoke Chant: How old are you? 1.33

Vocabulary: Play the chant and sing along holding up the corresponding number of
numbers 1 10 fingers each time. Encourage all the children to join in both with singing
Structures: and representing the numbers.
How old are you?
Im six. 3 Match and colour.
Ask the children to look at the stars in Activity 3. Explain that the stars are
mixed up and that they must match each star with a number. Point to the
Materials example to help the children understand. Ask the children to match the rest
Teachers i-book of the stars.
CD
4 Trace, draw and write.
Ask the children to look at Activity 4. Choose a volunteer to read what Monica
is saying and another child to answer the question. Explain to the children that
today is their birthday and they are in the picture with Monica. Ask them to
trace the words and to write in their age. Then, they trace the child outline and
complete the picture of themselves.

Finishing off
Write a mixed up sentence on the board, for example: old you how are? Read
it out loud and ask the children if they can correct it. Ask a volunteer to write
the correct sentence with the help of the rest of the class. Continue with other
sentences, for example: sister is my this, your name whats?

Resources
Language
Teachers Resource Book, pages 48 50
Reinforcement Extension
Tell the children to look at the pictures. They look at the Tell the children to look at the pictures. They write the
words in the box and write the correct word with each correct word with each picture. They then say each word.
picture. They then say each word.
Consolidation
Tell the children to look at the pictures. They look at the
words in the box and write the correct word with each
picture. They then say each word.

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 Unit 2 - Lesson 6A
Students Book, page 21
Objectives
To say the family members.
To identify boys and girls.
To develop drawing skills.
Target language
Vocabulary:
boy, girl; brother, dad, grandad,
granny, mum, sister
Materials
Teachers i-book
78
685815_0057_0086.indd 78
Getting started
Ask a boy and a girl to come to the front of the class. Point to the boy, say boy
and ask the children to repeat. Do the same with the girl. Then ask all the boys
to stand up, use mime and gestures to help understanding. Repeat with the
girls. Then call out boy or girl and the corresponding group stands up.
10 Trace and match.
Ask the children to look at the pictures in Activity 10. Point to the boy and say:
Boy or girl? Repeat with the girl. Then ask the children to trace the stick figures.
Finally, the children match the boy and girl with the stick figure.
11 Look and draw.
Ask the children to look at Activity 11. Explain that the instructions show them
step by step how to draw a stick figure of a boy and a girl. Tell them they have
to look carefully at the examples and then draw a girl and a boy. They can
colour their pictures when finished.
Finishing off
Picture dictation. Explain to the children that they must draw what you tell
them. The children have their notebooks ready to draw and colour what you
say. Remind them they can use the stick figure technique to help them.
T: Draw a boy. Draw a granny.
07/05/15 09:47
NIT 2 LESSON 5 UNIT 2 LESSON 6
oy 10 Tra an matc.
s

y:
es.

m
e

11 Loo an draw.

Boy and girl distinction 21

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CAE Students develop their observation skills by following a step-by-step explanation about
how to draw a stick figure. In this activity, reading comprehension is checked by details in
artistic production.

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 Review
5 Loo an coun. 7 Rea an
To
To
To
Thifi ifi m To
brothe.
Vo
bo

Te

boyfi 7 girlfi 9
6 Rea an dra. 8 Loo an

Childs own picture. Childs own picture. Childs own picture.

Dra two girlfi. Dra bo an Dra thre boyfi.

gir. Re
14 D
DV
323845 _ 0011-0016.indd 14 28/01/11 8:37 Te
LC Students demonstrate their language skills by understanding the written text and drawing Ac
what it says. the
the

80

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Objectives
To practise numbers from 1 10.
To identify boys and girls.
To develop reading skills.
To revise the colours.
Target language
Vocabulary:
boy, girl; numbers 1 10
Materials
Teachers i-book
Resources
DVD 2
DVD Real Kids Unit 2
Teachers Resource Book, page 24
Activity 1: Play the DVD then ask the children to match
the two halves of the sentences. Play the DVD again for
them to check their answers.
685815_0057_0086.indd 81
Unit 2 - Lesson 6B
Activity Book, page 14
Getting started
Ask four girls to stand up and then ask a volunteer to count them and tell you
the result: Four girls. Then ask six boys to stand up and ask another volunteer
to count them and say: Six boys. Continue with different numbers of boys and
girls to practise all the numbers from one to ten.
5 Look and count.
Ask the children to look at the picture in Activity 5. Tell them to point to a girl in
the picture, and then a boy. Explain that they have to count the boys and girls.
Ask the children to write the number in the box provided. Go round the class to
see if each child has the right number.
6 Read and draw.
Ask the children to look at the pictures in Activity 6. Ask a volunteer to read the
first text out loud. Ask the children how many boys and how many girls they
must draw. The children draw the pictures. Repeat the procedure for the other
two pictures. Check that they have all drawn the correct number of girls and
boys.
Finishing off
Play Bingo! Ask the children to get their notebooks and draw eight children.
They can choose how many boys or girls to draw. Call out boy or girl and the
children circle one of their drawings if they have it. The first child to circle all of
their drawings calls out Bingo!
Activity 2: Tell the children to draw a member of their family
and to write who it is and where in the house they are.
81
07/05/15 09:47
 Unit 2 - Lesson 7A
Students Book, page 22
Objectives
To listen to a story.
To follow the sequence of a story.
To practise pronunciation: m.
Target language
Structure:
Smile, please.
Materials
Teachers i-book
CD
i-story cards
Transcripts
Listen. Beeps world!
Narrator: Its Sallys birthday.
Beep: Sally! Smile, please!
Sally: No!
Narrator: Beep has got an idea.
Narrator: Whats Beep doing?
Mum: Look Sally! Look at Beep!
Sally: No!
Narrator: Whats Beep doing now?
Beep: Hey, Sally! Look at me!
Listen and repeat. 1.35
Monicas mum.
Monicas mum makes macaroni.
82
685815_0057_0086.indd 82
Getting started
Pretend to take photos of the children in groups and individually. Each time
say to them: Smile, please. Tell the children to pretend to take photos of their
classmates each time asking them to smile.
12 Listen. 1.34
Ask the children to look at Activity 12. Tell them to look at the first scene from
the cartoon, and explain that Beep is a photographer. Play the recording and
ask the children to follow the story in their books. Play the recording again,
stopping at various points and asking volunteers to say the next line. Ask the
children to practise saying Smile, please.
Phonics
Listen and say a tongue twister. 1.35
Tell the children they are going to learn a tongue twister. Play the recording,
pausing at the end of each line for the children to repeat. Write the tongue
twister on the board. Play the recording again encouraging the children to copy
the narrators intonation. Divide the class into groups. Give them a few minutes
to practise the tongue twister, and then invite them to the front to perform for
the rest of the class. Encourage the children to find any other words that they
know that begin with m for example, my, mouse or any names of children in the
class. Write the words up on the board and practise saying them with English
pronunciation.
Finishing off
Do some revision of the previous unit. Slowly draw the school objects on the
board and the children have to try and guess what is being drawn before it is
finished. The children can also take it in turns to come to the board or do it in
pairs if there is enough time.
1.34
Granny: Smile, Sally! Please!
Sally: NO!
Narrator: Oh dear!
Beep: Oops!
Sally: Ha, ha, ha!
Narrator: Now everybody is happy.
Mum: Thank you Beep, its fantastic!
Beep: No problem!
Monicas mum makes macaroni for Monica and me.
07/05/15 09:47
 Beeps world! UNIT 2 LESSON 7

12 Lise>. 1.34

py
es

he

22 Phonics initial sound m as in Monica Smile!

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LC Students develop their language skills by identifying and producing the m sound. They also
review the language of the unit.

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 Review

7 Rea an matc. To
wh
To
Thifi ifi m Thifi ifi m Thifi ifi m Thifi ifi m
brothe. grann. siste. da. Vo
br
mu

Te
CD
Be
Un

8 Loo an writ.
I I I
fi . ee> . fou .
Re
P
Te
s own picture.
Ac
sta
hre boyfi. ph
in
wo

15

323845 _ 0011-0016.indd 15 28/01/11 8:37 Tra

LL Children develop learning strategies by reviewing and recycling the unit vocabulary.
Reviewing allows children to consolidate learning in an organised fashion.
P
Br

84

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 Unit 2 - Lesson 7B
Activity Book, page 15

Objectives Getting started

To revise the language from the On the board write: This is my... Put one of the family flashcards next to
whole unit. the words and ask a volunteer to read the sentence. SS: This is my granny.
Continue with the other flashcards and other children.
To develop reading skills.

Target language 7 Read and match.

Vocabulary: Ask the children to look at the pictures in Activity 7. Ask a volunteer to read the first
brother, dad, grandad, granny, speech bubble. Tell the children to point to the picture that this represents. Tell them
mum, sister; numbers 1 10 to draw a line from the speech bubble to the picture. Ask volunteers to read the
next three sentences. The children then match the text to the pictures. Finally read
out one of the sentences and ask the children to point to the corresponding picture.
Materials
Teachers i-book 8 Look and write.
CD Ask the children to look at the pictures in Activity 8. Point to the first picture and
Beep toy say: T: How old is she? SS: Five. Ask the children to write five in the space. Tell the
Unit 2 flashcards children to look at the other pictures and to write the ages of the children.

Picture dictionary 3.2

Ask the children to look at the picture dictionary on page 16 of their Activity
Books. Hold up your two index fingers and signal to the class to do the same.
Say: Point to the brother and the grandad. Encourage the class to quickly point to
the two pictures and check with the child next to them. Repeat with other words
from the page. Tell the children to trace each word on the dictionary page. Play
the recording and ask the children to look at the pictures and repeat the words.

Finishing off
Ask the children general questions using the Beep toy to revise language
learned so far. Use mime to help when necessary. T: Show me your pencil
case. (Rebeca), write the number six on the board. What colour is this book?
(Holding a flashcard.) Whos/Whats this?

Resources
Phonics
Teachers Resource Book, page 86
Activity 1: The children look at the words on the left Activity 2: Ask the children to colour all the words that
starting with m. Review the meanings of the words with begin with m yellow, then tell the children to write the
photographs or flashcards. The children copy the words word for the hidden picture (moon).
in the spaces provided and then practise pronouncing the
Extra activity: Ask the class to make a list of all the words
words.
they know that begin with the m sound. Then, the children
make a wall chart for this phoneme with all the words they
have found and pictures with each word.

Transcript
Picture dictionary 3.2

Brother, dad, grandad, granny, mum, sister.

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 Unit 2 - Evaluation
Objective Revise the vocabulary with the children. Show the flashcards one at a time
and ask questions about the family members. T: Whos this? Show the children
To evaluate childrens understanding
the evaluation and explain each activity. Play the recording and the children do
of target language from the unit.
Activity 1. Play it again. The children complete the rest of the evaluation by
themselves.
Target language
Vocabulary: 1 Listen and number the family members. 1.36
boy, girl; brother, dad, grandad, Explain to the children that they are going to hear a number followed by a
granny, mum, sister; numbers family member. They must write the number in the box next to the correct
1 10 picture.

2 Look and match the pictures to the words.

Materials Tell the children to look at the four pictures and at the words in the middle.
Teachers i-book They must match the word with the pictures.
CD 3 Count and write.
Unit 2 flashcards The children look at the stick pictures of the boys and girls. They must count
photocopies of Unit 2 Test, them and write the number in the correct box.
Teachers Resource Book, pages
137 and 138 4 Trace the words and match them to the picture.
Tell the children to read and to trace the words. When they have finished, they
must match the word with the family member.

Unit 2 Test Unit 2 Test

Name: Class: Name: Class:

1 3 1
1.36 1.50

3 boyfi 5 girlfi
2 4 1
4 mu grann da

LC Students develop 6 5 3
2
Linguistic competence 2
by participating in an end 2
of unit summative assessment

Santillana Educacin SL./Richmond Publishing 2011 PHOTOCOPIABLE

Santillana Educacin SL./Richmond Publishing 2011 PHOTOCOPIABLE

Santillana Educacin SL./Richmond Publishing 2011 PHOTOCOPIABLE

mu
procedure. Assessment and da
positive feedback on brote
improvement plays an important sise
role in students being able to see
brote granda sise
their own progress and evaluate 1 Listen and number the family members. (Track 1.36) 3 Count and write.

their mistakes. 2 Look and match the pictures to the words.

137 138
4 Trace the words and match them to the picture.

324637 _ 0133-0154.indd 137 01/02/11 10:12 324637 _ 0133-0154.indd 138 28/01/11 14:40

Transcript
Unit 2 Test. Activity 1. Listen and number the family members. 1.36

1 Brother.
2 Granny.
3 Mum.
4 Grandad.
5 Sister.
6 Dad.

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 Introduction
3. Perfect pets
Unit objectives Anticipating difficulties
To understand and use target The theme of the unit is pets. Encourage the children to feel involved by talking
language. about their pets or bringing in photos of them. Children who dont have pets
may feel left out so try to include them too by pointing out that everyone can
To understand short dialogues. like animals or have a favourite pet whether they have one at home or not.
To follow and enjoy a story.
To participate in songs and Teaching tip
chants. To save time when children are getting ready for activities, for example, opening
books at the right page, count down from 10 to 1. When you reach 1, the children
To practise pronunciation: r.
should be ready to start the activity. You can vary the speed of the count down
depending on how much time you think it will take them to get ready.
Target language
Vocabulary:
cat, dog, frog, goldfish, hamster,
parrot, rabbit, rat; black, brown,
grey, white
Structures: Beeps w
orld!
Is it a (cat)? Yes, it is. / No, it isnt. 1.48

Today, Be
My favourite pet is a (dog). ep is on tel
evision.
Hi! Welcom
Guess my e to
Imperatives (Jump! Sit down! Stand My name
Hello, whatis Ricky Smiley.
s your name
pet!

up! Catch! Run! Go to sleep!) ?

Is it black?

No, it isnt.

Revision Hello,
My name Ricky.
is Beep.
green, orange, pink, red OK! It isn
Next ques t black.
tion, pleas
e.

Mmm.
Is it a fish? It isnt a fis
h.
No, it isnt. Hello, Beep
Is it a frog? .

No, it isnt
a frog.

Oh no! Its
Its a RAT!

hamste Please do
Squeak! nt wo
Squeak! my pet rat! rry! This is Robby,
Hello, Robb
253259

y!
_ 0001-0016
.indd 5

goldis
parro
Tora ngu twiste 1.49

This is Rob
This is Rob by.
This is Rob by the robot rat.
This is Rob by the robot rat. Run
This is Rob by the robot rat. Run , Robby!
fro@
ing 2011

by the robo ,R
t rat. Run, obby! Run, Robby!
nd Publish

rabbi Robby! Run

S.L. / Richmo

253259

, Robby! R
un! Run
_ 0001-001
6.indd
6
Educacin

! Run!
Santillana
BEEP 1
0114746
EAN: 843130

28/09/1
0 16:17

do@ ca Unit 3 Pe
rfect pets
28/09/10
16:17

87

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 Unit 3 - Lesson 1A
Students Book, page 23

Objective Getting started

To introduce pet names. Display the poster and ask the children if they know where Beep is
(in the pet shop). Ask them to put their hands up if they know the names of
Target language any of the pets in the picture. Ask volunteers to come to the front, point to a
pet they know and say the name.
Vocabulary:
cat, dog, frog, goldfish, hamster,
parrot, rabbit, rat 1 Listen, point and repeat. 1.37
Ask the children to look at the picture in Activity 1. Point to Lee and ask: Whats
Materials his name? (Lee). Ask the children to point to Lees mum. Say: Miaow! Ask the
children to point to the cat. Say cat, and tell the class to repeat after you. Play
Teachers i-book the recording and tell the children to find and point to the pets as they hear
CD them. Tell them to repeat the words after the narrator. Play the recording again
Unit 3 poster and ask the children to repeat the words.
Unit 3 flashcards
2 Listen and chant. 1.38
Put the flashcards up on the board in the following order: hamster, dog, rabbit,
i-activity frog, parrot, cat, goldfish, rat. Play the recording and point to each pet as it is
named. Play the recording again and ask the children to join in with the chant.
Then point to each card in turn and ask the children to say the name with you.
Repeat, gradually building up the rhythm. Finally, put the first card (hamster)
face down on the board and tell the children to say the chant filling in the
missing pet word. Repeat with the other cards, one by one until they are all
face down and the children can say the chant from memory. Once the chant is
memorised, practise it by starting slowly and speeding up with each repetition.

Finishing off
Play Mime the pet. Divide the class into two teams and demonstrate the
game. Mime stroking a cat. Choose a volunteer to guess which pet it is.
Players from each team take turns to come out and mime petting an animal.
If their team mates can guess the animal in one go, they get a point for their
team.

Transcripts
Listen, point and repeat. 1.37 Chant: The pet chant. 1.38

Goldfish. Hamster. Hamster, dog, rabbit, frog.

Frog. Cat. Parrot, cat, goldfish, rat.
Parrot. Rabbit.
Rat. Dog.

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 3. Perfect pets LESSON 1

1 Lise>, poin an eea. 1.37

ts golfis
y parro
n
ra hamse
fro@
t,

.
.

s
n.

cat rabbi

do@
2 Lise> an chan. 1.38

Pets 23

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LC Students develop their language skills by recognising, identifying and talking about pets.

89

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 3. Perfect pets
1 Trac an matc. To
To

Vo
ca
pa
fro@ ca rabbi do@
Te
CD
Un
Un
ph
Bo
pa

hamste goldis ra parro

17

323845 _ 0017-0022.indd 17 28/01/11 8:37

253193 _ 0001

IE Students learn to observe a picture and solve the activity independently.

90

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 Unit 3 - Lesson 1B
Activity Book, page 17

Objectives Getting started

To reinforce target language. Tell the children you are going to play a flashcard game. Place one of the
flashcards inside a book, with the book facing the class. Pull the flashcard
To associate pictures and words.
out of the book slowly to gradually to reveal the picture to the class. Choose
volunteers to guess the name of the pet. Repeat with the other flashcards.
Target language
Vocabulary: Karaoke Chant: The pet chant 1.39
cat, dog, frog, goldfish, hamster,
parrot, rabbit, rat Play the karaoke chant and encourage the children to join in using the flashcards
as prompts.

Materials Play a card game

Teachers i-book Ask the children to find their playing card pop-outs (or hand out photocopies
CD of the Teachers Resource Book, page 113). Demonstrate how to play Kims
Unit 3 playing card pop-outs game. Put a set of playing cards face up on the board, and ask the class to look
Unit 3 flashcards at them. Tell the children to turn around so that they cant see the board, and
photocopies of Teachers Resource remove one of the cards. Ask the class to turn around and choose a volunteer
Book, page 113 to say which card you have removed. Divide the class into pairs and ask them
paper (one piece per child) to play the game, taking turns to remove cards.

1 Trace and match.

Ask the children to look at the picture in Activity 1. Tell them that you are going
to play a miming game. Mime eating an ice cream and choose a volunteer to
tell you which character it is (Charlie). Repeat for the other characters. Show
the children the example and choose a volunteer to name the animal: Frog. Tell
them to match the other words with the pets in the picture. Ask them to check
their answers in pairs, and colour the picture. Point to the words around the
picture and ask the children to trace them.

Finishing off
Play Pet bingo! Draw a grid with four squares on the board and write the name
of a pet in each square. Give out a piece of paper to each child and ask them
to do the same (but they have to write different names). Encourage them not
to copy their classmates! As you call out the names of pets, the children cross
out those that they have written. The first child to cross out all four of their
pets calls out Bingo! Ask the class to turn over their paper and draw another
grid. Repeat the game. You can call out other words the children may know,
for example: Brother! or Ruler! In this case though, you must warn them that
you wont always use a pet word.

BEEP 1 Unit 3 Vocabulary

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 Unit 3 - Lesson 2A
Students Book, page 24

Objectives Getting started

To introduce target structures.
To understand short dialogues.
To enjoy a song.
Display the poster, point to each pet and elicit the words from the class.
Ask a volunteer to come to the front, say a pet and ask them to find and point
to the pet in the poster. If they are not sure, invite the class to mime or make
sounds to help them. Repeat with other volunteers.

Target language 3 Listen and circle. 1.40

Vocabulary: Ask the class to look at the pictures in Activity 3. Explain that people are visiting
cat, dog, frog, goldfish, hamster, the vet with their sick pets. Invite one or two volunteers to tell the class about
parrot, rabbit, rat their experiences of taking pets to the vet. Play number 1 on the recording and
Structures: ask the class to listen and discover the old ladys pet (a cat). Tell the class to
Is it a (cat)? circle the picture of the cat. Play the rest of the recording twice, reminding the
Yes, it is. / No, it isnt. children to listen and circle the correct pet in each picture. Correct the activity
as a class.

Materials 4 Listen and sing. 1.41

Teachers i-book Tell the class theyre going to hear a song: Can you guess my pet? Play the
CD song, showing the flashcards for the animals in each verse. Play the song again
Unit 3 poster and encourage them to join in. Play the song a few more times until the children
Unit 3 flashcards are more confident.

Finishing off
Display each flashcard in turn and ask the children to say the names of the pets.
Hold up a flashcard with the back facing the class, so they cant see the
pet. Ask: Whats the pet? Invite the children to guess by asking: Is it a (frog)?
Answer: Yes, it is. / No, it isnt. When a child guesses the pet, they come to the
front to choose a flashcard and play the game again.

Transcripts
Listen and circle. 1.40 Song: Can you guess my pet? 1.41

1 Lees mum: Hello! Is it a cat?
Old woman: Yes, it is.
2 Lee: Whats your pet? Is it a frog?
Girl: No, it isnt. Its a goldfish.
3 Lee: Oh, hello! Is it a hamster?
Boy: Yes, it is.
4 Lees mum: Whats this? Is it a
parrot?
Man: No, it isnt. Its a rat.
Can you guess my pet?
Can you guess my pet?
Is it a hamster? Is it a rabbit?
Can you guess my pet?
Can you guess my pet?
Can you guess my pet?
Is it a frog? Is it a dog?
Can you guess my pet?
Can you guess my pet?
Can you guess my pet?
Is it a goldfish? Is it a parrot?
Can you guess my pet?
Can you guess my pet?
Can you guess my pet?
Is it a rat? Is it a cat?
Can you guess my pet?

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 UNIT 3 LESSON 2
3 Lise> an circ. 1.40
5 olou a
t
1 2

ng

e
y

6 S<tic an
3 4
ain
en

s.

4 Lise> an sin@. 1.41

a> yo ges m e?
a> yo ges m e?
I i hamse?
I i rabbi?
a> yo ges m e?
24 Identifying pets Is it a (cat)?

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DC Students develop competence with technology in the classroom by extracting

specific information from a short CD recording. In this activity, they listen, point to the
corresponding pet and sing along.

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 2 Trac an circl. 4 Rea anTo
1 2
rabbi = b Vo
fro@ = gre ca
pa
ca = blac St
Is
ra = gre Ye
Ifi i rabbi? Ifi i ra? hamste =
Yefi, i ifi. / N, i is>. Yefi, i ifi. / N, i is>. do@ = whi Te
3 4 parro = b Un
Un

Ifi i hamste? Ifi i do@? 5 Loo an

Yefi, i ifi. / N, i is>. Yefi, i ifi. / N, i is>. 1

3 Loo an circl.
1 2

Ifi rabbi / ra / do@. Ifi ca / goldis / fro@. Re

18
R
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CAE Students demonstrate their artistic ability and develop their fine motor skills by tracing As
picture outlines and by identifying animals from unfinished sketches. wh
the

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 Unit 3 - Lesson 2B
Activity Book, page 18

Objective Getting started

To reinforce target language. Display the poster and invite a volunteer to the front. Ask them to turn away
or cover their eyes. Point to one of the pets in the poster and tell the class to
Target language remember the pet. Ask the volunteer to turn round and explain that the rest of
the class is thinking of a pet and they have to guess the pet by asking: Is it a
Vocabulary: (rat)? Encourage the class to reply: Yes, it is or No, it isnt. Give the volunteer
cat, dog, frog, goldfish, hamster, three chances to guess the pet. Then, repeat with other children.
parrot, rabbit, rat
Structures: Karaoke Song: Can you guess my pet? 1.42
Is it a (cat)?
Play the karaoke song and encourage the children to join in.
Yes, it is. / No, it isnt.
2 Trace and circle.
Materials Write the eight pet words on the board: cat, dog, rabbit, frog, hamster, rat,
Teachers i-book parrot, goldfish. Hold up the flashcards and ask volunteers to come and stick
Unit 3 poster them below the correct word. Draw a cat face on the board. Write the question
Unit 3 flashcards above the picture: Is it a dog? Write the possible answers below: Yes, it is. / No,
it isnt. Point to the question and read it out. Then, indicate the two answers
below. Elicit the correct answer and ask a volunteer to circle it on the board.
Tell the children to complete and colour the pet pictures and circle the correct
answers. Correct as a class.

3 Look and circle.

Show the class a flashcard with half the picture covered by a sheet of paper.
T: Is it a (dog)? SS: Yes, it is. / No, it isnt. Hold up your book and point to Lees
picture. T: Is it a cat? Elicit the answer: No, it isnt. Ask: What is it? SS: Its a
rabbit. Tell the class to look at each picture, read the sentence and circle the
appropiate animal.

Finishing off
Tell the children to work in pairs. Hand out the playing cards. Child A takes a
card from their pack, looks at it but doesnt show it to child B. Child B tries
to guess the card by asking: Is it a (rat)? When child B guesses the card, they
take a turn to choose a card for child A to guess.

Resources
Reading and Writing
Teachers Resource Book, page 125
Ask the children to look at the picture of Charlie in the classroom. Then, tell them to read the sentences below
which describe it. They must choose the missing words from the words at the bottom of the page and write
them in the gaps.

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 Unit 3 - Lesson 3A
Students Book, page 25
Objective
To introduce and practise target
vocabulary and structures.
Target language
Vocabulary:
black, brown, grey, white
Structures:
Is it (green)? Is it a (frog)?
Yes, it is. / No, it isnt.
Materials
Teachers i-book
Unit 3 stickers
flashcards: colours (black, brown,
grey, white)
11 big sheets of card with
headings (black, blue, brown,
green, grey, orange, pink, purple,
red, white, yellow)
magazines/catalogues
scissors
glue
i-activity
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685815 _ 0087-0118.indd 96
Getting started
Stick the colour cards to the board. Point to the grey card, say grey and
encourage the class to repeat after you. Repeat with the other colours.
Practise the colours using different voices (a monster voice, a quiet voice, an
opera singers voice, a squeaky voice and so on). Point to the cards, say the
colours and ask the class to repeat.
5 Colour and trace.
Ask the class to look at the dogs. Point to each one in turn and ask: What
colour is it? Elicit the colours and ask the children to trace the words. Explain
that the dogs are not completely coloured in and tell the children to finish off
colouring each dog.
6 Stick and play.
Tell the children to find their stickers for Unit 3. Ask about the colours of the
pets, for example: What colour is the (frog)? Ask the class to look at the picture
and explain that there is a pet show at the school. Tell the children to stick the
stickers in the corresponding places. Ask the class to look at Ruby and Charlie
and explain that Charlie is thinking of a pet and Ruby is guessing which pet it is.
Read out their dialogue pointing to each speech bubble in turn. Then, ask the
girls to read out Rubys part together and the boys to read out Charlies part.
Tell the class that youre thinking of a pet and invite a volunteer to guess which
pet it is by asking about its colour: SS: Is it pink? T: No, it isnt. SS: Is it black?
T: Yes, it is. SS: Is it a rabbit? T: Yes, it is. Ask two children to come to the front
with their books. Ask child A to think of a pet from the book and tell child B to
ask about its colour: Is it (brown)? Repeat several times with other pairs. Put
the children in pairs. Tell them to take turns to think of pets for their partners to
guess. Move around the room and praise children who are making an effort to
speak English.
Finishing off
Make colour posters. Display the sheets of card with the colour headings
around the class. Give out the magazines and catalogues to the children and
ask them to find pictures of coloured objects or animals. Tell them to cut out
the pictures and stick them on the corresponding pieces of card to make
colour posters.
06/05/15 16:06
NIT 3 LESSON 2 UNIT 3 LESSON 3
5 olou an tra.

ge brow> blac whi

re
6 S<tic an pla.
e
e
is.

h
?
nt
o

o
o

Ye, i i.
I i brow>? No, i is>.
Colours Is it (brown)? 25

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LC Students develop Linguistic competence by consolidating new knowledge of question forms

using the Present Simple of the verb to be and short answers to talk about pets. They show
knowledge by giving short answers to questions formulated by the teacher using flashcards
for visual support.

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 4 Rea an colou. To
str

rabbi = brow>
Vo
fro@ = gree> bla
ca = black do
pa
ra = gre St
Is
hamste = brow> Ye
is>. do@ = whit
parro = blu Te
Un

5 Loo an trac.
is>. 1

Ifi i ca? Yefi, i ifi. / N, i is>.

Ifi i whit? Yefi, i ifi. / N, i is>.
2

Re
Ifi i parro? Yefi, i ifi. / N, i is>. La
is / fro@. Ifi i whit? Yefi, i ifi. / N, i is>. Te
Re
19 Te
wo
323845 _ 0017-0022.indd 19 28/01/11 8:37
the
LC Students consolidate their reading skills by recognising pet and colour words, then applying Co
what they have read. They show understanding of simple questions in the written form. Te
wo
ac

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 Unit 3 - Lesson 3B
Activity Book, page 19

Objective Getting started

To reinforce target vocabulary and Play a memory game. Put the flashcards on the board and ask about the
structures. colours of each pet: T: What colour is the (dog)? SS: Its (white). Tell the class
to look at the pets for 30 seconds and try to remember what colour they are.
Target language Divide the class into two teams and remove the flashcards. Hold a flashcard
so the class cant see it. Ask Team A about the flashcard: What colour is
Vocabulary: the (cat)? If they answer correctly, give them a point and show the class the
black, white, grey, brown; cat, flashcard. If not, ask Team B and give them a point for a correct answer.
dog, frog, goldfish, hamster, Continue the game, asking questions to each team in turn.
parrot, rabbit, rat
Structures:
4 Read and colour.
Is it (white)? Is it a (cat)?
Yes, it is. / No, it isnt. Ask the children to have their pencils and crayons ready. Invite a volunteer to
name the pets in the picture. Point to the table and read out the pets. Elicit the
colour of each pet and ask the children to hold up the corresponding pencil or
Materials crayon; T: Rabbit. SS: Brown (holding up a brown pencil). T: Frog. SS: Green
Teachers i-book (holding up a green pencil). Tell the children to colour the pets according to
Unit 3 flashcards the key.

5 Look and trace.

Put the dog flashcard on the board and write the following questions below
it: Is it a frog? Yes, it is. / No, it isnt. Is it white? Yes, it is. / No, it isnt. Point to
each question in turn and read it out to the class. Elicit the answers and invite
a volunteer to the board to circle the correct answers. Tell the children to read
the answers in Activity 5. Then ask them to look at the animals and answer the
questions by tracing the correct answers. Correct as a class.

Finishing off
Play Pictionary. Divide the class into three teams. Slowly start to draw part
of a pet on the board, for example, a cats whiskers or a rabbits ears. Ask:
Whats the pet? Encourage the children to ask: Is it a (cat)? Give a point to the
first team that guesses correctly. Repeat with other pets, or ask volunteers to
the board to draw pets for the class to guess.

Resources
Language
Teachers Resource Book, pages 51 53
Reinforcement Extension
Tell the children to look at the picture. Then look at the Tell the children to look at the picture. They read the
words in the box and colour the pets accordingly. Then description and then colour the pets accordingly.
they say the colour of each pet. Afterwards, they complete the sentences with the pet
Consolidation words.
Tell the children to look at the picture. They look at the
words in the box, trace the words and then colour the pets
accordingly. Afterwards, they say the colour of each pet.

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 Unit 3 - Lesson 4A
Students Book, pages 26 and 27

Objectives
To develop pre-reading skills.
The mystery of the black cat! UNIT 3 LESSON 4 UNIT 3 LESSON 4

To enjoy a story.
7 Lise> to t stor. 1.43

To consolidate
More target language.
practice
More
practice P P
Materials
Teachers i-book
F F
CD
Unit 3 story cards SC SC
Blu-Tack
More More
phonics phonics
i-story cards 1 2 2

i-poster

i-flashcards

3 4 4

IWB i-book 26 Imperatives Sit down, Lee!

Imperatives
Passive presentation of the Prese
Sit down, Lee!

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60069

Getting started Tra

Tell the children to look at the story and ask them to identify characters they
know. Then ask them to look at the little pictures at the top of page 27. Point St
to the picture of the cat and ask: Can you find this in the story? Tell them to
look in the story and see if they can find the cat. Tell them to circle the picture St
of the cat, because it appears in the story. Tell them to look through the story Na
Le
and find which of the remaining pictures appear and to circle them. Ask them
to check their answers with a partner. Finally, ask the children to cross out all St
the pictures that do not appear in the story. Na
Le
Te
7 Listen to the story. 1.43
St
Play the story and show the children the story cards one by one. Stick the story Na
cards to the board with Blu-Tack. Then play the story again and ask the children to No
follow the story in their books. Pause the recording at various points. Ask volunteers Le
to point to the relevant scene in their books. Divide the class into five groups and Ch
assign parts to each group: Charlie, Lee, the teacher, Lees mum, the cat. Play the St
recording again and pause the recording after each scene and tell each group to Na
repeat their characters lines. no
Ca
Ch
Le

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 Finishing off
UNIT 3 LESSON 4
Put the story cards on the board and divide the class
into two teams. Tell the children you are going to play
a game. Choose a member from each team and read
out one of the characters lines from the story. The first
player to run and touch the story card for that line wins
a point for his or her team. Repeat this until everyone
has had a turn.

2 5 6

LC Students develop Linguistic competence

and comprehension by listening to a story:
The mystery of the black cat! The story
revises and integrates vocabulary and grammar
structures from previous lessons to build knowledge.
Afterwards a Story race is played by students with
4 7 8
flashcards in two teams to assess listening and
Imperatives
Passive presentation of the Present Continuous
Sit down, Lee!
Charlie and Lee are playing.
Passive presentation of the Present Continuous Charlie and Lee are playing. 27 content comprehension.
5 13:09
600695 _ 0023-0032.indd 27 09/02/15 13:09

Transcript
Story: The mystery of the black cat! 1.43

e Story card 1 Cat: Miaow! Miaow!

Narrator: Charlie and Lee are at school. Its playtime.
Story card 5
Lee: Whats that? Is it a monster?
Narrator: Look! Charlies on the wall and heres Lee.
Story card 2 Lee: Help!
Narrator: Lee sees a black cat. Charlie: Jump Lee! Jump!
Lee: Look at that cat!
Story card 6
Teacher: Sit down, Lee!
Narrator: Now, wheres that cat? Ah! There it is!
Story card 3 Lee: Come on, Charlie! Run!
Narrator: The boys and girls are playing with balls. But look!
Story card 7
to Now Charlie sees the black cat too.
Narrator: Charlie and Lee find the cat. But, whats the matter?
ers Lee: Catch, Charlie!
Lee: Mum! Mum! Come quickly!
Charlie: Hey, look! Its the black cat.
Cat: Grr! Miaow!
e Story card 4
Story card 8
Narrator: Charlie and Lee are playing. Shh! Listen! Whats that
Narrator: Heres Lees mum, and look! Lots of little cats!
noise?
Charlie: Hello, little cat!
Cat: Miaow! Miaow!
Lees mum: Well done, boys!
Charlie: What is it?
Cat: Miaow!
Lee: Its the cat. Come on! Lets follow it!

