TEACHER’S

TEACHER’SBOOK

2
EDITION

MLI_CVR_TB2_6708_CVR.indd 1 25/04/2012 11:37

 2
My Little Island – Where the adventure begins!
Welcome to My Little Island, a three-level pre-primary course that
starts children on their journey of learning English! Children will
be inspired to learn with engaging characters and fun activities.
For pupils
• Pupil’s Book with stickers & CD-ROM
• Activity Book with Songs & Chants CD
For the teacher
• Teacher’s Book
• Active Teach interactive whiteboard software
• Class Audio CD • Big Book ISBN 978-1-4082-8670-8

• Picture cards • Squirrel puppet

• Posters

9 781408 286708 >

www.pearsonelt.com/mylittleisland

MLI_CVR_TB2_6708_CVR.indd 2 25/04/2012 11:37

 TEACHER’S BOOK

A01_MLIS_TB_6708_Pre.indd 1 25/04/2012 14:39

 Pearson Education Limited
Edinburgh Gate
Harlow
Essex CM20 2JE
England
and Associated Companies throughout the world.

www.pearsonelt.com

© Pearson Education Limited 2012

The moral rights of the author have been asserted.

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

First published 2012

ISBN: 978-1-4082-8670-8

Set in Heinemann Roman

Printed in Slovakia by Neografia

Illustrated by Abraham Balcázar, José Luis Briseño

A01_MLIS_TB_6708_Pre.indd 2 25/04/2012 14:39

 Contents
Course and Philosophy ..................................................................................................................................................................................iv
Components ...................................................................................................................................................................................................vi
Digital Tools: CD-ROM and ActiveTeach ....................................................................................................................................................x
Course Highlights..........................................................................................................................................................................................xii
Scope and Sequence ....................................................................................................................................................................................xiv
Time Guidelines ............................................................................................................................................................................................xvi
Map ..............................................................................................................................................................................................................xvii

1 Welcome ...........................................................................................................................................................................................T1A
2 My School ........................................................................................................................................................................................ T2A
3 Family ................................................................................................................................................................................................T3A
4 Play Time! .........................................................................................................................................................................................T4A
5 My House ..........................................................................................................................................................................................T5A
6 My Body ............................................................................................................................................................................................T6A
7 Time to Eat!......................................................................................................................................................................................T7A
8 On the Farm .................................................................................................................................................................................... T8A
9 The Weather ....................................................................................................................................................................................T9A
Phonics and Extra Practice: Units 2–9 .............................................................................................................................................. T86
Festivals .................................................................................................................................................................................................. T102
Cutouts and Stickers ............................................................................................................................................................................ T105
Resources................................................................................................................................................................................................ T107
Activity Book Pages with Answers ................................................................................................................................................ T108
Letters Home: General Letter Home ..............................................................................................................................................T127
Flashcard Index ................................................................................................................................................................................T128
Video Scripts .....................................................................................................................................................................................T129
Games................................................................................................................................................................................................T133
Graphic Organizer: T-Chart ........................................................................................................................................................... T138

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 Course and Philosophy
My Little Island is a three-level course for teaching English to 3 to
5-year-old children whose first language is not English. It is based
on four over-arching beliefs:
1. Realities of the child’s world must be
at the core of the course and the basis
for materials chosen.
2. A learner who is engaged will learn
better.
3. Each child is unique in personality,
interests, and learning styles and will
benefi t from materials that reflect this.
4. Successful learning only occurs when
skills presented build on each other
and are reviewed meaningfully.
Sammy the Squirrel
Kimmy Timmy Billy
Level 1 Level 2
iv Course and Philosophy
A01_MLIS_TB_6708_Pre.indd 4
This unique and engaging course takes children on an exciting
fantasy-island adventure with characters their own age,
introducing two new characters at each level. Each level has nine
units. After an introductory or review welcome unit, there are
eight thematic units which are recycled and build on each other
at each level of the course. In this level’s Welcome unit, children
meet Lilly and Billy, and learn some greetings and actions to use.
They also are reacquainted with Sammy the Squirrel, the course’s
mascot, who appears throughout the course and supports
children as they learn (when he isn’t getting into mischief!). The
welcome unit also reviews target language and vocabulary from
the previous level.
The course is designed to help children learn to communicate
in English through a four-skills-based approach that builds
increasing language proficiency through prereading/reading,
prewriting, listening, and speaking lessons and activities. Children
begin the course looking at and listening to picture stories. In
this second book, children continue to enjoy stories and songs.
Listening and speaking skills, which are critical for language
learning, are developed throughout the course, with increasing
emphasis beginning at this level.
Lilly Lou Sue
Level 3
25/04/2012 14:39
 The course uses a natural approach to teaching language JOIN US AT THE GREAT TEACHERS PRIMARY PLACE!
through TPR® (Total Physical Response). Associating gestures Find inspiring ideas for your primary classroom, discover new
with vocabulary and language structures builds a positive techniques and solutions that work, connect with other primary
attitude and confidence, while at the same time, helps children teachers, and share your own stories and creativity.
attach meaning to the language they are learning. The opening The Great Teachers Primary Place is the place to go for free
scene in each unit shows characters engaged in activities and classroom resources and countless activities for primary teachers
includes a song about what they are doing, along with suggested everywhere.
actions for children to do. Lessons build, using a kinesthetic
Go to www.pearsonlongman.com/primaryplace and register for
approach. Throughout the course, children learn English through
membership.
a wide range of activity types to accommodate all learning
styles, and learners get to experience all mediums. Children Members of The Great Teachers Primary Place will receive
do traditional activities in their books and Activity Books. They exclusive access to:
participate in class activities and projects, as well as engage with ✓ free articles on current trends in the primary classroom!
the course’s digital tools as they interact with their classmates on ✓ free reproducible activity sheets to download and use in
the interactive whiteboard (ActiveTeach) and on the CD-ROM. your classroom!
My Little Island equips young learners for the technological, ✓ free Teacher Primary Packs filled with posters, story cards,
global world of the 21st century not only by teaching them and games to use in your classroom!
English and digital literacy, but also by fostering critical skills to
help them become successful, contributing members of society.
✓ exclusive access to professional development via print
materials and web conferences!
Skills most helpful for the future include: flexibility,
adaptability to constant change, critical and
analytical thinking, communication, collaboration,
creativity, and problem solving. By nurturing
these critical skills and abilities in children, the
course ensures that children develop into more
autonomous primary-age learners and beyond.
By addressing these preprimary objectives and
developing skills and strategies for communicating
in a global community, My Little Island prepares
children to meet expectations of the Starter level of
CYLET (Cambridge Young Learners English Tests)
and ensures that they will continue to be successful
and enjoy their learning experiences in English.

Course and Philosophy v

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 Components
PUPIL’S BOOK WITH CD-ROM
A welcome unit opens the Pupil’s Book and serves as a review of the course’s first book.
Eight thematic units follow, and include presentation and practice of the new lexical
sets of vocabulary and language structures. Vocabulary builds throughout the course,
from basic greetings, classroom objects and the family, to words used to talk about
community workers and places, school activities, and feelings. Children listen to stories
with target language; sing songs and say chants; colour, match, and draw; and play
games, collaborate, and communicate with partners, in small groups, and with the
whole class.

The first lesson presents The vocabulary

the unit’s target lesson presents target
vocabulary in a scene, vocabulary with
along with a thematic photographs. There are
song accompanied by six new words per unit.
meaningful gestures
and actions.

Next, children listen to Stories are included on

and act out a story that the Class Audio CDs,
presents new language on the CD-ROM, and
structures. ActiveTeach.

vi Components

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 This lesson develops This lesson develops
listening skills. Children speaking skills. Children
listen to and follow ask and answer
directions that include questions using a
target vocabulary and conversation model
language. on the page. An Extra
Practice icon directs
children to a practice
lesson at the back of the
book.

The next lesson helps This lesson prompts

children develop skill in children to choose the
numeracy and maths right course of action
concepts. In this one, in a given situation,
children trace and count helping them develop
the stars. good values.

The Review lessons The review section

include a sticker activity covers the preceding two
for children to check units, allowing pupils a
their comprehension chance to think back and
of vocabulary and review what they have
language, and a cross- learned.
curricular project.

Components vii

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 TEACHER’S BOOK WITH ACTIVETEACH AUDIO PROGRAM
The interleaved Teacher’s Book has full-size Pupil’s Class Audio CDs contain
Book pages next to the teaching lessons. Simple four- all of the level’s songs,
step lesson plans include Getting Ready activities, a chants, stories, and listening
Working in the Book section, Consolidating activities, comprehension activities. The
and an Optional: Using Digital Components section. Teacher’s Book indicates when
Icons signal when to use components. A two- and how to use these. Audio
page Unit Overview maps each unit’s content and icons with track numbers on
objectives. It also provides notice board ideas and the Pupil’s Book pages also
story summaries, and shows how curriculum and provide cues for which songs,
home-school connections are made. chants, and listening exercises
to use with the activities.

ACTIVITY BOOK WITH AUDIO CD

The Activity Book provides practice and
reinforcement of Pupil’s Book lessons. Children
practise developing fine motor skills as they trace,
match, and colour theme-related pictures. The
level’s characters, Lilly and Billy, and the course’s
mascot, Sammy the Squirrel, appear throughout
for continuity and fun. An Audio CD with songs
and chants is included. Annotated pages, with
answers, can be found in the Teacher’s Edition.

viii Components

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 POSTERS CD-ROM
Three colourful posters The CD-ROM features
motivate children as they course stories, as well
set off to learn English. as matching, sorting,
The My Little Island map concentration, and
gives children a bird’s- multiple-choice games and
eye view of the island. activities. An animation
Meet Your New Friends! rewards children at the
introduces each Pupil’s end of each activity. Stories
Book’s main characters. are also accessible word-
Shapes and Colours by-word. Live-action videos
presents a reference for are included, and scripts
important concepts. are available on pages
T129–T132 of this book.

ACTIVETEACH
Student Book pages can be
projected onto the big screen, using
FLASHCARDS this interactive whiteboard program
Forty-eight colourful photographs of the target vocabulary with tools. Audio for songs, chants,
appear on Flashcards for presentation, review, and games. instructions, listening activities,
These also appear in ActiveTeach. An index of the cards is videos, and Flashcards is included.
available on page T128 of this book.

WEBSITE BIG BOOK

The companion website has
complete product information,
component descriptions, a
sample unit, scope and sequences,
letters home, the theme song,
and videos. The link is:
www.pearsonelt.com/mylittleisland.
The My Little Island Big
Book engages children in a
shared reading experience.
Children will feel at ease
as their teacher turns the
pages and models reading
the selections aloud,
encouraging them to join in
when they are comfortable.
The large, over-sized pages
allow children to easily
point to words and to
picture details.

Components ix

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Digital Tools: CD-ROM and ActiveTeach
YOUNG LEARNERS AND TECHNOLOGY
Research shows that appropriate use of computer technology
in education is beneficial for learners (Clements and Sarama,
2003; Waxman, Connell, and Gray, 2002; Byram and Bingham,
2001). Broadly speaking, children can learn from computers
and with computers. Children learn from computers when the
computer assumes the role of a tutor, with the goal of importing
and increasing basic knowledge and skills. Children learn with
computers when the computers serve as a facilitating tool, with
the goal of developing critical thinking skills, research skills, and
the creative imagination (Ringstaff and Kelley, 2002).
x Digital Tools: CD-ROM and ActiveTeach
A01_MLIS_TB_6708_Pre.indd 10
Computer activities should be age-appropriate and foster
instruction in ways that increase learning, motivation, personal
productivity, and creativity. For example, Perry (2009) noted
that “Children three to five years old are natural ‘manipulators’
of the world – they learn through controlling the movement
and interactions between objects in their world – dolls, blocks,
toy cars, and their own bodies.” Children are naturally curious
and willing to interact with computers, and they enjoy their
ability to control the type, pace, and repetition of an activity. In
some cases, children have even managed to learn how to use a
computer with no instruction at all, through their own curiosity,
fearlessness, and persistence (Mitra, 1999).
25/04/2012 14:40
 References
Byram, E., and Bingham, M. (2001). “Factors Influencing the Effective
Use of Technology for Teaching and Learning: Lessons Learned from
SEIR-TEC Intensive Site Schools, 2nd Edition.” Greensboro: NC: SERVE.
Clements, D.H., and Sarama, J. (2003). “Strip Mining for Gold: Research
and Policy in Educational Technology—A Response to ‘Fool’s Gold.’”
Educational Technology Review, 11 (1), 7-69.
Kneas, K. M., and Perry, B. D. (2009). “Using Technology in the Early
Childhood Classroom.” Early Childhood Today. (Retrieved November 5,
2009, from the World Wide Web.) Scholastic.
Mitra, S. (1999). “Hole in the wall—can kids learn computer literacy by
themselves?” Generation YES Blog. (Retrieved November 5, 2009, from
the World Wide Web.)
Ringstaff C., and Kelley, L. (2002). “The Learning Return on Our
Educational Technology Investment.” San Francisco, CA: WestEd.
Waxman, H.C., Connell, M. L., and Gray, J. (2002). “A Quantitative
Synthesis of Recent Research on the Effects of Teaching and Learning
with Technology on Student Outcomes.” Naperville, IL: North Central
Regional Educational Laboratory.
A01_MLIS_TB_6708_Pre.indd 11
TECHNOLOGY IN MY LITTLE ISLAND
Children in the My Little Island course become familiar with
digital learning activities through ActiveTeach and the CD-ROMs.
These components prepare them for more intensive digital tool
and computer- and game-based courses like Our Discovery
Island. The CD-ROM offers a variety of fun-filled games for each
thematic unit, with each level’s games increasing in difficulty.
At the end of each unit, children also play “Look and Find” – a
Quest-like activity in which children must find unit-related items
in scenes. The children can take the CD-ROM home and share
what they are learning with caregivers and even play the games
and view the course’s videos together.
ActiveTeach provides access to the entire My Little Island Pupil’s
Book and allows teachers to project pages up on the big screen,
using interactive tools like a pen, highlighter, and rubber, so that
all the children become involved with a page at the same time.
Teachers can demonstrate how to do activities, highlight target
vocabulary and language, show children how to trace, and
focus their attention on story characters and lesson features. In
addition, the Flashcard images, story cards, the songs and chants,
and the unit videos make this an invaluable teaching aid.
Digital Tools: CD-ROM and ActiveTeach xi
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 Course Highlights
CROSS-CURRICULAR CONNECTIONS
Research shows language courses that help young learners to
make curriculum connections among school subjects have more
successful learning outcomes. My Little Island offers integrated,
level-appropriate curriculum connections in every unit through
engaging activities. Colourful icons help teachers find these
activities easily.
Art
A wide range of art activities helps young children develop fine
motor skills, recognize and reproduce patterns, learn about
colours, and create pictures that have meaning for them.
In addition, the art course develops visual literacy through
illustrations that help young learners construct meaning and
develop related language and communication skills.
Maths
Maths and shapes lessons (CLIL) expose children to basic
concepts that help them build skill in numeracy and other maths
skills. Games on the CD-ROM and other activities also help young
children develop basic understandings in maths.
Music and Movement
Each unit opens with a song, accompanied by TPR. Other songs,
as well as chants, appear throughout the units and provide
opportunities for the children to move and gesture along with
the music.
xii Course Highlights
A01_MLIS_TB_6708_Pre.indd 12
Science
Simple science activities engage the children in the fascinating
world of science and provide opportunities for the children to
communicate about it.
Social Studies
As young children find out about the culture on the island, they
are reminded of the social structures that make up their own
world, such as family, school, and friends, as well as town and
country life.
Each unit has a culminating cross-curricular project. These are
integrated into the Review sections, which come after each block
of two units.
HOME-SCHOOL CONNECTIONS AND VALUES
Support from family and others at home is very important to a
child’s total learning experience. Research shows that language
acquisition is enhanced through parental interest, involvement,
and support. My Little Island encourages strong home-school
connections. A general letter about the course and then letters
for each unit, along with activities and tips, serve to involve
families. Unit projects can be taken home and shared. Children
should be encouraged to take home the CD-ROM and Songs and
Chants CD and share the course’s songs, chants, and stories with
their families.
Each thematic unit includes a values lesson, with a short, catchy
chant. The children look at two photographs in their Pupil’s
Book and choose the right thing to do in a given situation.
These values lessons encourage young children to think about
themselves and how they interact with their family members,
friends, and others.
25/04/2012 14:40
 TEACHING LITERACY
Phonics
Young children in the My Little Island course are probably just
beginning to discover sound-symbol relationships in their first
language. Since sounds in English may have multiple spellings
and a child’s first language may be more straightforward, the
My Little Island course takes a gradual approach to phonics,
beginning with phonemic awareness (becoming aware of the
sounds in words) and gradually introducing sound-symbol
correspondences. Because some teachers may not wish to teach
phonics at this early level, the phonics lessons are placed at the
back of the Pupil’s Book and the Teacher’s Book. Children are
introduced to sound-symbol correspondences for consonant
letters and sounds as they begin to understand that letters stand
for sounds.
Later in the course, children review these sound-symbol
correspondences for consonant letters and sounds, and go on to
learn vowel letters and short vowel sounds. The course guides
children from receptive language development to language
production as they move from phonemic awareness to reading
simple words. The course presents common words that do
not follow spelling rules (sight words) in environmental print
throughout the course.
Prewriting
My Little Island reinforces the development of prewriting skills
as an important part of a child’s early learning development.
In preparing for primary school, children need to develop the
cognitive and physical skills they need for writing as well as the
necessary skills for reading. The course helps children develop
gross motor skills through movement, songs with accompanying
actions, and games; and fine motor skills, as well as hand-eye
coordination, through a variety of activities. The Pupil’s Book
and Activity Book offer a wide range of opportunities to develop
these skills through activities such as: colouring, painting,
drawing, connecting dots, tracing, matching, manipulating
cutouts and stickers, and making unit projects.
A01_MLIS_TB_6708_Pre.indd 13
Prereading
Before children read the printed word, they learn basic literacy
concepts, such as left-to-right directionality and holding a
book in the appropriate orientation. Literacy activities appear
throughout the Teacher’s Book, providing teachers with
suggestions for developing young children’s reading skills.
Children progress from looking at and listening to picture stories
without words to experiencing stories with words at Level 3.
ASSESSMENT
As children enjoy their learning experiences in My Little Island,
it is important to assess their progress at regular intervals.
The review of each unit after Units 3, 5, 7 and 9 provides
opportunities to review and evaluate what children have
understood and retained. The Review lesson is also a great way
to help children recall songs, stories, concepts, and vocabulary
that they particularly like or remember, and to stimulate class
discussions. The culminating unit project serves as another
demonstration of what children have learned. Children build self-
esteem as their efforts are rewarded with Good Job! stickers and
as they are praised and commended for their achievements.
My Little Island endorses portfolios as an excellent way to keep
track of children’s progress. Portfolios for My Little Island should
include samples of children’s work collected throughout the
year and notes that include the children’s own reflections and
opinions about what they are learning. Children can decorate
their portfolios and should be encouraged to take pride in
them as they share them with one another at school. Children’s
portfolios can also be shown to parents and family during
meetings to highlight progress or be sent home at the completion
of units as well as at the end of the term.
Informal assessment is ongoing. Watching and listening to
children as they do their work and learn English, recording
progress and problems, checking comprehension, and having
informal conversations to keep track of how a child is doing are
all important. Encouraging children to check one another’s work
also helps in this process.
Course Highlights xiii
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 Scope and Sequence My Little Island 2

Reviewed
Cross-
New New Language Phonics Lesson
Unit TPR Actions Values Curricular Maths
Vocabulary Structures (vocabulary and & Prewriting
Project
structures)
Billy, Lilly; black, What’s your clap (“Goodbye Hello. Hi. I’m (Billy).
grey, white name? Song”), climb, 1–5; animals,
1 My name is colour, jump, look classroom objects,
(Billy). around, look up, colours, family
make a circle, members, food items,
Welcome point, run, show (3) parts of the face,
fingers, touch knee, prepositions (in, on,
wave (“Hello Song”) under), room objects,
shapes, toys

backpack, This is my carry, clap, cut, classroom objects, Put things Art: Decorated Phonics: initial p Counting 1–5
computer, (computer). draw, stamp, colours, shapes, toys; away. notebook and t sounds (rectangles)
2 markers, Is it (a) (pen)? stretch arms, trace a circle, pencil, tree,
notebook, pen, Is it (an) animal? rectangle in the air, turtle Prewriting:
scissors No, it isn’t. type, wiggle hands, directionality
My School Yes, it is. write, write letters
It’s (Sammy). in the air

aunt, cousin, Who’s (she)? clap, dance, giggle, colours, shapes; Help your Art: Star badge Phonics: initial m Counting 1–5
grandma, (She)’s my hop, stamp, stop, mum, sun family. to honour a and s sounds (stars)
3 grandpa, pet, (grandma). stretch arms, tap, family member
uncle Who’s (the trace a star in the Prewriting:
baby)? air, wiggle, wiggle directionality
Family It’s (me). hands, write letters
in the air

bike, boat, car, Is it (yellow)? clap, kick, painting What is it? Please share. Science: A boat Phonics: initial r and Counting 1–6
paints, puppet, Yes, it is. action, show (3) It’s (yellow). that floats b sounds
4 train No, it isn’t. fingers, stamp, colours, toys; book,
stretch arms, talk rain Prewriting:
with hands, touch a directionality
Play Time! knee, wave, wiggle
hands, write letters
in the air

xiv Scope and Sequence

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 Reviewed
Cross-
New New Language Phonics Lesson
Unit TPR Actions Values Curricular Maths
Vocabulary Structures (vocabulary and & Prewriting
Project
structures)
bathroom, Where’s (Mum)? kick, play piano, family members, food Be careful. Social Studies: Phonics: initial l and Counting 1–7
bedroom, dining (She)’s in the point, pretend items; bird, book, Houses poster k sounds
5 room, house, (kitchen). to clap, show (3) cake, chair, dog,
kitchen, living (She)’s in (your fingers, stamp, doll, in, kite, lamp, Prewriting:
room, with bedroom). stretch arms, touch puppet, teddy bear, directionality
My House a knee, wiggle turtle, under
hands, write letters
in the air

arms, body, feet, Where’s your clap, dance, kick, This is my (head). Wash your Science: Fitness Phonics: initial n Counting 1–8
hands, head, (head)? nod, pull strings, Thank you. hands. poster and f sounds
6 legs Where are your shake arms, show They’re (blue).
(arms)? (3) fingers, stamp, colours, parts of the Prewriting:
Where are your straighten leg, face; cat, flower, nest, directionality
My Body (legs)? stretch arms, tap, nose
These are my touch a knee,
(arms). wiggle, wiggle
hands, write letters
in the air

apples, bread, Do you like clap, hand on Thank you. Eat properly. Science: Phonics: initial w Counting 1–9
chicken, cookies, (pasta)? heart, kick, point to I don’t like (cookies). Healthy foods and y sounds
7 pasta, salad Do you like tummy, rub tummy, cake, cheese, water, poster
(cookies)? show (3) fingers, yellow, yogurt Prewriting:
Yes, I do. stamp, stretch arms, directionality
Time to No, I don’t. thumbs up, touch a
Eat! knee, wiggle hands,
write letters in the
air

cow, duck, goat, Can you see the animal actions, ball, cat, dog, doll, Do your Science: Poster Phonics: initial d Counting 1–10
hen, horse, (horse)? clap, kick, show grass, turtle chores. about what and g sounds
8 sheep Can you see the (3) fingers, stamp, animals eat
(duck)? stretch arms, Prewriting:
Yes, I can. thumbs up, touch a directionality
On the No, I can’t. knee, wiggle hands,
Farm write letters in the
air

cold, hot, rainy, How’s the clap, fan yourself, kite, lamp, tree Dress for the Maths: Phonics: initial Counting 1–10
snowy, sunny, weather? flap arms, fly kite, weather. Snowflakes sounds b, d, g, k,
9 windy It’s (windy). hold umbrella, made out l, p, t
It’s (sunny). shiver, trace shapes of circle and
in the air, write triangle shapes Prewriting:
The letters in the air directionality
Weather

Scope and Sequence xv

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 Time Guidelines
My Little Island is flexibly designed to suit individual teacher’s
specific classroom needs and scheduling requirements. It is
estimated that teaching materials for the Pupil’s Book and
related practice in the Activity Book may take up to 30–60
minutes of classroom time. By using the digital components,
the optional activities in the Teacher’s Book, and other course
resources, teachers can plan to add 15–30 minutes a lesson. For
classes meeting three to five hours a week, this means covering
approximately two to three Pupil’s Book pages and other
component segments per week. This adds up to about one unit
per month. Below is a chart with recommendations for pacing
one thematic unit, along with optional course suggestions.
The actual time it may take for teachers to cover a Pupil’s Book
unit depends on many factors, such as: how much time is needed
for review or for presentation of new material, how many
optional components are used, and how many times features
are revisited. Approximate time frames are given for optional
activities. The degree to which teachers integrate the digital
components, the posters, the Flashcards, and so on, will also
affect planning. Additionally, the makeup and needs of any given
class, as well as how well the children co-operate as a group
and how engaged and well-behaved they are, are all factors for
teachers to consider in planning time.
Teachers can choose whether to review each unit at the end, or
to set aside time for a ‘Review lesson’ and go over the block of
two units together.

PLANNING MODEL: LEVEL 2, UNIT 2 IN MONTH 2

Week Day Pupil’s Book
Day 1 Song and vocabulary presentation
1 Days 2–3 Story (two pages) with new
structure presentation
Day 4 Listening/speaking practice
2 speaking*
Day 5 Phonics
3 Day 6 Shapes or maths introduced with
chant
Day 7 Values activity and chant
4 Day 8 Review/Assessment, project and
sticker activity
Anytime Optional lessons for extra practice
with phonics, speaking and for
festivals in back section
Other Components:
Activity Book
add 15–30 minutes
Activity practising vocabulary* Class Audio CD, CD-ROM, Flashcards,
ActiveTeach
Activity supporting story* Class Audio CD, CD-ROM, Flashcards,
ActiveTeach
Two activities supporting Class Audio CD, CD-ROM, Flashcards,
ActiveTeach
Activity supporting phonics Class Audio CD, CD-ROM, Flashcards,
ActiveTeach
Activity supporting shapes or Class Audio CD, CD-ROM, Flashcards,
maths ActiveTeach
Activity supporting values Class Audio CD, CD-ROM, Flashcards,
ActiveTeach
Activity for review/personalization Class Audio CD, CD-ROM, Flashcards,
ActiveTeach
Class Audio CD, Flashcards, ActiveTeach

*Note that there are eight Activity Book pages for each ten-page Pupil’s Book unit. While generally there is one Activity Book page for each Pupil’s Book page,
there are a few exceptions: The vocabulary practice page in the Activity Book is designed to be used with the second vocabulary lesson in the Pupil’s Book. There is
one practice page in the Activity Book for the two-page story in the Pupil’s Book. And for the listening/speaking lessons, there are two practice pages in the Activity
Book for the speaking lesson in the Pupil’s Book instead of one for listening and one for speaking.

xvi Time Guidelines

A01_MLIS_TB_6708_Pre.indd 16 25/04/2012 14:40

 Map

Map xvii

A01_MLIS_TB_6708_Pre.indd 17 25/04/2012 14:40

 1 Welcome
Objectives
✓ To meet characters
✓ To learn basic classroom
instructions
✓ To learn greetings
✓ To sing songs and chant
✓ To do new TPR movements
✓ To practise fine and gross motor
skills
✓ To review the language structure
Hello. Hi. I’m (Billy).
✓ To learn and practise the new
language structures What’s your
name? / My name is (Billy).
✓ To learn the colours black, grey,
and white
✓ To review colours, numbers, and
shapes
✓ To review the prepositions of
location in, on, and under
✓ To practise new language by
listening and speaking
✓ To review vocabulary from Level 1
✓ To learn and review unit
vocabulary and structures
T1A Welcome
M01_MLIS_TB_6708_U01.indd 1
Vocabulary
New: Billy, Lilly; black, grey, white
Review: Sammy; circle, square, triangle;
numbers 1–5; blue, brown, green,
orange, pink, purple, red, yellow; book,
chair, crayon, pencil, table; bed, clock,
door, lamp, toy box, window; ball,
blocks, doll, kite, puzzle, teddy bear;
ears, eyes, face, hair, mouth, nose;
cake, cheese, juice, milk, water, yogurt;
baby, brother, dad, mum, sister; bird,
cat, dog, fish, mouse, turtle
Unit
Overview
Home-School Connections
Copy the General Letter Home on
page T127 for children to bring
home to introduce the second level
of My Little Island. The Unit 1 Letter
Home is available online at
www.pearsonelt.com/mylittleisland.
Materials
Pupil’s Book pages 4–13; Activity
Book pages 4–11; Class Audio CD A:
Tracks 3–19; Course Posters: Meet Your
New Friends!, My Little Island Map,
Shapes and Colours; stickers (back of
Pupil’s Book and shown on page T106)
Optional: CD-ROM, ActiveTeach,
Sammy the Squirrel puppet
Songs and Chants
✓ What’s Your Name? (Class Audio
CD A: Tracks 7 and 8)
✓ In The Playground Chant (Class
Audio CD A: Tracks 9 and 10)
✓ The Duck Is White Chant (Class
Audio CD A: Tracks 11 and 12)
✓ Count to 5 Chant (Class Audio
CD A: Tracks 13 and 14)
✓ Look at the Colours (Class Audio
CD A: Tracks 17 and 18
25/04/2012 14:25
 SKILLS
Cross-Curricular Connections
review numbers and shapes from
Level 1, count to 5, take a survey
sing, chant, and move to music
make a shape mobile, draw a room,
trace pictures, colour pictures, create
a self-portrait
Preschool Learning Outcomes
✓ Understand basic classroom
instructions.
✓ Understand vocabulary, language
structures, and prepositions from
Level 1.
children to participate
only when they feel
✓ Understand basic TPR movements.
comfortable.
✓ Sing songs and say chants with TPR.
✓ Join in games and interact with other
children.
✓ Share information about themselves.
✓ Develop a positive attitude towards
the English language.
Digital Practice
Encourage the children to use the
CD-ROM for vocabulary practice or
for review.
Use ActiveTeach to go over Pupil’s
Book pages together as a class.
LEARN BY DOING NOTICE BOARD
DISPLAY
TPR Pop-up Hello!
✓ clap, climb, colour, jump, look around, ✓ Make a notice board to welcome
look up, make a circle, point, run, children to the class.
show fingers, touch knee
Materials
• photos from home or hand-drawn
Prereading and Prewriting self-portraits
• coloured paper
✓ Talk about the characters.
• teacher-made labels of children’s names
✓ Practise fine motor skills.
• card
✓ Draw, colour, and trace. • scissors
• sticky tape
Instructions
1. Before class, write each child’s name
Encourage
on a separate piece of coloured paper.
2. Cut strips of stiff card; each strip should
be about an inch wide and four inches
long.
3. Cut one strip for each name label.
4. Fold each strip four times, like an
accordion.
5. Tape one end to the notice board, and
one end to the name label.
6. Ask the children to bring in a photo
from home or to draw self-portraits.
7. Help the children find their pop-up
names and tape their pictures next to
them.
8. Cue them to point and say: Hi, I’m
(Mina).

Welcome T1B

M01_MLIS_TB_6708_U01.indd 2 25/04/2012 14:25

M01_MLIS_TB_6708_U01.indd 4 25/04/2012 14:25
 Presentation
Objectives: to introduce the book and
the new characters, to learn and practise
greetings, to sing a song
New Structure: What’s your name? / My
name is (Billy).
Review: Hello. Hi. I’m (Billy).
TPR: climb, run
Materials: Class Audio CD A
Optional Materials: My Little Island Map
poster, Meet Your New Friends! poster; Sammy
the Squirrel puppet; CD-ROM; ActiveTeach
GETTING READY
Look at the Poster (5 minutes)
• Display the My Little Island Map poster.
Ask the children if they remember any of
the places. Let volunteers speak about their
favourite ones.
• Invite the children to guess where they will
visit next.
A3 Play the “Hello Song”
Teach the children the “Hello Song,” using the
Sammy the Squirrel puppet, and then use the
song as a warm up for every class.
Audio Script
Hello Song
Hello. Hello (wave, wave), children.
Are you ready to play?
Hello. Hello (wave, wave), children.
Let’s learn English today.
Hello. Hello (wave, wave), teacher.
We’re ready to play.
Hello. Hello (wave, wave), teacher.
We speak English—HOORAY!
WORKING IN THE BOOK: PAGE 4
Meet the Characters
• Tell the children to open their books at
page 4.
M01_MLIS_TB_6708_U01.indd 4
• Point to each character and say: This is (Billy
/ Lilly).
• Each time, prompt the children to say: Hi,
(Billy / Lilly)!
• Follow a similar procedure with the Meet
Your New Friends! poster to make sure the
children know the characters.
A7 1. Listen and sing. Move.
• Talk about what is happening in the picture.
Use gestures and TPR to help clarify meaning.
• Point to the picture as you describe it:
– The children are at a playground.
– Billy is climbing on the climbing frame.
– Lilly is running toward Billy.
• Introduce the actions run and climb. Say
the word for each action, pretend to do the
action, and let the children repeat it.
• Play the song and invite the children to
pretend to run and climb with you.
Audio Script
What’s Your Name?
Lilly: Hi. Hello. What’s your name?
Billy: My name is Billy. I’m Billy! Watch me
climb. (pretend to climb)
I climb here.
I climb there.
I climb everywhere!
Hi. Hello. What’s your name?
Lilly: My name is Lilly.
I’m Lilly!
Watch me run. (run in place)
I run here.
I run there.
I run everywhere!
Both: Hi. Hello. What’s your name?
Child: My name is ____. (personalize) I’m ____!
(personalize)
CONSOLIDATING
A7 Act It Out (10 minutes)
• Divide the class into two groups (girls and
boys, if possible) so that one group can be
Lilly and the other can be Billy.
• Ask them to cut out and make stick puppets
for Lilly and Billy on Student Book page 109
(and shown on page T105 of this book).
Practise the song. Encourage each group to
sing their part, using the stick puppets for
introductions, and do the actions.
• Invite individuals to sing the last two lines by
themselves.
A8 Karaoke (10 minutes)
• Play the karaoke version of the song.
• Invite three volunteers at a time to sing and
act out the song, using their own names.
OPTIONAL: USING DIGITAL COMPONENTS
CD-ROM
Encourage the children to take the CD-ROM
home to show their families what they are
doing in class. The CD-ROMs include games
and activities and the images from the
Flashcards.
ActiveTeach
ActiveTeach is a fun and engaging way to
share the Pupil’s Book with the class, using
a large digital format. Children enjoy seeing
the book on the big screen, and teachers
appreciate how easy it is to focus children’s
attention on details on a page.
Welcome T4
25/04/2012 14:25
 Colours • Point out the merry-go-round and the duck.
For each item, ask: What colour is it?
CONSOLIDATING

Objectives: to learn and review colours, to

• Ask the children to point to each item and
practice TPR say the colour(s).
New Vocabulary: black, grey, white
• Play the chant and act it out. Help the
TPR: make a circle, colour children listen and colour.
Materials: Class Audio CD A, Activity Book • Play it again. Invite the children to join in.
Optional Materials: Sammy the Squirrel
puppet, Shapes and Colours poster, crayons, Audio Script
CD-ROM, ActiveTeach In the Playground Chant
See the slide.
It’s grey, grey, grey.
GETTING READY
Get your crayon.
Play a Hello Game with TPR (10 minutes) And colour it grey. (pretend to colour)
• Reinforce the TPR actions (climb and run) It’s grey.
and the target language for greetings. It’s grey.
• Approach a child in the class. Clap three Colour it today.
times and say: What’s your name? The tyre’s black.
Black and round. (make a circle with your arms)
• Prompt the child to answer: My name is
Colour it black. (pretend to colour)
(Kim).
All around.
• Say: Hello (Kim). (Run / Climb), (Kim). Say It’s black.
hello. It’s black.
• Let the children do the action and say hello. Black and round. (make a circle with your arms)
• Repeat several times with other children.
A11 3. Point and say.
Shapes and Colours Poster
• Play “The Duck Is White Chant.”
(10 minutes)
• Ask the children to point to the picture as
• Display the poster.
they chant with the audio.
• Invite one child at a time to come up to the
poster and point to a colour or shape that he Audio Script
/ she knows and then say: It’s (red / a circle).
The Duck Is White Chant
• Then invite volunteers to find things in The duck is white,
the classroom that are the same colour or White, white, white.
shape. Yes, you’re right.
• Use the poster to introduce the new colours: It’s white.
black, grey, white. Point to the item, say the It’s white.
colour, and let the children repeat. Yes, you’re right.
The duck is white.
WORKING IN THE BOOK: PAGE 5
• Ask the children to point to other colours
A9 2. Listen and colour. they see on the page and identify them: It’s
• Tell the children to open their books at (yellow).
page 5. Say: Look at the playground.
T5 Welcome
A9 Pass the Crayon (10 minutes)
• Tell the children to sit in a circle. Give out
different colour crayons.
• Play “In the Playground Chant” and let the
children pass the crayons around.
• Stop the music and say: Show me grey!
• Tell the children with the grey crayons to
hold them up. Then call out a TPR action
(climb, run, make a circle) and ask the
children to do it.
• Continue in this way.
A5 Goodbye Song (5 minutes)
• Teach the children the “Goodbye Song,”
using the Sammy the Squirrel puppet, and
then use the song to end every class.
Audio Script
Goodbye Song
Goodbye, children. (clap, clap, wave)
Goodbye. Goodbye.
Have a nice day!
Goodbye, teacher. (clap, clap, wave)
Goodbye. Goodbye.
Have a nice day!
Goodbye! Goodbye! Goodbye! (wave)
Activity Book Page 4
Ask the children to trace and colour the cat,
bird, mouse, and tyre swing. Partners talk
about the colours they used.
OPTIONAL: USING DIGITAL COMPONENTS
CD-ROM
Encourage the children to take the CD-ROM
home to show their families the colours they
know from class.
ActiveTeach
Use ActiveTeach to focus on the different
colours of the playground equipment. Model
colouring the slide and the swing.