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 Unit 3 - Lesson 4B
Objectives
To remember the story.
To develop comprehension skills.
To practise target language.
Getting started
Ask the children to think back to the story from the previous class. Ask
comprehension questions to check what they can remember: Is there a dog in
the story? Is there a monster? Is there a cat? What colour is the cat? Is Monica
in the story? Is Charlies dad in the story?

Target language Listen again 1.43

Vocabulary: Tell the children they are going to hear the story again. Play the story and pause the
cat, dog, frog, goldfish, hamster, recording at various points when a character is speaking. Ask a volunteer to tell you
parrot, rabbit, rat which character is speaking. Continue with other volunteers.

Materials Make a story booklet

Teachers i-book Put the story cards on the board out of order. Ask the children to tell you the
CD correct order of the cards. Point to each card and ask: Is this next? Which card is
Unit 3 story cards next? Ask volunteers to help you until the story cards are in the correct order.
Unit 3 story pop-outs Tell the children to find pop-outs for the story booklet (or hand out photocopies
photocopies of Teachers Resource of the Teachers Resource Book, pages 99 and 100). Show them how to make a
Book, pages 99 and 100 cover for their booklet and put the title The mystery of the black cat! The children
a stapler cut or pop out the pictures and put them into the correct order. Go round the class
to help any child that needs it and staple the booklets together.

LC Students develop Finishing off

Linguistic competence
Play Spot the mistake. Ask the class to close their books and tell them that you
in literacy by creating
are going to read out the story to them but there will be mistakes. Start to read:
a booklet for the story The
Charlie and Lee are at home Choose a volunteer to point out the mistake at
mystery of the black cat!
school, and continue the story including other mistakes.
Creating the booklet revises
the order of events in the story
as well as stimulating retention
of vocabulary and grammar
structures during a Spot the
mistake game.

Resources
DVD 1
DVD Animated Story: The mystery of the black cat!
Teachers Resource Book, page 25
Tell the children to look at the pictures on the worksheet. Play the DVD and as they watch, the children number the
four pictures. Play the DVD again and this time the children choose the correct word and trace it.

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n
a

he
ou

n
ss

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 Unit 3 - Lesson 5A
Students Book, page 28

Objectives Getting started

To introduce imperatives. Put the flashcards on the board and ask the children to name the pets.
Do a class survey. Ask: Whats your favourite pet? Is it a (dog)? Ask the
To improve listening comprehension
children to raise their hands. Make a note of the scores for each animal and
skills.
say: So, our favourite pet is a (cat).
To say a chant.

8 Listen and point. 1.44

Target language
Tell the class to look at the first picture and ask: Where are Charlie and Chippy?
Structures: Choose a volunteer to tell you: Dog school. Divide the class into pairs. Play the
Imperatives (Sit down! Stand up! recording and pause after each scene. Tell the children to decide which scene
Jump! Catch! Run! Go to sleep!) they are listening to. Play the recording again and ask volunteers to tell the
class their answers.
Materials
9 Listen and chant. 1.45
Teachers i-book
Ask the children to stand up and explain that they are going to hear a chant
CD
called Good dog, Chippy! Tell them to listen and mime the actions as they hear
Unit 3 flashcards
Charlie saying them. Play the chant and join in as the children mime the actions.
Ask the class if they can remember the order in which the actions are said.
Write their answers on the board and play the recording again to check them.
Play the chant again and ask the class to join in. Encourage them to copy
Charlies intonation. Next, tell the children to get into pairs and do role plays
between Charlie and Chippy. Ask the pairs to think of a training routine and
practise it. Finally, invite a few pairs of volunteers to demonstrate their routine
for the rest of the class.

Finishing off
Play Simon says, using the imperatives from the previous activity. Add extra
instructions with objects in the classroom, demonstrating where necessary.
For example: Point to (a pencil), touch (a book).

Transcripts
Listen and point. 1.44 Chant: Good dog, Chippy! 1.45

Charlie: Good dog, Chippy! Heres the Dog School. Good dog, Good dog, Good dog,
Listen, Chippy! Sit down! Sit down! Chippy! Chippy! Chippy!
Chippy! Jump! Jump! Oh, please Chippy! Sit down! Catch! Catch! Stand up!
Catch Chippy! Catch! Oh, no! Please, Chippy! Please, Chippy! Please, Chippy!
Go to sleep, Chippy! Oh, no! Sit down! Catch! Catch! Stand up!
Stand up, Chippy! Stand up! Oh, please, Chippy!
Good dog, Good dog Good dog
No, Chippy!
Chippy! Chippy! Chippy!
Jump! Jump! Go to sleep! Run! Run!
Please, Chippy! Please, Chippy! Please, Chippy!
Jump! Jump! Go to sleep! Run! Run!

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 UNIT 3 LESSON 5
8 Lise> an poin. 1.44
10 Lise> a
S<i dow>!
Jum!
y?
he
e

ar
ns. atc! S<tan u!

11 Draw yo

Go to se!
No, hipp!

9 Lise> an chan. 1.45 M favo

28 Imperatives Please, Chippy!

600695 _ 0023-0032.indd 28 09/02/15 13:10

CAE Students develop their cultural awareness by practising a role play about a boy and his dog
using imperative commands and praise. Role plays using real communicative situations
help build fluency, self-confidence and artistic expression.

105

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 Review
6 Trac an matc. 7 Rea anTo
1 2 3
1 = blac
St
Im
2 = gre
Ju

3 = brow>
4 = whit
Te
CD
pie

atc! Jum!

Go to slee! Ru>! 8 Loo an

1
S<i dow>! S<tan u!
4 5 6
Re
3
D
DV
Te
No
an
to
pr
20
Ac
at
323845 _ 0017-0022.indd 20 28/01/11 8:37
an
IE Students learn to observe a picture and solve the activity independently. the
DV
he

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 Unit 3 - Lesson 5B
Activity Book, page 20

Objective Getting started

To reinforce target structures. Karaoke Chant: Good dog, Chippy! 1.46
Review the imperatives from the previous lesson and write them on the board
Target language in any order. Play the karaoke chant. Encourage the children to join in using
the notes on the board as prompts.
Structures:
Imperatives (Sit down! Stand up!
Jump! Catch! Run! Go to sleep!) 6 Trace and match.
Tell the class to look at the pictures and ask them to identify the characters. Point
Materials to the teachers speech bubbles and explain that they have to trace the words.
Tell the children to match the instructions in the speech bubbles with the
Teachers i-book corresponding characters. Check their answers by calling out a characters
CD name and asking the class to say the corresponding instruction.
pieces of card with instructions

Finishing off
Play Chinese whispers. Organise the class into lines and explain the game.
Give a piece of card with an instruction to a child at one end of each line, for
example: Jump! The child reads the instruction without showing it to anyone
and then whispers it to the next child in the line, taking care not to let anyone
hear. This is repeated until it reaches the last child in the line, who has to
perform the action. Compare the action with the instruction on the piece of
paper. Repeat with other instructions.
Note: Ask the children to bring in photos of their pets or photos of pets they
would like.

Resources
DVD 2
DVD Real Kids Unit 3
Teachers Resource Book, page 26
Note: The children have not covered all the animals Activity 2: Point to the adjectives in the box and to the
and adjectives in this unit, so it would be a good idea sentences about the animals. Play the DVD and pause it
to revise the animals and adjectives that they learned in to allow the children time to write the correct adjective in
pre-primary before attempting this worksheet. each sentence.
Activity 1: Tell the children to look at the string of letters
at the top. Ask them to look for animal words, circle them
and write them next to the corresponding picture. Write
the words on the board if the children need help. Play the
DVD and tell the children to colour the animals that they
hear mentioned.

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 Unit 3 - Lesson 6A
Students Book, page 29

Objective Getting started

To practise target language in a Show the class a photo of your pet (or a pet you like) and tell the children
real world context. about it (its name, its age, its food). Invite two or three volunteers to tell the
class about their pets.
Target language
Vocabulary: 10 Listen and number. 1.47
cat, dog, frog, goldfish, hamster, Explain that the children in the photos each have a favourite pet. Elicit the
parrot, rabbit, rat names of the four pets from the class. Play the recording and pause after
Structure: sentence one. Tell the children to point to the corresponding photo (the boy with
My favourite pet is a (dog). the goldfish). Point to the box and ask the children which number they have
to write (1). Ask them to number the other photos in order as they listen to the
recording. Play the recording twice and then correct as a class.
Materials
Teachers i-book 11 Draw your favourite pet.
CD Ask some children the following question: What is your favourite pet? As the
Unit 3 flashcards children say the names of their favourite pets you can tell other children to write
photos of pets the name on the board. When you have asked some children ask them to draw
their favourite pet in the book. Ask them to write the name of their favourite
animal in the space below.

Finishing off
Play a game in teams. Put the word cards of the pets up around the classroom.
Divide the class into two teams and ask a child from each team to the front.
Show the class a flashcard and then tell the two children to run and touch the
corresponding word card. The first child to touch the correct word card wins a
point for their team. Repeat with other pairs of children.

Transcript
Listen and number. 1.47

1 Hello! My favourite pet is a goldfish.

2 Hi! My favourite pet is a rabbit.
3 And my favourite pet is a dog.
4 Hello! My favourite pet is a frog.

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NIT 3 LESSON 5 UNIT 3 LESSON 6
10 Lise> an num. 1.47

Jum!
with

ite
w

.
11 Draw you favouri e.

M favouri e i .
Pets 29

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IE Students develop their initiative via a show and tell session where they show a photo
of their pet and describe it to the class. Students who dont have pets participate by
describing their favourite pet in a presentation.

109

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 To

Vo
ca
pa
St
My

Te
CD
Un
ph
Bo

p
m
p
w
c
b

Re
A
Te

110

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 Unit 3 - Lesson 6B
Arts and crafts

Objective Getting started

To practise target language. Karaoke Song: Can you guess my pet? 1.42
Play the song and sing along. Sing the first two lines of the song and invite
Target language the class to suggest an action to go along with it (for example, walking on the
spot, like on a hamster wheel). Elicit actions for the other parts of the song and
Vocabulary: then play the song with the children saying the chant and doing the actions.
cat, dog, frog, goldfish, hamster,
parrot, rabbit, rat
Make a book of pets
Structure:
My favourite pet is a (dog). Hand out the photocopies of the pets booklet template. Tell the children to
colour the pictures. Show them how to make the booklet by folding a piece
of paper down the middle first. They then fold it in half and half again to make
Materials a zig-zag book. They put the title on the front cover and then choose seven
Teachers i-book pictures to put on the other pages. They can write the word for each pet under
CD the picture. The children then show their friends their booklets.
Unit 3 flashcards
photocopies of Teachers Resource
Book, page 12

IE Students develop
initiative by creating a
personalised book of
pets. By using a template, they
make a book of their favourite
pets and describe them in
writing. Making a booklet builds
confidence and develops a task
based approach to learning.

Finishing off
Hide a flashcard behind your back and the children have to guess what pet is.
Keep doing this it until the children have guessed all the pets. You could also
ask the children to take it in turns to come to the front of the class and hide a
flashcard behind their back while the other children guess what it is.

Resources
Arts and Crafts
Teachers Resource Book, page 12

111

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 Unit 3 - Lesson 7A
Students Book, page 30

Objectives Getting started

To review pets and colours. Say: I like parrots. Ask the children who like parrots to stand up and repeat the
sentence. Repeat with other vocabulary.
To enjoy a story.
To enjoy a tongue twister and
practise pronunciation: r. 12 Listen. 1.48
Tell the class to look at the first scene from the cartoon, and explain that Beep
is taking part in a television quiz show called Guess my pet. Play the recording
Target language and ask the children to follow the story in their books. Play the recording again,
Vocabulary: stopping at various points and asking volunteers to say the next line. Tell the
cat, dog, frog, goldfish, hamster, children that they are going to play Guess my pet. Give out a piece of paper to
parrot, rabbit, rat each child and ask them to draw a pet. Call volunteers out to the front. Choose
Structure: other children from the class to ask questions: Is it (black)? Is it a (dog)? If they cant
Is it a (cat)? guess after three questions, the volunteer has to show their picture to the class.

Phonics
Materials Listen and say a tongue twister. 1.49
Teachers i-book Tell the children they are going to learn a tongue twister. Play the recording,
CD pausing at the end of each line for the children to repeat. Write the tongue
pieces of paper twister on the board. Play the recording again encouraging children to copy the
narrators intonation. Divide the class into groups. Give them a few minutes to
practise the tongue twister, and then invite them to the front to perform for the
i-story cards rest of the class. Encourage the children to find any other words that they know
that begin with r, for example, rubber, rabbit, Ruby, or any names of children
in the class. Write the words up on the board and practise saying them with
English pronunciation.

Finishing off
Write the first three letters of a word on the board and tell the children to find
the word in their dictionaries and put up their hands as soon as they find it.
Elicit the word and invite a volunteer to come and complete the word.
Transcripts
Listen. Beeps world! 1.48

Narrator: Today, Beep is on television. Beep: No, it isnt.

Host: Hi! Welcome to Guess my pet! My name is Host: It isnt a fish.
Ricky Smiley. Hello, whats your name? Woman: Hello, Beep. Is it a frog?
Beep: Hello, Ricky. My name is Beep. Beep: No, it isnt a frog.
Old woman: Hello, Beep. Host: Oh, no! Its Its A rat!
Beep: Hello. Robby: Squeak! Squeak!
Old woman: Is it black? Beep: Please dont worry! This is Robby, my pet rat!
Beep: Erm No, it isnt. Hello, Robby!
Host: Ok! It isnt black. Next question, please. Robby: Squeak! Squeak!
Man: Is it a fish?

Listen and repeat. 1.49

This is Robby. This is Robby the robot rat. Run Robby! Run Robby!
This is Robby the robot rat. This is Robby the robot rat. Run Robby! Run Robby! Run!
This is Robby the robot rat. Run Robby! Run! Run!

112

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 Beeps world! UNIT 3 LESSON 7 Term rev
e

12 Lise>. 1.48
1 Lise> a
p
g
n,

o
se
nt
ss.

he
o
e
ow

2 Loo an

30 Phonics initial sound r as in Robby Is it a (fish)?

600695 _ 0023-0032.indd 30 09/02/15 13:10

LL Students develop their learning skills by participating in a phonics game and using their
personalised dictionaries to help them find information to play the game by completing
n! the words. Playing dictionary games encourages keeping notebooks tidy and provides
meaningful learning situations.

113

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 Review

7 Rea an colou. To
un

1 = blac Vo
2 = gre 3 ca
pa
3 = brow> gr
4 = whit 4
St
Im
2 Ju
1 Is
1 isn

Te
CD
Un

Ru>! 8 Loo an writ. fla

Yefi, i ifi. N, i is>.

1 2

Ifi i do@? Ifi i rabbi?

N, i is>. Yefi, i ifi.
3 4

Ifi i ra? Ifi i fro@?

Re
N, i is>. Yefi, i ifi. P
21 Te
Ac
323845 _ 0017-0022.indd 21 28/01/11 8:38 the
LC Students consolidate their reading skills by recognising colour words and reading a key. vo
They show understanding of simple questions in the written form. ch
ha
the

114

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Objective
To review target language from the
unit.
Target language
Vocabulary:
cat, dog, frog, goldfish, hamster,
parrot, rabbit, rat; black, brown,
grey, white
Structures:
Imperatives (Sit down! Stand up!
Jump! Catch! Run! Go to sleep!)
Is it a (goldfish)? Yes, it is. / No, it
isnt.
Materials
Teachers i-book
CD
Unit 3 poster
flashcards: Unit 3, colours
Resources
Phonics
Teachers Resource Book, page 87
Activity 1: Ask the children to look at
the words on the rocks and review the
vocabulary with them. Then, ask the
children to colour red all the rocks that
have words on them that begin with
the r sound (the same sound as rabbit).
685815 _ 0087-0118.indd 115
Unit 3 - Lesson 7B
Activity Book, page 21
Getting started
Do a quiz to review the language from the unit. Divide the class into three or
four teams. Award points for correct answers.
Round 1: Display the poster, point to pets and ask the teams to name them.
Round 2: Display the flashcards and ask questions: What colour is the frog?
Round 3: Hide a flashcard and ask the teams to take turns guessing the pet
by asking questions: Is it a (cat)?
Round 4: Ask volunteers from each team to the front. Say an imperative and
give points for the correct action.
7 Read and colour.
Explain that this is a colour by numbers activity. Point out the key, say each number
and ask the class to tell you which colour it corresponds to. Tell the children to
colour the patches on the dog according to the key. When the children finish,
encourage them to compare their pictures with classmates.
8 Look and write.
Draw an outline of a goldfish on the board. Write below: Is it a parrot? and Is it a
goldfish? Read out each question and elicit: No, it isnt. Yes, it is. Ask the class to look
at the first picture in their book. Read out the question and elicit the answer:
No, it isnt. Tell them to copy the answer from the box. Ask the class to look at the
other pictures and answer the questions using the answers from the box. Correct as
a class.
Note: Mixed abilities.The levels of writing skills in the class may vary. Allow the
children to answer accordingly: or ; Yes or No; Yes, it is or No, it isnt.
Picture dictionary 3.3
Ask the children to look at the Picture dictionary page on page 22 of their Activity
Books. Hold up your two index fingers and signal to the class to do the same. Say:
Point to the frog and the goldfish. Encourage the class to quickly point to the two
pictures and check with the child next to them. Repeat with other words from the page.
Tell the children to trace each word on the dictionary page. Play the recording
and ask the children to look at the pictures and repeat the words.
Finishing off
Play Noughts and crosses with questions related to the target language from
the unit.
Transcript
Picture dictionary 3.3
Activity 2: The children look at the Cat, dog, frog, goldfish, hamster,
pictures and say the words. Then, parrot, rabbit, rat.
the teacher asks the children to put
the letters in order to form words that
begin with the r sound.
Extra activity: Practise the tongue
twister with the children, then have a
tongue twister competition.
115
06/05/15 16:07
 Unit 3 - Evaluation
Objective Revise the vocabulary with the children. Show the flashcards one at a time
and ask questions about the pets. T: Which pet is green? Show the children
To evaluate childrens understanding To
the evaluation and explain each activity. Play the recording and the children
of target language from the unit. vo
do Activity 1. Play it again. The children complete the rest of the evaluation by
themselves. Un
Target language
Vocabulary: 1 Listen and circle the pets. 1.50
cat, dog, frog, goldfish, parrot, Explain to the children that they are going to hear a number followed by a pet.
Vo
hamster, rabbit, rat; black, brown, They must circle the correct animal.
Co
grey, white 2 Trace the words and match them to the pictures. Fa
Structures: Tell the children to trace the words. When they have finished they must read St
Imperatives (Sit down! Stand up! them and match the word with a pet. Is
Jump! Catch! Run! Go to sleep!) W
3 Read and colour the pets.
Is it a (goldfish)? Ask the children to look at the key. Explain that the number is for a pet.
Yes, it is. / No, it isnt. The children have to colour the pets according to the key.

4 Read and circle the answers. Te

Materials Tell the children that they need to look at the picture, then read the question Un
Teachers i-book and circle the correct answer. Un
CD
Unit 3 flashcards
photocopies of Unit 3 Test,
Teachers Resource Book, pages Unit 3 Test Unit 3 Test
139 and 140
Name: Class: Name: Class: a
1 3 1 = ge> 2 = e 3 = ello 4 = bl 1 t
1.50 1.63

2
3

Tra
1
4
Students develop 2
LL
Li
their learning skills by 2
2 4
participating in an end- F
Ifi i ca? Yefi, i ifi. / N, i is>.
of-unit summative assessment y
Santillana Educacin SL./Richmond Publishing 2011 PHOTOCOPIABLE

Santillana Educacin SL./Richmond Publishing 2011 PHOTOCOPIABLE

Santillana Educacin SL./Richmond Publishing 2011 PHOTOCOPIABLE

ca
procedure. Clear assessment do@ Ifi i do@? Yefi, i ifi. / N, i is>. F
criteria and constructive rabbi
n
Ifi i rabbi? Yefi, i ifi. / N, i is>.
feedback on mistakes and parro
F
teacher expectations before the Ifi i ra? Yefi, i ifi. / N, i is>. s
test play an important role in F
improvement.
1 Listen and circle the pets. (Track 1.50) 3 Read and colour the pets.

p
2 Trace the words and match them to the pictures. 4 Read and circle the answers.
139 140

324637 _ 0133-0154.indd 139 01/02/11 10:12 324637 _ 0133-0154.indd 140 28/01/11 14:40
F
b
F
b

Transcript
Unit 3 Test. Activity 1. Listen and circle the correct pets. 1.50

Hamster. Goldfish. Parrot.

Cat. Rabbit. Rat.

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 Unit 3 - Review
Students Book, page 31

Objective UNIT 3 LESSON 7 Term review 1

To revise and practise target
y vocabulary and structures from
Units 1 - 3. 1 Lise> an colou. 1.64

Target language
.
Vocabulary:
Colours, Classroom materials,
Family, Numbers, Pets
Structures:
Is it orange?
Whats this?

Materials
Teachers i-book
Units 1 - 3 flashcards
Units 1 - 3 posters

2 Loo an coun.
LC Students develop their
language skills by
reviewing the vocabulary
and practising the structures Classroom objects Colours Numbers Pets 31
1 they have seen so far.
1.63 600695 _ 0023-0032.indd 31 09/02/15 13:10

Transcript Getting started

Put the flashcards in random order. Show them one by one and ask the
2
Listen and colour. 1.64
children to call out the word each time. Start to show them faster and faster so
2 the children have to react quicker.
Find the ruler. Colour the ruler
yellow. 1 Listen and colour. 1.64
Find the number eight. Colour the
Let the children look at the picture. Play the recording, pausing as necessary to
number eight pink.
allow the children to colour the objects mentioned.
Find the school bag. Colour the
school bag green.
2 Look and count.
Find the pencil case. Colour the
pencil case black. Tell the children to look again at the picture. Ask them to name the first picture
28/01/11 14:40
Find the dog. Colour the dog at the bottom (pencil) and then to count the pencils in the picture. Repeat with
brown and white. the other items.
Find the parrot. Colour the parrot
blue and red. Optional activity
Children work in pairs. One child chooses an object and the other guesses what
it is by asking the colour.
Student A: Is it orange? Student B: No, it isnt.
Student B: Yes, it is. Student A: Is it a crayon?
Student A: Is it a goldfish? Student B: Yes, it is!

117

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 Unit 3 - Review
Students Book, page 32

Objective
Term review 1
To revise and practise target
vocabulary and structures from
Units 1 - 3. 3 Pla ga.
I hamse!
Wha thi?
Target language
Vocabulary:
Colours, Classroom materials, 253388
_ 0067-00
98.indd
83

Family, Numbers, Pets

28/09/1
0
13:13

Structures: 4 Loo an wri t famil emerfi.

Is it orange?
Whats this?

Materials 1 2
3 4
7
Teachers i-book
5
Units 1 - 3 flashcards
Units 1 - 3 posters 8

6
LC Students develop their
language skills by
reviewing the vocabulary
and practising the structures
32
they have seen so far.
Family members Pets Whats this? Its a (rabbit).

600695 _ 0023-0032.indd 32 16/02/15 15:19

3 Play a game.
Mix up flashcards from Units 1 and 3. Take the first one and hold it up with the
picture facing towards you so the children cannot see it. Quickly rotate it to show
the children the picture and then turn it back again. Ask: Whats this? If nobody
guesses, then flash the picture at them again. Have children play in pairs and
answer each other in sentences.

4 Look and write the family members.

Let the children look at the picture and review the family words. The children write the
words. Ask volunteers to write the words on the board for the others to check their
spellings.

Finishing off
Display the three posters and play a game of I spy with the children. Say, for
example: I spy something blue and let the children guess what it is by asking:
Is it a (crayon)?

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 Introduction
4. My toys
Unit objectives
Teaching tip
To introduce toy vocabulary.
Try and encourage all the children to listen to your English when you speak. As a
To understand and use simple teacher you should speak at a normal speed neither too fast nor slow so all the
structures. children will eventually understand you. Use as many gestures as possible and
To learn about toys from other always try and let the children see your lips. Children need a lot of time before the
countries. language they understand becomes the language they can speak. Try and use
different structures and words so they will recognise them in the near future.
To talk about personal
preferences.
To practise pronunciation: c.

Target language
Vocabulary: Beeps w
orld!

ball, bike, car, computer game,

1.61

Beep is on
Shes playin his bike. Look! Th
doll, kite, plane, train, teddy g with a ca
r.
eres a gir
l.

Heres a bo
Structures: y. Oh no! Hi
s kite is in
the tree.

Have you got a (train)? Squeak!

Yes, I have. / No, I havent. Squeak!

Look! My
Beep climb Robby likes
th e car. is in the trekite
the tree s Can you he e.
but oh no! lp?
Beep and
Robby go
to the toy sh
op.
Be careful
,
Beep!

Hello, Beep
!

Hello. Ca
n
a plane, ple I have
kit Hurray!
Robbys go
ase?

the kite! t
253259
_ 0001-0016.
indd 7

Thank yo
plan Thank you,u, Beep!
Robby!
No problem
bik Oh, look!
plane! Fly, Robbys in the
!
Robby! Fly!
Tongu twis
bal Can you co
te 1.62

Can you co unt?

trai> Can you co unt the cars?
Can you co unt the cars and kit
unt the ca es
rs and kites ?
ing 2011

and cats?
nd Publish

compmute
/ Richmo
in S.L.

253259
_ 0001-001

ga
6.indd
8
na Educac
Santilla
BEEP 1
0114746
EAN: 843130

28/09/10
16:17

tedd

dol Unit 4 My
toys

ca
28/09/10
16:17

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 Unit 4 - Lesson 1A
Students Book, page 33

Objectives Getting started

To introduce the name of the toys. Display the poster and ask the children if they know where Beep is. Ask them
to put their hands up if they know the names of any of the toys in the picture.
To say a chant.
Ask volunteers to come to the front, point to a toy they know and say the word.
Point to the toys one at a time, say the word and ask the children to repeat.
Target language
Vocabulary:
1 Listen, point and repeat. 1.51
ball, bike, car, computer game,
doll, kite, plane, train, teddy Ask the children to look at the picture in Activity 1. Point to the toys on the page
and ask the children to name them. Play the CD and ask the children to point to
each toy as they hear the word. Play the CD again and this time the children repeat
Materials the words. Encourage all the children to participate.
Teachers i-book
CD 2 Listen and chant. 1.52
Unit 4 poster Put the flashcards on the board in the following order: teddy, kite, ball, bike,
Unit 4 flashcards doll, plane, car, train, computer game. Play the recording and point to each
toy as they are named. Clap when the chant says: Clap your hands. Play the
i-activity recording again and ask the children to join in with the chant. Then point to
each card in turn and ask the children to say the name with you. Repeat,
gradually building up the rhythm. Finally, put the first card (teddy) face down on
the board and tell the children to say the chant filling in the missing family word.
Repeat with the other cards, one by one until they are all face down and the
children can say the chant from memory. Once the chant is memorised, practise
it by starting slowly and speeding up with each repetition.

Finishing off
Put all the flashcards face down on the board. Point to one card and ask a
child to guess what it is. Look at the card without the children seeing and tell
them if they are correct or not. If they have guessed correctly they can keep
the card, if not another child has a chance to guess. Continue until all the
flashcards have been removed.

Transcripts
Listen, point and repeat. 1.51 Chant: The toy chant. 1.52

Bike. Kite. Come on girls and boys! Come on girls and boys!
Doll. Ball. Clap your hands for toys! Clap your hands for toys!
Car. Computer game. Teddies and kites, We all love computer games!
Plane. Train. Balls and bikes, Clap your hands for toys!
Teddy. Clap your hands for toys!

Come on girls and boys!

Clap your hands for toys!
Dolls and planes,
Cars and trains,
Clap your hands for toys!

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 4. My toys LESSON 1

1 Lise>, poin an eea. 1.51

pla>
at

dol
ca
bi
edd
on
rd.

ise

compue
bal ga

ki trai>

2 Lise> an chan. 1.52

Toys 33

600695 _ 0033-0040.indd 33 09/02/15 11:34

LL Students developtheir learning skills by participating in the memorisation of a chant using

the support of clapping and visual cues that are removed little by little as children memorise
all of the toys in the chant.

121

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 4. My toys
1 Trac an matc. To
To
To

Vo
plan dol bal trai> kit ba
do

Te
CD
Un

Re
La

ca compute gam tedd bik Te

Re
23 Te
let
323845 _ 0023-0028.indd 23 28/01/11 8:40
Th
Co
IE Students learn to observe a picture and solve the activity independently. Te
let
wo

122

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 Unit 4 - Lesson 1B
Activity Book, page 23

Objectives Getting started

To say the toy vocabulary.
To recognise the toy vocabulary.
To write the words of the toys.
Show the flashcards one at a time and ask the children to say the words. Hide
one of the toy flashcards behind your back and the children have to guess
what it is. Continue until the children have guessed all the toys. Then ask a
child to take over your role. Repeat with other volunteers.

Target language Karaoke Chant: The toy chant. 1.53

Vocabulary: Play the karaoke chant and encourage the children to join in using the flashcards as
ball, bike, car, computer game, prompts.
doll, kite, plane, train, teddy
1 Trace and match.
Materials Ask the children to look at the picture in Activity 1. First, ask the children to say
the name of each toy and then tell them to trace the words. Once they have
Teachers i-book
traced the words ask them to match the words with the toys in the central
CD
picture. They can then colour the pictures. Go round the classroom to give help
Unit 4 flashcards
where needed and positive encouragement.

Finishing off
Draw the outlines of some toys on the board. Ask the children to hold up their
hands if they know what you are drawing. The aim of this game is to guess
what is being drawn before the whole drawing is finished. Make sure the
children put their hands up to say the answer and do not shout out.

Resources
Language
Teachers Resource Book, pages 54 56
Reinforcement Extension
Tell the children to look at the pictures. They look at the Tell the children to look at the pictures. They look at the
letters in the box and write the first letter of each word. mixed up words under each picture and write the words
They then say the name of each toy. correctly. They then say the name of each toy.
Consolidation
Tell the children to look at the pictures. They look at the
letters under each picture and write the first letter of each
word. They then say the name of each toy.

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 Unit 4 - Lesson 2A
Students Book, page 34

Objectives Getting started

To recognise the toys. Use the Beep toy to model a short conversation using the flashcards. T: Whats
this? Beep toy: Its a (kite). Repeat with the other flashcards. Then, give the Beep
To ask and answer questions
toy four flashcards. Put them so that the children can see them clearly. Ask
about toys.
questions about the toys the Beep toy has. T: Have you got a (teddy)? Beep toy
(looking at his toys, pointing and nodding): Yes, I have. T: Have you got a (train)?
Target language Beep toy (looking at his toys and shaking his head): No, I havent. Use the Beep
Vocabulary: toy to ask the children if they have any of the toys, encourage them to use the
ball, bike, car, computer game, full answer.
doll, kite, plane, train, teddy
Structures: 3 Listen and tick (3) or cross (7). 1.54
Have you got? Write Yes, I have and No, I havent on the board, and then ask a volunteer to
Yes, I have. / No, I havent. come to the front to demonstrate the activity. T: (Alba) have you got a kite?
SS: No, I havent. Ask her to put a cross beside the corresponding sentence.
Materials Continue with other volunteers. Tell the children to look at Activity 3. Explain
that they are going to listen to the CD and they have to put a tick if Charlie has
Teachers i-book the toy and a cross if he doesnt. Play the CD and ask the children just to listen.
CD Play it again and this time they put the ticks and crosses. Play it a final time for
Beep toy them to check their answers.
Unit 4 flashcards
4 Ask and answer.
Ask a volunteer to come to the front to demonstrate the activity. T: Have you
got a (teddy)? SS: Yes, I have. Have you got a (train)? T: No, I havent. Put the
children into pairs or small groups and ask them to ask and answer questions
about toys. Move around the classroom listening and helping if necessary.

Finishing off
Ask a child to come to the front of the class and to cover their eyes while
another child hides a flashcard somewhere in the classroom. The child at the
front of the class then tries to find it. The rest of the children can say hot or cold
depending how near or far the child is to finding the flashcard.

Transcript
Listen and tick (3) or cross (7). 1.54

Lee: Hi, Charlie! Lee: Me too! Have you got a bike?

Charlie: Hello! Charlie: Yes, I have. Ive got a red bike.
Lee: Charlie, have you got a train? Lee: Umm. Have you got a plane?
Charlie: Yes, I have. Charlie: A plane? No, I havent.
Lee: Have you got a teddy? Lee: OK. Have you got a kite?
Charlie: Yes, I have. Charlie: Yes, I have. Here it is.

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 UNIT 4 LESSON 2
3 Lise> an tic () o cros (). 1.54
5 Lise> a
ep

y
?
Ha yo go
p trai>?

s Ye, I ha.
en.
or

Ye, I ha. = No, I hae>. = 6 As an

4 As an anse.
34 Possession Toys Have you got a (train)?

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DC Students develop competence with technology in the classroom by extracting specific

information from a short CD recording. In this activity, students listen and tick the toys each
speaker has.

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 2 Trac, matc an circl. 3 ircl an
To
To
1
To
kit
plan Vo
tedd / d ba
do
ca dol St
Ha
4 Ye

bal tedd Te
kit / ted Un

edd
dol
4 Trac an
Hav yo go dol? Yefi, I hav. / N, I have>.
Hav yo go trai>? Yefi, I hav. / N, I have>.
Hav yo go kit? Yefi, I hav. / N, I have>.
Hav yo go bik? Yefi, I hav. / N, I have>.

24 Re
R
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LC Students develop their language skills by consolidating awareness about question Te

forms and short answers to talk about toys. As
qu

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 Unit 4 - Lesson 2B
Activity Book, page 24

Objectives Getting started

To trace pictures.
To recognise the toys.
To develop reading skills.
Display the toy poster. Ask the children what they can see without pointing to
the toys. When all the toys have been named, point to a toy and ask one of
the children to name the toy. If there are children who still need help, then help
them to repeat the word several times.

Target language 2 Trace, match and circle.

Vocabulary:
ball, bike, car, computer game,
doll, kite, plane, train, teddy
Structures:
Have you got?
Yes, I have. / No, I havent.
Ask the children to look at the picture in Activity 2. Ask them what they think
each picture is in the cupboard. T: Is this a (ball)? When they have said what
each toy is, ask the children to trace them. On the board write Yes, I have. / No,
I havent. Ask a volunteer to read the first question aloud and another to look at
the picture, come to the board and circle the correct answer. Repeat with the
remaining questions. The children then complete the activity in the book. Move
around the classroom offering help where necessary.

Materials Finishing off

Teachers i-book Tell the children you are going to draw a toy on the board and that they must
Unit 4 poster put their hand up if they think they know what it is. Slowly draw the picture until
someone guesses what the toy is. Repeat with a child taking over your role.

Resources
Reading and Writing
Teachers Resource Book, page 126
Ask the children to look at the picture of Lee and Monica. Ask them what they can see. The children then read the
questions and write a one word answer. If they need help, write the words house, kite, Monica, one and two on the board.