M01_MLIS_TB_6708_U01.indd 5 25/04/2012 14:25

M01_MLIS_TB_6708_U01.indd 5 25/04/2012 14:25
M01_MLIS_TB_6708_U01.indd 6 25/04/2012 14:25
 Objectives: to review numbers 1–5 and shapes
TPR: jump, show (3) fingers, touch knee
Materials: Class Audio CD A, Activity Book
Optional Materials: crayons, ball, five empty
plastic bottles, food colouring, hangers,
shapes cut out from different coloured paper,
string, decorative items (glitter and glue,
markers, stickers), hole punch; Sammy the
Squirrel puppet; Shapes and Colours poster;
CD-ROM; ActiveTeach
GETTING READY
Shapes and Colours Poster (5 minutes)
• Use the poster to review colours and shapes.
• Invite children to point to and name the
shapes and colours.
• Ask volunteers to find items in the houses
that are the shape or colour you say.
Review Numbers (5 minutes)
• Begin a review of the numbers 1–5 by writing
them on the board. Point and say: 1, 2, 3, 4,
5. Ask the children to repeat.
• Hold up fingers, groups of crayons, or
gesture to the children as you count (1, 2, 3,
4, 5). Ask the children to count with you.
WORKING IN THE BOOK: PAGE 6
A13 4. Listen and sing.
• Tell the children to open their books at
page 6.
• Play the audio and do the actions.
• Play it again. Invite the children to join in
when they’re ready.
Audio Script
Count to 5 Chant
Are you ready?
Count with me: 1, 2, 3, (show 3 fingers)
Touch your knee. (touch knee)
4 and 5 (show 4th and 5th fingers)
Jump and jive! (jump)
M01_MLIS_TB_6708_U01.indd 6
A15 5. Trace, count, and say. OPTIONAL: USING DIGITAL COMPONENTS
• Point to the number 1, count the shape, and CD-ROM
say the number. Model tracing the number.
Let the children do the same. Encourage the children to take the CD-ROM
home to show their families what they know
• Repeat with 2, 3, 4, and 5. about shapes and numbers.
CONSOLIDATING ActiveTeach
Use ActiveTeach to model tracing the numbers
Bowling (5 minutes) on the page. Use the pointer to help the
• Have a ball and five empty plastic bottles children count the shapes on each of the balls.
available. (Put a little water in each bottle
to help it stand upright. Then add a few
drops of food colouring to the water so each
bottle is a different colour, and put the lid
back on.)
• Place the plastic bottles with one at the
front, then two and two (similar to a
bowling alley).
• Let the children take turns rolling the ball
and trying to knock over the bottles. Each
time, ask them to count the number of
bottles that they knock over and say their
colours.
Shape Mobiles (15 minutes)
• Have available: hangers, shapes cut out
from different coloured paper, string,
decorative items (glitter and glue, markers,
stickers), and a hole punch.
• Punch a hole at the top of each shape.
• Tell the children they are going to make
shape mobiles to decorate the classroom.
• After a child decorates a shape, thread
string through the hole and tie it. Tie the
other end to a hanger.
Activity Book Page 5
Let the children work in pairs or independently
to trace and colour the shapes. Let partners
point to the circle, triangle, and square shapes
and say which colour they used.
Welcome T6
25/04/2012 14:25
 Objectives: to review classroom objects
and colours
TPR: clap, look around, look up, point
Materials: Class Audio CD A, Activity Book
Optional Materials: crayons or coloured
paper, classroom objects; Sammy the Squirrel
puppet; CD-ROM; ActiveTeach
GETTING READY
Touch (Green)! (5 minutes)
• Use crayons or coloured paper to review
colours quickly.
• Explain that you will play some music and
as the children hear the music playing,
they should march around the room until
the music stops, and then everyone should
freeze.
• When you stop the music, call out: Touch
(green)! Explain that everyone has to touch
something green with their own hands or by
holding hands with someone else who is.
• Tell the children that the goal of the game is
to have everyone connected in each round.
• To make the entire group connect, call out
a specific object: Touch the (green table)!
Demonstrate the chain by positioning the
children so they are holding hands in a chain
and are all connected to the one child who’s
touching the table.
• Play a few times.
Review Classroom Objects (5 minutes)
• For each word, point to the item in your
classroom and ask Sammy the Squirrel:
What’s this? Make Sammy think about it and
answer: It’s a (pencil).
• Prompt the class to repeat: It’s a (pencil).
• Ask volunteers to find and point to other of
the same items in the room.
T7 Welcome
M01_MLIS_TB_6708_U01.indd 7
WORKING IN THE BOOK: PAGE 7
A17 6. Listen, sing, and colour. Say.
• Tell the children to open their books at
page 7.
• Say: Look at the balloons. Show me the
(yellow) balloon.
• Repeat with the other colours.
• Point to each classroom object on the page.
Ask: What’s this? Invite volunteers to answer.
• Play the song and do the TPR actions.
• Play it again. Invite the children to point to
the colours on the page and do the actions
with you. Point out the white and grey
clouds, and the black fence.
• Encourage the children to sing along when
they are ready.
Audio Script
Look at the Colours
Look around. (look around)
Look at the sky. (look up)
Look at the colours with your eyes. (point to
eyes)
Yellow, red, and blue,
Brown, green, and orange, too.
Here’s white, black, and grey.
We love colours – Hooray! (clap)
• Tell the children to colour the classroom
objects to match their balloons. (Colour the
pencil yellow, and so on.)
• Hold up a finished page. Point and say: It’s
a (pencil). It’s (yellow).
• Invite the children to share their own
finished pages this way.
CONSOLIDATING
I Spy (10 minutes)
• Play “I Spy” with colours and classroom
objects.
• Model the game with Sammy the Squirrel.
• Point to your eye and gesture to clarify
meaning as you say: I spy with my little eye
something blue. Sammy, look around.
• Make Sammy look around and guess: The
chair? (No.) The marker? (No.) The table?
(Yes!)
• Repeat the game. Make Sammy lead the
game and let the children guess.
Thumbs-Up or Thumbs-Down
(10 minutes)
• Review all the TPR actions the children have
learned so far in Unit 1: clap, climb, jump,
look around, look up, point, pretend to
colour, run, show fingers, touch knee, wave.
Tell the children they will use them in a
game.
• Demonstrate with Sammy. Say: Sammy,
look around. Make Sammy pretend to look
around and then give him a thumbs-up. Say:
Sammy, clap. Make Sammy point to the sky
and then give him a thumbs-down.
• Continue the game, but invite the children to
give Sammy thumbs-up or thumbs-down.
• Extend the game by making Sammy point to
specific classroom objects or colours.
Activity Book Page 6
Tell the children to match and colour the
classroom objects. Encourage partners to tell
each other which items they matched.
OPTIONAL: USING DIGITAL COMPONENTS
CD-ROM
Encourage the children to take the CD-ROM
home to show their families the colours they
know.
ActiveTeach
Use ActiveTeach to make the connection
between the object and the colour of the
balloon to make sure the children understand
the directions.
25/04/2012 14:25
M01_MLIS_TB_6708_U01.indd 7 25/04/2012 14:25
M01_MLIS_TB_6708_U01.indd 8 25/04/2012 14:25
 Objective: to review room objects
Materials: Activity Book, Class Audio CD A
Optional Materials: coloured paper; My Little
Island Map poster; classroom clock; pictures
illustrating the words door, window, lamp,
toy box, and bed; markers or crayons, white
paper, magazine cutouts, photos from home,
glue; Sammy the Squirrel puppet; CD-ROM;
ActiveTeach
GETTING READY
A17 Review the Song (5 minutes)
• Play the song “Look at the Colours.” (See
page T7).
• Ask the children to do the actions as they
listen and sing along.
• Give sheets of different coloured paper to
pairs of children.
• Play the song. Tell partners that when they
hear their colour, they should lift their paper
in the air.
Share What You Know (5 minutes)
• Show the My Little Island Map poster and
point to Lilly’s house.
• Explain that one room in Lilly’s house is her
bedroom.
• Ask the children to talk about and describe
things in their own bedrooms. Encourage
them to use words they know in English
(colours, shapes, numbers, and vocabulary
from Level 1).
• Tell the children that they are going to
review words people use to talk about
rooms and things in them.
M01_MLIS_TB_6708_U01.indd 8
Review Room Objects with TPR
(5 minutes)
• Make Sammy point to a clock and ask: What
is it? Help the children answer: It’s a clock.
• Hold up pictures for door, window, lamp, toy
box, and bed.
• Each time, make Sammy ask: What is it?
• To answer, help the children do TPR and say:
It’s a (door). Then pretend to open a door.
• For window, pretend to open a window and
look outside. For lamp, pretend to turn on a
lamp. For toy box, pretend to open one and
put toys away. For bed, rest your head on
folded hands as though sleeping. For clock,
move your arms around as though they are
clock hands.
• Ask the children to copy the action and say
each word with you.
WORKING IN THE BOOK: PAGE 8
7. Match and say.
• Tell the children to open their books at
page 8. Talk about Lilly’s bedroom with
them.
• Invite the children to name any furniture,
toys, colours, and shapes they recognize.
• Direct the children to the items along the
bottom of the page. Ask them to point and
say: It’s a clock. Then call their attention to
the outlines of the items in Lilly’s bedroom.
Ask: Where’s the clock?
• Follow a similar procedure for the lamp, toy
box, and window.
CONSOLIDATING
Draw Your Room (15 minutes)
• Gather art supplies, such as white paper,
markers, and crayons.
• If possible, have available: magazine
cutouts of bedrooms and photos of
children’s own bedrooms.
• Ask the children to create drawings of their
bedrooms. Invite them to talk about their
pictures. Model language they can use: It’s
my bedroom. It’s (green). This is the (door).
Guess the Word (5 minutes)
• Review actions the children know.
• Explain that you will do an action and that
the children will guess it.
• Do the action for door. Invite volunteers to
guess which word you are thinking of.
• Continue in this way.
Activity Book Page 7
Ask the children to trace the lines to complete
each object on the page. After they trace an
object, let them tell a partner what it is and
then colour it.
OPTIONAL: USING DIGITAL COMPONENTS
CD-ROM
Encourage the children to take the CD-ROM
home and play the games with family
members to reinforce what they are learning
about in class.
ActiveTeach
Use ActiveTeach to highlight the room objects.
Use the pointer to connect the pictures at the
bottom of the page to the outlines of the same
ones in the room.
Welcome T8
25/04/2012 14:25
 Objectives: to review counting 1–5 and toys
Materials: Activity Book
Optional Materials: toys or pictures of toys;
unlined index cards with different numbers
of circles drawn on them; ball, beanbag,
or other item to toss; Sammy the Squirrel
puppet; CD-ROM; ActiveTeach
GETTING READY
Review Toys with TPR (5 minutes)
• Hold up a ball. Ask: What’s this?
• If necessary, make Sammy answer: It’s a
ball.
• Gently throw the ball to different children
and ask: What’s this? Prompt the children to
answer: It’s a ball and then throw it back to
you.
• Hold up real objects or pictures of a doll,
teddy bear, kite, and toy box.
• Make Sammy ask: What’s this?
• To answer, do TPR and say: It’s a (doll), and
pretend to (rock a baby in your arms). For
a teddy bear, pretend to hug it close. For a
kite, pretend to hold a kite string and fly a
kite. For a toy box, pretend to open it and
put toys away.
• Ask the children to say the word and copy
the action with you.
1, 2, Clap, 4, 5 (5 minutes)
• Tell the children to sit in a circle.
• Go around the circle. Ask the children to
count in turn: 1, 2, 3, 4, 5, 1, 2, 3, 4, 5, and
so on.
• Explain that to play the game, the children
will count the same way, but the children
who are “3” will clap instead of saying 3.
• Go around the circle once this way.
• Then repeat, but this time, ask the children
who are “5” to clap instead of saying 5.
T9 Welcome
M01_MLIS_TB_6708_U01.indd 9
• Continue in this way so that all children
have a chance to play.
WORKING IN THE BOOK: PAGE 9
8. Count and match.
• Tell the children to open their books at
page 9. Say: Look at the toys! It’s a toy
shop!
• Invite the children to talk about each toy.
Ask: What is it? What colour is it? How many
are there?
• Ask the children to count the toys and say
the numbers.
• Show the children that the first item in the
activity is done as an example and say: Balls.
1, 2, 3, 4, 5. Five balls.
• Model tracing the matching line on the
board.
• Encourage the children to complete the
page on their own.
CONSOLIDATING
Get in Order (10 minutes)
• Prepare cards with one, two, three, four, or
five circles on each one.
• Divide the class into groups of five.
• Distribute the cards so that each group has
one of each.
• Tell the children to line up in order at your
signal, according to the number of circles on
their card (1, 2, 3, 4, 5).
• Race to see which group lines up first.
• Mix up the cards and the groups and play
again.
Circle Game (5 minutes)
• Tell the children to sit in a circle.
• Throw a ball, beanbag, or other item to a
child.
• Do one of the actions associated with a toy
(reviewed in this lesson’s activity “Review
Toys with TPR”). Ask: What’s this?
• Let the child guess what toy you’re
pretending to play with.
• Then tell the child to throw the ball to
another child and continue the game.
Activity Book Page 8
Ask the children to trace the numbers at the
top of the page. Then ask them to match the
numbers to the correct toy or group of toys.
Encourage partners to say each number and
the name of each toy (one, one kite).
OPTIONAL: USING DIGITAL COMPONENTS
CD-ROM
Invite the children to practise numbers using
the games on the CD-ROM. Encourage the
children to count toys, school supplies, and
other objects at home with their families and
then share what they find out in class.
ActiveTeach
Use ActiveTeach to model tracing the numbers
at the side of the page and let the children
do the same. Help the children check the
completed pages together, using the big
screen.
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M01_MLIS_TB_6708_U01.indd 10 25/04/2012 14:25
 Objective: to review parts of the face
Materials: Activity Book
Optional Materials: crayons, paper, glue,
cutouts (white, black, and coloured circles
for eyes; triangles for noses; crescents
for mouths), different coloured string for
hair; Sammy the Squirrel puppet; CD-ROM;
ActiveTeach
GETTING READY
Group Game (10 minutes)
• Divide the class into two groups, such as girls
and boys.
• Explain that Sammy will call out a word or
action for one of the groups and that the
group will do the action, with the other
group staying still.
• Demonstrate first with two volunteers.
Sammy says: (Child 1) bed. C1 does the action
(rests head on folded hands) and says bed;
C2 should remain still. Sammy says: (Child
2) make a circle. C2 makes a circle in the air
and says circle; C1 doesn’t move. Repeat a
few more times.
• Then try it with the two groups. Say, for
example: Boys, clock. Tell the boys to do the
action and say: clock, and tell the girls not to
move.
• To make it more challenging, call out a
command for each group at the same
time. For example, say: Boys, teddy bear.
Girls, lamp.
Review the Parts of the Face (5 minutes)
• Draw a face on the board.
• Point and say: eye, ear, mouth, nose,
hair, face.
• Point to your own face and repeat each word.
• Prompt the children to point to their faces
and say the words.
M01_MLIS_TB_6708_U01.indd 10
WORKING IN THE BOOK: PAGE 10 • Explain that you are going to try to trick
the children by saying one thing, but doing
9. Trace and colour. Say.
something else. Explain that the children
• Tell the children to open their books at
have to do what you say, not what you do.
page 10.
• Model with a volunteer. Shake your head,
• Point to the face. Say: Show me the girl’s but say: Point to your nose.
(nose).
• If the volunteer shakes his or her head, say:
• Prompt the children to point to the girl’s I tricked you!
nose. Let the children check with a partner
• If the volunteer points to his or her nose,
to make sure each of them is pointing to the
say: Good job!
nose.
• Ask the children to trace the nose. Activity Book Page 9
• Repeat for eyes, ears, mouth, and hair. Ask the children to draw their own features.
Let partners share their pictures and practise
• When the children finish tracing, let them
colour in the rest of the picture. the target language by talking about them:
This is my face / nose / mouth / hair. These are
• Walk around the room while the children are my eyes / ears.
colouring, and let individual children say the
words as they point to the picture. OPTIONAL: USING DIGITAL COMPONENTS
CONSOLIDATING CD-ROM
Encourage the children to take the CD-ROM
Self-Portrait Collage (15 minutes) home to play the unit games and show their
• Invite the children to create self-portrait families what they’re learning in class.
collages.
• Prepare and distribute cutouts (white,
ActiveTeach
black, and coloured circles for eyes; triangles Use ActiveTeach to show the children how
for noses; crescents for mouths) and to trace the facial features. Demonstrate
different coloured string for hair. Provide colouring the picture to match your own
glue and paper. features.
• When the children finish their collages, let
them share their work with their classmates.
I Tricked You! (5 minutes)
• Teach (or review) these actions from
Level 1: Open / Close your eyes. Open / Close
your mouth. Point to your nose. Wiggle your
ears. Shake your head.
• For each one, do the action and say the
words. Let the children do the action and
repeat.
Welcome T10
25/04/2012 14:25
 Objectives: to review food items and family
members
Materials: Class Audio CD A, Activity Book
Optional Materials: pictures (magazine or
other) of food items, Sammy the Squirrel
puppet, CD-ROM, ActiveTeach
GETTING READY
Talk About Family (5 minutes)
• On the board, draw a simple picture of a
family: Mum, Dad, brother, sister, baby. Ask
the children to name the different family
members.
• Ask the class to repeat the words.
• Then invite the children to tell the class
about their own families.
• Make Sammy go first: I’ve got a mum, a
dad, and a sister.
I Like Food (5 minutes)
• Display some pictures of food: milk, juice,
cheese, yogurt, and cake.
• Point and say: Mmmm, I like (milk).
• Then tell Sammy: Your turn.
• Make Sammy point to each item and say
either: I like (milk) or I don’t like (juice).
• Then invite the children to do the same.
Matching Game (5 minutes)
• Display, in a row on the board, pictures
of food: milk, juice, cheese, yogurt, and
cake. Underneath, draw a row of faces to
represent family members.
• Point and say: Mum, Dad, sister, brother,
baby.
• Explain that Sammy will listen and match a
family member with a food you name.
• Say: I’m the baby. I like milk. Make Sammy
match the baby with the milk.
T11 Welcome
M01_MLIS_TB_6708_U01.indd 11
• Continue with the other family members. Activity Book Page 10
• Ask volunteers to come up and match. Ask the children to join the dots to draw
• Erase the lines and repeat the activity. outlines of different food items and then colour
them. Encourage partners to take turns saying
WORKING IN THE BOOK: PAGE 11 the word for each item.
A19 10. Listen and match. OPTIONAL: USING DIGITAL COMPONENTS
• Ask the children to open their books at page
CD-ROM
11. Ask: Where’s Billy?
Encourage the children to use the CD-ROM
• Help the children identify Billy and his family.
at home to play the games and show their
• Review the food items at the bottom of families what they’re learning in class.
the page.
ActiveTeach
• Play the audio. Pause after each item so the
children can match the food with its outline Take advantage of the large digital format
of ActiveTeach to review family members and
in the family picture.
food items. Model matching each food item
• Check answers together as a class.
to its outline, and then confirm the correct
Audio Script answers, using the big screen.
Mum: Hi! I’m Mum. I like yogurt.
Dad: Hello! I’m Dad. I like cheese.
Billy: Hi! I’m Billy. I like cake.
Sister: Hello! I like milk.
Brother: Hi! I like juice.
CONSOLIDATING
Take a Survey (10 minutes)
• Tape the food pictures in a column on the
board.
• Tell the children to raise their hands if they
like the food.
• Make a tick for each child who likes the food
and then count how many.
• Which food is the most popular? Which is
the least popular?
Make a Home Connection
Tell the children to ask someone at home
about the food he or she likes. Ask them to
report to the class: My mum likes milk!
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M01_MLIS_TB_6708_U01.indd 12 25/04/2012 14:26
 Objectives: to review animals and colours
Materials: Class Audio CD A
Optional Materials: pictures (magazine or
other) of animals, Sammy the Squirrel puppet,
CD-ROM, ActiveTeach
GETTING READY
Review Animals with TPR (5 minutes)
• Hold up a picture of a fish. Ask: What’s this?
Make Sammy say: It’s a fish.
• Say: Show me a fish! Lead the class in
“swimming” in place like a fish.
• Hold up pictures for mouse, cat, bird, dog,
and turtle.
• Each time, make Sammy ask: What’s this?
• To answer, do TPR and say: It’s a (mouse).
Add a noise if appropriate.
• Here are the TPR actions:
– Mouse (curl hands up on chest like mouse
paws and squeak)
– Turtle (move arms out and away to swim
like a turtle)
– Dog (pant and bark like a dog)
– Cat (purr and meow like a cat)
– Bird (chirp and flap arms as though flying)
– Fish (place hands together and “swim” in
place)
• Let the children copy the action and say the
word each time.
Move Like an Animal (10 minutes)
• Teach the children a simple chant:
Move like an animal.
Move like an animal.
Move like an animal.
1, 2, 3!
• Lead the class in chanting.
• After 1, 2, 3!, call out a child’s name and ask
that child to move like an animal.
M01_MLIS_TB_6708_U01.indd 12
• Encourage the children to take their time Charades (10 minutes)
and move for at least 20 seconds before • Play a game of charades. Model with
allowing the class to guess. Sammy. Do the action for one of the
• Invite the class to guess the animal. animals.
• Repeat with other children and animals. • Make Sammy guess what you are: A bird!
• Then invite a volunteer to act out an animal.
WORKING IN THE BOOK: PAGE 12 Help the class guess the animal.
A20 11. Listen and colour. • To extend the activity, include words from
• Tell the children to open their books at page other themes covered in Unit 1, making sure
12. Point to each animal at the bottom of the to review the words and actions first.
page and ask them to say the word.
OPTIONAL: USING DIGITAL COMPONENTS
• Then hold up your book, point to the larger
pictures, and say: Find the (turtle). CD-ROM
• Help the children find the turtle. Encourage the children to use the CD-ROM
• Explain that you will play the audio and that at home to play the games and show their
they will listen and colour the pictures. families what they’re learning in class.
• Play the audio. Pause after each item to let ActiveTeach
the children colour.
Use the pointer on ActiveTeach to review
Audio Script animals, to model colouring them in, and to
help the children check their answers.
The mouse is grey.
The fish is red.
The cat is orange.
The bird is blue.
The dog is brown.
The turtle is green.
• When the children finish colouring, ask
questions, such as: What colour is the
(mouse)?
CONSOLIDATING
Animal Treasure Hunt (10 minutes)
• Give the children a few minutes to look
through books in the classroom and find
pictures of animals.
• Then invite volunteers to share: It’s a (cat).
The cat is (white).
Welcome T12
25/04/2012 14:26
 Objectives: to review animals and
prepositions of location
Materials: Class Audio CD A, Activity Book
Optional Materials: props to pass out (toys,
crayons, rubbers), simple container (cup or
bowl), Sammy the Squirrel puppet, CD-ROM,
ActiveTeach
GETTING READY
Animal March (5 minutes)
• Review the animal actions and noises from
the “Review Animals with TPR” activity on
page T12.
• Ask the children to line up to march around.
• Tell the child at the front of the line to move
like an animal, and the others to follow. Give
each child a turn at the front of the line.
Review Prepositions (5 minutes)
• On the board, draw three pictures to
illustrate in, on, and under:
– a circle in a square
– a circle on a square
– a circle under a square
• For each picture, say: The circle is (in) the
square. (In.) Let the children repeat.
• Walk around the room. Using items that the
children can name, review the prepositions.
WORKING IN THE BOOK: PAGE 13
A21 A22 12. Listen and match. Sing.
• Tell the children to turn to page 13. Point to
the pictures of places for animals: dog bed,
tree, grass, pond, flower, nest.
• Point to the animals and ask the children to
name them.
• Explain that the children will listen to the
audio and then match the animal to the
correct place.
T13 Welcome
M01_MLIS_TB_6708_U01.indd 13
• Go over the first sample item together, then • Hold up a container, such as a bowl or cup.
allow the children to work independently. Pass the container around the circle while
you play music. Pause the music to signal
Audio Script that the children should stop.
Mouse: Squeak! Squeak! I’m a mouse. I’m • Say: In. The child holding the container
under the flower! places his or her prop in it, and says: In.
Dog: Woof! Woof! I’m a dog. I’m on my • Play again. This time, say: On. The child
bed! holding the container turns it upside down
Cat: Meow! Meow! I’m a cat. I’m under
and places the prop on it and says: On.
the tree!
Bird: Peep! Peep! I’m a bird. I’m in the • Continue, using in, on, and under.
nest!
Hide-and-Seek with Sammy
Fish: I’m a fish. I’m in the water!
Turtle: I’m a turtle. I’m on the grass! (5 minutes)
• Play a hiding game with Sammy (or another
• When the children finish, ask questions such stuffed animal).
as: Where’s the (fish)? • Place Sammy under a chair. Pretend to look
• Encourage the children to answer in around and ask: Where’s Sammy? Elicit: He’s
complete sentences, using the prepositions. under the chair.
• Play the audio and encourage children to • Repeat a few times. Then ask the children to
sing “In, On, Under” close their eyes or put their heads down so
they can’t see.
Audio Script • Place Sammy in, on, or under something.
“In, On, Under” • Ask the children to open their eyes and find
Where is Sammy? (look action) Sammy. Invite a volunteer to tell you: He’s
Where is Sammy? (on the book).
Is he IN the tree?
Is he IN the tree? Activity Book Page 11
Where is Sammy? (look action) Ask the children to match each animal to a
Where is Sammy? place and then colour the pictures. Ask the
Is he UNDER the bed? partners talk to about their work, using the
Is he UNDER the bed? words bird, dog, fish, nest, dog bed, and water.
Where is Sammy? (look action)
Where is Sammy? OPTIONAL: USING DIGITAL COMPONENTS
Is he ON my head?!
Is he ON my head?! CD-ROM
No, he’s not! Phew! Encourage the children to use the CD-ROM to
review Unit 1.
CONSOLIDATING
ActiveTeach
Pass and Place (10 minutes) Use ActiveTeach to focus on the details. Use it
• Tell the children to sit in a circle. Give each to model making simple drawings of animals in
child a prop, such as a toy, crayon, or rubber. the different places.
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M01_MLIS_TB_6708_U01.indd 13 25/04/2012 14:26
 2 My School
Objectives
✓ To learn classroom vocabulary
✓ To sing songs and chant
✓ To do new TPR movements
✓ To practise fine and gross motor
skills
✓ To understand and role-play a
✓
story
To learn and practise the new
language structures Is it a (pen)? /
Yes, it is. / No, it isn’t.
✓ To learn how to produce the
sounds that p and t stand for at
the beginning of words
✓ To review colours, numbers, and
shapes
✓ To learn a new shape (rectangle)
✓ To learn the value of putting
things away
✓ To practise new language by
listening and speaking
✓ To learn and review unit
vocabulary and language
structures
T2A My School
M02_MLIS_TB_6708_U02.indd 1
Vocabulary
New: backpack, computer, markers,
notebook, pen, scissors; rectangle
Review: pencil, tree, turtle; black, blue,
brown, grey, green, orange, pink, red,
white, yellow; numbers 1–5; circle,
square, triangle; school vocabulary; toys
Unit
Overview
Home-School Connections
Copy the Letter Home for children to
bring home to share what they’ll be
learning in Unit 2 of My Little Island.
The Letters are available online at:
www.pearsonelt.com/mylittleisland.
Values
Put things away.
Materials
Pupil’s Book pages 14–21; Activity Book
pages 12–17; Flashcards 1–6; Class
Audio CD A: Tracks 20–31; Course
Posters: My Little Island Map, Shapes
and Colours, Meet Your New Friends!;
stickers (back of Pupil’s Book and
shown on page T106)
Optional: CD-ROM, ActiveTeach,
Sammy the Squirrel puppet
Songs and Chants
✓ At My School (Class Audio CD A:
Tracks 24 and 25)
✓ P Sounds Like Puh Chant and
T Sounds Like Tuh Chant (Class
Audio CD B: Tracks 34 and 35)
✓ It’s a Rectangle Chant (Class
Audio CD A: Tracks 29 and 30)
✓ Put Things Away Chant (Class
Audio CD A: Tracks 31 and 32)
Story
“What Is It?”: Billy draws a picture of
Sammy the Squirrel on his computer.
After a few tries, Lilly guesses what
Billy is drawing.
Language Structures: This is my
(computer). / Is it a (pen)? / Yes, it is. /
No, it isn’t.
25/04/2012 14:26
 SKILLS
Cross-Curricular Connections
review shapes, trace and find
rectangles, count to 5
learn the value of putting things away
draw, trace, colour, decorate notebook
directionality and letter recognition (p, t)
sing chant, and move to music
Preschool Learning Outcomes
✓ Listen and respond to intonations.
✓ Use short, simple answers to questions.
✓ Understand new language structures.
✓ Recognize and produce the sounds
that initial p and t stand for.
✓ Follow a picture story.
✓ Make predictions using pictures.
✓ Sing songs and say chants with TPR.
✓ Join in games and interact.
✓ Share information about themselves.
✓ Develop a positive attitude towards
the English language.
Digital Practice
Ask the children to use the CD-ROM
for vocabulary practice or for review.
Use ActiveTeach to go over Pupil’s Book
pages together as a class.
M02_MLIS_TB_6708_U02.indd 2
LEARN BY DOING NOTICE BOARD
DISPLAY
TPR Our Classroom
✓ carry, clap, cut, draw, stamp, stretch ✓ Make a notice board showing
arms, trace a rectangle in the air, type, classroom supplies.
wiggle hands, write, write a letter in
the air Materials
• drawings of classroom items
• magazine cutouts of classroom items
Phonics • photographs of classroom items
✓ Practise recognizing sound-symbol • real classroom items
correspondences: initial p /p/ and t /t/. • sticky tape
✓ Recognize the letters p and t.
Instructions
✓ Complete Phonics page 86. 1. Ask the children to draw classroom
items.
✓ Listen to the audio.
2. Invite the children to bring in photos of
✓ Sing songs and say chants.
classroom items.
3. Gather magazine cutouts of classroom
Prereading and Prewriting items.
✓ Follow an eight-frame story. 4. Hand-write labels for the items.
✓ Talk about the story characters. 5. Let the children tape the pictures and
realia to the notice board.
✓ Act out the story to show
comprehension. 6. Ask the children to tape the labels near
the images or items.
✓ Practise fine motor skills.
✓ Draw, colour, and trace.
Encourage families to
arrange play dates with new children
at school. Socializing outside of school
helps create a happy classroom
environment!
My School T2B
25/04/2012 14:26
M02_MLIS_TB_6708_U02.indd 14 25/04/2012 14:26
 Presentation
Objectives: to identify classroom vocabulary
in a scene, to learn a song and some new
actions
New Vocabulary: backpack, computer,
markers, notebook, pen, scissors
TPR: carry, cut, draw, type, write
Materials: Class Audio CD A, Flashcards
Optional Materials: My Little Island Map
poster, Sammy the Squirrel puppet, CD-ROM,
ActiveTeach
GETTING READY
Look at the Poster (5 minutes)
• Display the My Little Island Map poster.
• Ask the children to name the places they
know.
• Invite them to guess where they will go next.
• Explain that in this unit they will visit the
school.
Share What You Know (5 minutes)
• Use the Sammy the Squirrel puppet or a
volunteer to engage children and get them
laughing. Begin by making Sammy ask
different children if they go to school.
– As they answer, make Sammy pretend not
to understand that children are in a school.
– Finally, make Sammy say: Oh, this is a
school? as he gestures to the classroom.
• Invite the children to talk about school:
What do they do? What do they like?
• Review familiar school vocabulary, such as
book, chair, crayon, pencil, table, teacher,
using Level 1 Flashcards 1–6.
– For each card, make Sammy point and ask:
What’s this?
– Prompt the class to answer if they know
the word. If not, say it yourself: It’s a
(book).
– Let the class repeat.
– Gesture to yourself and say: I’m the teacher.
M02_MLIS_TB_6708_U02.indd 14
Warm Up with TPR (5 minutes) Audio Script
• Play a quick game to get the children At My School
moving and to review TPR from Unit 1: clap, With my pen
climb, look around, make a circle, point, run. I write, write, write. (pretend to write)
• Say the word or phrase and do the action In my notebook
and let the children repeat it. I write, write, write. (pretend to write)
• Call on small groups to do specific actions. With my computer
For example, say: (Raul, Martina, Lee), clap! I type, type, type. (pretend to type)
Let the group clap and say the word: Clap. I click and play
• Continue in this way. And type, type, type. (pretend to type)
With my markers
WORKING IN THE BOOK: PAGE 14 I draw, draw, draw. (pretend to draw)
Introduce Vocabulary, Using TPR With each colour
• Tell the children to open their books at
I draw some more. (pretend to draw)
page 14. With my scissors
• Explain that Lilly and Billy are in their I cut, cut, cut. (pretend to use scissors)
classroom. With my scissors
I cut things up. (pretend to use scissors)
• Invite the children to talk about the picture
using words they know, such as colours, With my backpack
shapes, numbers, and school vocabulary. I carry, carry, carry. (pretend to put on
• Point out and demonstrate the different backpack)
actions to clarify meaning: The teacher is On my back
carrying a book. Lilly is writing. Another girl It’s easy to carry. (pretend to put on
is drawing. Billy is typing at the computer. backpack)
Another boy is cutting.
• Hold up the Unit 2 Flashcards, one at a time, CONSOLIDATING
to introduce the vocabulary. A14 TPR March (5 minutes)
• Say: Backpack. Let the children repeat. • Ask the children to line up behind you.
• Say: Find the backpack. Ask the children to • Play “At My School.”
find a picture of a backpack in the scene. • March around the room in a line.
1. Listen and sing. Move. • For each verse of the song, lead the class in
A24
doing the action: (write in verse 1, and so on).
• Display Flashcards 1–6 and say the words.
Explain that you will play a song. Tell the
OPTIONAL: USING DIGITAL COMPONENTS
children to listen for the words.
• Play the audio. Do the actions to clarify CD-ROM
meaning. When the key vocabulary words Encourage the children to take the CD-ROM home
are mentioned, point to the Flashcard. to show their families what they’re learning.
• Play the song again and ask the children to
do the actions with you.
ActiveTeach
Reinforce vocabulary using the Flashcard
• Invite the children to sing along when they
images on ActiveTeach.
are ready.
My School T14
25/04/2012 14:26
 Vocabulary
Objective: to practise new words
New Vocabulary: backpack, computer,
markers, notebook, pen, scissors
Materials: Class Audio CD A, Activity Book
Optional Materials: Flashcards; backpack,
pen, marker, children’s safety scissors,
notebook, book, crayon, pencil, blindfold;
Sammy the Squirrel puppet; CD-ROM;
ActiveTeach
GETTING READY
A24 Review the Song (5 minutes)
• Say: Let’s sing the song.
• Sing and act out “At My School” with
children.
• Divide the class into six groups, one for each
classroom object. Give each group a real
classroom object or a Flashcard of one.
• Tell each group to stand up when they hear
their word in the song. Play the song again
and encourage the children to sing along.
Prompt groups to stand up.
Prepare for the Activity (5 minutes)
• On the board, create a grid that looks like
the one on Pupil’s Book page 15: Make six
frames and draw a shape or write a number
in each one.
• Draw a small tick box under each frame.
• Explain that Sammy will say a word and a
volunteer will draw a tick in the box under
the appropriate frame.
• Model the first one. Make Sammy say: Circle.
Then put a tick in the box under the picture
of the circle.
• Invite volunteers to continue.
T15 My School
M02_MLIS_TB_6708_U02.indd 15
WORKING IN THE BOOK: PAGE 15
A26 2. Listen. Find and tick ✓. Say.
• Tell the children to open their books at
page 15.
• Explain that the children will listen and tick
the pictures as they hear the words.
• Play the audio, pausing after each word. Tell
the children to tick the picture and say
the word.
Audio Script
computer
pen
markers
notebook
backpack
scissors
• For additional practice, say each vocabulary
word aloud and ask the children to clap
twice, pause, clap twice again, and repeat
the word.
CONSOLIDATING
Mystery Bag (10 minutes)
• Have available: a backpack, pen, marker,
child’s safety scissors (taped shut), notebook,
book, crayon, and an unsharpened pencil.
• Show the items. Let the children say the
words.
• Blindfold a volunteer. Then show the class
one item and put it in the backpack.
• Hide the other items out of sight.
• Ask the volunteer to reach into the backpack
and try to guess the item by feeling it.
• Let the class confirm the guesses by saying:
Yes, it’s a (notebook) or No, it isn’t.
• Repeat with other items and volunteers.
What’s Missing? (10 minutes)
• Use the objects from the Mystery Bag
activity.
• Display four items and hide the others.
• Tell the children to look closely while you
count to five. Then say: Close your eyes!
• Remove one of the items.
• Say: Open your eyes! What’s missing?
• Play again, but this time, use five items.
• Continue in this way until all eight items
are used.
Make a Home Connection
Encourage the children to use the English
words they’ve learned to talk about school
items they have at home.
Activity Book Page 12
Ask the children to draw, say, and colour the
missing item in each row. Invite partners to talk
about the items they have drawn, using the
school and colour words they know.
OPTIONAL: USING DIGITAL COMPONENTS
CD-ROM
Ask the children to take the CD-ROM home
and use it with their families to show them the
school vocabulary they are learning.
ActiveTeach
Use the large digital format to model ticking
the boxes on the page. Then after the children
have completed the activity, show them the
correct responses on the big screen.
25/04/2012 14:26
M02_MLIS_TB_6708_U02.indd 15 25/04/2012 14:27
 Story
Objectives: to listen to and understand a
story, to learn new language structures, to
listen to and recognize the intonation in a
sentence, to role-play
New Structures: Is it a (pen)? / Yes, it is. /
No, it isn’t.
Review: animal; This is my (computer). /
It’s (Sammy).
Materials: Class Audio CD A, Activity Book
Optional Materials: Flashcards, Sammy the
Squirrel puppet, CD-ROM, ActiveTeach

GETTING READY
Story Concepts (5 minutes)
• Explain that the children are going to listen
to a story.
• Reinforce literacy concepts using either the
Pupil’s Book or another book.
• Encourage the children to share what they
know about reading stories in books. Make
it fun by using Sammy the Squirrel.
– Make Sammy pretend to read a book
upside down; shake your head and
say: No, no, Sammy. Turn the book • Talk about computers. Ask the children if • Play the audio for the story again, pausing
the right way up. they like to play games on computers and if and pointing to each frame as children listen
– Make him read the last page first; shake they’ve ever drawn a picture on a computer. to the words.
your head and say: No, no, Sammy. Show (Use TPR and gestures as needed in the • Encourage the children to speak along with
children how to start from the beginning. discussion.) the characters.
– Make him flip through the pages randomly; • Invite volunteers to act out the story with
shake your head and say: No, no, Sammy. WORKING IN THE BOOK: PAGES 16–17 the audio.
Model turning the pages in order. A27 3. Look and listen. Act it out.
Audio Script
Introduce the Story (5 minutes) • Tell the children to turn to page 16.
What Is It?
• Hold up the Pupil’s Book, open at page 16. • Play the audio, pausing after each frame to Frame 1: Billy: This is my computer.
make sure children are looking at the correct
• Focus on the first page of “What Is It?”. Ask Frame 2: Lilly: Is it a pen?
one and understand what is going on.
the children to talk about the picture. Billy: No, it isn’t.
• Help children understand that Billy is Frame 3: Lilly: Is it a marker?
• Explain that Billy and Lilly are in Billy’s room drawing a picture on his computer and Lilly Billy: Yes, it is.
and that Billy is showing Lilly his computer. is trying to guess what it is. Frame 4: Billy: I can draw. Look!
Lilly: Wow!