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 Unit 4 - Lesson 3A
Students Book, page 35
Objectives
To say the names of the toys.
To join in with a chant.
To use simple grammar structures.
Target language
Vocabulary:
ball, bike, car, computer game,
doll, kite, plane, train, teddy
Structures:
Have you got?
Yes, I have. / No, I havent.
Materials
Teachers i-book
CD
Unit 4 poster
Unit 4 flashcards
Transcript
Chant: Tell me, please!
Have you got a bike?
Have you got a bike?
Ruby, Ruby, tell me please!
Yes, I have!
Have you got a train?
Have you got a train?
Charlie, Charlie, tell me please!
No, I havent!
128
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Getting started
Display the poster and ask questions. T: Whats this? SS: Its a (kite). T: What
colour is the (train)? SS: Its (green). T: (Luca) come and point to the (ball). Ask
volunteers to take over your role and ask the questions.
5 Listen and chant. 1.55
Ask the children to look at the picture in Activity 5. Put the flashcards on the
board in the following order: bike, train, teddy, car. Play the CD and let the
children listen to the chant, pointing to the corresponding flashcard each time.
Play the recording again and encourage the children to join in. Play it several
more times until the children are saying it from memory.
6 Ask and answer. Tick (3) or cross (7).
Put the remaining flashcards on the board. Point to one flashcard and ask a
child if they have one. T: (Marta), have you got a (kite)? SS: Yes I have. / No, I
havent. Repeat with other children. Then ask a volunteer to come and ask a
question. Continue until all the children have asked or answered at least one
question.
Finishing off
Write the name of the toy under each flashcard on the board. Ask the children
to choose two toys and to draw them in their notebooks and to write the word
underneath them.
1.55
Have you got a teddy?
Have you got a teddy?
Lee, Lee, tell me please!
Yes, I have!
Have you got a car?
Have you got a car?
Monica, Monica, tell me please!
No, I havent!
06/05/15 16:08
IT 4 LESSON 2 UNIT 4 LESSON 3
5 Lise> an chan. 1.55

Ha yo go bi?
e. Ha yo go bi?
Rub, Rub,
el , pea!
Ye, I ha!

n
d

. = 6 As an anse. Tic () o cros ().

M
My fr^en
Possession Imperatives Tell me, please! 35

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LC Students develop their language skills by listening and repeating a chant and then asking
and answering questions about toys.

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 3 ircl an writ. To
To
1 2 3 To

Vo
tedd / dol plan / ca bik / trai> ba
do
dol pla> trai> St
Is
Ha
4 5 6 Ye

kit / tedd ca / trai> dol / bik Te

CD
Un
edd ca bi Un
Un
ph

4 Trac an dra. Bo

I have>.
I have>.
I have>.
I have>. Child Child
completes completes
drawing drawing

ball kit
25

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CAE Students develop their drawing skills and their knowledge of spatial awareness when
drawing the mirror images of toys.

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 Unit 4 - Lesson 3B
Activity Book, page 25

Objectives Getting started

To read the target vocabulary.
To write the names of toys.
To complete a drawing.
Display the poster and ask a volunteer to come to the front of the class.
The child points to a toy and then chooses a friend to say what it is. If the
child answers correctly, then it is their turn to come to the poster and point.
Continue until all the toys have been revised.

Target language Karaoke Chant: Tell me, please! 1.56

Vocabulary: Play the karaoke chant and encourage the children to join in.
ball, bike, car, computer game,
doll, kite, plane, train, teddy 3 Circle and write.
Structures: Put the doll flashcard on the board and underneath write: teddy / doll. Point to
Is it a doll? the first word and ask a volunteer to read it. Then point to the doll and say:
Have you got a car? Is it a teddy? SS: No. Point to the word doll and ask a child to read it. Then
Yes, I have. / No, I havent. say: Is it a doll? SS: Yes. Circle the word doll on the board and then write it
underneath.
Ask the children to look at Activity 3. Explain that they must complete the rest
Materials of the exercise in the same way, reading, circling and then writing the
Teachers i-book corresponding words. Move around the classroom offering help where
CD necessary.
Unit 4 playing card pop-outs
Unit 4 poster 4 Trace and draw.
Unit 4 flashcards Ask the children to look at Activity 4. Point to the first picture and ask Is it a
photocopies of Teachers Resource bike? SS: No. Repeat the question with other toys. Ask the children to say what
Book, page 114 toys have been half drawn and then to trace the words under the pictures. Give
them some time to draw the other half of each picture. When they have finished
they can colour them. Go round the class and praise their finished drawings.

Play a card game

Ask the children to find their playing card pop-outs for Unit 4 (or hand out
photocopies of the Teachers Resource Book, page 114). The children sit in
pairs and each takes three of their cards without showing their partner. The
children then take it in turns to guess each others cards. S1: Have you got a
(car)? S2: Yes, I have. / No, I havent. The winner is the child who guesses all
three of their partners cards first.
Note: The children will need these pop-outs in the next unit.

Finishing off
Ask the children to put their pop-outs on the table. Say the name of a toy and
ask the children to hold up that card. Then allow the children to play Snap or
Memory with a friend.

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 Unit 4 - Lesson 4A
Students Book, pages 36 and 37

Objectives
To reinforce target vocabulary.
Computer games are boring! UNIT 4 LESSON 4 UNIT 4 LESSON 4

To listen to a story.
7 Lise> to t stor. 1.57

Target language
Vocabulary:
ball, bike, car, computer game,
More train, teddyMore
doll, kite, plane,
practice practice P P
Materials
F F
Teachers i-book
CD
Unit 4 story cards SC SC 1 2 2
Blu-Tack
More More
phonics phonics
i-story cards

i-poster 3 4
4
36 Personal preferences Computer games are boring! Passive presentation of the Prese
Personal preferences Computer games are boring!

i-flashcards 600695 _ 0033-0040.indd 36 09/02/15 11:34

600695

Tra
Getting started
IWB i-book
Tell the children to look at the story and ask them to identify the characters. St
Then ask them to look at the little pictures at the top of page 37. Point to the
picture of the doll and ask: Can you find this in the story? Tell them to look in St
Na
the story and see if they can find the doll. Ask them to circle the picture of the
Gr
doll, because it appears in the story. Tell them to look through the story and Mo
find which of the remaining pictures appear and to circle them. Ask them to
check their answers with a partner. Finally, ask the children to cross out all the St
pictures that do not appear in the story. Na
Gr
Mo
7 Listen to the story. 1.57
St
Play the story and show the children the story cards one by one. Stick the story Na
cards to the board with Blu-Tack. Play the story again and ask the children Gr
to follow the story in their books. Pause the recording at various points. Ask Mo
volunteers to point to the relevant scene in their books. Divide the class into
St
three groups and assign parts to each group: Ruby, Monica and Granny. Play
Na
the recording again and pause the recording after each scene and tell each Mo
group to repeat their characters lines. Gr

St
Na
ten

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 Finishing off
UNIT 4 LESSON 4
Put the story cards on the board and divide the class
into two teams. Tell the children you are going to play
a game. Choose a member from each team and read
out one of the characters lines from the story. The first
player to run and touch the story card for that line wins
a point for his or her team. Repeat this until everyone
has had a turn.

2 5 6

LC Students develop Linguistic competence

and comprehension by listening to the story
Computer games are boring! The story
revises and integrates structures from previous
lessons as well as including new ones to build
4 7 8
knowledge. Afterwards students play a Story race to
Passive presentation of the Present Continuous
Computer games are boring!
Monica and Ruby are having fun.
Passive presentation of the Present Continuous Monica and Ruby are having fun. 37 assess listening and content comprehension.
5 11:34

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Transcript
Story: Computer games are boring! 1.57

Story card 1 Ruby: I love computer games!

Narrator: Ruby is going to Monicas house. Monica: Me too!
e
Granny: Hello, Ruby.
Story card 6
Monica: Hi! Come and play with me.
Narrator: Monica and Ruby are having fun. Look! Now theyre
e Story card 2 playing guitars.
Narrator: Granny is showing Monica and Ruby a photo. Granny: Come on, girls! Its time for a snack.
Granny: Look, girls! This is me. Monica: In a minute!
Monica: Oh, yes!
Story card 7
Story card 3 Narrator: The girls are having a snack with Grannys teddy and
ory Narrator: Granny is showing the girls a doll and a teddy. doll. Mmm, biscuits! Delicious!
Granny: Look! This is my favourite doll and my brown teddy. Ruby: Here you are, Teddy!
Monica: Oh, wow! Granny! Monica: Wheres Granny?
Story card 4 Story card 8
Narrator: Ruby and Monica want to play computer games. Narrator: Look, heres Granny! Shes playing with the computer
Monica: Come on, Ruby! Lets play computer games. game!
Granny: Computer games are boring! Monica: G Granny!
Granny: Yippee! Computer games are fantastic!
Story card 5
Narrator: Ruby and Monica are playing computer games. Its
tennis!

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 Unit 4 - Lesson 4B
Objectives
To make a story booklet.
To remember the story.
Target language
Vocabulary:
ball, bike, car, computer game,
doll, kite, plane, train, teddy
Materials
Teachers i-book
CD
Unit 4 story pop-outs
Unit 4 story cards
photocopies of Teachers Resource
Book, pages 101 and 102
DC Students develop
Processing information
and digital competence
in the classroom by listening
to and watching the animated
story Computer games are
boring! Students order the
pictures as they watch to show
comprehension.
Getting started
Ask the children to think back to the story from the previous class. Ask
comprehension questions to check what they can remember:
What colour is Grannys teddy? Does Monica like computer games? Do the
girls play tennis on the computer game? Is Mum in the story?
Listen again 1.57
Tell the children they are going to hear the story again. Play the story and pause the
recording at various points when a character is speaking. Ask a volunteer to tell you
which character is speaking. Continue with other volunteers.
Make a story booklet
Put the story cards on the board out of order. Ask the children to tell you the
correct order of the cards. Point to each card and ask: Is this next? Which card is
next? Ask volunteers to help you until the story cards are in the correct order. Tell
the children to find the pop-out for the story booklet (or hand out photocopies of
the Teachers Resource Book, pages 101 and 102). Show them how to make a
cover for their booklet and put the title: Computer games are boring. The children
cut or pop out the pictures and put them into the correct order. Go round the class
to help any child that needs it and staple the booklets together.
Finishing off
Let the children play with their story booklet and encourage them to tell the
story. Try and motivate them to speak in English and help them with the words.

Resources
DVD
DVD Animated Story: Computer games are boring!
Teachers Resource Book, page 27
Tell the children to look at the pictures on the worksheet. Play the DVD and as they watch, the children number the
four pictures. Play the DVD again and this time the children colour the vignettes.

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he
ou

s
ll
f

n
ss

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 Unit 4 - Lesson 5A
Students Book, page 38

Objectives Getting started

To recognise the toys. Ask a volunteer to come to the front of the class. Ask them to stand in front
of the class. Behind their back show the rest of the class a flashcard. Ask
To say the names of the toys.
questions to some children. T: What colour is it? Is it big? Tell the rest of the
To play a game. class that they must not say the name of the toy, only answer the questions.
The child can have two attempts to guess what the toy is. Repeat with other
Target language volunteers.
Vocabulary:
ball, bike, car, computer game, 8 Play a game.
doll, kite, plane, train, teddy Ask the children to look at Activity 8. Point to a picture and ask the children to
tell you the colour and what it is. Put the children into groups of four and give
Materials each group a die. The children can use a rubber or sharpener as a counter. The
children take turns to shake the die and move around the board. When they
Teachers i-book land on a picture they name the object and colour.
CD
Unit 4 flashcards 9 Listen and sing. 1.58
dice (one for every four children)
Put the flashcards on the board in the following order: car, bike, doll, kite, teddy,
train, ball, plane. Point to each card and ask the children to name the colours.
i-activity Tell the children that they are going to listen to a song. Play the CD and point to
the flashcards on the board as they are mentioned. Play the song several more
times and encourage the children to join in.

Finishing off
Play Chinese whispers. Put the children into groups of eight and whisper a
sentence to one child in each group, for example: Ive got a brown teddy. Ask
the child to whisper the same sentence to the next child who then whispers
it to the next one and so on. The last child says the sentence out loud and
hopefully it should be the same one as the teachers.

Transcript
Song: Toys, toys, toys! 1.58

Chorus: Red cars, blue bikes, Brown teddies, green trains,

Toys, toys, toys for girls and boys, Come and play! Come and play!
Come and play! Come and play! Come and play!
Come and play! Pink dolls, white kites, Yellow balls, purple planes,
Toys, toys, toys for girls and boys, Come and play with me! Come and play with me!
Come and play with me!
(Chorus) (Chorus)

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 UNIT 4 LESSON 5
8 Pla ga. 10 Lise> a
1 2

START
o

he
5 4 3

dy,

to
re

6 7 8

11 Draw yo
k

10 9

FINISH

9 Lise> an sin@. 1.58

M favo
38 Toys Colours A (red teddy).

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LC Students develop Linguistic competence and comprehension by asking questions about a

hidden toy. Fluency is developed by children formulating questions about the mystery toy
and their classmate giving short answers.

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 Review
5 Matc an writ. 7 Loo an
To
To
ca trai> kit plan 1 To

Iv go ki . Vo
ba
do

Iv go trai> . St
Iv

Iv go ca . edd Te
CD
Un

Iv go pla> . 8 Rea an
co

6 Rea an colou. Hav yo

Iv go yello Iv go blu Iv go purpl
bal an kit an dol an
gree> plan. brow> tedd. gree> trai>.

Re
D
26 DV
Te
323845 _ 0023-0028.indd 26 01/02/11 12:53
Ac
LC Students develop their reading and writing skills. They develop their reading comprehension tw
by colouring the toys according to the description. co

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 Unit 4 - Lesson 5B
Activity Book, page 26

Objectives Getting started

To write the names of the toys. Play Memory. Place the flashcards upside down on a table. Ask a volunteer
to come to the front of the class and ask to find a toy. T: (Daniel), can you find
To develop reading ability. the (train)? If they do not lift up the correct card then they must put it back in
To use simple grammar structures. the same place. Different children take turns until someone finds the flashcard.
Continue with other toys.
Target language
Vocabulary: Karaoke Song: Toys, toys, toys! 1.59
ball, bike, car, computer game, Play the song and sing along holding up the corresponding toy flashcard each
doll, kite, plane, train, teddy time. Encourage all the children to join in.
Structure: 5 Match and write.
Ive got a
Ask the children to look at Activity 5. Point to the picture of the first girl and
follow the line with your finger to the kite. Ask the children to do the same. Then
Materials ask the children to choose four coloured crayons and to follow each line with a
Teachers i-book different colour. Ask volunteers to read the sentences adding the toy word. SS:
CD Ive got a (kite). Write the four words, plane, car, train, kite, on the board and ask
Unit 4 flashcards the children to complete the sentences in their books using the words on the
board to help them.
Revision 6 Read and colour.
colours Point to the first speech bubble and ask a volunteer to read it out loud. Then
ask the children what colour they are going to colour the ball and the plane.
Repeat with the second and third pictures. Ask the children to read the
sentences and to colour the pictures accordingly. Go round the class and ask
the children at an individual level: What colour is this toy?

Finishing off
Ask the children to take out their notebooks and draw two toys then colour
them. Ask a child to show their picture to the class and to tell them what they
have. SS: I have a (blue teddy) and a (yellow car). Continue with other children.

Resources
DVD 2
DVD Real Kids Unit 4
Teachers Resource Book, page 28
Activity 1: Ask the children to read the two options for the Activity 2: Read the six food words and ask the children
two sentences. Play the DVD and the children circle the to look out for them on the film. Play the DVD and the
correct sentences. children look and listen for the words. Play it again and
this time they tick the words they hear or see.

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 Unit 4 - Lesson 6A
Students Book, page 39

Objectives Getting started

To recognise toys from other Display the poster. Point to a toy and ask the children to make full sentences.
countries. T: Whats this? SS: Its a (green train).
To draw a toy.
10 Listen and number. 1.60
Target language Ask the children to look at the photos in Activity 10 and give them a few
Vocabulary: minutes to look at the different toys. Point to the first photo and ask the children
ball, bike, car, computer game, what it is. Ask them if they think children all over the world have the same toys.
doll, kite, plane, train, teddy Explain that they are going to listen to the CD and they will hear where each toy
is from. Explain that they need to put a number in each box. Play the CD and
ask the children just to listen. Play it a second time and this time the children
Materials write the number beside the corresponding photo. Play the CD again for the
Teachers i-book children to check their answers.
CD
Unit 4 poster 11 Draw your favourite toy.
Unit 4 stickers Ask the children to look at Activity 11. Ask various children: What is your
favourite toy? As the children say the names of their favourite toys, ask
volunteers to write the words on the board. The children draw their favourite toy
in the space provided. Then, they write the name of it to complete the sentence.
Finally, ask volunteers to read out their sentences.

Finishing off
A picture dictation. Ask the children to draw in their notebooks what you say.
T: Draw a (red train). Draw a (blue doll). Draw a (yellow kite). When they have
finished they check with a friend to see if they have the same drawings and
colours. Then, write on the board what they have drawn so the children can
label their pictures.

Transcript
Listen and number. 1.60

1 Look at the doll. Its from Russia.

2 Look at this teddy. Its from Ireland.
3 This is a kite. Its from Japan.
4 This train is from England.

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NIT 4 LESSON 5 UNIT 4 LESSON 6
10 Lise> an nume. 1.60

ren
s.
oy

oy
ce.

11 Draw you favouri to.

M favouri to i .
Toys from other countries Its from (Russia) . My favourite toy is a (kite). 39

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IE Students develop initiative by drawing and describing their favourite toy. Afterwards, they can
describe it to the class by reading their sentences and showing the picture. Giving a short
mini-presentation of this kind helps them to gain self-confidence.

141

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 To

Vo
kit

Te
Un
ph
Bo
co

a
fi
f
a
d

Re
A
Te

142

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 Unit 4 - Lesson 6B
Arts and crafts

Objective Getting started

To identify some toys. Place the toy flashcards round the classroom in different places, for example,
on a table, by the window, under a chair. Ask a child to find and show the
Target language flashcards. T: (Pablo), show me the teddy. Repeat with other toys.

Vocabulary:
kite; colours Make a fish kite from Japan
Hand out the photocopies of the fish kite template (Teachers Resource Book,
Materials page 13). Tell the children to colour the fish in bright colours. When they have
finished they cut it out and fold it in half lengthways. Give each child several
Teachers i-book strips of coloured crepe paper. The children stick these to make a flowing tail.
Unit 4 flashcards Display all the kites, and then ask a volunteer to describe the colour of their kite.
photocopies of Teachers Resource SS: My kite is (red, purple and orange). Another child then tries to locate the
Book, page 13 kite. Continue with other children.
coloured crepe paper

Finishing off
CAE Students develop their Ask the children to get their kites. If possible, go to the playground or indoor
cultural awareness by space with the children and let them play with their kites.
creating and talking
about a personalised Japanese
fish kite and learning about toys
from around the world. Kites
are found in many cultures in
different shapes.

Resources
Arts and Crafts
Teachers Resource Book, page 13

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 Unit 4 - Lesson 7A
Students Book, page 40

Objectives Getting started

To listen to a story.
To follow the sequence in a story.
To develop reading skills.
To practise pronunciation: c.
Tell the children that you are going to give them some instructions. Tell them
they have to touch something the colour you say but that they must only
do it if you say please. Give instructions. Sometimes say please at the end
and sometimes dont. T: Touch something blue, please. The children touch
something blue. T: Touch something yellow. The children do not touch anything.

Target language 12 Listen. 1.61

Vocabulary: Ask the children to look at Activity 12. Tell them to look at the cartoon and to
ball, bike, car, computer game, name the toys they can see. Play the recording and ask the children to follow
doll, kite, plane, train, teddy the story in their books. Play the recording again, stopping at various points and
asking volunteers to repeat a line.
Materials Phonics
Teachers i-book Listen and say a tongue twister. 1.62
CD Tell the children they are going to learn a tongue twister. Play the recording,
pausing at the end of each line for the children to repeat. Write the tongue
i-story cards twister on the board. Play the recording again encouraging the children to copy
the narrators intonation. Divide the class into groups. Give them a few minutes
to practise the tongue twister, and then invite them to the front to perform for
the rest of the class. Encourage the children to find any other words that they
know that begin with the c sound, for example, colour, classroom, computer
or any names of children in the class. Write the words up on the board and
practise saying them with English pronunciation.

Finishing off
Slowly draw a toy on the board and the children guess what is being drawn
before it is finished. The children can also take turns and come to the board to
draw. It could also be played in two teams.
Transcripts
Listen. Beeps world! 1.61

Narrator: Beep is on his bike. Look! Theres a girl. Narrator: Beep and Robby go to the toy shop.
Shes playing with a car. Shop assistant: Hello, Beep!
Robby: Squeak? Squeak? Beep: Hello. Can I have a plane, please?
Narrator: Robby likes the car. Robby: Squeak! Squeak!
Narrator: Heres a boy! Oh, no! His kite is in the tree. Narrator: Oh, look! Robbys in the plane!
Boy: Look! My kite is in the tree. Can you help? Narrator: Fly, Robby! Fly!
Robby: SQUEAAAK!
Narrator: Beep climbs the tree but oh, no!
Boy: Be careful, Beep! Narrator: Hurray! Robbys got the kite!
Robby: Beeeeeeep! Boy: Thank you, Beep! Thank you, Robby!
Beep: Aaaaah! Beep: No problem!
Robby: Squeak! Squeak!

Listen and repeat. 1.62

Can you count? Can you count the cars and kites?
Can you count the cars? Can you count the cars and kites and cats?

144

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 Beeps world! UNIT 4 LESSON 7

12 Lise>. 1.61

g.

and

py
es

40 Phonics initial sound c as in count Toys

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LC Students develop their language skills by identifying and producing the c sound. They also
review the language of the unit.

145

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 Review

7 Loo an writ. To
To
wh
1 2 3 4
To
e
d
n k
r i
d c i t Vo
t a a ba
y e t do
r

Te
edd ca trai> ki CD
Be
Un

8 Rea an writ.
Yefi, I hav. N, I have>.
Hav yo go trai>? Hav yo go bal?
purpl
l an
e> trai>.

Re
P

N, I hae>. Yefi, I ha. Te

Ac
so
27 cs
na
of
323845 _ 0023-0028.indd 27 28/01/11 8:40
be
LL Students develop their learning skills by participating in an end of unit revision of content the
knowledge. The teacher revises gives and constructive for feedback on improvement. This is fin
important for student progress and learning how to correct their own mistakes. so

146

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Objectives
To write the toy vocabulary.
To revise the vocabulary from the
whole unit.
To develop reading skills.
Target language
Vocabulary:
ball, bike, car, computer game,
doll, kite, plane, train, teddy
Materials
Teachers i-book
CD
Beep toy
Unit 4 flashcards
Resources
Phonics
Teachers Resource Book, page 88
Activity 1: Hold up a cap or
something else beginning with the
c sound, and ask the children to
name the item, and then to think
of as many words as they can that
begin with the same sound. Then,
the children look at the picture and
find the words that begin with the c
sound and they colour these images.
685815 _ 0119-0148.indd 147
Unit 4 - Lesson 7B
Activity Book, page 27
Getting started
Hide a toy flashcard behind your back and the children have to make guesses
to say what it is. Keep doing it until the children have guessed all the toys. You
could also get a child to do this activity and they can take it in turns to come
to the front of the class.
7 Look and write.
Write the letters of the word teddy out of order on the board. Show the teddy
flashcard and ask the children what it is. Then ask a child to come to the front
and to point to the first letter of the word teddy. Write the letter t. Ask children
to come and point to the consecutive letters each time writing them in order to
build up the correct spelling of the word. Ask the children to look at Activity 7.
Point to each shape and ask the children to name the toy. The children write the
words in the spaces.
8 Read and write.
Give the flashcards to various children. Ask them individually: Have you got
a (teddy)? Encourage them to answer with a full answer: Yes, I have or No,
I havent. Ask the children to look at Activity 8. Ask a volunteer to read the
first question and another to say the correct answer. Repeat with the second
picture. The children then write the answers in their books.
Picture dictionary 3.4
Ask the children to look at the picture dictionary on page 28 of their Activity
Books. Hold up your two index fingers and signal to the class to do the same.
Say: Point to the car and the teddy. Encourage the class to quickly point to the
two pictures and check with the child next to them. Repeat with other words
from the page. Tell the children to trace each word on the dictionary page. Play
the recording and ask the children to look at the pictures and repeat the words.
Finishing off
Use the Beep toy to ask general questions about numbers, colours, toys and
vocabulary from previous units. For example, write a number on the board and
ask: What number is this? Hold up a flashcard and ask: What is this?
Transcript
Picture dictionary 3.4
Ball, bike, car, computer game,
doll, kite, plane, teddy, train.
Activity 2: Ask the children to put the
letters in order to form the words that
they found and coloured in Activity 1.
Words: castle, cat, cake, candle, cup,
computer, key, kite.
Extra activity 1: Ask the students to
look through the unit and write down
or say all the words that begin with a
c or k sound.
Extra activity 2: Practise the tongue
twister with the students, then have a
tongue twister competition!
147
06/05/15 16:09
 Unit 4 - Evaluation

Objective Revise the vocabulary with the children. Show the flashcards one at a time and
ask questions about the toys. T: Whats this? Show the children the test and
To evaluate childrens
explain each activity. Play the audio and the children do Activity 1. Play it again.
understanding of target language
The children complete the rest of the test by themselves.
from the unit.
1 Listen and tick (3) the toys. 1.63
Target language Explain to the children that they are going to hear some of the toys mentioned.
They must put a tick in the box next to the pictures they hear.
Vocabulary:
ball, bike, car, computer game, 2 Write the words under the pictures.
doll, kite, plane, train, teddy Tell the children to choose a word from the box and write it under the correct
picture.
Structures:
Have you got a (train)? 3 Read the questions and write your answer.
Yes, I have. / No. I havent. Point to the words in the box and explain that the children have to choose the
correct answer for each question about their own toys.
Materials
4 Look at the pictures and circle the correct word.
Teachers i-book Tell the children to look at the four pictures and at the words next to them. They
CD must circle the word which is the name of the pictured toy.
Unit 4 flashcards
photocopies of Unit 4 Test,
Teachers Resource Book, pages
141 and 142

Unit 4 Test Unit 4 Test

Name: Class: Name: Class:

1 3 Yefi, I ha. N, I hae>. 1

1.63 2.15

Sample Answers:
Ha yo go compue ga? N, I hae>.
Ha yo go pla>? N, I hae>.

Ha yo go ki? Yefi, I ha. 2
2 dol edd bi ca Ha yo go trai>? Yefi, I ha.
LL Students develop
2
their learning skills by 4
Santillana Educacin SL./Richmond Publishing 2011 PHOTOCOPIABLE

Santillana Educacin SL./Richmond Publishing 2011 PHOTOCOPIABLE

Santillana Educacin SL./Richmond Publishing 2011 PHOTOCOPIABLE

participating in an end
of unit summative assessment ca dol ca compue ga dol ki
procedure where they apply
acquired knowledge such
as: attention, concentration, bi edd edd pla> bal trai>
memory, comprehension and 1 Listen and tick () the toys. (Track 1.63) 3 Read the questions and write your answer.

linguistic expression.
2 Write the words under the pictures. 4 Look at the pictures and circle the correct word.
141 142

324637 _ 0133-0154.indd 141 01/02/11 10:12 324637 _ 0133-0154.indd 142 28/01/11 14:40

Transcript
Unit 4 Test. Activity 1. Listen and tick (3) the toys. 1.63

Bike. Teddy.
Doll. Train.
Computer game. Kite.

148

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 Introduction
5. In the house
Unit objectives
Teaching tip
To introduce vocabulary of the
parts of the house and furniture. Create routines in your classroom and maintain them throughout the school year.
Routines are an important part of classroom discipline helping both the teacher
To use functional language with and the children to work better. A regular routine makes the children feel more
simple structures. confident as they know what to expect. For the teacher it makes control and
To learn about unusual houses. movement within the classroom easier as the children know what to do and how to
behave.
To practise pronunciation: b.

Target language Beeps w

2.13
orld!

Vocabulary: Beep and

Robby are
at the funfair.
bath, bathroom, bed, bedroom,
Come on Beep and
chair, garden, hall, house, kitchen, ,
Lets look Robby!
in
Scary Hou the
Robby are
in the hall.

living room, table se.

A witch!
Structures:
Where is?
Its in the Beep look
s in the living
room.

Beep look
He has a s in the bath.
nasty surp
rise!
Robb
Where ar y!
e you?

Oh no! A
sp ider!
Beep look
s in the bedr
oom.
253259

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in the bed?ts
.indd 9

Oh, its
Tongu twis you, Robb
Beeps on
te 2.14 y!

th
Beeps on e bike.
th
Beeps on e bike. The books be
bathroom the bike. Th in
e books in the bag.
the bag. Th
e balls in th
hing 2011

e basket w
livin@ roo
ond Publis

ith Robby.
S.L. / Richm

bat
253259
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00114746
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tabl chai
the house
Unit 5 In

garde>
28/09/10
16:17

149

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 Unit 5 - Lesson 1A
Students Book, page 41

Objectives Getting started

To learn the parts of the house. Display the poster and ask the children if they know what Beep is making and
who it is for. Ask them to put their hands up if they know the names of any of the
To say a chant.
parts of the house in the picture. Ask volunteers to come to the front, point to a
part they know and say the word. Point to the rooms one at a time, say the word
Target language and ask the children to repeat.
Vocabulary:
bathroom, bedroom, garden, hall, 1 Listen, point and repeat. 2.1
kitchen, living room
Ask the children to look at Activity 1. Point to the parts of the house on the page
and ask volunteers to name the rooms. Play the recording and ask the children
Materials to point to each part of the house as they hear the word. Play the recording again
Teachers i-book and this time they repeat the words. Encourage all the children to repeat the words.
CD
Unit 5 poster Listen and say the room 2.2
Unit 5 flashcards Play the recording but pause after each sound effect. The children say the name
a piece of paper of the room. Play the recording to hear the answer.

2 Listen and chant. 2.3

i-activity
Put the flashcards on the board in the following order: kitchen, garden, living
room, hall, bedroom, bathroom. Play the recording and point to each room as
it is named and point to yourself when the chant says play with me. Play the
recording again and ask the children to join in with the chant. Then point to
each card in turn and tell them to say the name with you. Repeat, gradually
building up the rhythm. Finally, put the first card (kitchen) face down on the
board and tell the children to say the chant filling in the missing house word.
Repeat with the other cards, one by one until they are all face down and the
children can say the chant from memory. Once the chant is memorised, practise
it by starting slowly and speeding up with each repetition.

Finishing off
Cover a flashcard with a piece of paper and slowly reveal the picture. Ask the
children to name the picture before it is completely uncovered. Repeat with
the other flashcards.

Transcripts
Listen, point and repeat. 2.1 Listen and say the room. 2.2

Bedroom. Hall. 1 Its the kitchen. 4 Its the hall.

Bathroom. Kitchen. 2 Its the bedroom. 5 Its the bathroom.
Living room. Garden. 3 Its the garden. 6 Its the living room.

Chant: The room chant. 2.3

Kitchen, garden, living room, hall. Kitchen, garden, living room, hall.
Bedroom, bathroom. Bedroom, bathroom.
Bedroom, bathroom. Bedroom, bathroom.
Kitchen, garden, living room, hall. Kitchen, garden, living room, hall.
This is my house. Come to my house,
Come and see! And play with me!

150

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 5. In the house LESSON 1

he
a
rd
1 Lise>, poin an eea. 2.1

age
en
ain
ds.

me
edroo
s

bathroo
livin@ kitce>
tise roo hal

gare>

2 Lise> an chan. 2.3

Places in a house 41

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LC Students develop their language skills by recognising, identifying and talking about places
in a house.

151

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 5. In the house
1 Rea an writ. To
To
To
be
To

bathroo hal living roo Vo

ba
kit

St
W
Its

Te
@ > CD
Un
Un
Un
^ ^ >@ ph
Bo

^ >

kitche> bedroo garde>

29

323845 _ 0029-0034.indd 29 28/01/11 8:41

SCC Students develop social skills by playing card games with their pop-outs such as a
matching game in small groups and Memory in pairs. Games help in learning English and
improving memory as well as social interaction skills.

152

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 Unit 5 - Lesson 1B
Activity Book, page 29

Objectives Getting started

To read the parts of the house. Display the poster. Point to the different rooms and ask: Whats this? If there
are children who still need help then ask them to repeat the word several
To write the parts of the house.
times.
To recognise where objects
belong in a house.
Karaoke Chant: The room chant. 2.4
To use simple structures.
Play the karaoke chant and encourage the children to join in using the flashcards as
prompts.
Target language
Vocabulary: 1 Read and write.
bathroom, bedroom, garden, hall, Ask the children to look at the pictures in Activity 1. Point to each part of
kitchen, living room the house and ask the children to name it. Then point to each word and ask
Structures: volunteers to read them. Once they have said the names of the parts of the
Wheres my? house ask the children to write the corresponding words in the correct spaces.
Its in the
Play a card game
Ask the children to find their playing cards pop-outs for Units 4 and 5 (or hand
Materials
out photocopies of the Teachers Resource Book, pages 114 and 115). The
Teachers i-book children play in groups of three or four. Without the other players seeing, each child
CD places the toy cards face up in front of them and then places a parts of the house
Units 4 and 5 playing card pop-outs flashcard face up on top of each toy. The children then take it in turns to ask the
Unit 5 poster others to locate their toys: S1: Wheres my (train)? S2: Its in the (kitchen). S1 lifts up
Unit 5 flashcards the room card to see if the toy is there, if not the next child tries to guess where it is.
photocopies of Teachers Resource The game continues until a child guesses the correct room and wins the round.
Book, pages 114 and 115
Finishing off
Ask the children to find their playing card pop-outs for Unit 5. The children
play in pairs. They put all their cards face down on the table. They take turns
to turn over two cards. If they are the same they say the word and keep the
pair. If they are different, they turn the cards back over and the other child
has a turn.

BEEP 1 Unit 5 Vocabulary

253193 _ 0001-0032.indd 25 26/10/10 15:48

153

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 Unit 5 - Lesson 2A
Students Book, page 42

Objectives Getting started

To recognise the parts of the Use the Beep toy to show the flashcards and ask questions. The Beep toy
house. says: Whats this? The children answer the question. Repeat the activity but this
time a child handles the Beep toy and does not show the rest of the class the
To use and understand simple
flashcard. The children try to guess what part of the house the Beep toy has.
structures.
Continue until the children have named all the flashcards.

Target language
3 Listen and number. 2.5
Vocabulary:
bathroom, bedroom, garden, hall, Ask the children to look at Activity 3. Point to the first picture and ask the
kitchen, living room children which part of the house it is. Then ask them what they can see in the
garden. Repeat with the other pictures. Play the recording and tell the children
Structures: just to listen this time. Play the recording again and this time the children put
Wheres my? the number in the box of each picture. Play the recording one more time for the
Its in the children to check their answers.

Materials 4 Look and say.

Ask the children questions about the pictures. T: (Raquel), wheres the school
Teachers i-book
bag? SS: Its in the garden. Continue with the other pictures. Then ask a child to
CD
ask a question and another to answer. Repeat with other children.
Beep toy
Unit 5 flashcards
Finishing off
Revision Ask a child to come to the front of the class and to cover their eyes while
another child hides a flashcard somewhere in the classroom. The child at the
pencil, ruler, school bag, teddy; front of the class then tries to find it. The rest of the children can say hot or cold
dad, granny, mum depending how near or far the child is to finding the flashcard.