T16 My School

M02_MLIS_TB_6708_U02.indd 16 25/04/2012 14:27

 • Pause after each question and repeat it,
emphasizing how Lilly’s voice goes up at the
end of the questions: Is it a (pen)?
• Ask the children to repeat each question,
copying the intonation.

CONSOLIDATING
Role-Play (10 minutes)
• Let pairs of children act out the story.
• First, play the audio and let pairs of children
act out the story.
• Then invite volunteers to act it out without
the audio.
• For a challenge, ask the child playing Billy
to draw a picture of a classroom object on a
piece of paper and ask the child playing Lilly
to guess what it is.

Make a Home Connection

Encourage the children to draw something on
a computer or a piece of paper and ask their
families to guess what it is.
Activity Book Page 13
Ask the children to draw and colour Sammy
the Squirrel on the computer screen. Then let
partners role-play Lilly (who asks the question)
and Billy (who answers it) and ask and answer:
Is it Sammy? / Yes, it is.
• Focus on Billy’s answers: No, it isn’t. / Yes, it is. OPTIONAL: USING DIGITAL COMPONENTS
Frame 5: Lilly: Is it a backpack?
Billy: No, it isn’t. • Provide practice using Sammy. Show him a
pen and ask: Is it a notebook? CD-ROM
Frame 6: Lilly: Is it scissors?
• Make Sammy answer: No, it isn’t. Encourage the children to take the CD-ROM
Billy: No, it isn’t.
home to share the story with their families.
Frame 7: Lilly: Is it an animal? • Ask: Is it a pen?
Billy: Yes, it is. • Make Sammy answer: Yes, it is. ActiveTeach
Frame 8: Billy: Look!
• Invite the children to practise the exchanges Use the large digital format to focus on the
Lilly: Wow! It’s Sammy.
with Sammy, and then in pairs. frames as the story audio plays. Point to the
story character who is speaking.
Look at New Language A27 Listen to the Intonation
• Point out the language Lilly uses to ask • Ask the children to close their eyes and listen
about Billy’s drawing: Is it a (pen)? as you play the story audio.

My School T17

M02_MLIS_TB_6708_U02.indd 17 25/04/2012 14:27

M02_MLIS_TB_6708_U02.indd 18 25/04/2012 14:27
 Listening
Objectives: to practise listening
comprehension, to practise new unit
vocabulary and structures
Review: colours
Materials: Class Audio CD A
Optional Materials: photocopies of story
pages, classroom objects, Flashcards, Sammy
the Squirrel puppet, CD-ROM, ActiveTeach
GETTING READY
A27 Revisit the Story (5 minutes)
• Photocopy and enlarge the story pages,
cutting them into two-frame pairs. Display
the pairs, in order, where the children can
see them. Then mix up the order.
• Explain that Sammy is going to try to put
them back in order.
• Sammy says: One, two, three, four as he
rearranges the pages.
• At first, make Sammy arrange them out of
story order.
• Say: No, no, Sammy. Try again.
• Make Sammy try again, but still not get the
correct order.
• Say: No, no, Sammy.
• Gesture to the class. Say: Let’s help Sammy.
• Point to each page and ask: Is this one? until
the class identifies the first page of the story.
• Repeat with the other pages.
Prepare for the Activity (5 minutes)
• Tape or display the Flashcards for scissors
and computer on the board, one directly
above the other so they are arranged like
the items on Pupil’s Book page 18.
• Say: Is it a computer? Yes, it is.
• Draw a circle around the Flashcard for the
computer.
M02_MLIS_TB_6708_U02.indd 18
• Repeat with the Flashcards for notebook and
backpack.
• Say: Is it a notebook? No, it isn’t. It’s a
backpack.
• Draw a circle around the backpack.
WORKING IN THE BOOK: PAGE 18
A28 4. Listen and circle.
• Tell the children to open their books at
page 18.
• Point to and say the names of the classroom
objects on the page and ask the children to
repeat them.
• Talk about the colours of the items.
• Focus on the objects in item 1.
• Play the audio for item 1.
• Show the children how to trace the sample
red circle around the notebook.
• Play the audio for items 2 and 3.
• Pause after each item is named, so the
children can circle the correct picture.
Audio Script
1. Is it a notebook?
Yes, it is.
2. Is it a backpack?
No, it isn’t. It’s a computer.
3. Is it a marker?
Yes, it is.
• Point to Sammy at the bottom of the page
and read out the speech bubble.
CONSOLIDATING
Guessing Game (5 minutes)
• Gather and display as many classroom objects
of one colour as you can: (review) book, chair,
crayon, pencil, table; (new) pen, backpack,
marker, notebook, computer, scissors.
• Use Sammy (or a volunteer) to help you
model how to play the game.
• Make Sammy choose an item from the
display and not tell which one it is.
• Ask Sammy questions to try to guess what it
is: Is it red? Is it a notebook?
• Make Sammy answer: No, it isn’t until you
guess correctly.
• Play a few more times. Invite volunteers to
choose the item.
Play “Sammy Says” (10 minutes)
• Play “Sammy Says” (a version of “Simon
Says”) to practise listening and to review TPR
actions.
• Begin by reviewing the TPR from “At My
School” on page T14: carry, cut, draw, type,
write.
• You may also review TPR from Unit 1: clap,
climb, look around, make a circle, point, run.
• To play, Sammy gives instructions to the
players. Players should follow the instructions
ONLY if Sammy says: Sammy says.
– Sammy says: Sammy says CARRY. The
players should pretend to carry a book.
– Sammy says: DRAW. Players should NOT
do anything because Sammy didn’t say
Sammy says.
• If you don’t have a Sammy puppet, play
“Simon Says” and lead the game.
• Allow the children to join in once they
understand how to play.
OPTIONAL: USING DIGITAL COMPONENTS
CD-ROM
Encourage the children to use the CD-ROM at
home to review vocabulary.
ActiveTeach
Use the large digital format to model circling
the correct pictures.
My School T18
25/04/2012 14:27
 Speaking
Objectives: to practise speaking, to practise
new unit vocabulary and structures
Materials: Class Audio CD A, Activity Book
Optional Materials: Flashcards; markers,
crayons, paper; CD-ROM; ActiveTeach
GETTING READY
Pass the Card (10 minutes)
• Ask the children to sit in a circle. Play some
music. Let the children pass a Flashcard
around while the music plays.
• Stop the music and prompt the child
holding the card to ask the next child: Is it a
(notebook)? The second child answers.
• Continue with different cards.
A27 Practise Intonation (5 minutes)
• Prepare for the speaking practice by
focusing on intonation.
• Play the audio for “What Is It?” on
pages 16–17. Tell the children to listen
carefully to the speakers’ voices.
• Point out that the speakers’ voices go up at
the end of the questions and down at the
end of the answers.
• Let the children practise repeating after
the audio, copying the rise and fall of the
speakers’ voices.
WORKING IN THE BOOK: PAGE 19
5. Colour. Ask and answer.
• Preteach the concept of speech bubbles.
– On the board draw a picture of a simple
face and make a speech bubble with the
tail pointing to the face: I’m Sammy.
– Point to the tail of the speech bubble and
explain that it shows the character who’s
talking. Explain that the words in the
bubble tell what the character is saying.
T19 My School
M02_MLIS_TB_6708_U02.indd 19
• Tell the children to open their books at
page 19, and ask them to talk about the
picture.
• Point to the computer, notebook, marker,
and backpack. Invite the children to colour
these items.
• Ask questions as you point to details on the
page: Is it a marker? Is it green?
• Then focus on the children and speech
bubbles on the page. Explain that the girl is
pointing to the computer.
• Point to each speech bubble as you read the
dialogue.
• Invite partners to practise the dialogue for
the items they coloured. Ask the child who
asks the question to point to the item on the
page.
• Help the children to recall the different
intonation patterns for the questions and
answers.
CONSOLIDATING
Focus on Pronunciation (5 minutes)
• Focus on the sound /p/ in words like pen,
pencil, and pink.
• Let the children practise isolating the sound
by popping their lips apart and making a
pop sound /p/.
• Say: Pencil. Ask individuals to repeat it.
• Repeat with pen and pink.
Draw a Classroom (15 minutes)
• Gather art supplies: markers, paper, crayons.
• Invite the children to draw the classroom,
including items they can name in English.
• Ask partners to practise asking and
answering about their pictures.
• Ask one partner to point to a detail in his
or her partner’s drawing and ask: Is it a
(computer)? Ask their partner to answer.
• Then invite the pair to swap roles and continue.
Make a Home Connection
Encourage the children to take home their
drawings to share with their families. Help the
children practise pointing and saying It’s a
(computer).
Phonics: Pupil’s Book page 86 and T86
For work on the /p/ and /t/ sounds and letters,
ask the children to turn to page 86 in the back
of their books. For teacher support, turn to
page T86 in this book.
Extra Practice: Student Book page 87
and T87
For extra practice speaking, ask the children to
turn to page 87 in the back of their books. For
teacher support, turn to page T87 in this book.
Activity Book Page 14
Ask the children to circle and talk about or
point to the differences. (In B: the children
will circle the cap on the marker; the fifth leg
on the table; the keyboard on the computer;
the pocket on the backpack). Tell the children
to colour the classroom objects. Then invite
partners to ask and answer: Is it a (marker)?
Yes, it is. / No, it isn’t.
Activity Book Page 15
Ask the children to trace the lines to the
objects, colour them, and say the name. Then
invite them to practise with a partner: Is it a
(pencil)? Yes, it is. / No, it isn’t.
OPTIONAL: USING DIGITAL COMPONENTS
CD-ROM
Encourage the children to play the audio on
the CD-ROM at home. Tell them to mimic the
audio to practise their speaking skills.
ActiveTeach
Use the large digital format to model colouring
and identify the objects on the page.
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M02_MLIS_TB_6708_U02.indd 19 25/04/2012 14:27
M02_MLIS_TB_6708_U02.indd 20 25/04/2012 14:27
 CLIL
Objectives: to learn a new shape (rectangle),
to say a chant
New Vocabulary: rectangles
Review: shapes and colours, counting 1–5
TPR: trace a rectangle in the air
Materials: Class Audio CD A, Activity Book
Optional Materials: coloured cutouts of
shapes, tape, Flashcards, Sammy the Squirrel
puppet, CD-ROM, ActiveTeach
GETTING READY
Secret Actions (10 minutes)
• Do a quick TPR activity to get the children
moving and engaged.
• Invite a few volunteers to stand in the front
of the room, facing the class.
• Hold up a Flashcard for the class to see. Make
sure the volunteers do not see the card.
• Let the class use TPR and other gestures to
elicit the word from the volunteers.
Shape Treasure Hunt (10 minutes)
• Hide different coloured cutouts of squares,
triangles, and circles around the classroom
beforehand.
• Tell the children that they are going to go on
a treasure hunt to find shapes.
• Ask pairs to walk around the room and
gather as many shapes as they can.
• At the end of the activity, ask the pairs to
count how many shapes they found.
Introduce the Shape (5 minutes)
• Hold up a circle cutout from the Shape
Treasure Hunt.
• Ask: What’s this? and encourage the
children to answer: It’s a circle.
• Repeat with a square and a triangle.
• Hold up a rectangle cutout. Say: It’s a
rectangle. Ask the children to repeat it.
M02_MLIS_TB_6708_U02.indd 20
• Help the children compare the square and
the rectangle.
• Invite the children to talk about how they
are the same and how they are different.
• Use gestures and other visual clues to point
out that:
– A square has four equal sides. A rectangle
has two short equal sides and two long
equal sides.
– Both squares and rectangles have straight
edges. (A circle has a curved edge.)
– Both shapes have four equal corners.
WORKING IN THE BOOK: PAGE 20
A29 6. Listen and say. Trace and count.
• Tell the children to open their books at
page 20.
• Let the class look at the border and point
to and name the shapes: Blue circle, yellow
triangle, green square… .
• Point to one of the rectangles.
• Trace the outline and say: It’s a rectangle.
• Explain that the children are going to listen
to and say a chant and then trace and count
the rectangles on the page.
• Play the audio. Do the actions.
• Play it again and let the children do the
actions and chant when they’re ready.
Audio Script
It’s a Rectangle Chant
Trace the shape.
Trace the shape.
It’s a rectangle. (trace a rectangle in the air)
How many do you see?
Count the rectangles with me.
• Now ask the children to trace the rectangles
on the page and count them: 1, 2, 3, 4, 5.
CONSOLIDATING
Musical Shapes (10 minutes)
• This game is based on Musical Chairs. It
encourages the children to co-operate and
help each other.
• Use tape to create four giant shapes on the
floor (circle, square, triangle, rectangle).
• Play some music and tell the children to
dance around the room until the music stops.
Then call out a shape: Circle!
• Everyone has to squeeze together to stand
in the circle. The goal is for everyone to be
inside the circle with nobody outside.
• Continue in this way.
Pass the Shape (5 minutes)
• Tell the children to sit in a circle.
• Give out shape cutouts.
• Play some music.
• While the music plays, let the children pass
the shapes around the circle.
• Stop the music. Say: Stand up, squares!
• Prompt the children holding squares to
stand up. Ask those children to draw a
square in the air and say: It’s a square.
• Continue in this way.
Activity Book Page 17
Ask the children to count the shapes, trace the
numbers, and draw lines to match the numbers
with the shapes. Let pairs point and say: It’s a
rectangle. (1, 2, 3, 4). (4) rectangles.
OPTIONAL: USING DIGITAL COMPONENTS
CD-ROM
Encourage the children to play the games on
the CD-ROM at home to practise shapes, colours,
and numbers.
ActiveTeach
Model tracing and counting the rectangles.
My School T20
25/04/2012 14:27
 Values
Objective: to learn about the value of putting
things away
New Values Language: Put (things) away.
Review: school vocabulary, toys
Materials: Class Audio CD A, Activity Book
Optional Materials: cutouts of shapes,
classroom objects, coloured paper, teacher-
made labels and signs for classroom objects,
child-made drawings for classroom object
labels, Flashcards, Sammy the Squirrel
puppet, CD-ROM, ActiveTeach
GETTING READY
Introduce Putting Things Away
(15 minutes)
• Prepare piles of classroom objects for groups
of children.
• Use Sammy (or a prepared volunteer) in a
role play.
• Make Sammy “sit” with one of the groups
and say: Let’s go and play!
• Gesture to the objects in Sammy’s group.
Look at the rest of the children with a
questioning expression. If possible, elicit that
Sammy needs to help put things away first.
• Say: No, no, Sammy. Put things away.
• Make Sammy say: Okay, put things away.
• Then make him put markers in the marker
pot, books in the book area, and so on.
As he cleans up, make him say: Put things
away. Hooray!
• Ask the children to put their things away. To
keep the activity orderly, let one group at a
time do this.
• Ask the children to say: Put things away.
Hooray! as they work.
• Praise the class at the end: Very good!
T21 My School
M02_MLIS_TB_6708_U02.indd 21
WORKING IN THE BOOK: PAGE 21
A31 7. Listen and say. Look and draw.
• Tell the children to open their books at
page 21.
• Play the dialogue on the first part of the
audio and ask the children to look at the
photos as they listen.
• Let volunteers repeat the dialogue with you.
Audio Script
Teacher: Put your things away, please.
Children: Yes, let’s put them away.
Teacher: Thank you.
• Then play the chant on the second part of
the audio. Let the children listen once or
twice and then chant along with the audio
when they are ready.
Audio Script
Put Things Away Chant
Put away your markers.
Put away your notebooks.
Put away your scissors.
Please, please, put things away!
That’s all for today!
• Talk about each photo with the class and let
the children discuss whether the children in
each photo are putting things away or not.
• Now point to the faces below each photo.
Tell the children to draw a smile on the face
below the photo where children are putting
things away. (The photo on the left.) Then
let them draw a frown on the face under the
photo where someone is not putting things
away.
• Play this chant at the end of activities in other
units when you want the children to tidy up.
• Once they know the words and rhythm, they
can chant with you without the audio.
CONSOLIDATING
Act It Out (10 minutes)
• Let the children role-play different scenarios
where they put things away.
• Include Sammy in the role-plays so he can
model language: Put the markers away. Put
the paper away. Put the scissors away.
– The class has just finished an art project.
It’s time to put the art supplies away.
– A brother and sister are doing a puzzle at
home. It’s time to put the puzzle away.
– Some friends are playing in the garden. It’s
time to put their toys away.
Classroom Clean-Up (10 minutes)
• Place labels and signs around the room to
show where classroom objects belong.
• Let the children help decorate the signs.
• Write the word in English, then ask the
children to draw a picture or glue a cutout
from a magazine on the sign.
• Ask the children to help you place the signs
around the room.
Activity Book Page 17
Ask the children to draw lines to match the
classroom object with its place. Let partners
practise saying: Put (the scissors) away. Then
let them colour.
OPTIONAL: USING DIGITAL COMPONENTS
CD-ROM
Encourage the children to take the CD-ROM
home to show their families that they are
learning to put their things away.
ActiveTeach
Focus on the two photos. Use the pointer to
highlight who is cleaning up and who isn’t.
Confirm answers.
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M02_MLIS_TB_6708_U02.indd 21 25/04/2012 14:27
 3 Family
Objectives
✓ To learn family vocabulary
✓ To sing songs and chant
✓ To do new TPR movements
✓ To practise fine and gross motor
skills
✓ To understand and role-play a
story
✓ To learn and practise the new
language structures Who’s (she /
he)? (She’s / He’s) my (grandma /
grandpa). / Who’s (the baby)? /
It’s (me).
✓ To recognize and produce the
sounds that m and s stand for at
the beginning of words
✓ To review colours, numbers, and
shapes
✓ To learn a new shape (star)
✓ To learn the value of helping your
family
✓ To practise new language by
listening and speaking
✓ To learn and review unit
vocabulary and language
structures
T3A Family
M03_MLIS_TB_6708_U03.indd 1
Vocabulary
New: aunt, cousin, grandma, grandpa,
pet, uncle; star
Review: baby, mum; sun; black,
blue, brown, grey, green, orange,
red, yellow; circle, rectangle, square,
triangle; numbers 1–5
Unit
Overview
Home-School Connections
Copy the Letter Home for the children
to take home to share what they’ll be
learning in Unit 3 of My Little Island.
The Letters are available online at
www.pearsonelt/mylittleisland.com.
Values
Help your family.
Materials
Pupil’s Book pages 22–31; Activity Book
pages 18–25; Flashcards 7–12; Class
Audio CD A: Tracks 32–42; Course
Posters: My Little Island Map, Shapes
and Colours, Meet Your New Friends!;
stickers (back of Pupil’s Book and
shown on page T106)
Optional: CD-ROM, ActiveTeach,
Sammy the Squirrel puppet
Songs and Chants
✓ The Family Dance (Class Audio
CD A: Tracks 32 and 33)
✓ M Sounds Like Muh Chant and
S Sounds Like Suh Chant (Class
Audio CD B: Tracks 35 and 36)
✓ It’s a Star Chant (Class Audio
CD A: Tracks 37 and 38)
✓ Helping Chant (Class Audio CD A:
Tracks 39 and 40)
Story
“Who Is It?”: Lilly shows Billy photos in
her album. Billy wants to know who’s
in the pictures. The baby in the last
picture is Lilly.
Language Structures: Who’s (she)? /
(She’s) my (grandma). / Who’s (the
baby)? / It’s (me).
25/04/2012 14:28
 SKILLS
Cross-Curricular Connections
make a pet graph, trace and look for
stars, count to 5
learn the value of helping your family
draw a family, make a star badge
directionality and letter-writing (m, s)
sing, chant, and move to music
Preschool Learning Outcomes
✓ Listen to intonation.
✓ Use short, simple answers to questions.
✓ Understand new language structures.
✓ Recognize and produce the sounds
that initial m and s stand for.
✓ Recognize the letters m and s.
✓ Follow a picture story.
✓ Make predictions using pictures.
✓ Sing songs and say chants with TPR.
✓ Join in games and interact.
✓ Share information about themselves.
✓ Develop a positive attitude towards
the English language.
Digital Practice
Let the children use the CD-ROM for
vocabulary practice or for review.
Use ActiveTeach to go over Pupil’s Book
pages together as a class.
M03_MLIS_TB_6708_U03.indd 2
LEARN BY DOING NOTICE BOARD
DISPLAY
TPR Our Families
✓ clap, giggle, hop, stamp, stop, stretch ✓ Make a notice board celebrating
arms, tap, trace a star in the air, children’s families.
wiggle hands, write (letters) in the air
Materials
• family photos from home
Phonics • glue or sticky tape
✓ Practise recognizing sound-symbol • markers and paper for labels
correspondences: initial m /m/ and s /s/
Instructions
✓ Recognize the letters m and s. 1. Ask the children to bring in a family
✓ Complete Phonics page 88. photo from home.
✓ Listen to the audio. 2. Put the photos on a notice board.
✓ Sing songs and say chants. 3. Help the children write their names (or
write them yourself) and use them to
label the pictures.
Prereading and Prewriting 4. During the unit, the children can
refer to these photos as needed for
✓ Follow an eight-frame story. activities.
✓ Talk about the story characters.
✓ Act out the story to show
comprehension.
✓ Practise fine motor skills.
✓ Draw, colour, and trace.
Encourage shy children
to practise speaking and singing
with the audio at home – this will
help them be more comfortable
and confident in class!
Family T3B
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M03_MLIS_TB_6708_U03.indd 22 25/04/2012 14:28
 Presentation
Objectives: to identify family vocabulary in a
scene, to learn a song and new TPR actions
New Vocabulary: aunt, cousin, grandma,
grandpa, pet, uncle
TPR: clap, giggle, hop, stop, tap, wiggle
Materials: Class Audio CD A, Flashcards
Optional Materials: circle cutout, tape,
blindfold; Sammy the Squirrel puppet;
CD-ROM; ActiveTeach
GETTING READY
Talk About Billy’s Family (5 minutes)
• Review the family members on page 11.
• Tell the children that they are going to meet
some more people in Billy’s family.
• Ask the children to guess which family
members they might meet today.
Share What You Know (5 minutes)
• Invite the children to talk about their
families.
• Explain that you are going to help the
children say one thing about their family.
• Model some sentences to encourage the
children to use English they know, such as:
I’ve got a brother or My mum is Rita.
WORKING IN THE BOOK: PAGE 22
Present Vocabulary
• Use the unit Flashcards to teach the
vocabulary.
• Hold up the picture of the aunt. Say: Aunt
and let the children repeat it.
• Do the same for the other new words.
A32 1. Listen and sing. Move.
• Ask questions about the scene on page 22.
Where is Billy? Who is in the picture? What
are they doing?
M03_MLIS_TB_6708_U03.indd 22
• Explain that Billy and his family are having
a party. Billy is introducing his family to Lilly.
CONSOLIDATING
Guess Who I Am (10 minutes)
Everyone is dancing and having fun.
• Invite a volunteer to the front of the class.
• Ask the children to find the different family
members in the scene. • Show him or her a Flashcard of a family
member, but don’t show anyone else.
• Teach the actions that go with the song. Say:
Aunt – giggle giggle (pretend to giggle). • Ask the volunteer to do the action which
that family member does in the song.
• Ask the children to repeat after you.
• Let the class guess who the family
• Do the same for the other family members.
member is.
• Play the song. Ask the children to point to
• Continue, using the other Flashcards.
the family members as they are named in
the song. Stick the Circle on the Family
• Play the song again and encourage the (10 minutes)
children to do the actions with you.
• Have the family Flashcards ready.
• Invite them to sing along when they’re
• Cut out a circle and attach tape to it.
ready.
• Attach the Flashcards to the board.
Audio Script • Place a blindfold on a volunteer.
The Family Dance • Spin the child in a circle. Stop spinning when
Here’s my family. he or she is facing the board.
See them dance. (dance) • Say: Stick the circle on the (aunt).
See them do the family dance.
• Let the child stick the circle on the card.
He’s my grandpa. • Allow him or her to take off the blindfold
Tap, tap, tap. (tap foot) and move the circle to the correct card, if
She’s my grandma. necessary.
Clap, clap, clap. (clap)
• Continue with other children.
He’s my uncle.
Wiggle, wiggle, wiggle. (wiggle) OPTIONAL: USING DIGITAL COMPONENTS
She’s my aunt.
Giggle, giggle, giggle. (cover mouth, pretend CD-ROM
to giggle) Encourage the children to take the CD-ROM
She’s my cousin. home to play the games and show their
families the family words they’re learning in
Hop, hop, hop. (hop)
This is my pet. English.
Stop, stop, STOP! (put hand up to indicate ActiveTeach
stop)
When you play the audio, point to the people
and actions in the scene as they are mentioned
in the song.
Family T22
25/04/2012 14:28
 Vocabulary
Objective: to practise new words
New Vocabulary: aunt, cousin, grandma,
grandpa, pet, uncle
Materials: Class Audio CD A, Activity Book
Optional Materials: Flashcards, Sammy the
Squirrel puppet, CD-ROM, ActiveTeach
GETTING READY
A32 Review the Song (10 minutes)
• Play “The Family Dance.” Invite children to
sing the song and do the actions.
• Then divide the class into six groups: Billy’s
aunt, his uncle, his grandma, his grandpa,
his pet, his cousin.
• Play the song again.
• Let everyone sing Billy’s lines in the song, but
for the action lines, ask only the correct group
to sing and do the actions for their character.
Billy’s Family Tree (5 minutes)
• On the board, draw Billy’s family tree. (Use
only the family members in the book. Extend
the family members from either Billy’s
mother or father. Explain that we do not
know about the other side of his family.)
• Point to and identify each family member.
• Write labels and place them on the family tree.
• Invite the children to look at Billy’s family
tree and compare it with their own families.
WORKING IN THE BOOK: PAGE 23
A34 2. Listen and tick ✓. Say.
• Tell the children to open their books at
page 23.
• Explain that these are photos of different
members of a family. Let the children look at
the photos briefly before you play the audio
and talk about how the people are related.
T23 Family
M03_MLIS_TB_6708_U03.indd 23
• Then tell the children to listen to the audio
and find and tick the photo of each family
member when they hear it.
• Play the audio. Pause after each item to
make sure children are ticking the correct
photo.
Audio Script
grandma
aunt
grandpa
uncle
cousin
pet
This is my family.
• When they finish, let the children share their
work. Let them take turns pointing to the
photos and saying the words.
• For additional practice, say each vocabulary
word aloud and ask the children to clap
twice, pause, clap twice again, and repeat
the word.
CONSOLIDATING
Who’s Missing? (10 minutes)
• Display the unit Flashcards on the board in a
straight line.
• Lead the class in saying the words in order.
• Ask the children to cover their eyes so they
can’t see.
• Take away a card.
• Let the children look. Challenge them to
name the missing card.
• Repeat several times.
• For a challenge, mix up the order first, and
then take away a card.
Pet Graph (10 minutes)
• Remind the children that Billy has a pet dog.
• Ask if anyone in the class has a pet.
• Invite the children to talk about their pets.
What kind of pet do they have? What are
their pets’ names?
• Make a simple bar graph of the children’s
pets.
• Write the names of the different animals in a
column. Draw a simple picture next to each
word for reference.
• Ask how many children have a cat. Ask each
child with a cat to come to the board and
make a tick next to the picture and word cat.
• Repeat with any other pets.
• Count the pets at the end.
Make a Home Connection
Copy Billy’s family tree on paper and
photocopy it. Send it home with the children.
Invite children to work with adults and older
siblings to make their own family trees.
Activity Book Page 18
Ask the children to circle the differences. (In
B: The sister is holding a doll; the mother has
a hat on; the father has glasses; Billy has
a hat on; the cousin has a toy; the pet is a
cat.) Let partners point to and talk about the
differences.
OPTIONAL: USING DIGITAL COMPONENTS
CD-ROM
Encourage the children to play the games on
the CD-ROM at home to practise what they are
learning in class.
ActiveTeach
Use the large digital format to confirm which
picture to tick for each family member.
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M03_MLIS_TB_6708_U03.indd 23 25/04/2012 14:28
 Story
Objectives: to listen to and understand a
story, to learn new language structures,
to listen to and identify the intonation in
sentences, to role-play
New Structures: Who’s (she)? / (She)’s my
(grandma). / Who’s (the baby)? / It’s (me).
Review: baby
Materials: Class Audio CD A, Activity Book
Optional Materials: photographs from home,
books, drawing supplies; Flashcards; Sammy
the Squirrel puppet; CD-ROM; ActiveTeach

GETTING READY
Introduce he and she (5 minutes)
• Walk around the room with Sammy.
• Make Sammy gesture to different children
and say: (Ana) is a girl. She’s a girl. (Paolo)
is a boy. He’s a boy.
• After you have named a few children in
this way, write the words he and she on
the board.
• Reinforce that we use he to talk about a boy
and she to talk about a girl.
• Walk around the class and gesture to
different children. Introduce the Story (5 minutes) WORKING IN THE BOOK: PAGES 24–25
• Each time, elicit he or she from the class. • Hold up the Pupil’s Book, open at page 24. A35 3. Look and listen. Act it out.
Talk About Family Pictures (5 minutes) • Focus on the first frame of “Who Is It?” Ask • Tell the children to open their books at
the children to use language they know to page 25.
• If possible, bring in a few pictures of your
family. talk about it. • Play the audio, pausing after each frame to
• Ask the children what they think the friends make sure children are looking at the correct
• Show these to Sammy and the class.
are talking about. Revisit their predictions picture and understand what is happening.
• Have Sammy point to each one and ask: later. • Play the story audio again, pausing and
Who’s (she)? Then answer: She’s my (aunt).
• Use TPR and other gestures to explain that pointing to each frame as the children listen
• To make this activity silly, bring in some Billy and Lilly are looking at pictures of Lilly’s to the words.
pictures of different squirrels. family. • Encourage the children to speak along with
• Show the pictures to Sammy and ask: Who’s • Go through the pictures with the class. the characters.
(he)? Make Sammy answer: He’s my (cousin).
• Invite volunteers to act out the story with
the audio.

T24 Family

M03_MLIS_TB_6708_U03.indd 24 25/04/2012 14:28

 • Ask the children to repeat each question,
copying the intonation.

CONSOLIDATING
Act It Out (10 minutes)
• Let pairs take turns acting out the story.
• Play the audio and invite the children to
speak along with the characters.
• Give them books to use as props. Let them
pretend they are looking at photos in a
photo album.
• Ask volunteers who are ready to act out the
story without the audio.

Family Drawing (5 minutes)

• Invite the children to draw a picture of a
family member or two.
• Save these for activities later in this unit.

Make a Home Connection

If possible, ask the children to bring in a family
photo or a copy of one from home.
Activity Book Page 19
Ask the children to colour the family photos.
Encourage them to practise asking and
Audio Script Look at New Language answering with a partner: Who’s (she)? /
Who Is It? (She’s) my (grandma).
• Point out the language Billy uses to ask
Frame 1: Billy: Who’s she? about Lilly’s family: Who’s (she)?
Lilly: She’s my grandma. OPTIONAL: USING DIGITAL COMPONENTS
Frame 2: Billy: Who’s he? • Focus on Lilly’s answers: (She’s) my
(grandma). CD-ROM
Lilly: He’s my uncle.
Frame 3: Billy: Who’s he? • Tell the children that they will use this Encourage the children to take the CD-ROM
Lilly: He’s my grandpa. language to talk about their own families. home and play the games to reinforce what
Frame 4: Aunt: Bye. they’re learning in class.
Billy: Who’s she? A35 Listen to the Intonation
ActiveTeach
Lilly: She’s my aunt. • Ask the children to close their eyes and listen
Frame 5: Billy: Who’s he? as you play the story audio. Use the large digital format to focus on the
Lilly: He’s my cousin. frames. Point to the person who is speaking.
• Pause after each question. Point out how
Frame 6: Billy: Who’s she? Billy’s voice goes up at the end of the
Lilly: She’s my friend. questions: Who’s (she)?
Frame 7: Billy: Who’s the baby?
Frame 8: Lilly: It’s me!