Transcript
Listen and number. 2.5

1 Ruby: Dad! Wheres my pencil? 3 Ruby: Granny! Wheres my teddy?

Rubys Dad: Ouch! Your pencil? Its in the living room. Rubys Granny: Ruby, its in the bathroom.
2 Ruby: Mum! Wheres my ruler? 4 Ruby: Mike! Wheres my school bag?
Rubys Mum: Um, its in the kitchen. Rubys brother: Its in the garden.

154

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 UNIT 5 LESSON 2
3 Lise> an nume. 2.5
5 Lise> a
s

Da! We
e m enci?
n

he

d to
6 Stic an

4 Loo an sa.
42 Places in a house Wheres my (teddy)?

600695 _ 0041-0048.indd 42 09/02/15 11:51

LC Students develop Linguistic competence, expression and comprehension by answering

questions about the location of toys, school items and people in different rooms in the
house. Fluency is developed by revision and use of vocabulary from previous units which
builds knowledge.

155

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 2 Trac an fin. 3 Loo an
To
To
1

bedroo bathroo
Vo
ba
liv
rab
livin@ roo St
W

4 Draw
kitche> Te

hal

livin@ roo

1 Wherfi th ca? I> th livin@ roo.

2 Wherfi th parro? I> th kitche>.
3 Wherfi th rabbi? I> th bathroo. 1

4 Wherfi th do@? I> th hal. 2

Re
5 Wherfi th tedd? I> th bedroo. 3
R
Te
30
Ac
of
323845 _ 0029-0034.indd 30 28/01/11 8:41
rea
LC Students develop Linguistic competence by practising target vocabulary and matching the
questions with answers. Repetition of key vocabulary and structures helps students to ba
internalise and consolidate knowledge. to

156

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 Unit 5 - Lesson 2B
Activity Book, page 30

Objectives Getting started

To read the target vocabulary. Slowly draw a part of the house on the board. The children raise their hands
to guess which room it is before it is completely drawn. Ask a child to come
To match questions with answers.
to the board and to draw a part of the house for the others to guess. Continue
until all the parts of the house have been named.
Target language
Vocabulary: 2 Trace and find.
bathroom, bedroom, hall, kitchen,
Ask the children to look at Activity 2. Ask the children questions about the
living room; cat, dog, parrot,
picture. T: Where is the (parrot)? SS: Its in the (living room). T: What is in the
rabbit; teddy
(bedroom)? SS: A (teddy). T: Whats this? SS: Its a (dog). Point to the first
Structure: question and ask a volunteer to read it out loud. Then ask another child to read
Wheres the? out the answer. Repeat with the other questions. The children then draw a line
to match the questions with the answers.
Materials
Teachers i-book Finishing off
Give the children instructions to colour the pictures in their Activity Book. Colour
the (rabbit) (pink). Colour the (hall) (green). Invite children to give some of the
instructions for their classmates.

Resources
Reading and Writing
Teachers Resource Book, page 127
Activity 1: The children look at the four pictures on the top Activity 2: Write the words yes and no on the board. Ask
of the page and then read the sentences underneath. They the children to look at the picture of Charlie and his family.
read each statment and then write the correct number in Tell the children to read each statement and then write
the boxes. Write the words living room, bedroom, garden, yes or no in the space.
bathroom, on the board and put the flashcards next to them
to help the children read the sentences.

157

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 Unit 5 - Lesson 3A
Students Book, page 43

Objectives Getting started

To use simple grammar structures. Place the flashcards on the board. Ask the children to cover their eyes while
you hide the flashcard of an object behind one of the rooms. Then ask the
To sing a song.
children: Wheres my (pencil)? The children try to guess the correct place by
saying: Its in the (kitchen). When a child guesses the correct hiding place,
Target language then they take a turn to hide the object.
Vocabulary:
bathroom, bedroom, garden, hall, 5 Listen and sing. 2.6
kitchen, living room; bath, bed,
chair, table Ask the children to look at the song and picture in Activity 5. Place the ruler,
teddy, school bag and pencil flashcards next to the kitchen, bathroom, garden
Structures: and living room flashcards, as in the song. Play the recording and let the
Wheres my? children listen to the song each time pointing to the flashcards. Then play the
Its in the song several more times and encourage the children to participate, using the
flashcards to help remind them of the words.
Materials
6 Stick and say.
Teachers i-book
Ask the children to look at Activity 6. Point to a teddy and ask: Wheres the
CD
teddy? SS: Its in the (kitchen). Repeat with the other teddies. Then ask the
Unit 5 stickers
children to work in pairs, point to a picture and ask their partner where the
flashcards: house, ruler, teddy,
teddy is. Then, they stick the parts of the house stickers in their places.
school bag, pencil; kitchen,
bathroom, garden, living room
Finishing off
Begin to write one word on the board. The children try and guess what the
word is before it is completely written. Use these words: bedroom, bathroom,
kitchen, hall, living room, garden.

Transcript
Song: Rubys song. 2.6

Wheres my ruler? Wheres my school bag?

Wheres my ruler? Wheres my school bag?
What can I do? What can I do?
Look! Its in the kitchen! Look! Its in the garden!
Oh! Thank you! Oh! Thank you!

Wheres my teddy? Wheres my pencil?

Wheres my teddy? Wheres my pencil?
What can I do? What can I do?
Look! Its in the bathroom! Look! Its in the living room!
Oh! Thank you! Oh! Thank you!

158

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NIT 5 LESSON 2 UNIT 5 LESSON 3
5 Lise> an sin@. 2.6

We m rue?
We m rue?
n Wha ca> I do?
Loo! I i> t kitce>!
O! Than yo!

6 Stic and sa.

Location Its in the (garden). 43

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CAE Students develop their musical awareness by listening to and singing along with a song.
This activity helps develop memory and musical intelligence by establishing an association
between rhythm, language and word stress.

159

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 3 Loo an circl. To
To
1 2 3

Vo
ba
kit
ca
livin@ roo/hal bathroo/garde> bedroo/kitche>
4 Draw i> th hous an writ. Te
CD
Un
Un
Childs own ph
drawing. Bo

vin@ roo.
tche>.
athroo. 1 Wherfi th penci? Ifi i> th . Re
al. 2 Wherfi th bal? . La
droo. 3 Wherfi th ca? . Te
Re
31 Te
co
Th
323845 _ 0029-0034.indd 31 28/01/11 8:41
co
IE Students use their initiative by deciding where to draw different objects in the house. the
Afterwards, they describe their drawing to the class and write sentences that describe their Co
personalised picture. Te
na

160

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 Unit 5 - Lesson 3B
Activity Book, page 31

Objectives Getting started

To read the target vocabulary. Hide a house flashcard behind your back and ask the children to guess which
part of the house it is. Continue until the children have guessed all the parts of
To write the target vocabulary.
the house. You could also get the children to take turns to do this activity.

Target language
Karaoke Song: Rubys song. 2.7
Vocabulary: Hand out the flashcards of four objects and four parts of the house to eight
bathroom, bedroom, garden, hall, children. Play the song and sing along. Ask the children with the flashcards to
kitchen, living room; pencil; ball, hold them up when they are mentioned. Organise for the children holding the
car, kite, plane object card to stand next to the child holding the corresponding parts of the
house flashcard. Encourage all the children to join in.
Materials
3 Look and circle.
Teachers i-book
Put the living room flashcard on the board and write underneath it living room /
CD
hall. Ask the children to look at the picture and then ask a volunteer to come
Unit 5 playing card pop-outs
to the board and circle the correct word. Tell the children to look at Activity 3.
Unit 5 flashcards
Point to the first picture and ask them which part of the house it is. Repeat with
photocopies of Teachers Resource
the other pictures. Ask the children to look at the words and to circle the correct
Book, page 115
one for each picture.

4 Draw a pencil, a ball and a car in the house and write.

Ask the children to look at Activity 4. Point to the first sentence and ask a
volunteer to read it. Then ask the children to draw a pencil somewhere in the
house. Ask the children where they have drawn their pencil. T: (Sergio), wheres
the pencil? SS: In the (kitchen). Continue in the same way each time asking a
volunteer to read the sentence and then giving the children a moment to draw
the picture. When they have drawn all the objects, ask them to complete the
sentences. Finally, ask the children where their objects are.

Finishing off
Ask the children to get out their playing card pop-outs for Unit 5 (or hand out
photocopies of the Teachers Resource Book, page 115). Ask a child to come
to the front of the class and to say a word from the pop-outs. The rest of the
class holds up the card which has been named. Check that everyone has
the right card. Ask another child to come to the front of the class and name
another card. Continue until all the words have been said.

Resources
Language
Teachers Resource Book, pages 57 59
Reinforcement Extension
Tell the children to look at the pictures in the left hand Tell the children to look at the pictures in the left hand
column and to read the names of the parts of the house. column and to match them with the pictures in the right
Then, tell them to look at the pictures in the right hand hand column. They look at the sentences below and
column and read the names of the furniture items. They complete the words. They then say the sentences.
then draw lines to match the rooms with the furniture.
Consolidation
Tell the children to look at the pictures and then write the
name of the room that the furniture belongs in.

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 Unit 5 - Lesson 4A
Students Book, pages 44 and 45

Objectives
To practise the target language.
The castle adventure! UNIT 5 LESSON 4 UNIT 5 LESSON 4

To listen to a story.
7 Lise> to t stor. 2.8

Target language
Vocabulary:
bathroom, bedroom, garden, hall,
More room; bath, More
kitchen, living
practice
table
practice P P
Materials
F F
Teachers i-book
CD
Unit 5 story cards SC SC 1 2 2

Blu-Tack
More More
phonics phonics
i-story cards

i-poster 3 4 4

44 Places in a house The class are in the hall.

Places in a house
Passive presentation of This is a..
The class are in the hall.

i-flashcards 600695 _ 0041-0048.indd 44 09/02/15 11:52

600695

Tra
Getting started
IWB i-book
Tell the children to look at the story and ask them to identify the characters. St
Then ask them to look at the little pictures at the top of page 45. Point to the
picture of the table and ask: Can you find this in the story? Tell them to look in St
the story and see if they can find the table. Tell them to circle the picture of the Na
table, because it appears in the story. Tell them to look through the story and Te
find which of the remaining pictures appear and to circle them. Ask them to St
check their answers with a partner. Finally, ask the children to cross out all the Te
pictures that do not appear in the story. Na
St
7 Listen to the story. 2.8 Na
Play the story and show the children the story cards one by one. Stick the story Le
cards to the board with Blu-Tack. Play the story again and ask the children to follow M
the story in their books. Pause the recording at various points. Ask volunteers to St
point to the relevant scene in their books. Divide the class into five groups and Na
assign parts to each group: Teacher, Charlie, Lee, Monica and Ruby. Play the Te
recording again and pause the recording after each scene and tell each group to M
repeat their characters lines. Le
St
Na
M

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 Finishing off
UNIT 5 LESSON 4
Put the story cards on the board and divide the class
into two teams. Tell the children you are going to play
a game. Choose a member from each team and read
out one of the characters lines from the story. The first
player to run and touch the story card for that line wins
a point for his or her team. Repeat this until everyone
has had a turn.

2 5 6

LC Students develop Linguistic competence

and comprehension by listening to the story
4 7 8
The castle adventure! Students show their
listening and content comprehension by participating
se
Passive presentation of This is a...
The class are in the hall.
And this is a bath.
Passive presentation of This is a... And this is a bath. 45 in a Story race.
5 11:52
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Transcript
Story: The castle adventure! 2.8

n Story card 1 Lee: Chaaaarlie!

he Narrator: Today, the children are visiting a castle. Girl: Ugh a rat on the table!
Teacher: Look, children! This is a castle.
Story card 6
Story card 2 Narrator: And now the class are in the kitchen.
e Teacher: And this is a bath. Lee: Charlie! Ruby!
Narrator: Lee and Monica play in the bath. Oops! Monica: Woo ooo!
Charlie: Oh, no!
Story card 3
Ruby: What is it?
Narrator: Lee and Monica are in a secret room.
Teacher: Come on class! This way to the hall.
Lee: Wow! Its a secret room.
ow Monica: Come on! Lets go! Story card 7
Narrator: The class are in the hall. Its nearly time
Story card 4
to go home.
Narrator: Monica and Lee can hear the teacher.
Teacher: Where are Lee and Monica?
Teacher: And this is the bedroom.
Charlie and Ruby: Aargh!
Monica: Listen! Its the teacher!
Lee: Come on! Lets look! Story card 8
Lee and Monica: Surprise!
Story card 5
Teacher: OK! Its time to go home!
Narrator: Ruby and Charlie can hear the pictures talking.
Monica: Ruuuuby!

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 Unit 5 - Lesson 4B
Objectives Getting started
To remember the story. Ask the children to think back to the story from the previous class. Ask
comprehension questions to check what they can remember: Where are the
To make a story booklet.
children? Is there a dog in the story? Is there a pencil? Are the children in a
garden? What colour is the bath? Is Lee in the story?
Target language
Vocabulary: Listen again 2.8
bathroom, bedroom, garden, hall,
kitchen, living room; bath, table Tell the children they are going to hear the story again. Play the story and pause the
recording at various points when a character is speaking. Ask a volunteer to tell you
which character is speaking. Continue with other volunteers.
Materials
Teachers i-book Make a story booklet
CD
Put the story cards on the board out of order. Ask the children to tell you the
Unit 5 story pop-outs
correct order of the cards. Point to each card and ask: Is this next? Which card is
Unit 5 story cards
next? Ask volunteers to help you until the story cards are in the correct order. Tell
photocopies of Teachers Resource
the children to find the pop-outs for the story booklet (or hand out photocopies of
Book, page 103 and 104
the Teachers Resource Book, page 29). Show them how to make a cover for their
stapler
booklet and put the title: The castle adventure! The children cut or pop out the
pictures and put them into the correct order. Go round the class to help any child
DC Students develop that needs help and to staple the booklets together.
competence with
technology in the Finishing off
classroom by listening to and Let the children play with their story booklet and encourage them to tell the
watching the animated story story. Try and motivate them to speak in English and help them with difficult
The castle adventure! Students words.
number the pictures as they
watch and identify differences to
demonstrate comprehension.

Resources
DVD
DVD Animated Story: The castle adventure!
Teachers Resource Book, page 29
Tell the children to look at the pictures on the worksheet. Play the DVD and as they watch, the children number the four
pictures. Play the DVD again and this time the children look for differences on their worksheets. They circle the differences.

164

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he
ou

is
ell
of
heir

ld

s.

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 Unit 5 - Lesson 5A
Students Book, page 46

Objective Getting started

To recognise objects from a room. Place the flashcards on the board. Point to each picture and ask the children
to say the words in chorus. Continue to point to the flashcards in random
Target language order and the children call out the words. Point to the pictures faster and
faster so the children have to respond more and more quickly.
Vocabulary:
bath, bathroom, bed, bedroom,
chair, table 8 Trace and stick.
Structures: Ask the children to look at the pictures in Activity 8. Tell them to name what
Its in the they can see. Ask volunteers to read the four words. The children then trace
Its on the the words. Tell the children to find their stickers and to carefully put them in the
correct space.

Materials 9 Listen and point. 2.9

Teachers i-book Draw a picture of a spider on the board and ask if anyone knows the word. Tell
CD the children they are going to listen to Lee saying where he can see a spider.
Unit 5 flashcards Play the recording and ask the children to point to the place Lee says. Play the
Unit 5 stickers recording again and pause after each sentence, check that all the children are
pointing to the right picture.
i-activity
Finishing off 2.10
Put the flashcards, bath, chair, table and bed on the board. Play the chant and
point to the flashcards for each verse. Play it again and encourage the children
to join in with the words.

Transcripts
Listen and point. 2.9 Chant: The spider chant. 2.10

1 Lee: Wheres the spider? Ugh! Its on the table. The spiders in the bath, The spiders on the table,
2 Lee: Oh, no! Its in the bath! The spiders in the bath.
Oh, no!
3 Lee: Where is it now? Its on the chair!
The spiders in the bath.
4 Lee: Help! Its in my bed! Aargh!
The spiders on the chair,
The spiders on the chair.
Oh, no!
The spiders on the chair.
The spiders on the table.
Oh, no!
The spiders on the table.
The spiders in my bed,
The spiders in my bed.
Oh, no!
The spiders in my bed.

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 UNIT 5 LESSON 5
8 Tra an stic. 10 Lise> a

bat chai
he

ell

e
e

d
n
11 Draw yo
tab

e
,
9 Lise> an poin. 2.9
M favo
.
46 Furniture Wheres the spider? Its on the (chair).
.
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LC Students develop Linguistic competence through the use of song together with flashcards
to understand and learn new vocabulary items and functions. By practising and repeating
target vocabulary, children are able to consolidate knowledge regarding prepositions.

167

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 Review
5 Trac an matc. To
To

tabl bat chai be 7 Loo an

kitche> Voba
do
1 St
Pr

Te
CD
Un
3
6 Loo an circl. cla

i> o>
8 Writ i>
1

1 Th dolfi i> / o> th be.

2 Th boofi i> / o> th tabl.
3
3 Th cafi i> / o> th be.
4 Th teddfi i> / o> th chai. Re
5 Th do@fi i> / o> th schoo ba@. D
32 DV
Te
323845 _ 0029-0034.indd 32 28/01/11 8:41
Ac
Pla
DC Students develop competence with technology in the classroom by listening to and the
watching information from the Real Kids DVD. Identifying words from the audioscript helps the
children to build their vocabulary. tic

168

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 Unit 5 - Lesson 5B
Activity Book, page 32

Objectives Getting started

To read the target vocabulary. Put the flashcards upside down in a line on the board. Ask two children to
come to the front of the class. Name one of the flashcards and the first child
To use simple structures. to point to it wins. Call out two more children and repeat the game. Continue
until all the flashcards have been named.
Target language
Vocabulary: Karaoke Chant: The spider chant. 2.11
bath, bed, chair, table; book, cat, Put the flashcards bath, chair, table and bed on the board. Play the karaoke
dog, doll, school bag, teddy chant and point to the flashcards for each verse encouraging the children to join
Structure: in with the words.
Prepositions: in, on.
5 Trace and match.
Materials Write the words table, bath, chair and bed on the board in a line. Put the bed,
bath, table and chair flashcards on the board in a line underneath the words, as in
Teachers i-book
the Activity Book. Ask a volunteer to come to the board, read the first word and to
CD
join a line to the corresponding picture. Repeat with other children and the other
Unit 5 flashcards
words. Ask the children to look at Activity 5. Tell them to trace the words in the
classroom objects
puzzle pieces. Then, ask them to join the word pieces with the pictures.

6 Look and circle.

Show the children a rubber. Put it on various objects and ask the children:
Wheres the rubber? Help the children to answer: Its on the (table). Repeat the
procedure but this time putting the rubber in something. Help the children to
answer: Its in the (pencil case). When the children understand the difference
between in and on ask them to look at the picture in Activity 6. Ask them
questions about where the objects are. T: Wheres the (teddy)? SS: Its (on the
chair). Point to the first sentence and ask a volunteer to read out the correct
answer. The children then circle the correct answer for each sentence.

Finishing off
Ask the children to look at your pencil. Place the pencil in a pencil case and
say: T: Wheres the pencil? SS: Its in the pencil case. Then place the pencil on
the table and say: T: Wheres the pencil? SS: Its on the table. Ask the children
to get in pairs and ask them to do the same with their rubbers, sharpeners or
other objects.

Resources

DVD 2
DVD Real Kids Unit 5
Teachers Resource Book, page 30
Activity 1: Read out the words in the column on the right. Activity 2: Read out the questions and the three possible
Play the DVD and the children listen for the words. Play answers. Ask if the children can remember the correct
the DVD again and this time the children tick the words answers. Play the DVD and the children circle the correct
they hear. Finally, the children trace the words they have ones.
ticked and then find them in the wordsearch.

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 Unit 5 - Lesson 6A
Students Book, page 47

Objectives Getting started

To recognise different looking Display the poster. Ask questions and then invite the children to ask each
houses. other questions. T: What room is this? SS: Its the (living room). T: Where is
the (bath)? SS: It is in the (bathroom). T: Where is the (cheese)? SS: It is on the
To draw a house.
(table).

Target language
10 Listen and number. 2.12
Vocabulary:
boat, bus, tree, plane Ask the children to look at the photos in Activity 10 and give them a few
minutes to look at the different houses. Ask them questions about what
they can see in each picture and provide the necessary vocabulary. Play the
Materials recording and ask the children to listen. Play it a second time and this time the
Teachers i-book children write the number beside the corresponding photo. Play the recording
CD again for the children to check their answers.
Unit 5 poster
Unit 5 flashcards 11 Draw your favourite house.
Tell the children to think about their house, the photos of the houses or any
other house they like. Ask them to draw their favourite house in the space
provided. Then ask them to complete the sentence and write which house is
their favourite.

Finishing off
Put the flashcards around the room. Say the name of one of the flashcards.
Ask the children to point to the one you are saying. Start to say the words quite
slowly and then gradually say the words faster so the children have to respond
very quickly.

Transcript

Listen and number. 2.12

1 Girl: Hi, my house is blue and brown. Its a bus!

2 Boy: Hello, my house is brown. Its a boat.
3 Girl: Hi, my house is red. Its a plane.
4 Boy: Hello, my house is brown and white. Its in a tree.

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NIT 5 LESSON 5 UNIT 5 LESSON 6
10 Lise> an nume. 2.12

he
g

11 Draw you favouri hou.

M favouri hou i .
Unusual houses Colours Transport My favourite house is a (green train). 47

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IE Students develop their initiative by drawing and describing their favourite house. Afterwards,
they describe their drawing to the class by reading their sentences and showing the picture.
Giving a short mini-presentation of this kind helps children to gain confidence.

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 To
ob

Vo
ba
kit
ch

Te
Un
ph
Bo
as
cra

A
it
s
p
h
d

Re
A
Te

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 Unit 5 - Lesson 6B
Arts and crafts

Objective Getting started

To recognise the rooms and Display the poster. Name a room or object from the poster. Throw the ball to a
objects in a house. child and ask them to come to the front of the class and point to the item that
has been said on the poster. Continue with other children until all the words
Target language have been said.

Vocabulary:
bathroom, bedroom, garden, hall, Make a castle
kitchen, living room; bath, bed, Hand out the photocopies of the castle template (Teachers Resource Book,
chair, table page 14). Tell the children to colour the picture of the castle. Ask questions
about their castles. T: (Rebeca), what colour is your (bath)? Ask two children to
Materials come to the front of the class for show and tell. One child shows the other their
castle. SS: This is the bedroom, its red. The bed is in the bedroom. Put the
Teachers i-book children into pairs and ask them to tell their partner about their castle.
Unit 5 poster
photocopies of Teachers Resource
Book, page 14
a soft ball
crayons

IE Students develop their

initiative by creating
and describing a castle.
Afterwards, they can describe
it to the class by reading their
sentences and showing the
picture. Short mini-presentations
help to prepare for many
different official exams.

Finishing off
Ask the children to have their crayons spread out on the table. Tell the children
you will ask them to show you a crayon but they must only show it to you if
you say please. T: Show me your blue crayon, please. The children show you
a blue crayon. T: Show me your green crayon. The children do not show the
crayon.

Resources
Arts and Crafts
Teachers Resource Book, page 14

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 Unit 5 - Lesson 7A
Students Book, page 48

Objectives Getting started

To listen to a story.
To follow the sequence in a story.
To develop reading skills.
To practise pronunciation: b.
Tell the children that you are going to give them some instructions. Tell them they
have to show you something the colour you say but that they must only do it if you
say please. Give instructions. Sometimes say please at the end and sometimes
dont. T: Show me something blue, please. The children show you something blue.
T: Show me something yellow. The children do not show you anything.

Target language 12 Listen. 2.13

Vocabulary: Ask the children to look at Activity 12. Tell them to look at the first scene from the
bathroom, bedroom, hall, living cartoon, and explain that Beep is at a funfair and there is a scary house. Play the
room; bath, bed recording and ask the children to follow the story in their books. Play the recording
again, stopping at various points and asking volunteers to repeat a line.

Materials Phonics
Teachers i-book Listen and say a tongue twister. 2.14
CD Tell the children they are going to learn a tongue twister. Play the recording,
pausing at the end of each line for the children to repeat. Write the tongue
twister on the board. Play the recording again encouraging the children to copy
i-story cards
the narrators intonation. Divide the class into groups. Give them a few minutes
to practise the tongue twister, and then invite them to the front to perform for
the rest of the class. Encourage the children to find any other words that they
know that begin with b for example, blue, black or any names of children in the
class. Write the words up on the board and practise saying them with English
pronunciation.

Finishing off
Do some revision of the previous unit. Slowly draw a toy on the board and the
children have to try and guess what is being drawn before it is finished. Do it
with all the toys. The children can also take it turns and come to the board or
do it in pairs if there is enough time.

Transcripts
Listen. Beeps world! 2.13

Narrator: Beep and Robby are at the funfair. Narrator: Beep looks in the bath. He has a nasty surprise!
Beep: Come on, Robby! Lets look in the Scary House. Beep: Oh, no! A spider! Aaarrgh!
Robby: Squeak!
Narrator: Beep looks in the bedroom.
Narrator: Beep and Robby are in the hall. Beep: Oh, no! Whats in the bed?
Beep: Eeeek! A witch!
Robby: Squeeeak!
Robby: Squeak! Squeak!
Beep: Aaargh! Oh, its you Robby!
Narrator: Beep looks in the living room. Robby: Beeep!
Beep: Robby! Where are you?

Listen and repeat. 2.14

Beeps on the bike.

Beeps on the bike. The books in the bag.
Beeps on the bike. The books in the bag. The balls in the basket with Robby.

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 Beeps world! UNIT 5 LESSON 7

e. 12 Lise>. 2.13

e
e
ing

py
es

y
he
h

e!

48 Phonics initial sound b as in Beep Places in a house

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SCC Students develop their social skills by identifying and practising polite formulaic language
to make requests by using the word please. This activity helps to enable students to begin
to use real language in meaningful situations.

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 Review
To
wh

7 Loo an writ. To
To

kitche> bathroo livin@ roo bedroo To

1 2
Vo
ba
liv
St
edroo bathroo Pr

3 4
Te
CD
Be
Un
livin@ roo kitce> fla

8 Writ i> o o>.

1 2
Th boofi Th cafi
i> th ba@. o> th tabl.
3 4
Th do@fi Th teddfi Re
o> th chai. i> th be. P
Te
Ac
33 wi
cro
323845 _ 0029-0034.indd 33 28/01/11 8:41
Ac
thr
LC Students develop their reading and writing skills. They use their growing knowledge of the wo
language to choose the correct preposition. Ex
B/
of

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 Unit 5 - Lesson 7B
Activity Book, page 33

Objectives Getting started

To revise vocabulary from the
whole unit.
To develop reading skills.
To develop writing skills.
To use simple structures.
Target language
Vocabulary:
bathroom, bedroom, kitchen,
living room
Display the poster. Use the Beep toy to ask the children different questions
about the items on the poster. The children should try and answer with
complete sentences. T: Is this a (bed)? SS: Yes, it is. / No, it isnt. T: What is
this? SS: Its a (table). T: What colour is the (table)? SS: Its (brown).
T: Wheres the (ball)? SS: Its in the (bedroom).
7 Look and write.
Ask the children to look at Activity 7. Point to the first word and ask a volunteer
to read it. Continue with the other words. Ask the children to look at the first three
pictures and to say which room the objects belong in. Repeat with the other groups
of pictures. The children then write the room words under the pictures.

Structures: 8 Write in or on.

Prepositions: in, on. Write the words in and on the board. Put a pencil in various places around the
classroom and ask if it is in or on the object. T: Is the pencil in or on the book?
Materials Each time ask a volunteer to come to the board and point to the word in or on.
Teachers i-book Ask the children to look at Activity 8. Point to the first picture and ask a
CD volunteer to read the sentence. Repeat with the other pictures. The children
Beep toy then complete the sentences.
Unit 5 poster
flashcards from previous units Picture dictionary 3.5

Ask the children to look at the picture dictionary on page 34 of their Activity
Books. Hold up your two index fingers and signal to the class to do the same.
Say: Point to the bed and the kitchen. Encourage the class to quickly point to the
two pictures and check with the child next to them. Repeat with other words from
the page. Tell the children to trace each word on the dictionary page. Play the
recording and ask the children to look at the pictures and repeat the words.

Finishing off
Use the Beep toy to ask general questions about numbers, colours, the house
and vocabulary from previous units. For example, write a number on the board
and ask: What number is this? Hold up a flashcard and ask: What is this? Put
an object flashcard on top of a room flashcard and ask: Wheres the (book)?

Resources Transcript
Phonics Picture dictionary 3.5

Teachers Resource Book, page 89 Bath, bathroom, bed, bedroom, chair, garden, hall,
kitchen, living room, table.
Activity 1: The children look at the pictures starting
with b. They say the words and then write them in the
crossword.
Activity 2: The children look at the pictures and the
three words with each one. They choose the correct
word for each picture and then circle it.
Extra activity: Students make pictures out of the letter
B/b. For example, a capital B on its side could be a pair
of glasses, etc.

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 Unit 5 - Evaluation
Objective Revise the vocabulary with the children. Show the flashcards one at a time and
ask questions about the house. T: Whats this? Show the children the test and
To evaluate childrens understanding
explain each activity. Play the recording and the children do Activity 1. Play it
of target language from the unit.
again. The children complete the rest of the test by themselves.

Target language 1 Listen and number the places in the house. 2.15
Vocabulary: Explain to the children that they are going to hear a number followed by a part
bathroom, bedroom, garden, hall, of the house. They must write the number in the box next to the correct picture.
kitchen, living room; bath, bed,
2 Look and circle the correct part of the house.
chair, table
Tell the children to look at the picture on the left and then to choose the correct
Structures: word and circle it.
Where is?
Its in the 3 Match the words to the rooms.
Tell the children to look at the picture of the house and at the words in the box.
They must match the word with the pictures.
Materials
Teachers i-book 4 Look at the picture and circle the correct word.
CD The children look at the picture from Activity 3 and then circle the correct word
Unit 5 flashcards in each sentence.
photocopies of Unit 5 Test,
Teachers Resource Book, pages
143 and 144 Unit 5 Test
Unit 5 Test Name:
Class:

3
Class:
Name: bathroo edroo
2 kitce> living roo
1 1
2.15
6
2.28

5 4
3 2

LL Students develop 2
Santillana Educa

hal
their learning skills by bathroo gare>
4 T do

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Santillana Educa

participating in an end
cin SL./Richmon

kitce> l ifi i> / o> t ba

edroo bathroo t.
of unit summative assessment
cin SL./Richmon
T schoo ba@ ifi i>
cin SL./Richmon

Publishing 2011 d

/ o> t sof.
procedure where they apply edroo hal kit
ce> T boo ifi i> / o>
d

t e.
Publishing 2011
Publishing 2011 d

acquired knowledge such as:

PHOTOCOPIABLE

@ roo T ca ifi i> / o>

liv in t tab.
attention, concentration, memory, gare> bathroo
PHOTOCOPIABLE
PHOTOCOPIABLE

3 Match the words to the

comprehension and linguistic

4 Look at the pict rooms.
in the house.
(Track 2.15) 144 143ure and circle
the correct word
ber the places .
1 Listen and num of the house.
e the correct part
expression. 2 Look and circl 324637 _ 0133-0
154.indd 144 01/02/11
10:12

154.indd 143 28/01/11

324637 _ 0133-0 14:40

Transcripts
Unit 5 Test. Activity 1. Listen and number the places in the house. 2.15

1 Kitchen. 4 Hall.
2 Bedroom. 5 Garden.
3 Living room. 6 Bathroom.

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 Introduction
6. My body
Unit objectives Anticipating difficulties
To understand and use target The theme of the unit is the body and physical response activities are used
language. frequently. Most children feel comfortable but there might be some who arent
confident enough to touch a friend. Do the activities gradually so the children build
To understand short dialogues. up their confidence.
To follow and enjoy a story.
To participate in songs and Teaching tip
chants. Control in the classroom is of utmost importance. Once you have entered the
classroom the children must all sit down in their chairs and be ready to start the
To practise pronunciation: t. class. If the children are not quiet and tend to get over excited during the class, try
to use various calming techniques rather than shouting. Experiment with a range
Target language of strategies to get the childrens attention and focus them back on their work, until
Vocabulary: you find what works best for the group. You could play some relaxing music or use
arms, ears, eyes, feet, hair, hands, an instrument such as a harmonica or triangle to get their attention. If you notice
head, knees, legs, mouth, nose, that one child in particular is being disruptive, then ask them to play the music or
toes the instrument.

Structures: Beeps w
orld!
Imperatives (Stamp your feet! Turn 2.26

Beep and
around! Wave your arms! Nod your at the parkRobby are
on his bike. . Beep is
head! Shake your hands! Jump! Sit Oh no! Po
or Beep!
But look at
Robby. H
down! Stand up! Touch your ears! Squeak! es alrigh t.
Help, Robb
Clap your hands! Turn round!) Find my ey y!
es!

Review Heres Be
eps head
Beep!
Beep!

colours Robbys go
t Be eps arms,
leg s and body
.

Quick, Ro
bb
Where Help me! y!
my arms?are
an
my legs? d

Robby helps
Beep. Goo
d wo rk, Robby!

Fantastic
work, Robb
y! Oh no
!

han Oh no! M
y
and my fo hand is on my leg
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 Unit 6 - Lesson 1A
Students Book, page 49

Objective Getting started

To introduce parts of the body. Display the poster, point to different people and ask the children if they know
any body parts. Tell them to put their hands up if they know the names of any of
Target language the body parts in the picture. Ask volunteers to come up to the front, point to a
body part they know and say the name.
Vocabulary:
arms, feet, hair, hands, head,
knees, legs, toes 1 Listen, point and repeat. 2.16
Draw the shape of a person on the board, making sure you can see these
Review body parts: hair, head, arms, hands, legs, feet, toes and knees. Ask a child to
come to the front of the class and to point to a body part. T: (Susana), point to
Teachers i-book the hand. Repeat with other children until all the vocabulary has been named.
CD Ask the children to look at the picture in Activity 1. Play the recording and tell
Unit 6 poster the children to find and point to the body parts as they hear them. Play the
Unit 6 flashcards recording again and ask the children to repeat the words.

2 Listen and chant. 2.17

i-activity
Put the flashcards on the board in the following order: hands, arms, knees, legs,
toes, feet, hair, and head. Play the recording and point to each body part as it is
named. Play the recording again and ask the children to join in with the chant.
They can touch the corresponding part of the body as they say it. Then point
to each card in turn and ask the children to say the name with you. Repeat
gradually, building up the rhythm. Finally, put the first card face down on the
board and tell the children to say the chant filling in the missing body word.
Repeat with the other cards, one by one until they are all face down and the
children can say the chant from memory. Once the chant is memorised, practise
it by starting slowly and speeding up with each repetition.

Finishing off
Play touch your arm. Divide the class into two teams and demonstrate the game.
Touch your arm and choose a child to say what part of the body it is. Players from
each team take turns to come out and touch a body part. If their team mates can
say the body part in three seconds, they get a point for their team.