Family T25

M03_MLIS_TB_6708_U03.indd 25 25/04/2012 14:28

M03_MLIS_TB_6708_U03.indd 26 25/04/2012 14:29
 Listening
Objectives: to practise listening
comprehension, to practise new unit
vocabulary and structures
Materials: Class Audio CD A
Optional Materials: Flashcards, Sammy the
Squirrel puppet, CD-ROM, ActiveTeach
GETTING READY
A35 Revisit the Story (10 minutes)
• Revisit “Who Is It?” together.
• Play the audio and ask the children to follow
along in their books. (See pages T24–T25).
Share Drawings and Photos (5 minutes)
• Invite the children to share their photos from
home or the drawings they made in Family
Drawing on page T25.
• Ask volunteers to hold up their pictures for
the class to see.
• Invite volunteers to point to someone in a
picture and ask: Who’s (she)?
• Let the child answer: She’s my (grandma).
• Use Sammy to model the activity until the
children are ready to work on their own.
WORKING IN THE BOOK: PAGE 26
A36 4. Listen and match.
• Tell the children to open their books at
page 26.
• Point to the photos along the right-hand
side.
• Ask the children to name each family
member: cousin, aunt, grandma, uncle.
• Then point to the silhouettes on the left-
hand side. Explain that the children will
listen and match the silhouettes to the
photos by drawing a line from one to the
other.
M03_MLIS_TB_6708_U03.indd 26
• Do the first one together and then let the
children work on their own, or work through
the page as a class.
• Confirm answers with the class.
Audio Script
1. Who’s he?
He’s my uncle.
2. Who’s she?
She’s my aunt.
3. Who’s he?
He’s my cousin.
4. Who’s she?
She’s my grandma.
CONSOLIDATING
Noughts and Crosses (10 minutes)
• Divide the class into two teams: X and O.
• Each team chooses one volunteer to go to
the board and write.
• Make a nine-box grid on the board.
• Explain that in “Noughts and Crosses”,
players try to get three in a row.
• Show the grandma Flashcard to Team X.
Ask: Who’s she?
• Team X discusses it together and then
answers: Grandma.
• Then the player from Team X writes an X on
the grid. (If Team X gets it wrong, then their
player doesn’t write anything.)
• Then show Team O a different Unit 3
Flashcard.
• Continue this way until one team gets three
(right answers) in a row.
• You can also point to characters on Pupil’s
Book page 11 to extend the activity.
Clap, Clap, Hop (10 minutes)
• Play a version of the popular game “Duck,
Duck, Goose”.
• Review the TPR actions the children know,
such as: climb, run, make a shape, look
around, point, clap, cut, carry, tap, wiggle,
giggle, hop.
• For each action, make sure the children can
use the action as they also move around. For
example, make sure that children can walk
and point at the same time.
• Ask the children to sit in a circle. Walk around
the circle, gently tap each child on the
shoulder and say: Clap, clap, clap, clap …
• After a few “claps,” say: hop. The child
whose head you tapped for hop stands and
hops around the circle.
• That child then walks around the circle,
gently tapping each child on the shoulder
and saying: Hop, hop, hop …
• He or she switches to a new action and
another child takes a turn.
OPTIONAL: USING DIGITAL COMPONENTS
CD-ROM
Encourage the children to take the CD-ROM
home and play the games to reinforce what
they’re learning in class. Encourage the
children to invite family members to play
with them.
ActiveTeach
Use the large digital format to model matching
the items. Invite volunteers to use the pointer
to point to the silhouette and then draw a line
to the matching photo.
Family T26
25/04/2012 14:29
 Speaking
Objectives: to practise speaking, to practise
new unit vocabulary and structures
Review: colours
Materials: Class Audio CD A, Activity Book
Optional Materials: children’s family drawings
or photos from home, crayons, photocopies
of Flashcards; Flashcards; Sammy the Squirrel
puppet; CD-ROM; ActiveTeach
GETTING READY
A35 Revisit the Story (5 minutes)
• Revisit the story “Who Is It?”
• Play the audio while children follow along in
their books.
• Encourage the children to copy Billy’s
intonation as they practise asking Who’s (she)?
Pass the Crayons (10 minutes)
• Ask the children to form a circle.
• Give various children in the circle different
coloured crayons.
• Make Sammy say: Pass the crayons.
• Ask the children to pass the crayons in the
same direction until you say: Stop!
• Make Sammy ask: Where’s the (orange)
crayon? and tell the child with that crayon
to hold it up.
WORKING IN THE BOOK: PAGE 27
5. Colour. Ask and answer.
• Say: Hello, I’m Billy.
• Hold up the family picture on Pupil’s Book
page 27. Point and say: I’m Billy. She’s my
(mum).
• Tell the children to turn to page 27.
• Put the children in pairs. Tell the pairs they
are going to take turns colouring the frames
around the pictures, one at a time. Then
T27 Family
M03_MLIS_TB_6708_U03.indd 27
they will role-play Billy and Lilly and ask and
answer questions about the pictures.
• Model the activity by colouring the frame
around the grandpa. Then with Sammy (or a
prepared volunteer) ask and answer: Who’s
he? He’s my grandpa.
• Explain that you are pretending to be Lilly
and your partner is pretending to be Billy.
• Let partners continue colouring, pointing,
asking, and answering.
• Then let the children review colours by
pointing to the coloured frames and saying:
It’s (green).
CONSOLIDATING
Flashcard Concentration
(10 minutes)
• Photocopy the Flashcards twice, so you have
two copies of each card.
• Tape the photocopies to the board face-down
in a grid pattern.
• Divide the class into teams.
• Explain that the goal is to turn over two
matching cards.
• Model a few turns with Sammy.
• Make Sammy turn over a card and say: (Aunt).
• Next, make Sammy try to find the other
aunt card. He turns over a second card and
names it. If the card matches, he keeps the
two cards and his team gets a point. If they
don’t match, he turns them back over.
• You can invite a new volunteer from each
team to come up and play each turn.
Focus on Pronunciation (5 minutes)
• Focus on the sound that s stands for in
words like yes, sister, and it’s.
• Draw out ssssss and let the children join in.
• Say: Sister. Ask individuals to repeat it.
• Repeat with yes and it’s.
A33 Who Is It? TPR (5 minutes)
• Play the song to review the actions that
Billy’s family members do in “The Family
Dance.”
• Display the Flashcards on the board.
• Explain to the class that they will role-play
Billy and answer questions about his family.
• Then giggle and make Sammy ask:
Who’s (she)?
• Prompt the class to answer: (She)’s my (aunt).
• Invite volunteers to do actions from the
song. Then let a volunteer or Sammy name
the family member.
Phonics: Pupil’s Book page 88 and T88
For work on the /s/ and /m/ sounds and letters,
ask the children to turn to page 88 in the back
of their books. For teacher support, turn to page
T88 in this book.
Extra Practice: Pupil’s Book page 89 and
T89
For extra practice speaking, tell students to
turn to page 89 in the back of their books. For
teacher support, turn to page T89 in this book.
Activity Book Page 20
Ask the children to colour the family members.
Let partners practise asking and answering:
Who’s (she)? (She’s) my (grandma).
Activity Book Page 21
Ask the children to find and colour the hiding
family members. Let partners point, ask, and
answer: Who’s (he)? (He’s) my (brother).
OPTIONAL: USING DIGITAL COMPONENTS
CD-ROM
Encourage the children to play the games and
activities on the CD-ROM at home.
ActiveTeach
Use Flashcard images to reinforce the target
language with the class.
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M03_MLIS_TB_6708_U03.indd 28 25/04/2012 14:29
 CLIL
Objectives: to learn and practise a new shape
(star), to say a chant
Review: shapes, colours, counting 1–5
TPR: trace a star in the air
Materials: Class Audio CD A, Activity Book
Optional Materials: string, Flashcards,
Sammy the Squirrel puppet, CD-ROM,
ActiveTeach
GETTING READY
Introduce the Star Shape
• Draw a star on the board.
• Point and say: It’s a star.
• Prompt the children to repeat.
• Ask the children where they might see this
shape.
• Draw five stars in a row.
• Circle one and ask: How many stars?
(One star.)
• Erase the circle. Repeat for two, three, four,
and five stars.
WORKING IN THE BOOK: PAGE 28
A37 6. Listen and say. Trace and count.
• Tell the children to open their books at
page 28.
• Ask them to look at the shapes around the
border of the page.
• Invite volunteers to point to and name the
shapes and colours.
• Play the audio. Do the actions.
• Play the chant again and encourage the
children to do the actions with you.
• Invite them to chant along when they are
ready.
M03_MLIS_TB_6708_U03.indd 28
Audio Script • Make Sammy carry the string from one
corner to the next to make the sides of the
It’s a Star Chant
Trace the shape. square.
Trace the shape. • Ask the class: What shape is it? (A square.)
It’s a star. (trace a star in the air) • Invite different volunteers to stand for each
How many do you see? shape. Repeat for a rectangle, triangle, and
Count all the stars with me. star.
• Then invite the entire class to stand. Ask
• Let the children trace the stars on the page.
them to hold hands and stretch into a big
• Invite the children to share their work. circle.
Prompt them to point to the finished page
• Encourage everyone to call out: Circle!
and say: One, two, three, four, five. Five
stars. Activity Book Page 22
Ask the children to trace and colour the stars.
CONSOLIDATING Let partners talk about the shape and colour
Draw a Shape (5 minutes) of their lollipops.
• Start drawing a shape on the board.
OPTIONAL: USING DIGITAL COMPONENTS
• Let the first child who guesses what the
shape is come up to the board and draw CD-ROM
another shape. Encourage the children to play the games
• Continue until several children have had a on the CD-ROM at home to practise shapes,
turn and all the shapes learned have been colours, and numbers.
covered.
ActiveTeach
Group Shapes (5 minutes) Use ActiveTeach to point to the shapes around
• Review the shapes that the children have the border. As you point, ask the children to
already learned: triangle, circle, square, say the colour or shape. Then demonstrate
rectangle. tracing the stars and counting them.
• Draw the shapes on the board.
• Point to each and ask: What shape is it?
• Prompt the children to answer: It’s a
(triangle).
• Tell the children they are going to work in
groups to make big shapes.
• Invite four volunteers to stand.
• Direct them to the four corners of the room.
Make sure they are evenly spaced so they
form the four equal corners of a square.
• Give each child a long piece of string. Each
piece should be long enough to reach from
one corner to its neighbor.
Family T28
25/04/2012 14:29
 Values
Objective: to learn about the value of helping
your family
New Values Language: Help your family.
Review: family vocabulary
Materials: Class Audio CD A, Activity Book
Optional Materials: shape cutouts, books,
Sammy the Squirrel puppet, CD-ROM,
ActiveTeach
GETTING READY
Pop-up Shapes (5 minutes)
• Distribute shape cutouts so everyone has one.
• Ask the children to sit in a circle holding their
shapes.
• Say: 1, 2, 3 – Pop-up circles!
• All the children with the circle cutouts jump up.
• Call out a TPR cue: Stamp your feet! All the
children standing stamp their feet.
• Say: Sit down.
• Repeat with the other shapes.
Introduce Helping Your Family
(10 minutes)
• Role-play with a volunteer. Pretend to be
grandma or grandpa. Carry a heavy pile of
books, and struggle as you do so.
• Prepare the volunteer to say: Let me help,
(Grandma).
• Let the volunteer carry a few books for you.
• Praise the volunteer for helping. Say: You’re
a good helper. Thank you.
• Brainstorm ways the children can help
people in their families. For example:
– Help set the table for a meal.
– Help clear the table after a meal.
– Help clean up toys / art supplies.
• Note these ideas on the board to revisit later.
T29 Family
M03_MLIS_TB_6708_U03.indd 29
WORKING IN THE BOOK: PAGE 29
A39 7. Listen and say. Look and draw.
• Tell the children to open their books at
page 29.
• Play the dialogue on the first part of the
audio and ask the children to look at the
photos as they listen.
• Ask a pair of volunteers to repeat the
dialogue with you.
Audio Script
Girl: I like to help you, Grandma.
Grandma: Thank you. You’re a good helper.
• Talk with the children about the people in
each photo and lead them in a discussion
about who is helping and who is not.
• Ask: Who is helping? Prompt the children to
answer: The girl is helping.
• Then play the chant on the second part of
the audio. Let the children listen once or
twice. Then invite them to chant along with
the audio when they are ready.
Audio Script
Helping Chant
Help your grandma
Every day.
Help your grandpa
That’s the way.
Help your mum
Every day.
Help your dad
That’s the way.
• Now point to the faces below each photo
and tell the children to draw a smile on the
face below the photo in which someone is
helping (the girl is helping her grandma in
the garden) and a frown where someone is
not helping (the boy is having a nap).
CONSOLIDATING
Act It Out (10 minutes)
• Revisit the ways the children can help their
families.
• Act out one of the activities.
• Invite the children to guess what you are
doing.
• Then ask volunteers to act out other helping
activities.
• Each time, talk about what the child is doing
and whom he or she is helping.
Thumbs-Up or Thumbs-Down Review
(5 minutes)
• Review the value of putting things away, as
well as other key values from Level 1, such as
asking nicely, saying sorry, and sharing.
• Role-play a scenario with Sammy or a
volunteer.
• If you or Sammy practise good values and
use good manners, tell the class to give you
a thumbs-up, and to give you a thumbs-
down if you don’t.
Activity Book Page 23
Ask the children to colour the picture. Let
partners practise saying: I help (my family).
OPTIONAL: USING DIGITAL COMPONENTS
CD-ROM
Encourage the children to play the games and
do the activities on the CD-ROM at home and
help their family members learn English with
them.
ActiveTeach
Focus on the two photos. Use the pointer to
highlight who is helping and who isn’t. Confirm
which face should be smiling and which face
should be frowning.
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M03_MLIS_TB_6708_U03.indd 30 25/04/2012 14:29
 Unit 2: Review/Assessment
Objectives: to review and assess new unit
vocabulary and structures
Materials: Class Audio CD A, Activity Book;
stickers (in the back of the Pupil’s Book and
shown on page T106)
Optional Materials: decorations, such as
stickers, cutouts, glue, tape, markers, ribbons,
and glitter; classroom objects; Flashcards;
Sammy the Squirrel puppet; CD-ROM;
ActiveTeach
GETTING READY
A Sing and Move (10 minutes)
Ask the children to sing and move to their
favourite songs and chants from Unit 2.
Flashcard Memory Game
(10 minutes)
• Display the Unit 2 Flashcards on the board
to remind children of the Unit 2 vocabulary.
• Point to each and ask: What’s this? Let the
class answer together.
• Then ask the children to put their heads
down so they can’t see as you turn over one
of the Flashcards. Tell the children to look up
and say which card was turned over.
• Point to the turned-over card and ask: Is it a
pen? Is it a notebook? and so on.
• Prompt the children to answer: No, it isn’t or
Yes, it is.
• Play again, but let volunteers take turns
as your helper. Let the volunteers ask: Is it
a (pen)?
WORKING IN THE BOOK: PAGE 30
1. Stick and say.
• Distribute the stickers (but not the reward
sticker).
M03_MLIS_TB_6708_U03.indd 30
• Tell the children to open their books at
page 30.
• Point to the placeholder for the pen. Ask:
Is it a (marker)? Continue until the children
answer correctly.
• Say: Stick the sticker. Let the children stick
the sticker and say: It’s a pen.
• Repeat with the other stickers (marker,
scissors).
A41 2. Listen and circle.
• Play the audio and ask the children to
listen and circle a picture based on what
they hear.
• Do the first item together, if necessary.
• Let the children do items 2 and 3 on their
own. Confirm answers.
Audio Script
1. Is it a pen?
Yes, it is.
2. Is it a backpack?
No, it isn’t. It’s a marker.
3. Is it a computer?
Yes, it is.
Use the Reward Sticker
• Help the children talk about what they
learned in Unit 2, using positive language:
– I can point to and say: backpack,
computer, marker, notebook, pen,
scissors …!
– I can ask and answer: Is it a (pen)? Yes, it
is. / No, it isn’t.
• Show the children where to stick the stickers
(on the Unit 2 Good Job! placeholder).
• Use this opportunity to congratulate children
on their progress.
• Ask the children what they liked best.
CONSOLIDATING
Steal the Backpack! (10 minutes)
• Divide the class into groups of five.
• Ask the two groups to stand facing
each other.
• Place classroom objects on the floor
between the two groups: backpack,
computer, marker, notebook, pen, scissors.
• Assign each child a number: 1, 2, 3, 4, 5 … 7
so there are two “1”s, two “2”s, and so on.
• Say a number and a classroom object: One.
Get the backpack!
• The two “1”s race to grab the backpack. The
first to get it earns a point for his or her team.
• Continue until each number has had a turn.
• Then invite other groups to play.
Art Project: Decorated Notebooks
• Prepare decorations, such as stickers, cutouts,
glue, tape, markers, ribbons, and glitter.
• Let the children decorate their English
notebooks. Write their names on the
notebooks or prepare cut-out name labels
that they can glue on.
• When the children finish decorating, let them
share their work.
Activity Book Page 24
Ask the children to draw five classroom objects
and colour them. Let pairs share their drawings
and ask and answer: Is it a (notebook)? / Yes, it
is. / No, it isn’t.
OPTIONAL: USING DIGITAL COMPONENTS
CD-ROM
Encourage the children to show their families
what they learned in Unit 2.
ActiveTeach
Use ActiveTeach to check answers as a class.
Review T30
25/04/2012 14:29
 Unit 3: Review/Assessment
Objectives: to review and assess new unit
vocabulary and structures
Materials: Class Audio CD A, Activity Book,
stickers (in the back of the Pupil’s Book and
shown on page T106)
Optional Materials: star cutouts, teacher-
made labels, decorations (glitter, markers,
stickers), glue, hole-punch, string; Flashcards;
Sammy the Squirrel puppet; CD-ROM;
ActiveTeach
GETTING READY
A Sing and Move (10 minutes)
• Ask the children to sing and move to the
various songs and chants from Unit 3.
• Invite the children to tell you which song or
chant they like best.
Flashcard Practice (5 minutes)
• Display the Unit 3 Flashcards on the board
to remind children of the Unit 3 vocabulary.
• Pretend to be Billy. Say: Hello, I’m Billy.
• Point to the uncle card. Make Sammy ask:
Who’s he?
• Say: He’s my aunt.
• Make Sammy look at the class and ask:
Aunt?
• Prompt the class to correct Billy: Uncle!
• Say: Oh, sorry! He’s my uncle.
• Continue this way for other family members.
WORKING IN THE BOOK: PAGE 31
3. Stick and say.
• Distribute the stickers (but not the reward
sticker).
• Tell the children to open their books at
page 31.
T31 Review
M03_MLIS_TB_6708_U03.indd 31
• Point to the placeholder for the cousin. Ask:
Who’s he? and let the children answer.
• When everyone agrees that it’s Billy’s cousin,
say: Find the cousin sticker.
• Ask the children to hold up the sticker.
• Say: Stick the sticker.
• Let the children stick the sticker and say:
Cousin.
• Repeat with the other stickers (aunt, uncle).
A42 4. Listen and circle.
• Play the audio. Direct the children to listen
and circle a family member based on what
they hear.
• Confirm answers with the class.
Audio Script
1. Who’s he?
He’s my cousin.
2. Who’s she?
She’s my grandma.
3. Who’s he?
He’s my uncle.
Use the Reward Sticker
• Help the children talk about what they have
learned in this unit, using positive language:
– I can ask and answer: Who’s he? / He’s my
(uncle). / Who’s she? / She’s my (aunt).
– I know star. I can point to a star, and make
one, too!
• Distribute the reward stickers.
• Show the children where to stick the stickers
(on the Unit 3 Good Job! placeholder).
CONSOLIDATING
Freeze Dance (10 minutes)
• Play each song from the unit at least once.
Ask the children to dance with the music.
• Stop the music suddenly and tell the children
to freeze.
• Call out a TPR or other action cue: Wiggle!
• The children wiggle their whole bodies.
• Play the music again.
• Continue in this way. Make this activity a
cumulative review: Use the TPR actions and
other action cues from Units 1–3.
Art Project: Make a Star Badge
• Prepare a star cutout for each child.
• Create labels that say “BEST (GRANDMA)”.
Photocopy them so the children can
choose which family member they want to
celebrate.
• Distribute decorations, such as glitter,
markers, and stickers.
• Children glue the label to the star and
decorate it.
• Punch a hole in each corner of the star.
• Tie string through each hole.
Activity Book Page 25
Ask the children to draw a picture of a family
member and colour it. Let them present the
picture and tell a partner: (She)’s my (aunt).
OPTIONAL: USING DIGITAL COMPONENTS
CD-ROM
Encourage the children to play the games
at home.
ActiveTeach
Use ActiveTeach to check answers as a class.
25/04/2012 14:29
M03_MLIS_TB_6708_U03.indd 31 25/04/2012 14:29
 4 Play Time!
Objectives
✓ To learn play time vocabulary
✓ To sing songs and chant
✓ To do new TPR movements
✓ To practise fine and gross motor
skills
✓ To understand and role-play a story
✓ To learn and practise the new
language structures Is it (yellow)? /
Yes, it is. / No, it isn’t.
✓ To review the language structures
What is it? / It’s a (car).
✓ To practise sound-symbol
correspondences: r /r/, b /b/
✓ To recognize and produce the
sounds that r and b stand for at
the beginning of words
✓ To write the letters r and b
✓ To review colours, numbers, and
shapes
✓ To learn how to count to 6
✓ To learn the value of sharing
✓ To practise new language by
listening and speaking
✓ To learn and review unit vocabulary
and language structures
T4A Play Time!
M04_MLIS_TB_6708_U04.indd 1
Vocabulary
New: bike, boat, car, paints, puppet,
train; number 6
Review: backpack, book; rain; black,
blue, brown, grey, green, red, yellow;
rectangle; numbers 1–5; toys
Unit
Overview
Home-School Connections
Copy the Letter Home for the children
to take home to share what they’ll be
learning in Unit 4 of My Little Island.
The Letters are available online at
www.pearsonelt.com/mylittleisland.
Values
Please share.
Materials
Pupil’s Book pages 32–39; Activity
Book pages 26–31; Flashcards 13–18;
Class Audio CD A: Tracks 43–51; Course
Posters: Meet Your New Friends!, My
Little Island Map, Shapes and Colours;
stickers (back of Pupil’s Book and
shown on page T106)
Optional: CD-ROM, ActiveTeach,
Sammy the Squirrel puppet
Songs and Chants
✓ It’s Play Time! (Class Audio CD A:
Tracks 43 and 44)
✓ R Sounds Like Ruh Chant and
B Sounds Like Buh Chant (Class
Audio CD B: Tracks 38 and 39)
✓ Count to 6 Chant (Class Audio
CD A: Tracks 48 and 49)
✓ Please Share Chant (Class Audio
CD A: Tracks 50 and 51)
Story
“Where’s My Toy?”: Billy can’t find his
toy car. Lilly helps him find it.
Language Structures: Is it (yellow)? /
Yes, it is. / No, it isn’t.
25/04/2012 14:29
 SKILLS
Cross-Curricular Connections
practise patterns, count to 6
make a boat that floats
learn the value of sharing
trace, draw, colour, draw a toy
sing, chant and move to music
Preschool Learning Outcomes
✓ Recognize intonation in questions.
✓ Give short, simple answers to questions.
✓ Understand new language structures.
✓ Recognize and produce the sounds
that initial r and b stand for in words.
✓ Recognize the letters r and b.
✓ Follow a picture story.
LEARN BY DOING NOTICE BOARD
DISPLAY
TPR Hooray for Toys!
✓ clap, kick, painting action, show ✓ Make a notice board all about toys.
fingers, stamp, stretch arms, talk with
hands, touch a knee, wave, write Materials
(letters) in the air • photocopies of unit Flashcards
• drawings of toys
• magazine cutouts of toys
Phonics
• markers
✓ Practise recognizing sound-symbol • tape
correspondences: initial r /r/ and b /b/.
Directions
✓ Recognize the letters r and b.
1. Gather magazine cutouts of toys: bike,
✓ Complete Phonics page 90. boat, car, paints, puppet, and train.
✓ Listen to the audio. 2. Invite the children to draw pictures of
✓ Sing songs and say chants. them.
3. Make photocopies of Flashcards (bike,
boat, car, paints, puppet, and train),
Prereading and Prewriting enough for one for each child, and
distribute. Let the children colour
✓ Follow an eight-frame story. them in.