Transcripts
Listen, point and repeat. 2.16 Chant: Ive got hands on my arms. 2.17

Hair. Legs. Ive got hands on my arms, arms, arms.

Head. Feet. And Ive got knees on my legs.
Arms. Toes. Ive got toes on my feet, feet, feet.
Hands. Knees. And Ive got hair on my head. (x2)

180

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 6. My body LESSON 1

of

1 Lise>, poin an eea. 2.16

o hai ea
arm
gs,
hand eg
is
.

ise e te
.
m
n

k>e

2 Lise> an chan. 2.17

Body parts 49

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LC Students develop their language skills by recognising, identifying and talking about parts of
the body.

181

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 6. My body
1 Loo an writ. To
the
To
the

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kn

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CD
^ Un
Un
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ph
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35

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LC Students develop Linguistic competence through the organisation and application of

knowledge in order to participate in a game of Body Bingo. Games allow students to use
new language in a controlled context, thus providing for more extended language use.

182

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 Unit 6 - Lesson 1B
Activity Book, page 35

Objectives Getting started

To read the names of the parts of Display the poster. Point to a part of the body and ask: Whats this? SS: Its
the body. a (leg). If there are children who still need help then ask them to repeat the
word several times.
To write the words of the parts of
the body.
Karaoke Chant: Ive got hands on my arms. 2.18
Target language Play the karaoke chant and encourage the children to join in using the flashcards as
Vocabulary: prompts and to touch their bodies as they say the words.
arms, feet, hair, hands, head,
1 Look and write.
knees, legs, toes
Point to parts of your body and ask: T: Whats this? SS: (Hand). Continue with
these body parts: toes, knee, feet, leg, hair, arm and head. Ask the children to
Materials look at Activity 1. Ask volunteers to read the parts of the body at the top of the
Teachers i-book page. Point to the first word, hand, and ask the children to find the girls hand
CD in the picture. Tell them to copy the word in the box. The children then do the
Unit 6 playing card pop-outs same with all the other words.
Unit 6 poster
Unit 6 flashcards Play a card game
photocopies of Teachers Resource Ask the children to find their playing card pop-outs for Unit 6 (or hand out
Book, page 116 photocopies of the Teachers Resource Book, page 116). The children play
Bingo! in groups of three or four. One child puts all their cards face down on
the table. The other children choose five cards each and place them face up in
front of them. The child with the whole set, turns a card over and says the word.
If any of the others have that card, they turn it face down. The game continues
until someone has turned over all five of their cards and calls out Bingo!

BEEP 1 Unit 6 Vocabulary

253193 _ 0001-0032.indd 27 26/10/10 15:48

Finishing off
Display the poster and point to each body part and elicit the words from
the class. Then, cover the words with pieces of paper. Ask a volunteer to
come to the front of the class, point to a body part and say the name. If they
get it right, then uncover the word to confirm their answer. Repeat with other
volunteers, asking the rest of the class to help if necessary.

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 Unit 6 - Lesson 2A
Students Book, page 50

Objectives Getting started

To introduce imperatives. Ask seven children to come to the front of the class. Give each child an
action from the book: (Rebeca), stamp your feet! (Juan) Clap your hands!
To recognise parts of the body.
Demonstrate the actions if necessary. Ask them to do their action several
To enjoy a chant. times, each time say the instruction. Then, say an action and ask the class
to do it. T: (Wave your arms!)
Target language
Vocabulary: 3 Listen and stick. 2.19
arms, feet, hair, hands, head, Ask the children to look at the picture in Activity 3. Say an action and tell them
knees, legs, toes to find the child who is doing it. Ask the children to find their stickers. Play the
Structures: recording and the children listen. Play the recording again and this time the
Imperatives (Wave your arms! children put the stickers in the correct place. Play the recording again so they
Nod your head! Shake your hands! can check their answers. Say an action and ask a volunteer to say the name of
Stamp your feet! Jump! Sit down! the character who is doing it. Continue with the other actions.
Stand up! Touch your ears! Clap
your hands! Turn round!) 4 Listen and chant. 2.20
Ask the children to stand up. Give them some instructions from the previous
activity and ask them to do the action. Tell the class they are going to hear a
Materials chant. Play the chant and let them listen to it. Play the chant again and encourage
Teachers i-book them to join in both saying it and doing the actions. Play the chant a few more
CD times until the children are more confident with the words and actions.
Unit 6 poster
Unit 6 stickers
Finishing off
Unit 6 flashcards
Display each body flashcard in turn and ask the children to say the names of
the body parts. Hold up a flashcard with the back facing the class, so they
cant see the body part. Ask: Whats this? Invite the children to guess by
asking: Is it a (leg)? Yes, it is. / No, it isnt. When a child guesses the body part,
they come to the front to choose a flashcard and play the game again.

Transcripts
Listen and stick. 2.19 Chant: Stamp your feet! 2.20

Teacher: Monica, Monica, stamp your feet. All stand up and stamp your feet!
OK Lee, clap your hands, clap your hands. Move your body to the beat!
Come on, Charlie, turn around Turn around.
Wave your arms and touch your nose!
Anna, Anna, touch your toes.
Shake your hands and touch your toes!
Ruby, wave your arms.
Oscar, shake your hands. Jump, jump and nod your head!
Mark, nod your head. Touch your knees! Touch something red!
Touch your legs and turn around!
Clap your hands and all sit down! (x2)

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 UNIT 6 LESSON 2
3 Lise> an stic. 2.19
5 Pla g
1

Charl^ Mar
L
m
e
Osca START

of
6

age Monic
7
Ann
Rub
t,

4 Lise> an chan. 2.20

12

Al stan u an stam you e!

Mo you bod to t eat!
Wa you armfi an touc you no!
Sha you handfi an touc you tefi!
6 Loo an
50 Imperatives Body parts (Stamp your feet).

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CAE Students develop musical awareness by listening to, acting out movements and chanting
along with Stamp your feet! This activity uses TPR to aid memory by establishing an
association between rhythm, language and word stress.

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 2 Trac an matc. 4 Trac an
To
the
1 stam you fe To
To
2 tur> aroun the

3 wav you armfi

Vo
4 no you hea arm
kn
5 shak you handfi St
Im
6 touc you tefi 5 Rea, dr aro
he
7 cla you handfi
M hai ifiTe
3 Trac an numbe. M eyefi arCD
Un

hai 2 M nos ifi

ar 3
2 han 4
1
3
fee 7
4
le@ 5
5 toefi 8
6 6
kne
7 8
hea 1
36 Re

323845 _ 0035-0040.indd 36 28/01/11 8:42

R

LC Students develop Linguistic competence through the consolidation of spoken language in Te

written format. Children trace over sentences to reinforce written use of the language and As
then match to the corresponding pictures. Th

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Objectives
To read the names of the parts of
the body and imperatives.
To recognise the parts of the body.
To write the words of the parts of
the body and imperatives.
Target language
Vocabulary:
arms, feet, hair, hands, head,
knees, legs, toes
Structures:
Imperatives (Stamp your feet! Turn
around! Wave your arms! Nod your
head! Shake your hands!)
Materials
Teachers i-book
CD
Unit 6 flashcards
Resources
Reading and Writing
Teachers Resource Book, page 128
Ask the children to look at the picture of the monster. Then tell them to read the sentences below which describe it.
They must choose the missing words from the ones at the bottom of the page, and then write them in the gaps.
685815_0179_0210.indd 187
Unit 6 - Lesson 2B
Activity Book, page 36
Getting started
Draw a body on the board. Ask a child to come to the board and to point to a
body part. The rest of the class says what part of the body it is. If they get it
right, write the word in the corresponding place.
Karaoke Chant: Stamp your feet! 2.21
Play the karaoke chant and encourage the children to join in with the words and
actions.
2 Trace and match.
Ask the children to look at you. Do the following actions and each time ask the
children to say what it is: Stamp your feet, turn around, wave your arms, nod
your head and shake your hands. Ask the children to look at Activity 2. First,
ask the children to read the sentences. Then ask a child to read the first one out
loud. As they read it, tell the children to do the action. Do the same with the rest
of the sentences. Ask the children to trace the sentences and then match them
with the correct drawing. Go round the class to help where necessary.
3 Trace and number.
Write the following words on the board: hair, head, arms, hands, legs, feet, toes,
knees. Point to a part of your body and ask a child to come to the board and
point to the corresponding word. Continue until all the words have been covered.
Ask the children to look at Activity 3. Ask volunteers to read the words out loud.
Tell the children to trace the words. When they have finished tell them to look at
the puppet. Say a body part and ask the children to tell you which number it is
on the puppet. Tell the children to write the numbers in the boxes. Finally, say a
number and ask a child to tell you which body part it is. T: Eight. SS: Toes.
Finishing off
Hide a body flashcard behind your back and the children take turns to guess
what it is. Continue until the children have guessed all the body parts. Then
ask volunteers to take over your role.
187
07/05/15 09:33
 Unit 6 - Lesson 3A
Students Book, page 51
Objective
To practise target vocabulary and
structures.
Target language
Vocabulary:
arms, feet, hair, hands, head,
knees, legs, toes
Structures:
Imperatives (Wave your arms! Nod
your head! Shake your hands!
Stamp your feet! Jump! Sit down!
Stand up! Touch your ears! Clap
your hands! Turn round!)
Materials
Teachers i-book
Unit 6 flashcards
188
685815_0179_0210.indd 188
Getting started
Ask the children to stand up. Tell them that you will say an action and that they
must do it. Say the actions getting faster and faster so the children have to
respond quickly. Use the following actions: Wave your arms! Nod your head!
Shake your hands! Stamp your feet! Jump! Sit down! Stand up! Touch your
ears! Clap your hands! Turn round!
5 Play a game.
Ask the children to look at the pictures in Activity 5. Point to each one in turn
and ask what the action is. Elicit the actions. Explain that they are going to
play a game. The children play in pairs. Give each pair a coin and explain that
if they throw heads they move forward one square, if they throw tails then they
move forward two squares. The children take turns to throw the coin and move
forward; when they land on a square they must say the action.
6 Look and say.
Ask a child to come to the front of the class. Ask them to do an action. If they
do it correctly, then they can choose another child to come to the front of the
class and then ask them to do an action. Continue until all the actions have
been enacted.
Finishing off
Play Simon says. Ask all the children to stand up. Give instructions to the
children to do an activity, but they must only do it if you say Simon says.
T: Simon says clap your hands. The children clap their hands. T: Touch your
knees. The children must not do the action or they are eliminated and have to
sit down.
07/05/15 09:33
 IT 6 LESSON 2 UNIT 6 LESSON 3
ey 5 Pla ga.
1 2 3
Mar

START
y
ve 6 5 4

7 8 9

12 11 10
FINISH
e!
you no!
you tefi!
6 Loo an sa.
Imperatives Body parts Touch your (nose). 51

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SCC Students develop social skills and norms by playing games in groups and pairs in this
lesson. Games help in learning English, using it in real life situations, improving memory as
well as social interaction skills.

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 To
str
To

Vo
arm
kn
St
Im
No
St
yo
ro

Te
Un
ph
Bo

p
T
in
c
s
f

Re
A
Te

190

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 Unit 6 - Lesson 3B
Art and crafts

Objectives Getting started

To practise target vocabulary and Hide one of the body flashcards behind your back and ask the children to
structures. guess the word. Continue until the children have guessed all the words. Then
ask a child to take over your role.
To interact with classmates.

Target language Make a fortune teller

Vocabulary:
arms, feet, hair, hands, head,
knees, legs, toes; numbers 1 8
Structures:
Imperatives: (Wave your arms!
Nod your head! Shake your hands!
Stamp your feet! Jump! Touch
your nose! Clap your hands! Turn
round!)
Hand out the photocopies of the fortune teller template. Tell the children to cut
out the square. They turn it over so the pictures are face down and then fold
each corner into the centre, to make a smaller square with all the numbers face
up. They then turn over this square so all the numbers are face down. Now fold
all the corners to the centre, to make a smaller square with the numbers 1 8
on. Fold this square in half and insert the forefingers and thumbs from each
hand in the flaps under the numbers in circles.

Materials
Teachers i-book
Unit 6 flashcards
photocopies of Teachers Resource
Book, page 15

MST Students develop their

mathematical skills
through creating and
playing with a fortune teller.
They revise the numbers 1 10
in a speaking game reviewing
colours and actions through
speaking and playing with
friends.

Finishing off
The children play with their fortune tellers with their friends. Child A holds their
fortune teller and child B picks a number from one to four. Child A does the
corresponding number of moves. Child B then chooses one of the numbers
inside. Child A opens that flap says the name of the action and child B does
the action.

Resources
Arts and Crafts
Teachers Resource Book, page 15

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 Unit 6 - Lesson 4A
Students Book, pages 52 and 53

Objectives
To develop pre-reading skills.
Charlie the clown! UNIT 6 LESSON 4 UNIT 6 LESSON 4

To enjoy a story.
7 Lise> to t stor. 2.22

To consolidate target language.

Target language
Vocabulary:
ears, hair, hands, legs, mouth,
nose More
practice
More
practice P P
Materials
F F
Teachers i-book 1 2 2
CD
Unit 6 storycards SC SC
Blu-Tack
More More
phonics phonics
i-story cards

3 4
4
i-poster 52 Body parts That clowns got three legs! Passive presentation of Wh- ques
Body parts That clowns got three legs!

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600695

i-flashcards Tra
Getting started
Ask the children to look at the Student Books at page 52. Ask them to look at St
IWB i-book the story and to identify characters they know. Then ask them to look at the
little pictures at the top of page 53. Point to the picture of the ball and ask: St
Na
Can you find this in the story? Tell them to look in the story and see if they can
Its
find the ball. Tell them to circle the picture of the ball, because it appears in Ru
the story. Tell them to look through the story and find which of the remaining Ch
pictures appear and to circle them. Ask them to check their answers with a
partner. Finally, ask the children to cross out all the pictures that do not appear St
Na
in the story.
Mo
Ac
7 Listen to the story. 2.22 St
Play the story and show the children the story cards one by one. Stick the story Na
cards to the board with Blu-Tack. Play the story again and ask the children ab
to follow the story in their books. Pause the recording at various points. Ask Ch
Ru
volunteers to point to the relevant scene in their books. Divide the class into six
groups and assign parts to each group: Charlie, Ruby, Monica, Rubys mum, St
Clown 1 and Clown 2. Play the recording again and pause the recording after Na
each scene and tell each group to repeat their characters lines. clo
Cl
Cl
Ch

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 Finishing off
UNIT 6 LESSON 4
Put the story cards on the board and divide the class
into two teams. Tell the children you are going to play
a game. Choose a member from each team and read
out one of the characters lines from the story. The first
player to run and touch the story card for that line wins
a point for his or her team. Repeat this until everyone
has had a turn.

2 5 6

LC Students develop Linguistic competence

and comprehension by listening to a story:
Charlie the Clown! The story revises and
integrates new structures from previous lessons
4 7 8 to build knowledge. Children develop fluency by
Passive presentation of Wh- questions
That clowns got three legs!
Wheres Charlie?
Passive presentation of Wh- questions Wheres Charlie? 53 participating in a guided role play.
5 11:37

600695 _ 0049-0058.indd 53 09/02/15 11:37

Transcript
t Story: Charlie the clown! 2.22

Story card 1 Story card 5

Narrator: The children are at the circus with Rubys mum. Look! Narrator: The clowns have got a costume for Charlie. Theres a
n
Its the clowns! red nose and two green ears. Oh, look! Charlies a clown!
Ruby: Look, Charlie. That clowns got three legs! Clown 2: Heres your nose.
Charlie: Clowns are fantastic! Clown 1: And your ears!
Charlie: Oh, thank you!
ar Story card 2
Narrator: Now, its the acrobats. Theyre amazing! Story card 6
Monica: I love acrobats! Narrator: Its time for the clowns, but
Acrobat: Look, no hands! Rubys mum: Wheres Charlie?
Ruby: I dont know, Mum.
Story card 3
ory Narrator: Look at that acrobat! Hes walking on his hands on Story card 7
a ball! Incredible! Narrator: Whos the clown with the orange hair?
Charlie: Can I go to the toilet? Monica: Ha, ha, ha!
Rubys mum: OK, go quickly! The clowns are next! Lee: Thats Charlie!
six
Story card 4 Story card 8
Narrator: Charlies looking for the toilet. But he finds the Narrator: After the circus, Ruby, Monica and Lee find Charlie
clowns! with the clowns. Its time to say goodbye.
Clown 1: Youre late! Clown 2: Thanks, Charlie. This is for you.
Clown 2: Come here, quick! Charlie: Thanks. Bye!
Charlie: But Monica: Clowns are fantastic!

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 Unit 6 - Lesson 4B
Objectives Getting started
To remember the story. Ask the children to think back to the story from the previous class. Ask
comprehension questions to check what they can remember: Is there a rabbit
To make a story booklet.
in the story? Where are the children? Are the children at school? What colour
is the ball? What colour is Charlies clown nose?
Target language
Vocabulary: Listen again 2.22
ears, hair, hands, legs, mouth,
nose Tell the children they are going to hear the story again. Play the story and pause
the recording at various points when a character is speaking. Ask a volunteer to
tell you which character is speaking. Continue with other volunteers.
Materials
Teachers i-book Make a story booklet
CD
Put the story cards on the board out of order. Ask the children to tell you the
Unit 6 story cards
correct order of the cards. Point to each card and ask: Is this next? Which card
Unit 6 story pop-outs
is next? Ask volunteers to help you until the story cards are in the correct order.
photocopies of Teachers Resource
Tell the children to find the pop-outs for the story booklet (or hand out
Book, pages 105 and 106
photocopies of the Teachers Resource Book, pages 105 and 106). Show them
a stapler
how to make a cover for their booklet and put the title: Charlie the clown!
The children cut or pop out the pictures and put them into the correct order.
DC Students develop Go round the class to help any child that needs help and to staple the booklets
competence with together.
technology in the
classroom by listening to and Finishing off
watching the animated story:
Let the children play with their story booklet and encourage them to tell the
Charlie the Clown! Students
story. Encourage them to speak in English and help them with the words when
number the pictures as they
necessary.
watch and identify the correct
words and trace the answer.

Resources
DVD 1
DVD Animated Story: Charlie the clown!
Teachers Resource Book, page 31
Tell the children to look at the pictures on the worksheet. Play the DVD and as they watch, the children number the
four pictures. Play the DVD again and this time the children choose and then trace the correct word.

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t

se
to

d
er.

ts

195

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 Unit 6 - Lesson 5A
Students Book, page 54

Objectives Getting started

To reinforce target vocabulary. Put the flashcards on the board and ask the children to name the body parts.
Do a class survey. Ask: What colour are your eyes? Are they green? Ask the
To improve listening
children to raise their hands. Make a note of the eye colours and then say: The
comprehension skills.
most common eye colour is (brown).
To sing a song.

Listen, point and repeat 2.23

Target language
Play the recording, for each body part the children point to theirs and repeat
Vocabulary: what Charlie says.
ears, eyes, mouth, nose
8 Trace and say.
Materials Ask the children to look at you. Point to a part of your face and say the new
words, nose, ears, eyes, mouth, each time ask the children to repeat the word
Teachers i-book
after you. Say one of the face words and ask the children to point to it on their
CD
face. T: Ears. The children point to their ears. Ask the children to look at the
Unit 6 flashcards
pictures in Activity 8. Point to the first picture and ask: What is this? Choose a
volunteer to tell you: Nose. Do the same with the other pictures. Then ask the
i-activity children to trace the words.

9 Listen and sing. 2.24

Ask the children to stand up. Then ask them to sit down. Explain that they are
going to hear a song about Charlie the clown. Tell them to listen and to point to
the parts of the face as they hear Charlie saying them. Play the song and the
children join in pointing. Play the song again and ask the class to join in singing.

Finishing off
Ask a child to come to the front of the class and to do something. T: Touch
your nose. The child does the action and the rest of the children say if they are
doing the correct action. T: Is this correct? SS: Yes! Ask other volunteers to
come to the front of the class and other children to say the actions.

Transcripts
Listen, point and repeat. 2.23 Song: Charlie the clown. 2.24

Charlie: My hair. Chorus: (Chorus)

My ears. Im Charlie the clown.
My nose. Stand up! Sit down! My ears are pink,
My mouth. Im Charlie the clown. My hair is blue.
Look at me! Ive got a green mouth,
Hello to you!
My nose is orange,
Ive got purple eyes. (Chorus)
Im Charlie the clown!
Do you like my disguise?

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 UNIT 6 LESSON 5
8 Tra an sa. 10 Loo an
e

no ear ee mout
d
r

a
9 Lise> an sin@. 2.24

e
to

ng.
11 Rea an

I Charl^ t clow>.
Stan u! Si dow>!
I Charl^ t clow>.
Loo a !
54 Imperatives Body parts Stand up!

600695 _ 0049-0058.indd 54 09/02/15 11:37

LL Students develop their learning skills by participating in the memorisation of the song
Charlie the Clown by using TPR strategies of pointing to different face parts. Music together
with action provides wonderful support for memorising information.

197

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 4 Trac an matc. To
To

mout To

ey
Vo
ea ea
St
nos My
hai
Te
5 Rea, dra an colou. CD
Un

M hai ifi gree>. M earfi ar yello.

co
M eyefi ar blu. M mout ifi re. nu

M nos ifi orang.

Re

La
Te
Re
Te
37 pla
Co
Te
323845 _ 0035-0040.indd 37 28/01/11 8:42
pla
LC Students develop their reading comprehension skills. They show understanding by Ex
completing the picture of the clown following the instructions. Te
pic

198

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 Unit 6 - Lesson 5B
Activity Book, page 37

Objectives Getting started

To reinforce target structures. Put the flashcards upside down in a line on the board. Ask two children to
come to the front of the class. Name one of the flashcards and the first child
To develop writing skills. to point to it wins. Call out two more children and repeat the game. Continue
To revise colours and numbers. until all the flashcards have been named.

Target language Karaoke Song: Charlie the clown. 2.25

Vocabulary: Ask the children to draw and colour the face of Charlie the clown in their
ear, eye, hair, mouth, nose notebooks as they listen and sing the song.
Structure:
My (hair) is (green). 4 Trace and match.
Write the words ear, hair, mouth, eye and nose on the board. Point to the first
word and ask the children to read it and then touch the corresponding part of
Materials their face. Repeat with the other words. Ask the children to look at the picture in
Teachers i-book Activity 4. Tell the children to trace the words and then match them to the picture.
CD
Unit 6 flashcards 5 Read, draw and colour.
Ask the children to look at Activity 5. Explain that they are going to complete the
Review picture of the clown by reading the description. Ask a volunteer to read the first
sentence and tell the children to colour the hair green. The children read the other
colours
sentences and complete the picture.
numbers

Finishing off
Ask the children to draw a colourful monster in their notebooks. Then, ask
volunteers to come to the front of the class to show their picture and describe
it to the rest of the children.

Resources

Language
Teachers Resource Book, pages 60 62
Reinforcement
Tell the children to look at the picture of the child. They look at the words in the box and write them in the correct
places to label the picture. They say the parts of the body.
Consolidation
Tell the children to look at the picture of the child. They look at the words in the box and write them in the correct
places to label the picture. They say the parts of the body.
Extension
Tell the children to look at the picture of the child. They write the parts of the body in the correct places to label the
picture. They then write sentences following the example. Finally the children say the sentences.

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 Unit 6 - Lesson 6A
Students Book, page 55

Objectives Getting started

To practise target language. Draw a circle on the board. Tell the children that this is your monsters face.
Ask the children some questions. T: How many eyes? SS: Six. Draw six eyes.
To read target vocabulary.
Continue to ask questions using mouth, ears and nose. When the drawing is
finished ask for volunteers to come to the front of the class and describe the
Target language monsters face.
Vocabulary:
ears, eyes, mouth, nose; green, 10 Look and trace.
pink, purple, red, yellow
Ask the children to look at you and guess what you are. Imitate a dog, a rabbit,
Structure: a frog and a clown. When they guess, say: Im a (dog). Ask the children to look
Im a (clown). at Activity 10. Explain that the children in the photos are dressed up and elicit
the names of the four costumes. Tell the children to point to the corresponding
Materials photo. The children then trace the words.
Teachers i-book 11 Read and colour.
Unit 6 flashcards
Draw a monsters head on the board with white chalk. Be sure to draw a mouth,
coloured chalk
eyes, a nose, hair and ears. Ask the children questions and let them choose the
colours they wish. T: What colour is his hair? SS: Its blue. Colour his hair blue.
Repeat with the other body parts. Then point to each feature and say: Look,
blue hair. Ask the class to look at Activity 11. Ask some children to read the
colours and body parts. The children then colour the monster.

Finishing off
Play a game in teams. Put the flashcards of the body parts on the board.
Divide the class into two teams and ask a child from each team to the front.
Name a body part and then tell the two children to touch the corresponding
flashcard. The first child to touch the correct card wins a point for their team.
Repeat with other pairs of children.

200

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NIT 6 LESSON 5 UNIT 6 LESSON 6
10 Loo an tra.
Loo a ! Hello! I
I clow>. do@.
t,
k

g mout
th,
he
H^! I I fro@.
. rabbi.

11 Rea an colou.
ge> ee
e no

pin ear

ellow hai purp mout M favo

Fancy dress costumes Colours (Green eyes). 55

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LC Students develop Linguistic competence through fluency skills practice in a variety of

controlled description activities. By working on descriptions both in spoken and written
production, children consolidate language learning while building both fluency and accuracy.

201

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 Review
6 Loo an writ. 8 Fin an
To

o g c a To
d t r 1 To

a b b i t
eye Vo
ca
pin
2 St
Im

mout
Te

I rabbi . I ca . I do@ .
hai
7 Rea an colou.
9 Writ.
1 = re
2 = yello
3 = orang 1 4
4 = pin 1
5 = purpl
5 2
6 = blu
6 3
Re
3 D
DV
38 Te
Ac
323845 _ 0035-0040.indd 38 28/01/11 8:42
bo
he
DC Students develop competence with technology in the classroom by listening to and the
watching information from the Real Kids DVD. Using a DVD for listening practice helps it a
students to integrate visual and verbal clues when watching. at

202

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 Unit 6 - Lesson 6B
Activity Book, page 38

Objectives Getting started

To revise colours.
To practise writing.
To reinforce reading skills.
Tell the children that you are going to give them some instructions and that they
must do as you say quickly. Tell them to do things getting faster and faster so
that they are responding ever more quickly. T: Touch something yellow. Touch
your nose. Clap your hands.

Target language 6 Look and write.

Vocabulary: Ask the children to look at you. Imitate a rabbit, a cat and a dog and the
cat, dog, rabbit; blue, orange, children guess what you are. T: What animal am I? SS: A (rabbit). Ask them
pink, purple, red, yellow to look at the pictures in Activity 6. Point to one of the pictures and ask the
children to name the animal the child is dressed as. T: Whats this? SS: Its a
Structure:
(rabbit). Write dogcatrabbit on the board as in the book. Point to the letters
Im a (rabbit).
and ask a volunteer to find the first word. Tell the child to come to the board
and write the word on it. Show the children the letters at the top of the page in
Materials their books and ask them to find and circle the animal words and write them
Teachers i-book under the corresponding pictures.

7 Read and colour.

Write the following colour words on the board: red, yellow, orange, pink,
purple, blue. Point to each word and ask the children to say it and to point to
something of that colour. Ask the children to look at Activity 7. Explain that the
box on the left tells them how to colour the girls mask. Tell the children to find
number one on the girls mask. Then ask them to find which colour in the box
corresponds to number one. Repeat with the other numbers. The children then
colour the picture using the key.

Finishing off
Give the children instructions to colour the pictures from Activity 6 in their
Activity Books. T: Colour the (rabbits ears) (pink). T: Colour the (cats hair)
(green). Invite children to give some of the instructions for their classmates.

Resources
DVD 2
DVD Real Kids Unit 6
Teachers Resource Book, page 32
Activity 1: Tell the children to read the four words in the Activity 2: Ask the children to look at the photos and read
box. Explain that they must count how many times they the incomplete sentences. Play the DVD and the children
hear each word mentioned in the DVD. Play the DVD and write in the missing words. Play it again so they can
the children count the words and write their answers. Play check their answers.
it again so they can check. Now ask the children to look
at the picture of the boy and label the parts of his body.

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 Unit 6 - Lesson 7A
Students Book, page 56

Objectives Getting started

To listen to a story. Give each child a piece of paper and give them a dictation of a monster to draw.
T: It has three red eyes. It has one leg, one foot and eight toes. Invite children to
To follow the sequence in a story.
offer suggestions for the description.
To develop reading skills.
To practise pronunciation: t. 12 Listen. 2.26
Ask the children to look at Activity 12. Tell them to look at the first scene from the
Target language cartoon, and explain that Beep is out on his bike. Play the recording and ask the
Vocabulary: children to follow the story in their books. Play the recording again, stopping at
arms, ears, eyes, feet, hair, hands, various points and asking volunteers to repeat a line.
head, knees, legs, mouth, nose,
toes Phonics
Listen and say a tongue twister. 2.27
Tell the children they are going to learn a tongue twister. Play the recording,
Materials
pausing at the end of each line for the children to repeat. Write the tongue
Teachers i-book twister on the board. Play the recording again encouraging the children to copy
CD the narrators intonation. Divide the class into groups. Give them a few minutes
Unit 6 flashcards to practise the tongue twister, and then invite them to the front to perform
for the rest of the class. Encourage the children to find any other words that
they know that begin with the t sound for example, ten, train or any names of
i-story cards children in the class. Write the words up on the board and practise saying them
with English pronunciation.

Finishing off
Do some revision of the previous unit. Slowly draw a body part on the board
and the children have to try and guess what is being drawn before it is
finished. Do it with all the body vocabulary. The children can also take it in
turns to come to the board or do it in pairs if there is enough time.
Transcripts
Listen. Beeps world! 2.26

Narrator: Beep and Robby are at the park. Beep is on Beep: And my legs?
his bike.
Narrator: Robbys got Beeps arms, legs and body.
Robby: Squeak!
Beep: Quick, Robby! Help me!
Narrator: Oh, no! Poor Beep! But look at Robby. Hes all Robby: Beep! Beep!
right.
Narrator: Robby helps Beep. Good work, Robby!
Beep: Help, Robby. Find my eyes!
Robby: Beep! Beep! Narrator: Fantastic work, Robby! Uh? Oh, no!
Beep: Oh, no! My hand is on my leg and my foot is on my
Narrator: Heres Beeps head
arm!
Beep: Where are my arms?
Robby: Beep! Beep!
Robby: Beep! Beep!
Narrator: Oops! Poor Robby! Poor Beep!

Listen and repeat. 2.27

Touch a teddy! Touch a teddy! Touch a toy! Touch your toes! Turn around!
Touch a teddy! Touch a toy! Touch a teddy! Touch a toy! Touch your toes! Turn around!
Touch a teddy! Touch a toy! Touch your toes! Touch a table too!

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 Beeps world! UNIT 6 LESSON 7 Term rev

12 Lise>. 2.26
1 Lise> a
e
e

py
es

em

2 Fin an
my dol
56 Phonics initial sound t as in touch Body parts

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d! LC Students develop their language skills by identifying and producing the t sound. They also
d! review the language of the unit.

205

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 Review

8 Fin an writ. To
the
To
1 4 wh

i t eye e
m o u t h z x j q To

h s t r w e a r b Vo
2 5 arm
i h a i r c w z u he
toe

mout han e y e x g n o r e
3 6
b j f e e t d v s Te
CD
Be
do@ . p r x w h a n d m Un
fla
hai ea
9 Writ.
fee armfi hea aroun

1
No you ea ! 2
Stam you e ! Re
P
Te
Ac
3 4
Tur> aroun ! Wav you armfi ! rea
wo
Ex
39 ea
so
323845 _ 0035-0040.indd 39 28/01/11 8:42
to
Ro
LL Students develop their learning skills by participating in an end of unit revision of content co
knowledge. The teacher revises and gives constructive feedback on improvement. This is Ro
important for student progress and learning how to correct their own mistakes. tim

206

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 Unit 6 - Lesson 7B
Activity Book, page 39

Objectives Getting started

To write the words of the parts of Display the poster. Use the Beep toy to ask different questions to the children
the body. about the items on the poster. The children should try and answer with
complete sentences. T: Is this a (leg)? SS: Yes, it is. / No, it isnt. T: What is
To revise the vocabulary from the
this? SS: Its a (nose). T: (Alicia), come and point to a (nose).
whole unit.
To reinforce reading skills.
8 Find and write.
Ask the children to look at the pictures in Activity 8. Say a number and ask them to
Target language
name the picture. T: Four. SS: Feet. Repeat with the other pictures. Explain that the
Vocabulary: square on the right contains the words of the pictures hidden. Point to the example.
arms, ears, eyes, feet, hair, hands, Tell the children that they must look for the words, circle them and then write them
head, knees, legs, mouth, nose, under the picture. Go round the class helping where necessary.
toes
9 Write.
Materials Ask the children to look at the pictures in Activity 9. Say a number and ask the
children to read the sentence. T: Two. SS: Stamp your feet. Point to the word box
Teachers i-book
and ask the children to copy the words into the sentences.
CD
Beep toy
Picture dictionary 3.6
Unit 6 poster
flashcards from previous units Ask the children to look at the Picture dictionary on page 40 of their Activity
Books. Hold up your two index fingers and signal to the class to do the same.
Say: Point to the eye and the foot. Encourage the class to quickly point to the
two pictures and check with the child next to them. Repeat with other words from
the page. Tell the children to trace each word on the dictionary page. Play the
recording and ask the children to look at the pictures and repeat the words.

Finishing off
Use the Beep toy to ask general questions about vocabulary from previous
units. For example, write a number on the board and ask: What number is
this? Hold up a flashcard and ask: What is this? Put an object flashcard on top
of a room flashcard and ask: Wheres the (book)?

Resources Transcript
Phonics Picture dictionary 3.6

Teachers Resource Book, page 90 Arm, ear, eye, foot, hair, hand, head, knee,
leg, mouth, nose, toe.
Activity 1: The children look at the picture of the child. They then
read the description using the picture clues to say the missing
words. The children write in the missing words which all begin with t.
Extra activity: Play a dice game. Assign a word with a t sound to
each number on a die and write on the board: 1= ten, 2= teddy, and
so on. Help the students to memorise which numbers correspond
to which words, then cover up the list. Divide the class into teams.
Roll the die and the first team must correctly say the word that
corresponds to the number. They receive one point if they succeed.
Roll the die for the second team and so on. Give the children more
time to memorise the words on the board if necessary.

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 Unit 6 - Evaluation
Objective Revise the vocabulary with the children. Show the flashcards one at a time
and ask questions about the parts of the body. T: Whats this? Show the
To evaluate childrens understanding To
children the test and explain each activity. Play the recording and the children
of target language from the unit. vo
do Activity 1. Play it again. The children complete the rest of the test by
Un
themselves.
Target language
Vocabulary: 1 Listen and tick (3) the parts of the body. 2.28
arm, ears, eyes, foot, feet, hand, Ask the children to look at the pictures in Activity 1. Explain that they are going Vo
hair, head, knee, leg, mouth, nose; to hear some of the body parts mentioned and that they must only tick the Ho
colours words they hear.
St
Structures: Ha
2 Look at the picture and circle the correct word.
Imperatives (Stamp your feet! Turn Its
around! Wave your arms! Nod your The children look at the pictures and then circle the word which corresponds to
head! Shake your hands! Jump! Sit each picture.
down! Stand up! Touch your ears.
Clap your hands! Turn round!) 3 Write the words. Te
The children use the words in the box to label the picture. Un
Un
Materials 4 Read and colour the picture.
Teachers i-book The children read the sentences and colour the picture accordingly.
CD
Unit 6 flashcards
Unit 6 Test
photocopies of Unit 6 Test,
Unit 6 Test
Teachers Resource Book, pages Class:
Name:

Class:
145 and 146 Name:
ea hai mout a
e no
1 3 1 t
2.28 hai 2.41

ea
e
mout no
Tra
2
2 4 2
LL Students develop
M hai ifi pin. Li
their learning skills
Santillana Educa

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. S<ha you ar / N
by applying acquired Wa you ar / e@

Santillana Educa
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focusing attention, memory

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d

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PHOTOCOPIABLE

and linguistic expression in e. la you handfi /

S<tam you k> / M handfi a purp N
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PHOTOCOPIABLE

order to complete an end of unit 3 Write the word .

b
s.
4 Read and colo
body. (Track 2.28
) 146 ur the picture.
145
assessment. 1
2
Listen and tick
Look at the pict
the parts of the
ure and circle
the correct word
.

324637 _ 0133-0
154.indd 146 28/01/11
14:40
N
324637 _ 0133-0
154.indd 145 28/01/11
14:40
It
N
o
Transcript
Unit 6 Test. Activity 1. Listen and tick (3) the parts of the body. 2.28

Mouth. Head.
Feet. Nose.
Leg. Arm.

208

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 Unit 6 - Review
Students Book, page 57

Objective
UNIT 6 LESSON 7 Term review 2
To revise and practise target
vocabulary and structures from
Units 1 6. 1 Lise> an nume. 2.62

Target language
g Vocabulary:
House, Toys, Body, Prepositions
Structures:
Have you got a?
Its on the chair.
to

Materials
Teachers i-book
Units 4 6 flashcards
Units 4 6 posters

LC Students develop their 2 Fin an tic () o cros ().

language skills by
reviewing the vocabulary
and practising the structures
dol ca edd ki trai>
1 they have seen so far. Location Places in a house Toys 57
2.41
600695 _ 0049-0058.indd 57 09/02/15 11:37

Transcript Getting started

2 Draw three large circles on the board and label them house, toys and body.
2 Give out the flashcards and get the children to say the word and put them into
Listen and number 2.62
the correct circle.
Number one is in the garden.
Number two is in the living 1 Listen and number. 2.62
room. Its on the chair.
The children look at the picture. Ask them questions to review the vocabulary,
Number three is in the
for example, What is in the kitchen? Play the recording, pausing as necessary to
bathroom. Its in the bath.
allow the children to number the objects.
Number four is in the
bedroom. Its on the bed. 2 Find and tick (3) or cross (7).
Number five is in the kitchen.
Its on the table. Help the children to read the first word and ask them if there is a doll in the
Number six is in the hall. Its picture. Continue with the next words. Children tick the words that appear in the
on the chair. picture and put a cross for those that do not.

Optional activity
Play a guessing game.
Children work in pairs. One child asks the others about toys in the picture:
Child A: Wheres the kite?
Child B: Its in the kitchen. Its on the table.

209

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 Unit 6 - Review
Students Book, page 58

Objective
Term review 2
To revise and practise target
vocabulary and structures from
Units 1 6. 3 Pla ga.
Ar!
Target language Wa you armfi!
Vocabulary:
House, Toys, Body, Prepositions
12:59
28/09/10

Structures:
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Have you got a?

Its on the chair.
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Materials 4 Wri an anse fo yo.

Teachers i-book
1
Units 4 6 flashcards Ha yo go ?
Units 4 6 posters
2
Ha yo go ?
3
LC Students develop their Ha yo go ?
language skills by
4
reviewing the vocabulary Ha yo go ?
and practising the structures
they have seen so far. 58 Body parts Toys Wave your arms! Have you got a (kite)?

600695 _ 0049-0058.indd 58 09/02/15 11:37

3 Play a game.
Show the class a body flashcard and elicit the word. Then say an action and
ask the class to do the action: Shake your hands, wave your arms, clap your
hands and so on. As the students become more familiar with the actions, give
them two instructions at a time: Clap your hands and nod your head.

4 Write and answer for you.

Tell the children to look at the first picture and ask a volunteer to name the toy
and read the question. In pairs the children ask each other the questions for the
other pictures. They then complete the questions and put a Y or N in the box.

Finishing off
Display the three posters. Ask a volunteer to come out, choose a poster and
choose a question to ask someone in the class. Help them with question
ideas, for example: Where is the teddy? What colour is the chair? Is this a leg?

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 Introduction
7. My favourite food
Unit objectives
Teaching tip
To introduce food vocabulary.
Try and encourage all the children to join in all the TPR (Total Physical Response)
To use functional language with activities. Be careful, as some activities can get to be very noisy and some control
simple structures. can be easily lost whilst doing this kind of activities. As a teacher you should make
To express likes and dislikes. the explanation clear so the children know exactly what they have to do. Ask the
children to give you feedback of what they have understood. You will see that
To find out about food from other there will be several different needs in your class. Most children will enjoy TPR
countries. activities. Most times, children learn at different rates and this is also the same
To practise pronunciation: ch. way for listening and understanding a foreign language. Some children will begin
to get a better knowledge through doing these kinds of activities and they will gain
confidence with their classmates.
Target language
Vocabulary:
apples, bananas, bread, cake,
Beeps w
cheese, chicken, juice, milk, 2.39
orld!

oranges, pizza, sandwiches, Today, Be

in a restaurep is
sausages, spaghetti, yoghurt ant.
Hello!

Structures: And you?

Do you like?
I like I dont like
My favourite food is
Hello. A
and a banachicken sandwich Spag
na yoghur cheese anhetti and
t, please. d ch
cake, pleasocolate
e.

Beep and
Robby are
making the
food.

Wheres th
e
food?
Yoghur t,
cake choc
olat
cheese. e,
I dont know
Here yo .
A yoghur t u are!
and chickesandwich
n cake!

mil Oops!

spaghett^ brea Bana

and spaghena and cheese
tti an
253259

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Charlie an Chippy like chocol

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Charlie an Chippy like chocol e.
d Chippy lik at
e chocolat e and chicken.
chees yoghur e and chic
ken and ch
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chicke> favourite
food
sausagefi Unit 7 My
28/09/10
16:17

211

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 Unit 7 - Lesson 1A
Students Book, page 59

Objectives Getting started

To introduce food vocabulary. Display the poster and ask the children if they know where Beep is. Ask them
to put their hands up if they know the names of any of the food items in the
To say a chant.
picture. Ask volunteers to come to the front, point to a food item they know
and say the word. Point to the pictures one at a time, say the word and ask the
Target language children to repeat.
Vocabulary:
apples, bananas, cake, cheese, 1 Listen, point and repeat. 2.29
chicken, oranges, pizza, sandwiches,
spaghetti, yoghurt Ask the children to look at the picture in Activity 1. Point to the pictures of food
on the page and ask the children to name them. Play the recording and ask the
children to point to each food item as they hear the word. Play the recording
Materials again and this time the children repeat the words. Encourage all the children to
Teachers i-book repeat the words.
CD
Unit 7 poster 2 Listen and chant. 2.30
Unit 7 flashcards Put the flashcards on the board in the following order: apples, oranges, chicken,
cheese, pizza, spaghetti, cake, yoghurt, bananas, sandwich. Play the recording
and point to each food item as they are named and point to yourself then the
i-activity children when the chant says me and you. Play the recording again and ask the
children to join in with the chant. Then point to each flashcard in turn and ask
the children to say the name with you. Repeat, gradually building up the rhythm.
Finally, put the first two cards face down on the board and tell the children to
say the chant filling in the missing words. Repeat with the other cards, one
by one until they are all face down and the children can say the chant from
memory. Once the chant is memorised, practise it by starting slowly and
speeding up with each repetition.

Finishing off
Choose a flashcard without the children seeing. Cover the picture with a piece
of paper. Slowly reveal the flashcard and the children try and guess what it is
before it is fully shown. A child can also come to the front of the class and take
over your role.

Transcripts
Listen, point and repeat. 2.29 Chant: The food chant. 2.30

Oranges. Bananas. Apples and oranges,

Cake. Apples. Chicken and cheese,
Yoghurt. Pizza. Pizza, spaghetti and cake,
Sandwiches. Cheese. Yes, please!
Chicken. Spaghetti. Yoghurt, bananas and sandwiches too.
Lots of food for me and you.

212

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 7. My favourite food LESSON 1

1 Lise>, poin an eea. 2.29

od
he

to yoghur
oran@e ca
en,
g
banana
he
chice>
hm.
sandwice
appe

e
ce
ke
pizz

spagett^
2 Lise> an chan. 2.30

Food 59

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LL Students develop their learning skills by memorising a chant about food while using visual
support via flashcards. Learning the different phases in memorisation in order to commit
information to long term memory is an important skill in language learning.

213

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 7. My favourite food
1 Rea an colou. To
To
To
pizz = re an yello chees = yello
cak = pin yoghur = purpl Vo
ap
bananafi = yello applefi = gree> ch
sp

sandwichefi = whit orangefi = orang

chicke> = brow> spaghett^ = yello Te
CD
Un
Un
ph
Bo

41

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MST Students develop scientific skills by learning and talking about different types of food and
their colours in English class. Children describe the colour of different foods for revision and
extension work.

214

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 Unit 7 - Lesson 1B
Activity Book, page 41

Objectives Getting started

To read food vocabulary.
To revise the colours.
To interpret a key.
Display the poster. Point to different food items and ask questions. T: Whats
this? SS: Its a banana. T: What colour is this apple? SS: Its red. If there are
children who still need help, then ask them to repeat the word several times.

1 Read and colour.

Target language
Ask the children questions about the colour of food. T: What colour are
Vocabulary: bananas? SS: Yellow. Invite a child to ask the question to the class and continue
apples, bananas, cake, cheese, with other volunteers. Ask the children to look at Activity 1. Point to the key at
chicken, oranges, pizza, sandwiches, the top of the page and ask volunteers to read out the food and the colours.
spaghetti, yoghurt Then say the name of a food and the children tell you the colour. T: Chicken. SS:
Brown. The children then use the prompts to colour the picture of the food.
Materials
Play a card game
Teachers i-book
CD Ask the children to find their playing card pop-outs for Unit 7 (or hand out
Unit 7 playing card pop-outs photocopies of the Teachers Resource Book, page 117). The children play
Unit 7 poster Dominoes in groups of four. Each child has sixteen cards and they take it in
photocopies of Teachers Resource turns to play a card with the picture matching a card already placed. The winner
Book, page 117 is the first child to play all their cards.

Finishing off
Karaoke Chant: The food chant. 2.31
Play the karaoke chant and encourage the children to join in. Point to the pictures
on the poster as prompts. Put the children into groups of four and give them
some time to rehearse the chant. Invite groups to the front to perform the chant
for the rest of the class.

BEEP 1 Unit 7 Vocabulary

253193 _ 0001-0032.indd 29 26/10/10 15:48

215

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 Unit 7 - Lesson 2A
Students Book, page 60

Objectives Getting started

To recognise food vocabulary. Use the Beep toy to show the flashcards and say: Whats this? Then ask
volunteers to show flashcards to the Beep toy and ask the same question. The
To express food preferences.
Beep toy sometimes answers correctly or sometimes says the wrong answer.
The class have to say yes or no accordingly.
Target language
Vocabulary: 3 Listen and draw. 2.32
apple, pizza, sandwich, yoghurt
Show a flashcard and say to the children, while shaking your head and
Structures: expressing dislike: I dont like (cheese). Then draw a sad face on the board.
I like Next show another flashcard and say, while smiling and rubbing your tummy:
I dont like I like (apples). Then draw a happy smile on the board. Ask the children to look at
Activity 3. Point to the happy and sad faces in the book and on the board. Play
Materials the recording and let the children listen. Play it again and tell them to draw the
correct face with each picture.
Teachers i-book
CD 4 Stick and say.
Beep toy
Tell the children to look at Activity 4. Now, ask the children to get their stickers
Unit 7 stickers
ready. Point to the first sticker and ask the children who like it to put up their
Unit 7 flashcards
hand. Tell them they have to put the sticker in the I like bag and the children
who dont like it put it into the I dont like bag. The children place the remaining
i-activity stickers. Ask the children to tell the person sitting next to them about the food
they like and dont like.

Finishing off
Ask a child to come to the front of the class and to look away while another
child hides a food flashcard. The child at the front of the class then tries to find
it. The rest of the children can say hot or cold depending how near or far the
child is to finding the flashcard.

Transcript
Listen and draw. 2.32

1 Rubys mum: A sandwich, Ruby?
Ruby: Uurgh! I dont like sandwiches!
2 Lees dad: Heres an apple for you.
Lee: Mmm! I like apples. Thanks!
3 Monicas grandad: Do you want pizza, Monica?
Monica: Yes please! I like pizza!
4 Charlies mum: Heres a yoghurt, Charlie.
Charlie: Oh Mum, yuk! I dont like yoghurt.
Charlies Mum: OK, Charlie!

216

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 UNIT 7 LESSON 2
3 Lise> an draw. 2.32
5 Tra an
he

= I li... = I do> li...

1 2

y:
k at
ay
e

s
3 4 6 Lise> a
ng
d

nd

4 S<tic an sa.

60 Expressing preferences I like (apples). I dont like (yoghurt).

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LC Students develop Linguistic competence through working on listening comprehension in
a controlled listen and draw activity. Languages are learned by having a period of aural
recognition before the production stage. For this reason, building language skills starts with
listening comprehension.

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 2 Rea an matc. 4 Matc an
To
To
1
I lik chicke>. sand
Vo
2
I do> lik applefi. che ap
ch
sa
St
3
I lik cak. ba I li
Id

4 piz
I do> lik spaghett^. Te
Un

5 5 Rea an
I lik pizz.
1

3 Dra an circl.
Childs own pictures

I lik yoghur. / I do> lik yoghur.

I lik orangefi. / I do> lik orangefi. 3

I lik bananafi. / I do> lik bananafi.

I lik chees. / I do> lik chees. Re
R
42
Te

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Ac
lef
IE Students develop their initiative by expressing likes and dislikes with regards to food. In this the
activity, children are able to show their opinion on different foods. ch
ea

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 Unit 7 - Lesson 2B
Activity Book, page 42

Objectives Getting started

To match sentences with pictures. Divide the class into two teams. Whisper a food word to one person in each
team who then whispers it to the next person. The children continue to
To associate likes and dislikes.
pass along the word and the last person then says the word out loud. If the
word is correct, the team wins a point. Make it more challenging by saying
Target language combinations of food.
Vocabulary:
apples, bananas, cake, cheese,
2 Read and match.
chicken, oranges, pizza, spaghetti,
sandwiches, yoghurt Hold up a flashcard and say: I like (pizza). Hold up another and say: I dont like
(apples). Hand out all the flashcards and ask the children holding one to stand up
Structures: and say whether they like or dont like the food item. Repeat with other children.
I like Tell the children to look at Activity 2. Ask the children to read the sentences out
I dont like loud, as a group, with you. Read the sentences aloud again but this time ask
the children to point to the corresponding picture each time. Finally, the children
Materials match the sentences to the pictures.
Teachers i-book
3 Draw and circle.
Unit 7 flashcards
Write on the board: I like yoghurt. / I dont like yoghurt. Under each sentence
draw a face without a mouth. Point to yourself, say: I like yoghurt, circle the
answer on the board with your finger and draw a smile on the face. Ask children
to say whether they like yoghurt or not. As they answer, circle with your finger
the answer written on the board and draw the mouth on the faces. Ask the
children to look at Activity 3. Explain that for each food item, they should draw a
happy or sad face and circle whether they like or dont like it.

Finishing off
On one side of the board write: I like, and on the other write: I dont like. Ask
the children to stand in a line perpendicular to the board. Call out food words
and the children jump to one side or the other depending on whether they like
the food or not.

Resources
Reading and Writing
Teachers Resource Book, page 129
Activity 1: The children look at the four pictures on the Activity 2: Ask the children to look at the picture of Ruby,
left and then look at the letters on the right. Tell them that Monica and Chippy. Tell them to read each sentence and
the letters spell the words but they are mixed up. The to put a tick or a cross depending if the sentence is true
children write the words correctly by putting one letter in or false.
each space.

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 Unit 7 - Lesson 3A
Students Book, page 61

Objectives Getting started

To extend target vocabulary. Display the poster. Point to the bread, milk, juice and sausages and say the
words, each time asking the children to repeat them. Point to different food
To sing a song.
items and ask the children questions. T: Whats this? SS: Its (bread). T: Is this
To use simple grammar structures. (juice)? SS: No, its (milk). T: (Sergio) do you like (milk)? Invite volunteers to ask
the questions.
Target language
Vocabulary: 5 Trace and say.
apples, bananas, bread, cheese, Write the words bread, milk, juice, sausages on the board. Say one of the words
chicken, chocolate, juice, milk, and ask a child to come to the board and point to it. Ask another child to point
sausages, oranges, pizza, yoghurt to the picture of it on the poster. Tell the children to look at Activity 5. Ask them
Structures: to carefully trace the words. When they have finished, ask them to point to each
I like picture and say the word to the person sitting next to them.
I dont like
6 Listen and sing. 2.33
Put the food flashcards on the board in the order of the song: oranges, apples,
Materials yoghurt, cheese, bread, pizza, banana, chicken, chocolate, spaghetti. Tell the
Teachers i-book class theyre going to hear a song: I like oranges. Play the song, pointing to the
CD flashcards in each verse and putting your thumbs up or down depending on
Unit 7 playing card pop-outs whether the song says I like or I dont like. Play the song again and encourage
Unit 7 poster all the children to join in with the words and using their thumbs.
Unit 7 flashcards
photocopies of Teachers Resource
Finishing off
Book, page 117
Ask the children to find their playing card pop-outs for Unit 7 (or hand out
photocopies of the Teachers Resource Book, page 117). The children play in
pairs. They put all their cards face down on the table. They take it in turns to
turn over two cards. If they are the same, they say the words and keep the pair.
If they are different, they turn the cards back over and the other child has a turn.

Transcript
Song: I like oranges. 2.33

I like oranges. I like bread. I like chocolate.

I like oranges. I like bread. I like chocolate.
Yes, I do. Yes, I do. Yes, I do. Yes, I do. Yes, I do. Yes, I do.
But I dont like apples. But I dont like pizza. But I dont like spaghetti.
No! No! No! No! No! No! No! No! No!
How about you? How about you? How about you?
How about you? How about you? How about you?
I like yogurt. I like bananas.
I like yogurt. I like bananas.
Yes, I do. Yes, I do. Yes, I do. Yes, I do.
But I dont like cheese. But I dont like chicken.
No! No! No! No! No! No!
How about you? How about you?
How about you? How about you?

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IT 7 LESSON 2 UNIT 7 LESSON 3
5 Tra an sa.
1 2 3 4
k

ds
nt
m
ch
bea mil jui sausa@e
s,

he
6 Lise> an sin@. 2.33

I li oran@e.
I li oran@e.
Ye, I do. Ye, I do.
Bu I do> li appe.
n.
No! No! No!
How abou yo?
How abou yo?

Food I like (bread). I dont like (pizza). 61

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CAE Students develop musical awareness by listening to, acting out movements and singing
along to the song I like oranges. These activities aid memory by establishing an association
between movements, rhythm, language and word stress.

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 4 Matc an writ. To
To

sand z ^ To
co

che nanafi fi
Vo
ap
ch
ba wichefi s a n d w i c h e fi sa
St
I li
piz es > > fi Id

5 Rea an matc. Te
CD
Un
1 2 so
I do> lik I do> lik
chees. I lik sandwichefi. I
applefi an lik chicke>
sandwichefi. an orangefi.

3 4
I do> lik I do> lik
chicke>. I applefi. I lik Re
lik applefi sandwichefi La
an orangefi. an orangefi. Te
Re
Te
43 the
Co
Te
323845 _ 0041-0046.indd 43 28/01/11 8:44
LC Students develop Linguistic competence by associating the phonological, semantic and the
graphological representation of vocabulary words. In this activity, students consolidate Ex
knowledge from the previous lesson about food by matching halves of words to form a Te
complete word. be

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 Unit 7 - Lesson 3B
Activity Book, page 43

Objectives Getting started

To recognise the food words.
To read some texts.
To match a text with the
corresponding picture.
Hide a food flashcard behind your back and tell the children to guess which
one it is. Whoever guesses correctly comes to the front, chooses a flashcard
and hides it behind their back for the others to guess. Continue until all the
vocabulary has been practised.

Karaoke Song: I like oranges. 2.34

Target language
Hand out the food flashcards to several children. Play the song and sing along.
Vocabulary: Ask the children with the flashcards to hold them up when they are mentioned.
apples, bananas, cake, cheese, Encourage all the children to join in singing and putting their thumbs up or
chicken, oranges, pizza, down accordingly.
sandwiches, spaghetti, yoghurt
Structures: 4 Match and write.
I like Ask the children to listen carefully. Say the beginning of a food word and ask the
I dont like children to finish off the word. T: Sand SS: wich. Repeat with other words
including, cheese, bananas and pizza. Tell the children to look at Activity 4. Tell
Materials them to match the two halves of the words. They then copy the full word beside
the pictures.
Teachers i-book
CD 5 Read and match.
Unit 7 flashcards
Draw two squares on the board. In each square draw two kinds of food. For
some music
example, in one square draw two apples and some cheese. In the other one
draw some yoghurt and pizza. Then say: I dont like pizza. I like apples and
cheese. Ask the children which square shows the food you like. Tell the children
to look at Activity 5 and to read the texts individually. Then, read the texts
together as a class. Ask the children to match the texts with the pictures of food
in the centre.

Finishing off
Ask the children to stand up and walk around the classroom. Explain that you
are going to play some music and when the music stops, you will call out a
food word and they must turn to the nearest person to them and say whether
they like that food or not. If they both like the food, they give each other a high
five. Play the music and stop several times to call out a food item.

Resources

Language
Teachers Resource Book, pages 63 65
Reinforcement
Tell the children to look at the pictures of the food. They trace the words under the pictures and say each one. They
then tick the food they like and put a cross beside the food they dont like.
Consolidation
Tell the children to look at the pictures of the food and say the words. They tick the food they like and put a cross beside
the food they dont like. Then, they complete the sentences at the bottom writing the foods that they like and dont like.
Extension
Tell the children to look at the pictures of the food and say the words. They then tick the food they like and put a cross
beside the food they dont like. Finally, they complete the sentences at the bottom.

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 Unit 7 - Lesson 4A
Students Book, pages 62 and 63

Objectives
I like chocolate cake! UNIT 7 LESSON 4 UNIT 7 LESSON 4
To reinforce the target vocabulary.
To listen to a story.
7 Lise> to t stor. 2.35

Target language
Vocabulary:
chicken, chocolate cake, fish,
sausages
Structures:
Do you like?
I like
I dont like
More
practice
More
practice P P 1 2 2

Materials
F F
Teachers i-book
CD
Unit 7 story cards SC SC
Blu-Tack
More More
phonics phonics
i-story cards

3 4
4
62 Food Do you like chicken? Expressing likes and dislikes I
Food Do you like chicken? E

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600695

i-poster
Getting started Tra
Tell the children to look at the story and ask them to identify the characters.
i-flashcards
Then ask them to look at the little pictures at the top of page 63. Point to the St
picture of the chocolate cake and ask: Can you find this in the story? Tell them
to look in the story and see if they can find the chocolate cake. Tell them to St
IWB i-book circle the picture of the chocolate cake, because it appears in the story. Tell Na
Le
them to look through the story and find which of the remaining pictures appear
Ch
and to circle them. Ask them to check their answers with a partner. Finally, ask
the children to cross out all the pictures that do not appear in the story. St
Ch
An
7 Listen to the story. 3.35 Na
Play the story and show the children the story cards one by one. Stick the story St
cards to the board with Blu-Tack. Play the story again and ask the children Ru
to follow the story in their books. Pause the recording at various points. Ask An
volunteers to point to the relevant scene in their books. Divide the class into Ru
seven groups and assign parts to each group: Charlie, Anne Marie, Ruby, Lee, St
Monica, Mum and Dad. Play the recording again and pause the recording after Le
each scene and tell each group to repeat their characters lines. fis
An

224

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 UNIT 7 LESSON 4
Finishing off
Put the story cards on the board and divide the class
into two teams. Tell the children you are going to play
a game. Choose a member from each team and read
out one of the characters lines from the story. The first
player to run and touch the story card for that line wins
a point for his or her team. Repeat this until everyone
has had a turn.

2 5 6

LC Students develop Linguistic competence

and comprehension by listening to the story
I like chocolate cake! The story revises and
integrates vocabulary from previous lessons to build
4 7 8
knowledge. Children develop listening fluency by
Food
Expressing likes and dislikes
Do you like chicken?
I dont like fish. I like chocolate cake!
Expressing likes and dislikes I dont like fish. I like chocolate cake! 63 participating in a Story card race.
5 13:24
600695 _ 0059-0066.indd 63 09/02/15 13:24

Transcript
Story: I like chocolate cake! 2.35
m
Story card 1 Story card 5
Narrator: Lee, Monica and Ruby are at Charlies house. Narrator: Dad has a surprise!
Lee, Monica and Ruby: Hello Charlie! Dad: Hey, everyone! Come to the kitchen for chocolate cake.
ar
Charlie: Hi! Come and eat! Monica: Fantastic!
k Children: Hurray!
Story card 2
Anne Marie: Oh! I like ch-ch-chocolate cake!
Charlie: Here you are, Anne Marie. Sausages! Mmm!
Anne Marie: I dont like s-sausages. Story card 6
Narrator: Chippy likes sausages! Narrator: Oh, no! Mum is cross with Anne Marie!
ory Mum: No chocolate cake for you, Anne Marie!
Story card 3
Anne Marie: I dont like you!
Ruby: Here you are, Anne Marie. Do you like chicken?
Anne Marie: No, I dont! Story card 7
Ruby: Oh! Narrator: Oh, no! What is Chippy doing now?
, Anne Marie: Good dog, Chippy!
Story card 4
er Narrator: Oh, yes! Chippy likes food!
Lee: Anne Marie. Oooh, look at this, Anne Marie! Do you like
fish? Mmmm! Story card 8
Anne Marie: I dont like f - f - fish! Dad: Good girl, Anne Marie!
Mum: Here you are, Anne Marie.
Anne Marie: I like chocolate cake!
Narrator: Now, everyone is happy!

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 Unit 7 - Lesson 4B
Objectives Getting started
To remember the story. Ask the children to think back to the story from the previous class. Ask
comprehension questions to check what they can remember: Is there a
To make a story booklet.
banana in the story? Is there a sausage? Are the children in a house? What
colour is the sausage? Is Monica in the story? What food can you remember?
Target language
Vocabulary: Listen again 2.35
chicken, fish, chocolate cake,
sausages Tell the children they are going to hear the story again. Play the story and pause the
recording at various points when a character is speaking. Ask a volunteer to tell you
Structures: which character is speaking. Continue with other volunteers.
Do you like?
I like
I dont like Make a story booklet
Put the story cards on the board out of order. Ask the children to tell you the
correct order of the cards. Point to each card and ask: Is this next? Which card
Materials is next? Ask volunteers to help you until the story cards are in the correct order.
Teachers i-book Tell the children to find the pop-outs for the story booklet (or hand out
CD photocopies of the Teachers Resource Book, pages 107 and 108). Show them
Unit 7 pop-out how to make a cover for their booklet and put the title: I like chocolate cake! The
Unit 7 story cards children cut or pop out the pictures and put them into the correct order. Go round
photocopies of Teachers Resource the class to help any child that needs help and to staple the booklets together.
Book, pages 107 and 108
Finishing off
DC Students develop Let the children play with their story booklet and encourage them to tell the story.
competence with Do not worry if they use their mother tongue as it is quite normal at this stage but
technology in the try and motivate them to speak in English and help them with the words.
classroom by listening to
and watching the animated
story I like chocolate cake!
Children number the pictures
as they watch and identify the
correct words to complete the
sentences.

Resources
DVD 1
DVD Animated Story: I like chocolate cake!
Teachers Resource Book, page 33
Tell the children to look at the pictures on the worksheet. Play the DVD and as they watch, the children number the
four pictures. Play the DVD again and this time the children choose a word from the box and write it in the space
provided to complete each sentence.

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he
ou

d
er.

y.
ut

227

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 Unit 7 - Lesson 5A
Students Book, page 64

Objectives Getting started 2.36

To express likes and dislikes. Mime eating a kind of food. The children take turns to guess what it is. When
someone guesses, ask them if they like that food. SS: Sausages. T: Yes. Do
To complete a questionnaire.
you like sausages? SS: Yes, I do. A child can then take over the role of miming
eating a food item. Play the chant Do you like chocolate? and encourage the
Target language children to join in with the actions.
Vocabulary:
sausages, pizza, banana, milk
8 Trace, listen and tick (3) or cross (7). 2.38
Structures: Draw two apples, some bananas and cheese on the board. Ask some children
Do you like? to ask questions to others. T: Paula, ask Isabel if she likes apples. Paula: Isabel,
Yes, I do. / No, I dont. do you like apples? Isabel: Yes, I do. Write the childs name at the side of the
pictures to make a chart and put a tick under the picture of apples. Repeat with
Materials the other food. Tell the children to look at Activity 8 and to trace the example.
Explain that they are going to listen to the recording and they have to put a tick if
Teachers i-book
Lee likes the food and a cross if he does not like it. Play the recording and ask the
CD
children just to listen. Play it again and this time they put the ticks and crosses.
Unit 7 flashcards
Play it a final time for them to check their answers.

9 Ask and answer. Tick (3) or cross (7).

Ask the children to look at the pictures again. Tell them they are now going to
do the same activity but about themselves. Ask them to look at the food and to
put a tick or cross for each food item. Practise the question Do you like? as a
group and then tell the children to ask a friend about the pictures. The children
complete the chart with their friends answers.

Finishing off
Write the four words from the chart on the board: pizza, sausages, bananas
and milk. Tell the children you are going to see how many people like each
one. Say: Do you like pizza? The children put up their hand if they like it. Count
how many hands are raised and write the number next to pizza. Continue with
the other three words. Then point to each word and say: (Seventeen) people
like (pizza).
Transcripts
Chant: Do you like chocolate? 2.36 Karaoke 2.37 Trace, listen and tick 2.38
(3) or cross (7).
Do you like chocolate? Do you like milk?
Yes, I do! No, I dont! Ruby: Hi Lee. Do you like pizza?
Do you like chocolate? Do you like milk? Lee: Argh! No, I dont.
Yes, I do! No, I dont! Ruby: Ok. Do you like sausages?
Do you like chocolate? Do you like milk? Lee: Yes, I do. Theyre delicious!
Yes, I do! No, I dont! Ruby: Do you like bananas?
Up and down, Shake your head, Lee: No, I dont.
(children nod heads up and down) (children shake heads left right) Ruby: Do you like milk?
And turn around. Say No! No! No! Lee: Mmm! Yes, I do.
(children turn around) No! No! No! Ruby: Me too! Thank you!
Up and down, Shake your head,
(children nod heads up and down) (children shake heads left right)
And turn around. Say No! No! No!
(children turn around) No! No! No!

228

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 UNIT 7 LESSON 5
8 Tra, lise> an tic () o cros (). 2.38
10 Loo an
g

Do yo
li pizz? Thifi pizz
n
el, No, I do>. ifi fro Ita
th

if
the

Thifi ca
ifi fro Ge
to

n
a
L 11 Draw y

9 As an anse. Tic () o cros ().

nt
h

M
M
fr^en M favo
64 Asking about likes Do you like (pizza)?

600695 _ 0059-0066.indd 64 09/02/15 13:24

SCC Students develop social competence by taking turns interviewing their partner to complete
a questionnaire about food preferences. Participating in this activity, enables students to
work independently in pairs while promoting active listening skills through a structured task.

229

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 Review
6 omplet an circl. Childs own answers
7 irc an
To
To
applefi brea juic yoghur sausagefi mil
bananaju Vo
Do yo lik Do yo lik ap
sa
sausagefi ? bea ? St
Do
Ye

Yefi, I do. Yefi, I do.

N, I do>. N, I do>. Te
CD
Un
sh
Do yo lik Do yo lik
yoghur ? mil ?

Yefi, I do. Yefi, I do.
N, I do>. N, I do>. 8 Loo an

Do yo lik Do yo lik
appefi ? jui ?
Re
Yefi, I do. Yefi, I do.
D
N, I do>. N, I do>. I DV
Te
44 Ac
ou
wo
323845 _ 0041-0046.indd 44 28/01/11 8:44
the
DC Students develop competence with technology in the classroom by listening to and the
watching information from the Real Kids DVD. Using a DVD for listening practice helps La
children to integrate visual and verbal clues when watching. dif

230

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 Unit 7 - Lesson 5B
Activity Book, page 44

Objectives Getting started

To understand food vocabulary.
To use simple grammar structures.
Target language
Vocabulary:
apples, bread, juice, milk,
sausages, yoghurt
Give each child half a sheet of paper. Keep one for yourself and ask the
children to copy you. Crunch the paper into a ball. Tell the children that it is an
apple. Tell the children that you are going to give some orders to the children
but only when you say apple. Tell the children not to do anything if you say
orange. For example, T: Put the apple on the table. The children place the
apple on the table. T: Put the orange on your head. The children must not do
this action. T: Put the apple on the chair. Put the apple on your book. Put the
orange in your pencil case.

Structures:
Do you like? Karaoke Chant: Do you like chocolate? 2.37
Yes, I do. / No, I dont. Play the karaoke version of the chant and ask the children to say the words and
do the actions. Hold up two flashcards and ask the children to say the chant
this time using the new words.
Materials
Teachers i-book 6 Complete and circle.
CD Do a small class survey about food. Write this list of food on the board: bananas,
Unit 7 flashcards cake, cheese, chicken, oranges and sandwiches. Then, ask some children
sheets of paper questions. T: (Alba), do you like bananas? Put a tick or a cross next to the food
depending on the answer. Ask different children the other questions and put a tick
or cross next to the food depending on the answer. Ask the children to look at
Activity 6. Tell them they have to read the words at the top of the page and then
write them in the correct spaces. Then, tell them to get into pairs and ask each
other the questions from activity 6. Ask the children to circle the answer which is
true for them.

Finishing off
Ask the children to take out their notebooks. Tell them to draw what you say.
Say various food items and the colours. For example: Draw a banana and
colour it yellow, please. Draw three apples, colour one red and two green.

Resources
DVD 2
DVD Real Kids Unit 7
Teachers Resource Book, page 34
Activity 1: Read the words in the column on the right Activity 2: Read the mixed up sentences out loud. Ask
out loud. Play the DVD and the children listen for the the children to write the words in the correct order so
words. Play the DVD again and this time the children tick that the sentences make sense.
the words they hear. Finally, the children trace the words
they have ticked and then find them in the wordsearch.
Later, they can trace the words they havent ticked in a
different colour.

231

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 Unit 7 - Lesson 6A
Students Book, page 65

Objectives Getting started

To say food vocabulary. Invite a child to come to the front of the class. Blindfold the child and place a
piece of fruit in his/her hand. Ask the child some questions. T: Is it a banana?
To trace words.
SS: No, it isnt. T: Is it an apple? SS: Yes, it is. Continue the same way with
To draw food. different children and the rest of the fruit.

Target language 10 Look and trace.

Vocabulary: Draw some fish and chips on the board. Tell the children that this is from England
cake, cheese, orange, pizza and that it is very typical. Ask the children: Do you like fish? Do you like chips?
Structure: Ask the children to look at Activity 10. First, ask them to look at the food and
This (cheese) is from France. say what they can see. Point to each one and say: What is it? SS: Its a pizza.
T: Do you like pizza? SS: Yes/No. T: Is pizza from Spain? SS: No, its from Italy.
If possible, point to each country on the map of Europe. Then, ask the children
Materials to trace the words.
Teachers i-book
Unit 7 poster 11 Draw your favourite food.
fruit (apple, orange and banana) Ask some children what their favourite food is. T: (Emma), whats your favourite
a map of Europe food? Help with any vocabulary. Then ask them to look at Activity 11. Tell
a blindfold them to draw and colour their favourite food. As they work, ask the children
individually what their favourite food is. Then they complete the sentence below
the picture.

Finishing off
Write some of the favourite food words on the board. Go round the class
asking everyone to name their favourite food. If it is already written on the
board, put a tick next to it. If it is not written, then add it and put a tick next to
it. When everyone has answered, count the ticks and find the most popular
food for the class.

232

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NIT 7 LESSON 5 UNIT 7 LESSON 6
10 Loo an tra.

nd Thifi pizz Thifi oran@

d ifi fro Ital. ifi fro Spai>.
a.
ly.
n

e Thifi ca Thifi ce
ow
ifi fro German. ifi fro Fran.
11 Draw you favouri foo.
o

M favouri foo i . M favo

Food from other countries This (cheese) is from (France). 65

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CAE Students become aware of food from other countries and acknowledge that their food
comes from different places.

233

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 To
To

Vo
ap
piz
sp

Te
Un
ph
Bo

b
in
d
fl
a
is
c
c
t

Re
A
Te

234

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 Unit 7 - Lesson 6B
Art and crafts

Objectives Getting started

To identify food items. Place the flashcards around the classroom in different places. Give
instructions to the children: (Pedro), show me the (banana). The child stands
To recognise the layout of a menu.
up, finds the flashcard and says the word. Repeat with other children.

Target language
Vocabulary: Make a menu
apples, cake, chicken, juice, milk, Hand out the photocopies of the food template. Tell the children to colour the
pizza, sandwich, sausages, pictures. They then cut out the pictures at the bottom and stick them in the
spaghetti corresponding place on the menu. Ask two children to come to the front of the
class for show and tell. One child shows the other their menu and says which
food they like. SS: I like chicken, cake and juice. The children work in pairs,
Materials
telling their partner about the food they like.
Teachers i-book
Unit 7 flashcards
photocopies of Teachers Resource
Book, page 16

LC Students develop
Linguistic competence
and comprehension
by listening to the teachers
instructions and identifying
different food items on
flashcards. Listening to
and following instructions
is an important part of
communication. In this activity,
children develop comprehension
to prepare for an aural testing.

Finishing off
Play Chinese whispers. Put the children into groups of eight and whisper a
sentence to one child in each group, for example: I dont like yoghurt. Ask
the child to whisper the same sentence to the next child who then whispers
it to the next one and so on. The last child says the sentence out loud and
hopefully it should be the same one as the teachers.

Resources
Arts and Crafts
Teachers Resource Book, page 16

235

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 Unit 7 - Lesson 7A
Students Book, page 66

Objectives Getting started

To listen to a story.
To follow the sequence in a story.
To develop reading skills.
To practise pronounciation: ch.
Hand out the flashcards randomly to different children. Now say the names of
the food vocabulary, one at a time, and the children with the flashcards stand at
the front of the class in the order of the words you say. Tell the children to turn the
flashcard away from the class and they try to say the words in the correct order.
Repeat several times with different children and different word orders.

Target language 12 Listen. 2.39

Vocabulary: Ask the children to look at Activity 12. Tell them to look at the first scene from
banana, cheese, chicken, the cartoon, and explain that Beep is a waiter in a restaurant. Play the recording
chocolate cake, sandwich, and ask the children to follow the story in their books. Play the recording again,
spaghetti, yoghurt stopping at various points and asking volunteers to repeat the last line.

Phonics
Materials Listen and say a tongue twister. 2.40
Teachers i-book Tell the children they are going to learn a tongue twister. Play the recording,
CD pausing at the end of each line for the children to repeat. Write the tongue twister
Unit 7 flashcards on the board. Play the recording again, encouraging the children to copy the
narrators intonation. Divide the class into groups. Give them a few minutes to
practise the tongue twister, and then invite them to the front to perform for the
i-story cards rest of the class. Encourage the children to find any other words that they know
that begin with ch for example, chips or any names of children in the class. Write
the words up on the board and practise saying them with English pronunciation.

Finishing off
Do some revision of the previous lesson. Slowly draw food items on the
board and the children have to try and guess what is being drawn before it is
finished. The children can also take turns and come to the board or do it in
pairs if there is enough time.
Transcripts
Listen. Beeps world! 2.39

Narrator: Today, Beep is in a restaurant. Narrator: Beep and Robby are making the food.
Beep: Hello! Beep: Erm Yoghurt, cake, er, chocolate, cheese.
Woman: Hello. A chicken sandwich and a banana Robby: Squeak!
yoghurt, please.
Beep: Here you are! A yoghurt sandwich and chicken
Beep: And you? cake!
Man: Spaghetti and cheese And chocolate cake,
Beep: Banana and cheese and spaghetti and chocolate.
please.
Narrator: Ooops!
Beep: Thank you!
Beep: Enjoy your meal!
Man: Wheres the food?
Woman: I dont know.

Listen and repeat. 2.40

Charlie and Chippy like chocolate.

Charlie and Chippy like chocolate and chicken.
Charlie and Chippy like chocolate and chicken and cheese.

236

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 Beeps world! UNIT 7 LESSON 7

12 Lise>. 2.39

er

w
te
n.

e.

66 Phonics initial sound ch as in Charlie Food

600695 _ 0059-0066.indd 66 09/02/15 13:24

LC Students develop Linguistic competence and comprehension by following the logical

deduction of sequencing in a story. By identifying the correct order of events, children are
able to enjoy simple humour and later participate in a guided drill of the story.

237

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 Review

7 irc an writ. To
To
wh

banana ju icech e es eyoghurtchickenapplemilkbrea To

lik
? ^ > Vo
ap
ch
or

efi, I do.
sa

St
I li
, I do>. ^ ^ Id

lik Te

? b>> CD
Be
fi @ Un
fla

efi, I do.
, I do>. 8 Loo an writ.
lik do> lik
lik
?

Re

I li applefi. I do> li chees. P

Te
45 Ac
wh
323845 _ 0041-0046.indd 45 28/01/11 8:44
pic
Ac
LC Students develop their reading and writing skills. They show understanding by completing sta
the sentences. ch
ac
Ex

238

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 Unit 7 - Lesson 7B
Activity Book, page 45

Objectives Getting started

To write the food vocabulary.
To revise the vocabulary from the
whole unit.
To reinforce reading skills.
Display the poster. Get the Beep toy and ask different questions to the
children about the food on the poster. The children should try and answer with
complete sentences. T: Is this a banana? SS: No, it isnt. T: What is it? SS: Its
an apple. T: What colour is the apple? SS: Its red. Do the same with all the
items on the poster.

Target language 7 Circle and write.

Vocabulary: Draw a snake on the board and inside write the following words: orange, spaghetti
apples, bananas, bread, cake, and sausage. Write the words together with no spaces in between. Ask a child to
cheese, chicken, juice, milk, come to the board and to circle a word. Ask two children to come to the board
oranges, pizza, sandwiches, and do the same. Now, ask the children to look at Activity 7. Ask the children to do
sausages, spaghetti, yoghurt the same with the snake but to also write the words in the corresponding space.
Structures: Go round the class to see if they are writing the words correctly.
I like...
I dont like... 8 Look and write.
Display the poster again, point to an item and pull a happy face and say: I like
apples. Now pull a sad face and say: I dont like yoghurt. Then point to another
Materials item and say: (Pablo), and you? The child says whether they like or dislike the
Teachers i-book item. Do the same with the rest of the food and different children. Now ask
CD the children to look at Activity 8. Tell them to fill in the spaces depending on
Beep toy whether they like or dislike the food.
Unit 7 poster
flashcards from previous units Picture dictionary 3.7

Ask the children to look at the picture dictionary on page 46 of their Activity
Books. Hold up your two index fingers and signal to the class to do the same.
Say: Point to the bread and the juice. Encourage the class to quickly point to the
two pictures and check with the child next to them. Repeat with other words from
the page. Tell the children to trace each word on the dictionary page. Play the
recording and ask the children to look at the pictures and repeat the words.

Finishing off
Ask general questions using the Beep toy and revise all the numbers, colours
and vocabulary from previous units. For example write a number on the board
and say: What number is this? Hold up a flashcard and say: What is this?
The children have to answer correctly.

Resources Transcript
Phonics Picture dictionary 3.7

Teachers Resource Book, page 91 Apple, banana, bread, cake, cheese,

chicken, juice, milk, orange, sandwich,
Activity 1: The children look at the picture. They find pictures of words
sausage, yoghurt.
which begin with ch and practise saying them. They then colour these
pictures.
Activity 2: The children look again at the picture then read the
statements. They circle the words in the sentences which begin with
ch. They decide if the sentences are true or false and circle the T or F
accordingly.
Extra activity: Play Pictionary with ch words.

239

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 Unit 7 - Evaluation
Objective Revise the vocabulary with the children. Show the flashcards one at a time and
ask questions about the food. T: Whats this? Show the children the test and
To evaluate childrens understanding
explain each activity. Play the recording and the children do Activity 1. Play it
of target language from the unit.
again. The children complete the rest of the test by themselves.

Target language 1 Listen and number the items of food. 2.41

Vocabulary: Explain to the children that they are going to hear a number followed by an item
apples, bananas, bread, cake, of food. They must write the number in the box next to the correct picture.
cheese, chicken, juice, milk,
2 Read and match the sentences to the shopping bags.
oranges, pizza, sandwiches,
Tell the children to look at the four bags of food in the middle and read the
sausages, spaghetti, yoghurt
sentences. They must match each text with the correct bag.
Structures:
Do you like? 3 Write the words.
I like The children use the text box to copy the correct word under each picture.
I dont like
4 Read the questions and write your answer.
The children read the questions and write the answer according to their own
Materials likes or dislikes.
Teachers i-book
CD
Unit 7 flashcards
photocopies of Unit 7 Test, Unit 7 Test
Teachers Resource Book, pages Unit 7 Test Name:

147 and 148 Name:

Class:

appefi yoghur
Class:

bea sausa@efi
jui mil
1 13 1
2.41 4 8
2 2.55

3 5
7 6 bea jui sausa@efi
I li chice>,
2 I li chice>, ce an 2
bananafi an oran@efi. 2
appefi. appefi mil yoghur
LL Students develop 4
Santillana Educa

N, I do>. Yefi, I do.

their learning skills Do yo li spagett^? Sample Answers:

Santillana Educa
Santillana Educa

cin SL./Richmon

by applying acquired Do yo li banana

N, I do>.
learning strategies such fi? Yefi, I d.
cin SL./Richmon
cin SL./Richmon

d Publishing 2011

Do yo li pizz?
as: focusing attention, I li sandwic efi, N, I do>. d

Do yo
I li spagett^, oran@efi an li ce?
Publishing 2011
Publishing 2011 d

memory recall, as well as Yefi, I d.

PHOTOCOPIABLE

ce an yoghur.Do yo li ca?
comprehension and linguistic Yefi, I d.
PHOTOCOPIABLE

ca.
PHOTOCOPIABLE

3 Write the word

s.

expression in order to complete

4 Read the ques
2.41) 148 147
tions and writ
of food. (Track e your answer.
ber the items bags.
1 Listen and num s to the shopping
h the sentence
Read and matc
an end of unit assessment. 2 324637 _ 0133-0
154.indd 148 01/02/11
10:13

154.indd 147
324637 _ 0133-0 28/01/11
14:40

Transcript
Unit 7 Test. Activity 1. Listen and number the items of food. 2.41

1 Cheese. 5 Chicken.
2 Yoghurt. 6 Milk.
3 Apple. 7 Banana.
4 Cake. 8 Bread.

240

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 Introduction
8. At the seaside
Unit objectives
Teaching tip
To introduce seaside vocabulary.
When doing the arts and crafts activities make a point of praising all the children
To use functional language with for their efforts. Some children will have better fine motor skills than others and
simple structures. so will cut and colour better. Others will have more natural artistic abilities. It is
To learn about seaside activities. important that all children feel that their work is worthwhile and valued. Encourage
all the children to comment positively on their classmates work as well. Teach
them expressions such as: I like your picture. That is nice.
Target language
Vocabulary:
boat, crab, dolphin, lighthouse,
sand castle, sea, seagull, shark,
shell
Structures:
What can you see?
Im hungry! Im bored! Im scared!
Im happy! Beeps w
orld!
2.53

Beep and
Robby are
at the seaside
.

I like the
seaside!
Oh, look at
Whats the that boy!
Its a shar matter?
Im scaredk.
!

Beep is ru
boy. Beep nning to help the
to the resc Beep jum
ue! ps. Oh no!
Beep cant
swim!
Its OK! Ive
got a boat.
Help! That
my brothe s
r!

Is Beep all
right ? Oh
yes, look!
Oh, its Beep and
a dolphin!
Its a dolph Robby have got a
in. new friend.
I like
dolphins.
lighthous
253259
_ 0001-0016

Thank you,
.indd 15

dolphin.

san castl
Tongu twis
shel At the seas
te 2.54 Beep and
Robby like
th e seaside
At the seas ide I can see
.

At the seas ide I can see six sa

ide I can se d se
e six sad agulls.
dolphi> shar seagul
seagulls sit
ting on
ing 2011

a sand ca
stle.
nd Publish
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_ 0001-0016
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Santillana
BEEP 1
0114746
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04/10/10
8:55

crab se
boa
e
the seasid
Unit 8 At
28/09/10
16:17

241

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 Unit 8 - Lesson 1A
Students Book, page 67

Objectives Getting started

To learn seaside vocabulary. Display the poster and explain that Beep is at the seaside. Point to each
element and tell the children to put their hands up if they know the name of
To say a chant.
the pictures in the poster. Ask volunteers to come up to the front, point to a
picture they know and say the name. After each word, ask the rest of the class
Target language to repeat it.
Vocabulary:
boat, crab, dolphin, lighthouse, 1 Listen, point and repeat. 2.42
sand castle, sea, seagull, shark,
shell Begin to say a seaside word and ask the children to say the complete word.
T: Dol SS: Dolphin. Tell the children to look at Activity 1. Ask them who and
what they can see in the picture. Play the recording and ask them to point
Materials to each word as they hear it. Play the recording again and tell the children to
Teachers i-book repeat the words. Play the recording once more and the children point to the
CD pictures and repeat the words.
Unit 8 poster
2 Listen and chant. 2.43
Unit 8 flashcards
Put the flashcards on the board in the following order: shark, dolphin, boat,
seagull, crab, sand castle, shell and lighthouse. Play the recording and point to
i-activity each item as it is named. Play the recording again and ask the children to join in
with the chant. Then point to each card in turn and ask the children to say the
name with you. Repeat gradually, building up the rhythm.

Finishing off
Show the flashcards one at a time and the children name them. Then choose
a flashcard and show it very quickly. The children try to guess what it is. Ask
volunteers to take over your role of choosing and then showing a flashcard
very quickly for the others to guess.

Transcripts
Listen, point and repeat. 2.42 Chant: The seaside chant. 2.43

Dolphin. Shark. Sharks, dolphins, Crabs, sand castles,

Lighthouse. Shell. Boats, seagulls. Shells, lighthouse.
Boat. Sand castle. Boys and girls, Boys and girls,
Sea. Crab. Boys and girls. Boys and girls.
Seagull. Do you like the seaside? Do you like the seaside?
Do you like the seaside? Do you like the seaside?
Yes, yes, yes! Yes, yes, yes! Yes, yes, yes! Yes, yes, yes!

242

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 8. At the seaside LESSON 1

1 Lise>, poin an eea.

s 2.42

lighthou
d.
d
dolphi>

e eagul
o
in
boa
e
shar

sel

crab
san cast
2 Lise> an chan. 2.43

The seaside 67

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LC Students develop their language skills by recognising, identifying and talking about the
seaside.
es!

243

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 8. At the seaside
1 Trac an coun. To
To
To

Vo
boa 2 crab 6 lighthous 2 dolphi> 4 bo
sa
sh

Te
CD
Un
Un
Un
ph
Bo

seagul 8 shar 1 san castl 5 shel 9

47

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MST Students develop mathematical competence through using the numbers 1 10 to answer
questions about quantities of objects in their book and on the poster to help activate
numeracy in English.

244

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 Unit 8 - Lesson 1B
Activity Book, page 47

Objectives Getting started

To read target vocabulary.
To recognise the seaside words.
To count items accurately.
Display the poster, point to an item and ask the children the word. T: Whats
this? SS: Its a (crab). If there are children who still need help, then ask them
to repeat the word several times. Continue with all the vocabulary.

Karaoke Chant: The seaside chant. 2.44

Target language
Play the karaoke chant and encourage the children to join in using the
Vocabulary: flashcards as prompts.
boat, crab, dolphin, lighthouse,
sand castle, sea, seagull, shark, 1 Trace and count.
shell Ask the children some questions about the objects in the classroom. T: How
many (windows) are there? SS: (Three.) T: How many teachers are there? SS:
Materials (One.) Ask the children to look at Activity 1. First, ask them to read the seaside
words and then trace them. Ask the children to count the boats in the picture
Teachers i-book
and put a small mark on each one so they know they have counted them
CD
all. The children then count the other pictures in the same way and write the
Unit 8 playing card pop-outs
numbers in the boxes. Check all the answers together by asking them to tell
Unit 8 poster
you how many objects they have counted.
Unit 8 flashcards
photocopies of Teachers Resource
Book, page 118 Play a card game
Ask the children to find their playing card pop-outs for Unit 8 (or hand out
photocopies of the Teachers Resource Book, page 118). The children play in
groups of three or four. All the children shuffle their cards and place them in a
pile face down in front of them. Child A turns over their top card and says the
word, (boat). The other players then turn over their cards one at a time until
someone finds the boat. The winning child then turns over a card and says the
next word for the others to find.

Finishing off
Ask the children to put their playing cards on the table in front of them. Call out
a word and the children hold up the corresponding card. Continue, but say the
words in faster and faster succession.

BEEP 1 Unit 8 Vocabulary

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 Unit 8 - Lesson 2A
Students Book, page 68

Objectives Getting started

To practise the target vocabulary. Use the Beep toy to review the flashcards. The Beep toy says: Whats this?
The children answer with a full answer: Its a (crab). The children can take it in
To ask and answer questions.
turns to handle the Beep toy and ask the questions.

Target language
3 Listen and number. 2.45
Vocabulary:
boat, crab, dolphin, lighthouse, Put the flashcards around the room, point to a child and say: What can you
sand castle, sea, seagull, shark, see? The child looks around, points to a flashcard and says the word. SS: A
shell (lighthouse). Continue with other children. Ask the children to look at Activity 3.
Play the recording and the children look at the pictures. Play the recording again
Structure: for the children to write the number with each picture. Play the recording a final
What can you see? time for the children to check their answers.

Materials 4 Listen and sing. 2.46

Draw a boy and a girl on the board and then put the boat flashcard next to
Teachers i-book
them. Put the other flashcards on the board in the following groups: shark,
CD
fish, crab; sand castle, shell; seagull, lighthouse. Play the song and point to
Beep toy
the flashcards as they are mentioned. Play the song several more times and
Unit 8 flashcards
encourage the children to join in.

i-activity Finishing off

Ask one child to stand outside the classroom door. Another child hides
a flashcard somewhere in the classroom. The child comes back into the
classroom and tries to find the flashcard. The rest of the children say hot or
cold depending how near or far the child is to finding the flashcard. When
the child finds the card they say the name of the picture. Continue with other
children.

Transcripts
Listen and number. 2.45 Song: At the seaside. 2.46

1 Monica: What can you see, Ruby? At the seaside,
Ruby: Oh, a crab. I can see a crab. At the seaside.
What can you see?
2 Monica: And now? What can you see?
Boys and girls and boats,
Ruby: A seagull. Yes, a seagull and a pizza.
Boys and girls and boats.
3 Monica: Ruby, What can you see? Thats what I can see.
Ruby: Um A lighthouse. A red and white lighthouse.
At the seaside,
4 Monica: And now? What can you see? At the seaside.
Ruby: Ahhh! A shark! A shark! What can you see?
Monica: Let me see! Oh Ruby, its only a toy shark. Sharks and fish and crabs,
Sharks and fish and crabs.
Thats what I can see.
At the seaside,
At the seaside.
What can you see?
Sand castles and shells,
Sand castles and shells.
Thats what I can see.
At the seaside,
At the seaside.
What can you see?
Seagulls and a lighthouse,
Seagulls and a lighthouse.
Thats what I can see.

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 UNIT 8 LESSON 2
3 Lise> an nume. 2.45
5 Lise> a

Wha ca>
yo ?
3.
ain
al A crab.

4 Lise> an sin@. 2.46

A t easi.
A t easi.
Wha ca> yo ?
Boy an girl an boat. 6 Loo an
Boy an girl an boat.
Tha wha I ca> .
68 The seaside What can you see? I can see a (crab).

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e, LC Students develop Linguistic competence and comprehension by listening to identify the

e. sequencing in a story. By identifying the correct order of events, children are able to
recognise key vocabulary and enjoy simple humour.

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 2 Trac an writ tic () o crosfi (). 4 Writ. To
To
Wha ca> yo se? To

shar
boa Vo
bo
san castl sa
sh
dolphi> St
W
crab
shel Te
CD
lighthous Bl

seagul 5 Loo an Un

3 Rea an dra.
Wha ca> yo se? Wha ca> yo se?

A blu lighthous. A yello san castl.

Childs own drawings Re
48
R
323845 _ 0047-0052.indd 48 28/01/11 10:24 Te
LL Students develop their learning skills by activating their memories via music and flashcards As
in order to sing along with a song about the seaside. Learning how to use cues in order to jog rea
the mind and commit information to long term memory is an important skill. sh

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 Unit 8 - Lesson 2B
Activity Book, page 48

Objectives Getting started

To read the seaside vocabulary.
To recognise the seaside words.
To draw some seaside items.
Hand out the flashcards. Write one of the words on the board. The children
read the word and the child with that flashcard comes and sticks it next to the
word. Continue until all the flashcards are on the board with the word written
beside them.

Target language Karaoke Song: At the seaside. 2.47

Vocabulary: Play the karaoke chant and encourage the children to join in using the
boat, crab, dolphin, lighthouse, flashcards as prompts.
sand castle, sea, seagull, shark,
shell 2 Trace and write tick (3) or cross (7).
Structure: Draw a picture of some cheese and a chair on the board. Ask the children: Can
What can you see? you see some cheese in the classroom? SS: No! Draw a cross next to the cheese.
Now say: Can you see a chair? SS: Yes! Draw a tick next to the chair. Now, ask
Materials the children to look at Activity 2. First, ask the children to trace the question and
to read the list of words. When they have read the words ask them to trace the
Teachers i-book items in the picture. Then say: Can you see a shark in the picture? The children
CD say no, so tell the children that there is a cross because we cant see a shark. Ask
Blu-Tack the children to look carefully at the picture and put a cross if they cant see the
Unit 8 flashcards item or a tick if they can.

3 Read and draw.

Ask a volunteer to come to the front of the class. Give the child some chalk and
ask him or her to draw what you say on the board. T: I can see a green table. The
child must draw a table and, if there is coloured chalk available, then colour it
too. Ask the children to look at Activity 3 and to read the questions and answers
individually. The children then draw and colour what they have read. Go round
the class and ask: Whats this? What colour is it?

Finishing off
Hide a seaside flashcard behind your back and the children take turns to
guess what it is. Continue until the children have guessed all the seaside
items. Then ask volunteers to take over your role.

Resources
Reading and Writing
Teachers Resource Book, page 130
Ask the children to look at the picture of Charlie, Ruby and Chippy. Ask them what they can see. The children then
read the questions and write a one word answer. If they need help, write the words seaside, Charlie, crab, three and
shark on the board.

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 Unit 8 - Lesson 3A
Students Book, page 69
Objectives
To recognise the seaside
vocabulary.
To develop listening skills.
To revise colours.
Target language
Vocabulary:
boat, crab, dolphin, lighthouse,
sand castle, sea, seagull, shark,
shell
Materials
Teachers i-book
CD
Unit 8 poster
Transcript
Listen and colour.
Colour the dolphin blue.
Colour the crab red.
Colour the boat green.
Colour the shell orange.
Colour the lighthouse black and white.
Colour the sand castle yellow.
250
685815 _ 0241-0273.indd 250
Getting started
Display the poster, point to the different pictures and ask the children
questions T: Whats this? SS: Its a (shark). T: Is this a seagull? SS: (Yes, it is.)
T: What colour is the (lighthouse)? SS: Its red and white. T: Do you like
(dolphins)? SS: (Yes.)
5 Listen and colour. 2.48
Ask the children some questions to revise the colours: What colour is your (pencil
case), (Ana)? SS: Its green. T: What colour are (apples)? SS: Red, yellow or green.
Ask the children to look at Activity 5. Explain that they have to colour the pictures
as they are told. Play the recording and let the children listen. Play the recording
again, this time pausing after each sentence to give the children time to colour.
Play the recording again so they can check their work. Finally ask the children the
colours of the pictures. T: (Bea), what colour is the crab? SS: Its red.
6 Look and say.
Tell the children to look at Activity 6. Ask a volunteer to read the question. Then
ask the children to tell you things they can see in the picture. The children may
answer with a short answer, (ball), or a longer answer, (I can see a red ball). The
children then work in small groups and take it in turns to say things they can
see without repeating what another person has already said.
Finishing off
Draw some seaside elements on the board and ask the children to name them
then ask volunteers to label them. Ask the children to get out their notebooks
and to draw and label three seaside things. When they have finished they can
show their friends their pictures and say what they have drawn.
2.48
06/05/15 16:18
IT 8 LESSON 2 UNIT 8 LESSON 3
5 Lise> an colou. 2.48

cil
en.
es
g

he

en
y
he

?
an boat. 6 Loo an sa. Wha ca>
an boat. yo ?
a> .
Colours What can you see? 69

LC Students develop Linguistic competence and by building their vocabulary lexicon through
600695 _ 0067-0076.indd 69 09/02/15 11:39

the integration of new vocabulary with recycled items. In this drawing dictation, students
revise colour, integrate items dealing with the seaside and become passively familiarised
with adjective + noun word order.

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 4 Writ. To
To
e d l c a To
o h
r s a i n
p r b Vo
fi ^> bo
sa
castl l k sh
b t s s
phi> e
h
St
W
b a
a o h l r
fi fi Te
Un
thous
gul 5 Loo an writ.
lighthous shar san castl crab
Wha ca> yo se? A san cast .
Wha ca> yo se? A shar .
Wha ca> yo se? A crab . Re

La

an castl. Wha ca> yo se? A lighthou . Te

Re
Te
49 in
Co
Te
323845 _ 0047-0052.indd 49 28/01/11 10:24
LC Students develop Linguistic competence by associating the phonological, semantic and the
graphological representation of vocabulary words. In this activity, students consolidate Ex
knowledge by ordering letters around a flashcard in order to discover the correct spelling of Te
previous taught vocabulary. the

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 Unit 8 - Lesson 3B
Activity Book, page 49

Objectives Getting started

To write the seaside vocabulary.
To recognise some seaside items.
To match a picture with a word.
Show the flashcards one at a time and ask the class to name them all as a
group. Then show all the cards again except three of them. Ask the children to
tell you which ones they did not see.

4 Write.
Target language
Put the seagull flashcard on the board and write the word seagull next to it but
Vocabulary: with the letters all mixed up. Ask a volunteer to come and write the first letter
boat, crab, dolphin, lighthouse, of the word under the picture. As he or she puts the letter s, cross it out from
sand castle, sea, seagull, shark, the mixed up word. Continue with other children and the other letters until they
shell have written the word correctly. Ask the children to look at Activity 4. First, ask
Structure: them to say the names of the pictures. Tell the children that the letters of the
What can you see? words are round the picture but that they are not in the right order. Then, ask
them to write the words in the spaces provided.

Materials 5 Look and write.

Teachers i-book Tell the children to look at Activity 5. Ask them to read the words and then read
Unit 8 flashcards the questions individually. Then, ask the children to write the correct word in the
right place. Go round the class to see if they are writing the words in the right
place and that they are spelling them correctly.

Finishing off
Tell the children that you are going to draw some seaside items on the board
but say you havent got any chalk. Use your finger to draw an item on the
board. Ask the children to guess what you are drawing. When they guess
correctly, ask a volunteer to come up to the board and do the same.

Resources

Language
Teachers Resource Book, pages 66 68
Reinforcement
Tell the children to look at the picture and say what they can see. They trace the words and match them to the objects
in the picture.
Consolidation
Tell the children to look at the picture and say what they can see. They then look at the words in the box and write
them next to the corresponding elements.
Extension
Tell the children to look at the picture and say what they can see. They then look at the words in the box and write
them in the spaces to complete the description. Finally, they read out the paragraph.

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 Unit 8 - Lesson 4A
Students Book, pages 70 and 71

Objectives
To listen to a story.
A day at the funfair! UNIT 8 LESSON 4 UNIT 8 LESSON 4

To follow the sequence in a story.

7 Lise> to t stor. 2.49

Target language
Vocabulary:
funfair; bored, happy, hungry,
More train, mirror More
scared; ghost
practice practice P P
Materials
F F
Teachers i-book
CD
Unit 8 story cards SC SC 1 2 2

Blu-Tack
More More
phonics phonics
i-story cards

i-poster 3 4 4

70 Adjectives Im bored. Funfair attractions

Adjectives Im bored.
The rollerc

i-flashcards 600695 _ 0067-0076.indd 70 09/02/15 11:39

60069

Tra
Getting started
IWB i-book
Tell the children to look at the story and ask them to identify the characters. St
Then ask them to look at the little pictures at the top of page 71. Point to the
picture of the sausages and ask: Can you find this in the story? Tell them to St
look in the story and see if they can find the sausages. Tell them to circle the Na
picture of the sausages, because it appears in the story. Tell them to look Ch
through the story and find which of the remaining pictures appear and to circle mu
them. Ask them to check their answers with a partner. Finally, ask the children M
to cross out all the pictures that do not appear in the story. Le
Le
7 Listen to the story. 2.49 St
Play the story and show the children the story cards one by one. Stick the story Na
cards to the board with Blu-Tack. Play the story again and ask the children fun
to follow the story in their books. Pause the recording at various points. Ask Mo
volunteers to point to the relevant scene in their books. Divide the class into five Ch
groups and assign parts to each group: Charlie, Ruby, Lee, Monica and Lees Na
mum. Play the recording again and pause the recording after each scene and
tell each group to repeat their characters lines.

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 Finishing off
UNIT 8 LESSON 4
Put the story cards on the board and divide the class
into two teams. Tell the children you are going to play
a game. Choose a member from each team and read
out one of the characters lines from the story. The first
player to run and touch the story card for that line wins
a point for his or her team. Repeat this until everyone
has had a turn.

2 5 6

LC Students develop Linguistic competence

and comprehension by listening to and
following the pictures in a story: A day at the
fun fair! The story revises and integrates vocabulary
from previous lessons to build knowledge. Children
4 7 8
develop listening fluency by participating in a story
Funfair attractions
Adjectives Im bored.
The rollercoaster is fantastic.
Funfair attractions The rollercoaster is fantastic. 71 card race at the end of the lesson.
5 11:39
600695 _ 0067-0076.indd 71 09/02/15 11:39

Transcript
Story: A day at the funfair! 2.49

Story card 1 Story card 3 Story card 6

Narrator: Ruby, Monica, Lee and Narrator: Ah! The rollercoaster is
Charlie are at the seaside with Lees fantastic.
e mum. Charlie: Wheres Chippy? Can you
n Monica: Im bored. see Chippy?
Lees mum: OK, lets go to the funfair. Lees mum: Um, no. Chippy! Chippy!
Lee: Hurray! Good idea!
Story card 4
Story card 2 Narrator: Monica, Charlie, Ruby and
ory Narrator: Everyone goes to the Lee go to the house of mirrors. And
funfair. Look! whats that? Is that Chippy?
Monicas happy. Monica: Look, its Chippy! Come on!
five Charlie: Chippy, sit!
Story card 5
Narrator: Chippys bored.
Narrator: The children are in the
house of mirrors.
Is Chippy there?
Lees mum: Can you see Chippy?
Lee: No Mum, its a toy dog.
Ruby: Wow! Look at my face!
Narrator: Now the children are at the
ghost train. But wheres Chippy?
Charlie: Look, Chippys on the ghost
train.
Monica: Quick, lets get on!
Story card 7
Narrator: Charlie and Monica are on
the ghost train.
Is that Chippy?
Charlie: Oh, no! Its not Chippy.
Monica: Charlie, Im scared.
Story card 8
Narrator: Where can Chippy be? Hes
not in the ghost train. Oh, there he is!
Lee: Look! Its Chippy.
Charlie: No, Chippy!
Narrator: Chippys hungry!

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 Unit 8 - Lesson 4B
Objectives Getting started
To remember the story. Ask the children to think back to the story from the previous class. Ask
comprehension questions to check what they can remember: Is there a cat
To make a story booklet.
in the story? Is there a shark? Are the children in a park? What colour is the
ghost? Is Lees dad in the story?
Target language
Structures: Listen again 2.49
Im hungry! Im bored! Im scared!
Im happy! Tell the children they are going to hear the story again. Play the story and pause the
recording at various points when a character is speaking. Ask a volunteer to tell you
which character is speaking. Continue with other volunteers.
Materials
Teachers i-book Make a story booklet
CD
Put the story cards on the board out of order. Ask the children to tell you the
Unit 8 pop-outs
correct order of the cards. Point to each card and ask: Is this next? Which card
Unit 8 story cards
is next? Ask volunteers to help you until the story cards are in the correct order.
photocopies of Teachers
Tell the children to find the pop-outs for the story booklet (or hand out
Resource Book, pages 109 and
photocopies of the Teachers Resource Book, pages 109 and 110). Show them
110
how to make a cover for their book and write the title: A day at the funfair! The
stapler
children cut or pop out the pictures and put them into the correct order. Go
round the class to help any child that needs help and to staple the booklets
DC Students develop together.
competence with
technology in the Finishing off
classroom by listening to and Let the children play with their story booklet and encourage them to tell the story.
watching the animated story Encourage them to speak in English and help them with difficult words.
A day at the fun fair! Students
number the pictures as they
watch and identify the correct
sentences to go in each speech
bubble.

Resources
DVD 1
DVD Animated Story: A day at the funfair!
Teachers Resource Book, page 35
Tell the children to look at the pictures on the worksheet. Play the DVD and as they watch, the children number the
four pictures. Play the DVD again and this time the children look at the sentences in the box and choose which one
goes in which speech bubble. Finally, they write the correct sentence in each speech bubble.

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he
ou

d
er.

m
e

y.

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 Unit 8 - Lesson 5A
Students Book, page 72

Objectives Getting started

To learn simple structures. Show the children, with gestures, the meaning of the following phrases: Im
hungry! Im bored! Im sad! Im scared! Im happy! Then practise the gestures
To sing a song.
with the children. T: Im (sad). The children pull a sad face. Continue with the
other phrases.
Target language
Structures:
8 Trace, listen and number. 2.50
Im hungry! Im bored! Im sad! Im
scared! Im happy! Ask the children to look at Activity 8. Tell the children to trace the words. Then
ask volunteers to read them out. Explain that they are going to listen to the
recording and that they have to number the pictures in the correct order. Play
Materials the recording and let the children listen. Play it again and this time the children
Teachers i-book write the numbers. Play it one more time for the children to check their answers.
CD
9 Listen and sing. 2.51
Ask the children to look at Activity 9. Read the words to the song together
as a class. Then rub your tummy and say: Im hungry. This is the way I eat a
sandwich. Mime eating a sandwich, encourage the children to join in with you.
Continue with the other phrases: Im sad. This is the way I say boo, hoo (mime
crying). Im scared. This is the way I shout help, shout help! (mime shouting for
help). Im bored. This is the way I read a story (mime reading). Im happy. This
is the way I shout hurray! (mime celebrating and shouting Hurray!). Play the
recording and encourage the children to join in with the words and actions.

Finishing off
Play Chinese whispers. Put the children into groups of eight and whisper
a sentence to one child in each group, for example: Im happy, hurray! Ask
the child to whisper the same sentence to the next child who then whispers
it to the next one and so on. The last child says the sentence out loud and
hopefully it should be the same one as the teachers.

Transcripts
Trace, listen and number. 2.50 Song: This is the way! 2.51

1 Girl: Hurray! Im the winner. Im happy! This is the way I eat a sandwich, This is the way I read a story,
Eat a sandwich, Read a story,
2 Boy: Its a g-g-ghost! Im scared!
Eat a sandwich. Read a story.
3 Girl: Im bored! This is the way I eat a sandwich, This is the way I read a story,
4 Boy: Mmm! Chocolate cake! Im hungry. When Im hungry. When Im bored.

This is the way I say boo, hoo! This is the way I shout hurray!
Say boo, hoo! Shout hurray!
Say boo, hoo! Shout hurray!
This is the way I say boo, hoo! This is the way I shout hurray!
When Im sad. When Im happy.
This is the way I shout help!
Shout help!
Shout help!
This is the way I shout help!
When Im scared.

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 UNIT 8 LESSON 5
8 Tra, lise> an nume. 2.50
10 Loo an

n
ers. I hungr! I boe!
u.
e
or

I scae! I happy! 11 Draw yo

9 Lise> an sin@. 2.51

Thi i t wa I ea sandwic,
Ea sandwic,
Ea sandwic.
Thi i t wa I ea sandwic,
We> I hungr.
72 Adjectives Im (happy).

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SCC Students develop social skills by identifying different feeling using semantic clues as
well as listening to the tone of voice, pitch, etc. Activities that work on feelings also work
on empathy which is an important part of promoting peaceful coexistence and positive
community atmosphere.

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 Review
6 Trac an numbe. 7 Rea, mToTo
I sa. 2 I bore. 3 I happ. 5
boa St
I hungr. 1 I scare. 4 shar Im
Im

1 2 dolphi>
seagul Te
CD

shel

8 Loo an
3
I sa.
I scae

4 5

I happ

Re
D
50 DV
Te
323845 _ 0047-0052.indd 50 28/01/11 10:24
Ac
DC Students develop competence with technology in the classroom by listening to and wh
watching information from the Real Kids DVD. Using a DVD for listening practice helps co
students to integrate visual and verbal clues when watching. ag

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 Unit 8 - Lesson 5B
Activity Book, page 50

Objectives Getting started

To reinforce target structures. Say a feeling and an action then ask the children to act it out in that manner.
T: Sad. Look at a book. The children mime being sad while looking at a book.
To revise feelings. Continue with the other feelings.

Target language
Karaoke Song: This is the way! 2.52
Structures: Play the karaoke song and encourage the children to join in. Mime the feelings
Im sad. Im bored. Im happy. and actions as prompts.
Im hungry. Im scared.
6 Trace and number.
Materials Write these words on the board: sad, hungry, bored, scared and happy. Point
Teachers i-book to one of the words and ask the children to mime the feeling. Ask the children
CD to look at the pictures in Activity 6. Point to each picture and ask the children to
say how that child feels. The children then trace the words and pictures. Point
to the first sentence, say: Im sad, which picture is it? Tell the children to read
the other phrases and to write the number of the corresponding picture. Check
the activity by asking the children questions: Whats number three? Im scared,
which number is it?

Finishing off
Tell the children that you are going to mime a feeling and they have to guess
which one it is. Mime one and ask them to tell you what it is. Then ask the
children to get into pairs and to take turns to mime a feeling to their partner.

Resources
DVD 2
DVD Real Kids Unit 8
Teachers Resource Book, page 36
Activity 1: Ask the children to look at the picture and say Activity 2: The children decide which sentences start with
what they can see. Play the DVD and the children then There is a and which start with There are some, then they
colour the things that are in Emilys picture. Play the DVD match the sentence halves together.
again so they can check.

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 Unit 8 - Lesson 6A
Students Book, page 73

Objective Getting started

To develop reading skills. Display the poster. Allow the children some time to memorise everything in
the poster. Now cover the target language elements with large post-its. Point
Target language to one of the post-its covering a picture and ask: Whats this? The children try
to remember and answer using a complete sentence: Its a (crab). If they are
Vocabulary: correct, take off the post-it to reveal the picture. Continue with all the other
boat, crab, dolphin, lighthouse, covered items on the poster.
sand castle, sea, seagull, shark,
shell; blue, grey, orange, red, white
10 Look and say.
Materials Tell the children to look at the photos in Activity 10. Point to each picture
and ask them to tell you what they can see. Then say a number and ask the
Teachers i-book children to say what it is: (Laura), whats number three? The child should try and
Unit 8 poster answer with a complete sentence: Its a (crab). When you have asked them the
post-its or paper to cover some of questions, continue with other questions: What colour is the (boat)? Do you like
the pictures sand castles?

11 Draw your own sand castle.

Ask the children to look at Activity 11. Tell them that they have to draw a sand
castle in the space provided. As the children work, go around and ask them
individually: Whats this?

Finishing off
Ask a child to come to the front of the class and ask them to draw what you
say on the board. This can be done to revise vocabulary from previous units.
For example: Please draw a ruler. Please draw a goldfish. Please draw a
mouth. Please draw a ball.

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NIT 8 LESSON 5 UNIT 8 LESSON 6
10 Loo an sa.
y
4
1
3

2
e!
nd
e
ke
5
7
d

6 8

ppy! 11 Draw you ow> san cast.

sandwic,

sandwic,
M favo
Recognising seaside items 73

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IE Students develop initiative by reading sentences and drawing their own interpretation. In
this activity, children develop autonomy through reading and then through their own artistic
interpretation.

263

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 To

Vo
bo
sa
sh
St
W
Ic

Te
Un
ph
Bo
as
ap
str
sh
glu

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it
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264

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 Unit 8 - Lesson 6B
Art and crafts

Objective Getting started

To create a collage. Display the poster. Name an item from the poster and throw the ball to a child
to catch. That child comes to the front of the class and points to the item.
Target language Continue with other children until all the words have been said. The children can
take it in turns to take over your role of naming words and throwing the ball.
Vocabulary:
boat, crab, dolphin, lighthouse,
sand castle, sea, seagull, shark, Make a sea animal collage
shell Hand out the photocopies of the sea animal template (Teachers
Structures: Resource Book, page 17). Tell the children to colour the animals as they
What can you see? wish. Give each child a piece of blue card and various strips of the blue
I can see a and green paper to create a seaside background. Show the children
how to stick the coloured strips of paper onto the card to create the
effect of the sea. The children then cut out their animals and stick them
Materials onto their scene. Invite children to hold up their finished pictures and
Teachers i-book other children to describe what they can see: I can see a blue dolphin.
Unit 8 poster
photocopies Teachers Resource
Book, page 17
a soft ball
a piece of blue card for each child
strips of blue and green tissue
shiny paper
glue

CAE Students develop

their creative skills by
creating a sea animal
collage and later describing
it. Being actively involved in
creating art work and receiving
praise, facilitates wanting to
later present the work done.

Finishing off
Ask the children to take out their notebooks. Say: Draw a boat, please. Draw a
dolphin, please. Draw a crab, please. When they have all finished the drawings
tell them how to colour them:Colour the boat green. Colour the dolphin blue.
Colour the crab orange. Go round the class while you are saying the colours to
ensure they are doing the activity correctly.

265

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 Unit 8 - Lesson 7A
Students Book, page 74
Objectives
To listen to a story.
To follow the sequence in a story.
To practise pronunciation: s.
Target language
Structures:
Whats the matter?
Im scared.
Materials
Teachers i-book
CD
posters from previous units
flashcards from previous units
i-story cards
Transcripts
Listen. Beeps world!
Narrator: Beep and Robby are at the seaside.
Beep: I like the seaside!
Robby: Squeak!
Narrator: Oh, look at that boy! Whats the matter?
Boy: Its a shark. Im scared.
Narrator: Beep is running to help the boy. Beep to the
rescue!
Girl: Help! Thats my brother!
Narrator: Beep jumps. Oh, no! Beep cant swim!
Girl: Its OK! Ive got a boat!
Listen and repeat. 2.54
At the seaside I can see...
At the seaside I can see..., six sad seagulls.
266
685815 _ 0241-0273.indd 266
Getting started
Display various posters from previous units. Say: I can see a (plane). The children
look at the posters and when they see the item put their hand up. Choose a child
to come and point to the picture. The child then names something they can see.
12 Listen. 2.53
Ask the children to look at Activity 12. Tell them to look at the first scene from the
cartoon, and ask where is Beep. Ask them to tell you what else they can see in the
pictures. Play the recording and ask the children to follow the story in their books.
Play the recording again, stopping at various points and asking volunteers to say
the next line.
Phonics
Listen and say a tongue twister. 2.54
Tell the children they are going to learn a tongue twister. Play the recording,
pausing at the end of each line for the children to repeat. Write the tongue
twister on the board. Play the recording again encouraging the children to copy
the narrators intonation. Divide the class into groups. Give them a few minutes
to practise the tongue twister, and then invite them to the front to perform for
the rest of the class. Encourage the children to find any other words that they
know that begin with s for example, spaghetti, school or any names of children
in the class. Write the words up on the board and practise saying them with
English pronunciation.
Finishing off
Do some revision of the previous unit. Slowly draw a banana on the board and
the children have to try and guess what is being drawn before it is finished.
Do it with apple, sausage, sandwich and cheese. The children can also take it
turns and come to the board or do it in pairs if there is enough time.
2.53
Narrator: Is Beep all right? Oh, yes, look!
Boy: Oh, its a dolphin!
Girl: I like dolphins.
Narrator: Beep and Robby have got a new friend. Its a
dolphin.
Beep: Thank you, dolphin.
Robby: Squeak, squeak!
Narrator: Beep and Robby like the seaside.
At the seaside I can see..., six sad seagulls sitting on a
sand castle.
06/05/15 16:19
 Beeps world! UNIT 8 LESSON 7 Term rev
n
d
12 Lise>. 2.53
1 Lise> a
e
the
s.
y

py
es

en

2 Coun a
a

74 Phonics initial sound s as in see The seaside

600695 _ 0067-0076.indd 74 09/02/15 11:40

LC Students develop Linguistic competence and comprehension by listening to the story while
following along looking at cartoons. Developing enjoyment of stories forms an important
part of developing lifelong literacy habits.

267

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 Review

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wh

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51

323845 _ 0047-0052.indd 51 28/01/11 10:24

Tra
Students develop Linguistic competence through fluency skills by responding to the
LC
P
teachers questions about the unit poster. Children consolidate language learning while
building both fluency and accuracy. Bo

268

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 Unit 8 - Lesson 7B
Activity Book, page 51

Objectives Getting started

To revise the vocabulary from the
whole unit.
To reinforce reading skills.
Display the poster. Use the Beep toy to ask different questions to the children
about the items on the poster. The children should try and answer with
complete sentences. T: Is this a (crab)? SS: Yes, it is. / No, it isnt. T: What is
this? SS: Its a (shell). T: (David), come and point to a (boat).

Target language
7 Read, match and colour.
Vocabulary:
boat, crab, dolphin, lighthouse, Ask the children to look at Activity 7. Read the words together. Ask the children
sand castle, sea, seagull, shark, to match the words to the pictures. Then tell them to colour the pictures as they
shell want or do a colour dictation.

8 Look and write.

Materials Ask the children to look at Activity 8. Read the sentences in the box together.
Teachers i-book Tell them to mime each sentence. Then tell them to look at the pictures and
CD write the correct sentence next to each one.
Beep toy
Unit 8 poster Picture dictionary 3.8
Ask the children to look at the Picture dictionary on page 52 of their Activity
Books. Hold up your two index fingers and signal to the class to do the same.
Say: Point to the sea and the shark. Encourage the class to quickly point to the
two pictures and check with the child next to them. Repeat with other words from
the page. Tell the children to trace each word on the dictionary page. Play the
recording and ask the children to look at the pictures and repeat the words.

Finishing off
Use the Beep toy to ask general questions about vocabulary from this and
previous units. For example, write a number on the board and ask: What
number is this? Hold up a flashcard and ask: What is this? Put an object
flashcard on top of a room flashcard and ask: Wheres the (book)? What colour
is this (crab)?

Resources
Phonics
Teachers Resource Book, page 92
Activity 1: The children look at the pictures on the left which all begin with s. The teacher asks the children to
unscramble the words and match them to the pictures.
Activity 2: The children read out the sentence and then draw a picture showing the sentence (seven seagulls flying
near the sun and a sand castle next to the sea).
Extra activity: Ask the children to add more pictures of s words to their drawings. Then, ask them to make pictures out
of the capital letter S (snake, swan, etc).

Transcript
Picture dictionary 3.8

Boat, crab, dolphin, lighthouse, sand castle, sea, seagull, shark, shell.

269

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 Unit 8 - Evaluation
Objective Revise the vocabulary with the children. Show the flashcards one at a time and
ask questions about the seaside elements. T: Whats this? Show the children
To evaluate childrens understanding To
the test and explain each activity. Play the audio and the children do Activity 1.
of target language from the unit. vo
Play it again. The children complete the rest of the test by themselves.
Un
Target language 1 Listen and number the seaside objects. 2.55
Vocabulary: Explain to the children that they are going to hear a number followed by a
boat, crab, dolphin, lighthouse, seaside word. They must write the number in the box next to the correct Vo
sand castle, sea, seagull, shark, picture. Fo
shell
2 Write the words. St
Structures: The children use the words in the box to label the pictures. Id
What can you see?
Im hungry! Im bored! Im scared! 3 Read and trace, then match the pictures to the sentences.
Im happy! The children trace the sentences and match them to the corresponding
pictures. Te
Un
Materials 4 Colour the pictures according to the key, then complete the Un
Teachers i-book sentences.
CD The children colour the pictures by using the key. They then look at the pictures
Unit 8 flashcards they have coloured and complete the sentences using the words in the box.
photocopies of Unit 8 Test,
Teachers Resource Book, pages
149 and 150
Unit 8 Test
Unit 8 Test Name: a
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Transcript F
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Unit 8 Test. Activity 1. Listen and number the seaside objects. 2.55 F
c
1 Crab. 2 Dolphin. 3 Sand castle. 4 Seagull.
5 Shell. 6 Lighthouse. 7 Boat. 8 Shark.

270

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 Unit 8 - Review
Students Book, page 75

nd Objective UNIT 8 LESSON 7 Term review 3

To revise and practise target
1.
vocabulary and structures from
Units 7 and 8. 1 Lise> an dra o . 2.63

Target language
Vocabulary:
Food, Seaside
Structure:
I dont like crabs.

Materials
Teachers i-book
Units 7 - 8 flashcards
Units 7 - 8 posters

es

LC Students develop their

2 Coun an sa.
language skills by
reviewing the vocabulary
and practising the structures
they have seen so far. Food Likes and dislikes The seaside 75

1 600695 _ 0067-0076.indd 75 09/02/15 11:40

2.56

Transcript Getting started

Put the flashcards on the board in random order. Go over all the words with
Listen and draw the class. Tell them to close their eyes and then remove one of the flashcards.
J or L. 2.63 The children guess which word is missing.

Find the orange juice. Mmm!

I like orange juice.
Find the seagull. Aaah! I like
seagulls.
Find the sausages. Yuck! I
dont like sausages.
Find the pizza. Mmm! I like
pizza!
Find the milk. Mmm! I like
milk!
Find the crab. Urgh! I dont
like crabs!
Find the sandwiches. Yuck! I
dont like sandwiches!
Find the cake. Mmm! I like
cake.
1 Listen and draw J or L. 2.63
The children look at the picture. Then, play the recording, pausing as necessary
to allow the children to draw a face.
2 Count and say.
Tell the children to look again at the picture. Ask them to name the first picture
at the bottom (seagull) and then to count the seagulls in the picture. Repeat
with the other items.
Optional activity
Ask and answer.
Students work in pairs. They both look at the scene and then take turns to ask
each other about likes and dislikes using items from the picture as cues:
Child A: Do you like bananas?
Child B: Yes, I do.

271

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 Unit 8 - Review
Students Book, page 76

Objective Term review 3

To revise and practise target To
vocabulary and structures from thr
Units 7 and 8. 3 Pla ga.
Ifi i pizz? Ifi ca!
Target language Vo
Vocabulary: Un
Food, Seaside
Structure:
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Teachers i-book
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Units 7 - 8 posters
I I I I I
boe. scae. happ. hungr. sa.

LC Students develop their

language skills by
reviewing the vocabulary
and practising the structures
they have seen so far. 76 Food Adjectives Is it a (pizza)? / Im (hungry).

600695 _ 0067-0076.indd 76 09/02/15 11:40

3 Play a game.
Hold a flashcard behind a book so students cant see it. The card is facing
with picture side toward the students. Slowly pull the flashcard out to show the
picture little by little. Ask students to put their hands up when they think they
know what the picture is. You can then choose students who guess correctly to
come to the front and take turns revealing cards to the class.

4 Read and draw.

Ask the children to read the first speech bubble and to look at the emoticons
below. Ask a volunteer to draw the appropriate emoticon on the board. Let the
children work in pairs to read and choose the appropriate picture then draw it
on the faces.

Finishing off
Display one of the posters and let the children look at it for one minute. Then
take it away and ask them some questions. Tra
En
A
A
A
Ha

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 End of year Test
Objective This is a good time to do the End of year Test with the children. The children
could enjoy pretending to be teachers and correct their peers work. This would
To evaluate childrens progress
work particularly well with the End of year Test, page 153, which requires
throughout the year.
closed answers.

Target language 1 Listen, circle and colour the objects. 2.56

Ask the children to look at the pictures in Activity 1. Explain that they are going
Vocabulary and structures from
to hear some of the objects mentioned and that they must only circle the words
Units 1 8.
they hear. They will also hear an instruction to colour the object a specific colour.
Pause the recording after each instruction to give the children time to colour.
Materials
2 Write three more words in each circle.
Teachers i-book
Ask the children to think of more words from the three categories in the circles.
CD
You could point to some different parts of the body to suggest examples for
photocopies of End of year Test,
the body category, or quickly show them some flashcards as a reminder for the
Teachers Resource Book, pages
other categories.
151 154
3 Write the words.
The children match the words in the box with the corresponding pictures and
write them in the gap-lines provided.

4 Read and colour.

The children read the sentences and find the objects they refer to. They colour
the objects according to the descriptions.

En
End of year Test d of year Test
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Transcript
End of year Test. Activity 1. Listen, circle and colour the objects. 2.56

A bike. Colour it blue. Granny. Colour her grey.

A school bag. Colour it green. A parrot. Colour it red and green.
A shell. Colour it purple. A cake. Colour it pink and white.
Hair. Colour it black. A bedroom. Colour it yellow and brown.

273

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 Festivals - Halloween
Students Book, page 77

Objectives Getting started

To learn some Halloween Ask the children to tell you words they know related to Halloween. If they
customs. havent said any of these words: skeleton, vampire, monster, witch or
ghost, then introduce them. Draw a skeleton on the board and say: This
To learn Halloween vocabulary.
is a skeleton. Repeat with me, skeleton. Do the same with the rest of the
To sing a song. vocabulary. Then, point to the items and ask the children what they are.

Target language 1 Listen and point. 2.57

Vocabulary: Ask the children to open their Students Books at page 77. Explain that it
ghost, monster, skeleton, vampire, is Halloween and that Lee, Charlie, Monica, Ruby and Chippy are wearing
witch costumes. Ask them what Halloween things they can see. Tell the children
that they have to point to the characters as they hear them mentioned on the
Materials recording. Play the recording. Play the recording again but stop it before it says
what each child is and ask the class to say the word. Audio: Point to Monica.
Teachers i-book Shes a SS: Monster.
CD
2 Listen and sing. 2.58
Say each line of the song from the verse in the book and ask the children to
repeat after you. Ask the children to listen to the recording and encourage them
to join in. Point to the pictures in the book to help them.

Karaoke Song: The Halloween song. 2.59

Play the karaoke version of the song and encourage all the children to sing
the song.

Finishing off
Slowly begin to draw one of the Halloween characters on the board. The children
try and guess what you are drawing before you finish. The children can then get
into pairs and do the same with their partner.

Transcripts
Listen and point. 2.57

Point to Monica. Shes a monster. Point to Ruby. Shes a witch.

Point to Lee. Hes a skeleton. Point to Chippy. Hes a ghost.
Point to Charlie. Hes a vampire.

Song: The Halloween song. 2.58

Halloween, Halloween. Halloween, Halloween. Halloween, Halloween.

What can you see? What can you see? What can you see?
I can see a scary ghost chasing me. I can see a scary witch chasing me. I can see a scary skeleton chasing me.
Halloween, Halloween. Halloween, Halloween.
What can you see? What can you see?
I can see a scary monster I can see a scary vampire chasing me.
chasing me.

274

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 Festivals Halloween

1 Lise> an poin. 2.57

vampi monse witc

seeto> ghos
ys

em

2 Lise> an sin@. 2.58

Halloe>, Halloe>.
Wha ca> yo ?
I ca> scar ghos chasin@ .
Aarg!
77
me.
600695 _ 0077-0079.indd 77 09/02/15 11:53

CAE Students develop their cultural awareness by participating in a lesson on Halloween.

Raising awareness about traditional holidays helps children to enjoy English class more
and feel more empathetic with the target culture.

275

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 F
A
Festivals Halloween
1 Trac an colou. To
To

Vo
gh
1 2 wi

3 Te

2 Trac an numbe.

ghos 2 vampi 4 seeto> 5

witc 3 ca 6 monse 1
53 Re
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323845 _ 0053-0056.indd 53 28/01/11 8:47

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276

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 Festivals - Halloween
Activity Book, page 53

Objectives Getting started

To learn some Halloween customs. Do imitations of the following words: skeleton, vampire, monster, witch, ghost.
When the children have guessed correctly ask a volunteer to come to the front
To revise Halloween vocabulary.
of the class and whisper one of the characters in their ear. Then ask the child
to imitate the character to the class. Continue with other children.
Target language
Vocabulary: 1 Trace and colour.
ghost, monster, skeleton, vampire,
witch Tell the children to open their Activity Books at page 53 and look at Activity 1. Ask
them to tell you what they can see. The children trace the Halloween characters
with their pencils and then colour the picture.
Materials
Teachers i-book 2 Trace and number.
Tell the children to look at Activity 2. Point to the first picture and ask the
children what it is, repeat with the other pictures. The children trace the words
with a pencil. Point to the ghost and ask the children to find the ghost in the
picture from Activity 1. T: What number is it? SS: Two. Tell the children to do the
same with the other pictures and to put the number in the correct box.

Finishing off
Begin to say one of the words from Halloween and ask the children to say the
complete word. T: Skel SS: Skeleton.

Resources
Arts and Crafts
Teachers Resource Book, page 18
Distribute photocopies of the Halloween craft to the children. Ask them to cut out the ghost and to stick it on a
popsicle stick. Play the song again and have them hold up their ghosts as they sing.

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 Festivals - Christmas
Students Book, page 78

Objectives Getting started

To learn some Christmas customs. Write the word Christmas on the board. Ask the children to tell you all the
words they know about Christmas. Draw all their suggestions on the board.
To learn Christmas vocabulary.
If they dont say the words from this lesson then introduce them with a
To sing a song. drawing: Christmas tree, star, reindeer, Santa, present and chimney. Ask
the children to repeat the words so they practise their pronunciation. You
Target language could also ask some questions about Christmas. T: What day is Christmas
day? What colour is Santas jacket? Leave the drawings on the board for the
Vocabulary: finishing off activity.
chimney, Christmas tree, present,
reindeer, Santa, star
1 Colour and say.
Materials Ask the children to open their Students Books at page 78 and look at Activity 1.
Ask them to look at the picture and tell you who and what they can see. Give
Teachers i-book them some time to colour in the Christmas elements. Go round the class
CD praising their work. Ask them to point to and say the Christmas words.

2 Listen and sing. 2.60

Say each line of the song and ask the children to repeat after you. Ask the
children to listen to the recording and encourage them to join in. Point to the
pictures in the book to help them. Point to the children when it says: With
presents for you. Point to yourself when it says: And presents for me!

Karaoke Song: The Santa song. 2.61

Play the karaoke version of the song and encourage all the children to sing
the song.

Finishing off
Play Christmas Bingo! Ask the children to get their notebooks and to draw three
squares as if they were Christmas presents. They then draw different Christmas
pictures in these boxes. Call out the words one by one and tell the children they
have to cross out the picture if they have it. The first child to cross out all their
pictures is the winner.

Transcript
Song: The Santa song. 2.60

Here comes Santa,

Here comes Santa.
Can you see?
Can you see?
Coming down the chimney,
Coming down the chimney.
With presents for you,
And presents for me! (x2)

278

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 Christmas
1 olou an sa. 1 Fin an c
hristma t
e
eine sta

y 1.

peen

Sant

2 Lise> an sin@. 2.60

He coe Sant.
Ca> yo ?
Comin@ dow> t chim>e,
Wit peent fo yo, e egg
An peent fo ! ge> egg
78

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CAE Students develop their cultural awareness by singing a Christmas carol in English and
creating a holiday greeting card. Music forms a traditional foundation as do greeting
cards. They become more familiar with the target culture and are able to contrast it
against their own, as well as improving language skills during this lesson.

279

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 F
A

Christmas
To
To
1 Rea an colou. 1 Rea, mTo
pic

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sh

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54
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323845 _ 0053-0056.indd 54 28/01/11 8:47 Te
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 Festivals - Christmas
Activity Book, page 54

Objectives Getting started

To learn Christmas vocabulary. Begin to draw one of the Christmas items on the board and the children try
and guess what it is before the drawing is finished. Repeat with all the words.
To read some Christmas words.
To colour some Christmas
pictures. 1 Read and colour.
Write these words on the board: Christmas tree, star, reindeer, Santa,
present. Ask the children to read the words out loud with you, copying your
Target language
pronunciation. Now, ask the children to look at Activity 1 and to read the words
Vocabulary: and colours. When they have done that ask them to colour the items with the
Christmas tree, present, reindeer, correct colour. Go round the class to see that they are using the right colours.
Santa, star
2 Draw your favourite present.
Materials Ask the children to tell you what present they would like for Christmas, repeat
their answers in English as necessary. The children then draw what they would
Teachers i-book
like in the box.
sheets of card

Finishing off
Make a Christmas card. Give each child a piece of card and show them how
to fold it in half. The children decorate their Christmas card. Write Merry
Christmas! on the board so that the children can copy it and write it in their
card. When they have finished, mix all the cards together and put them in a
pile. Then ask them to pick one up out of the pile to keep and take home.

Resources
Arts and Crafts
Teachers Resource Book, page 19
Distribute the photocopies of the Christmas tree. Tell the children to colour the tree and the four pictures. When they
have finished they cut out the pictures and stick them onto the tree. They then stick the tree onto card and cut it out.
Help the children to make a small hole at the top and thread a piece of string through to make a Christmas decoration.

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 Festivals - Easter
Students Book, page 79
Objectives
To learn an Easter custom.
To practise counting.
To revise the colours.
Target language
Vocabulary:
blue, eggs, green, pink, purple,
red, yellow
Materials
Teachers i-book
different coloured counters
282
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Getting started
Tell the children you are going to hide some counters round the classroom.
Ask several children to leave the classroom whilst you and the other children
hide the counters. When they are all hidden, ask the children to come back
to the classroom and look for them. When a child finds one, they say what
colour it is. When they have found all the counters, count how many there
are of each colour as a class. Repeat the game with other children.
1 Find and count.
Ask the children to open their Students Books at page 79. Ask who and what
they can see in the picture. Explain that the characters are having an Easter egg
hunt where they look for hidden eggs. Tell the children to count how many eggs
there are of each colour and to write the numbers in the boxes. When they have
finished, say: How many (red) eggs are there? The children say the numbers.
Finishing off
Draw a big Easter egg on the board. Decorate it with lines, stripes, circles. Ask
the children what colour they would like you to colour in the shapes. When you
have finished, ask the children to open their notebooks and to draw and colour an
Easter egg.
06/05/15 16:22
 Christmas Easter

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1 Fin an coun.
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ave

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79

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CAE Students develop their cultural awareness by learning about Easter egg hunts.
Becoming involved with the target culture and its customs allows students to feel
closer to the language and enjoy cultural differences.

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 F
A

Christmas Easter
To

1 Rea, matc an colou.

Vo
eg
= orang ye
M eg@fi gree>.
= brow>
Te
sh

M eg@fi re.

M eg@fi yello.

M eg@fi purpl.

M eg@fi pin.

Re
55
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323845 _ 0053-0056.indd 55 28/01/11 8:47
Te
CAE Students develop Cultural awareness and expression by participating in a lesson with traditional Ha
Easter games and creating their own personalised Easter egg card. Becoming involved with the target fin
culture and its customs allows students feel closer to the language and enjoy cultural differences. us

284

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 Festivals - Easter
Activity Book, page 55

Objective Getting started

To revise colours. Do some general revision of the colours. Ask the children to stand up and
give them instructions. T: Touch something green, please. T: (David), point to
Target language something (red).

Vocabulary:
egg; green, pink, purple, red, 1 Read, match and colour.
yellow Tell the children to look at Activity 1. Ask a volunteer to read the first sentence.
Tell the children to get a green crayon, to follow the line to the egg and to colour
Materials it green. The children then do the same with the other eggs.

Teachers i-book
sheets of paper Finishing off
Give each child a piece of paper. Tell the children that they are going to draw
an Easter egg and that they are going to decorate and colour it. Tell the
children they can decorate it and colour it as they wish. Write Happy Easter!
on the blackboard and ask the children to write it on their sheet of paper under
their egg. Now, tell the children they can give their pictures to a friend as a
present.

Resources
Arts and Crafts
Teachers Resource Book, page 20
Hand out the photocopies of the Easter egg. Tell the children to colour the egg and the chick. When they have
finished they stick the two parts of the egg onto card and cut it out. Help the children to attach the top of the egg
using a split pin.

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 Game
Students Book, page 80

Objectives Getting started

To revise target vocabulary. Choose any unit of the book and draw halves of some of the target language
on the board. For example from Unit 4 you could draw half a car, half a teddy
To interpret visual clues.
and half a bike. Point to the different half toy shapes and ask questions. T:
Whats this? SS: Its a car. Ask volunteers to come to the board to complete
Target language the toy shapes.
Vocabulary:
ball, cake, cat, ear, glue, grandad, 1 Match and say.
kite, lighthouse, pen, sausages,
table, train Ask the children to look at Activity 1. Point to the cake half in the first column
and ask a volunteer to say what it is. Then, point out the colour background of
the cake half. T: The cake is in a blue circle. Ask them to identify other elements
Materials in the blue circles. T: Can you see a cake? The children match the object halves.
Teachers i-book You can play pleasant classical music in the background to contribute to the
Beep toy informal game atmosphere of the activity. You can record the question, What
classical music can you see? With the Beep toy and go around the class asking the children to
show you their matched pairs and tell you the names of the different items.

Finishing off
Divide the children into groups of four. Assign a unit to each child and ask
them to draw four target vocabulary items on previously cut pieces of card. It
is important all the card sizes are the same. When they have finished ask them
to cut their cards in half. Each group collects all the cards together, shuffles
them and divides them face down. Now the children play Snap with the cards.
When two halves coincide the first child to say: Snap! and say the name of the
object takes the card. The child with most cards at the end is the winner.

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 1 Matc an sa.

f
ts
es.

s.
e

80

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LC Students develop Linguistic competence by consolidating vocabulary knowledge from

throughout the book. They identify the vocabulary elements visually, match them and then
show knowledge by saying the words out loud.

287

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 Associated
Reader

PRIMARY
reader

1
pop-outs

Name:

pop-outs

story cards

beep1

cards

1
i-solutions
i-book
Pu
bl m
ish co
ed lt.

1
by de
Ric on
hm hm
ond .ric
Pub ww
lishin 1. w
201
g / Santillana Educacin, S.L.

CD-ROM
Pu
bl m
ish co
ed lt.
by de
Ric on
hm hm
ond .ric
Pub ww
lishin 1. w
201
g / Santillana Educacin, S.L.

beep1
tions i-book
CD-ROM

SBN 978-84-668-1339-6

Brendan Dunne
9 788466 813396

02/03/11 7:32

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 Richmond Publishing
58 St Aldates
Oxford OX1 1ST
United Kingdom

Brendan Dunne, Robin Newton

Santillana Educacin, S.L. 2016

Writer: Susan Bolland

Publishing Director: Mara Lera

Managing Editor: Miranda Friel
Editorial Team: Grace Lloyd, Elsa Rivera Albacete,
Beatriz Romn, Silvia Ruiz Calvo, Susana Snchez Gonzlez,
Andrea Turner, Rebecca Watson
Digital Managing Editor: Virginia Santidrin Ruiz

Consultants: Debbie Benn, Amanda Morrison Prince,

Jayne Williams

Music and Recordings: Riera Sound, Suena Estudio

Song Lyrics: Brendan Dunne and Robin Newton

Art Director: Jos Crespo

Art Coordination: Javier Tejeda, Rosa Marn
Cover Design: Manuel Estrada
Design: Colart Design S.C.

Illustrators: Alins Illustration: Sonia Alins; Gloria Celma;

Marina Gmez Mut; Juan Diego Molina Jimnez;
Beehive Illustration: Moreno Chiacchiera, Jim Peacock

Photo Researcher: Amparo Rodrguez

Technical Director: Jorge Mira Fernndez
Technical Coordination: Roco Lominchar Romero
Layout: Marina Gmez Mut, Novimago, S.L

Photos: Manufacturas Artesana Espaola S. L.

Printed in Spain
ISBN: 978-84-668-2508-5
DL: M-9316-2016
CP: 795413

All rights reserved.

No part of this work may be reproduced, stored in a retrieval
system or transmitted in any form, electronic, mechanical,
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If you need to photocopy or scan any fragment of this work,
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arrangements.

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