✓ Make predictions using pictures.
✓ Join in games and interact.
✓ Share information about themselves.
✓ Develop a positive attitude towards
the English language.
✓ Talk about the characters.
✓ Act out the story to show
comprehension.
✓ Practise fine motor skills.
✓ Draw, colour, and trace.
4. Display the children’s Flashcards,
grouping by the kind of toy.
5. Beneath the children’s Flashcards, tape
the other pictures of that toy. (Under
the bike, tape pictures of different
bikes, and so on.)

Digital Practice
Create a co-operative
Ask the children to use the CD-ROM classroom environment. Encourage the
for vocabulary practice or for review. children to take turns and help them
Use ActiveTeach to go over Pupil’s learn how to share!
Book pages together as a class.

Play Time! T4B

M04_MLIS_TB_6708_U04.indd 2 25/04/2012 14:29

M04_MLIS_TB_6708_U04.indd 32 25/04/2012 14:29
 Presentation A43 1. Listen and sing. Move. CONSOLIDATING
• Help children focus on the scene and find Karaoke (10 minutes)
Objectives: to identify toy vocabulary in a A47
the different toys they’ll hear in the song.
scene, to learn a song and new TPR actions • Play the karaoke version of the song.
New Vocabulary: bike, boat, car, paints, • Teach the actions for the song. Say: Puppet.
Move your hands to show a puppet talking. • Let everyone sing together.
puppet, train
• Follow this procedure for the other actions. • Hold up Flashcards to cue the lines: I’ve got
TPR: painting action, talk with hands, wave a (bike).
Materials: Class Audio CD A, Flashcards • Say: Let’s listen to a song about playing.
Optional Materials: My Little Island Map • Play the song. Let the children listen and look My Favourite Toy (10 minutes)
poster; real toys or pictures, crayons, paper; at the scene, and point to each toy they hear. • Ask the children to think about what their
Sammy the Squirrel puppet; CD-ROM; • Play the song again and encourage the favourite toy is.
ActiveTeach children to do the actions with you. • Distribute crayons and paper to the children.
• Invite them to sing along. • Ask them to draw a picture of their favourite
GETTING READY toy.
Look at the Poster (5 minutes) Audio Script
• Let the children present their artwork: This is
• Display the My Little Island Map poster. It’s Play Time! my (doll).This is (Bella).
Come, come, (wave)
• Ask the children to guess where they will Come, let’s play.
go next. OPTIONAL: USING DIGITAL COMPONENTS
I’ve got a bike.
• Explain that they will visit a playground, and Let’s ride today. CD-ROM
point to it on the map.
Come, come, (wave) Encourage the children to play and listen to
Share What You Know (5 minutes) Come, let’s play. the activities and games from the CD-ROM at
I’ve got a boat. home. Encourage them to share what they are
• Review toy vocabulary from Level 1: ball,
Let’s play today. learning with their families.
blocks, doll, kite, puzzle, teddy bear. Show
the children each toy or a picture of one. Come, come, (wave) ActiveTeach
• Ask the children what toys they think they’ll Come let’s play. Show the unit’s opening scene for the whole
learn about in this unit. I’ve got a car. class to look at together. Use it to draw
Let’s play today. attention to unit vocabulary to help the
WORKING IN THE BOOK: PAGE 32 Come, come, (wave) children follow the song.
Present Vocabulary Come, let’s play.
• Tell the children to open their books at I’ve got paints.
page 32. Let’s paint all day. (painting action)
• Point out and talk about what Billy and Lilly Come, come, (wave)
are doing in the scene: playing with toys. Come, let’s play.
• Ask the children to point to familiar colours, I’ve got a puppet.
shapes, and toys. Let’s play today. (talk with hands)
• Use the Flashcards to teach the new vocabulary. Come, come, (wave)
• Hold up the picture of the bike. Say: Bike. Come, let’s play.
I’ve got a train.
• Let the children repeat it. Repeat with the
Let’s play all day.
other words.

Play Time! T32

M04_MLIS_TB_6708_U04.indd 32 25/04/2012 14:30


Vocabulary
Objective: to practise new unit vocabulary
New Vocabulary: bike, boat, car, paints,
puppet, train
Materials: Class Audio CD A, Activity Book
Optional Materials: cardboard box with
hole cut in it, toys from Unit 4 and Level 1,
Flashcards, bag, Sammy the Squirrel puppet,
CD-ROM, ActiveTeach
GETTING READY
A43 Review the Song (10 minutes)
• Play “It’s Play Time!” (See page T32).
• Invite the children to sing the song and do
the actions.
• Then divide the class into six groups, one for
each toy in the song. Give each group the
corresponding Flashcard.
• Play the song again and let everyone sing
along. Explain that when a group hears their
toy, they should hold up that card.
Pass the Cards (5 minutes)
• Ask the children to sit in a circle and pass the
unit Flashcards around.
• Say: Stop! Show me the train!
• Tell the child with the train card to hold it up
and then run around the circle.
• Follow a similar procedure with the other toys.
WORKING IN THE BOOK: PAGE 33
A45 2. Listen and tick ✓. Say.
• Tell the children to open their books at
page 33.
• Explain that the children will listen and tick
the pictures as they hear the words.
• Play the audio, pausing after each word.
Let the children tick the picture and say the
word. Make sure they tick the correct picture.
T33 Play Time!
M04_MLIS_TB_6708_U04.indd 33
Audio Script
train
car
bike
paints
boat
puppet
We love toys!
• When they have finished, ask the children to
share their work.
• Invite the children to take turns pointing to
the pictures and saying the words.
• For additional practice, say each vocabulary
word aloud and ask the children to clap
twice, pause, clap twice again, and repeat
the word.
CONSOLIDATING
Secret Box (10 minutes)
• Gather toys taught in this unit and ones
recycled from Level 1.
• Show each toy and let the children
identify it.
• Explain that you are going to put one toy in
a secret box and that a volunteer will guess
what it is by feeling it.
• Put one toy in a cardboard box with a hole
cut in it, but don’t let anyone see which
toy it is.
• Invite a volunteer to the front of the room.
Show the class the toy that’s in the box, but
don’t let the volunteer see it. Put it back into
the box.
• Let the volunteer reach in and feel the toy,
and try to guess what it is.
• Let the class confirm.
• Invite other volunteers to play.
Peek-a-Boo Flashcards (5 minutes)
• Hide a Unit 4 Flashcard in a bag.
• Ask: Guess what it is?
• Show the picture a little at a time.
Encourage the children to guess what toy
it is.
• Repeat with the other Flashcards.
Make a Home Connection
• Create and make copies of a toy checklist,
using pictures of familiar toys.
• Let the children practise identifying the
toys and saying the words so they can
comfortably talk about the toys.
• Ask the children to take the checklists home
and work with their families to see which
toys they have there.
Activity Book Page 26
Ask the children to draw lines to match and
make toys. Ask them to identify the toys with
partners: It’s a (train).
OPTIONAL: USING DIGITAL COMPONENTS
CD-ROM
Encourage the children to play the games on
the CD-ROM at home to practise what they are
learning in class. Because the CD-ROMs are
user-friendly and fun, families can get involved,
too!
ActiveTeach
Use ActiveTeach to help confirm as a class
which picture the children should tick.
25/04/2012 14:30
M04_MLIS_TB_6708_U04.indd 35 25/04/2012 14:30
 Story
Objectives: to listen to and understand a
story, to learn new language structures,
to listen to and identify the intonation in a
sentence, to role-play
New Structures: Is it (yellow)? / Yes, it is. / No,
it isn’t.
New Vocabulary: car
Review: colours
Materials: Class Audio CD A, Activity Book
Optional Materials: small pieces of coloured
paper (or coloured blocks, crayons, or other
items that children can manipulate), paper,
pencils, toys for role-playing, Flashcards,
Sammy the Squirrel puppet, CD-ROM,
ActiveTeach

GETTING READY
Colour Patterns (5 minutes)
• Review all the colours the children have
learned: red, blue, green, yellow, orange,
purple, pink, brown, black, white, and grey.
• Ask the children to sit in groups.
• Distribute small pieces of coloured paper
in a variety of colours, with many pieces
• Focus on the first page of “Where’s My Toy?” • Reread the title and ask the children if
of the same colour (or coloured blocks,
Ask the children to use language they know they’ve ever lost a toy.
crayons, or other items that the children can
to talk about the picture. • Play the audio, pausing to make sure the
manipulate).
• Use TPR and other gestures to help the children are looking at the correct story
• Call out a pattern, such as: Black, black,
children understand that Billy and Lilly are frame and understand what’s happening.
white, yellow, yellow.
playing outside. • Play the audio for the story again, pausing
• Ask the children to chant the pattern.
• Ask the children what they think the friends and pointing to each frame as children hear
• Then let the groups work together, chant, are talking about. Revisit their predictions the words.
and create the pattern using their coloured later on. • Encourage the children to speak along with
paper.
• Go through the story with the class. the characters.
• Repeat with other colours and patterns.
• Invite volunteers to act out the story with
WORKING IN THE BOOK: PAGES 34–35 the audio.
Introduce the Story (5 minutes)
• Hold up the Pupil’s Book, showing page 34. A46 3. Look and listen. Act it out.
• Tell the children to open their books at
page 34.

T34 Play Time!

M04_MLIS_TB_6708_U04.indd 34 25/04/2012 14:30


Audio Script
Where’s My Toy?
Frame 1: Billy: Where’s my car?
Frame 2: Lilly: Is it yellow?
Frame 3: Billy: No, it isn’t.
Frame 4: Lilly: Is it blue?
Frame 5: Billy: No, it isn’t!
Frame 6: Lilly: Is it red?
Billy: Yes, it is!
Frame 7: Lilly: Where’s my bike?
Frame 8: Billy: Is it pink?
Lilly: Yes, it is. Thank you.
M04_MLIS_TB_6708_U04.indd 35
CONSOLIDATING
Act It Out (10 minutes)
• Let pairs take turns acting out the story.
• Play the audio and invite them to speak
along with the characters.
• Give them toys to use as props.
• Let pairs who are ready act it out without
the audio.
Activity Book Page 27
Ask the children to find the car and colour it red
and then colour the other toys different colours.
Let them work with a partner to ask and answer
about the toys: Is it (red)? / Yes, it is. / No, it
isn’t.
OPTIONAL: USING DIGITAL COMPONENTS
CD-ROM
Encourage the children to take the CD-ROM
home and play the games with their family
members to reinforce what they’re learning
about in class.
ActiveTeach
Use the large digital format to focus on the
frames. Play the audio and point to the story
character who is speaking.
Look at New Language
• Point out the language Lilly uses to ask
about Billy’s car: Is it (yellow)?
• Focus on Billy’s answers: No, it isn’t. / Yes, it is.
• Practise with a few items in the classroom.
• Hold something up and ask: Is it (yellow)?
Invite the children to answer.
• Then invite the children to point and ask.
Play Time! T35
25/04/2012 14:30
M04_MLIS_TB_6708_U04.indd 36 25/04/2012 14:30
 Listening
Objectives: to practise listening
comprehension, to practise new vocabulary
and structures
Review: colours, What is it? / It’s (yellow).
Materials: Class Audio CD A
Optional Materials: crayon and cup (or
similar props), toys, classroom objects,
Flashcards, Sammy the Squirrel puppet,
CD-ROM, ActiveTeach
GETTING READY
A46 Review Prepositions
• Revisit the story “Where’s My Toy?”.
• Play the audio and invite the children to
listen.
• Remind the children of the question Billy
asks: Where’s my toy? Then remind children
that they know three words to describe
location: in, on, and under.
• Demonstrate each using a crayon and cup.
Place the crayon in, on, and under the cup.
• Each time, ask: Where’s the crayon?
• Say: (In) the cup.
• Focus on pages 34 and 35. Point to the
leaves and ask: Where’s the car?
• Help the children answer: Under the leaves.
Which One? (5 minutes)
• Gather several of the same toys in different
colours (or pictures of them). Include toys
from Level 1 (ball, blocks, doll, kite, puzzle,
teddy bear) and from this unit (bike, boat,
car, paints, puppet, train).
• Preview the activity by modelling with
Sammy.
• Display two different toys of different
colours.
• Tell Sammy you are thinking of one of them.
• Make Sammy ask: What is it? (Answer: A
(bike).)
M04_MLIS_TB_6708_U04.indd 36
• Make Sammy ask: Is it (pink)? (Answer: Yes,
it is!)
used for guessing (Is it a (car)? / Yes, it is. /
No, it isn’t.) by using classroom objects.
• Make Sammy pick up the toy. • Model the game with Sammy.
• Say: Good job! • Point to your eye and gesture to clarify
meaning as you say: I spy with my little eye
• Invite volunteers to play. Let them ask and
something blue. Sammy, look around.
then you answer.
• Make Sammy look around and guess: Is it a
WORKING IN THE BOOK: PAGE 36 train? (No, it isn’t.) Is it a puppet? (Yes, it is.)
• Repeat the game. Make Sammy lead the
A47 4. Listen and circle.
game and children guess.
• Tell the children to open their books at
page 36. • To let volunteers lead the game, ask a
volunteer leader whisper the item to you
• Ask the children to name each toy: car / beforehand so you can help as needed.
train; bike / boat; train / puppet.
• Make sure the children notice that there are Let’s Move! (10 minutes)
three sets of two toys. Explain that they will • Ask the children to stand up.
listen and circle the picture of the one they
hear. • Say: 1, 2, 3 – move with me! Let’s all hop!
• Demonstrate how to do the activity by • Ask the children to hop in place. Say: Hop,
working through the first item together and hop, hop and encourage the children to say
then let the children finish the other items it with you.
on their own. • Say: Stop!
• Confirm answers together. • Repeat with other actions that the children
know from Levels 1 and 2: wave, clap, dance,
Audio Script jump, walk, sit down, stand up, hands up,
1. What is it? hands down, tap, point, make a (circle),
A train. close / open eyes, close / open mouth,
wiggle, climb, run, type, write, draw, cut,
Is it green?
carry, giggle, paint.
Yes, it is.
2. What is it?
A boat. OPTIONAL: USING DIGITAL COMPONENTS
Is it blue?
CD-ROM
No, it isn’t. It’s yellow.
3. What is it? Encourage the children to play the games on
A puppet. the CD-ROM at home. Ask the children to tell
Is it orange? you which are family favourites!
Yes, it is. ActiveTeach
Use the large digital format to model circling
CONSOLIDATING
the correct pictures.
I Spy (10 minutes)
• Play “I Spy” with different toys of the same
colour (a blue train, car, and puppet, and so
on). Then continue a review of the structures
Play Time! T36
25/04/2012 14:30
 Speaking
Objectives: to practise speaking, to practise
new unit vocabulary and structures
Review: colours, toys
Materials: Activity Book
Optional Materials: toys, Flashcards, Sammy
the Squirrel puppet, CD-ROM, ActiveTeach
GETTING READY
Hide-and-Seek Toys (5 minutes)
• Before class, hide some of the same kind of
toys in different colours around the room.
• Ask Sammy: Where’s my (ball)?
• Make Sammy look around for the toy and
ask: Is it (red)? until he guesses which one
it is.
• When he guesses the right colour, make
Sammy hold the toy up and let the
class clap.
• Continue to play with volunteers taking
Sammy’s role.
Guessing Game (10 minutes)
• Play a guessing game to prepare for the
activity.
• Display some toys of different colours.
• Tell Sammy to try to guess which toy you are
thinking of.
• Make Sammy ask: Is it (blue)? until you say:
Yes, it is. It’s the (train)!
• Invite volunteers to play.
WORKING IN THE BOOK: PAGE 37
5. Colour. Ask and answer.
• Tell the children to open their books at
page 37.
T37 Play Time!
M04_MLIS_TB_6708_U04.indd 37
• Point out the toys that are already coloured
in, like the blue boat. Let volunteers point to
the pictures, say the colours, and name the
toys.
• Point out that some toys aren’t coloured
in. Explain that children will colour in these
toys and help them notice the colour of
the shape outlines. Tell them that they will
colour the toy this colour (the car is red, the
kite is green, the train is yellow, the ball is
blue). Use the red car as a model.
• Say: Colour the toys.
• Next, help the children notice and focus on
the dialogue.
• Arrange the children in pairs. Ask one child
in each pair to think of a toy and the other
to ask questions to try to guess which one
it is.
• Let pairs practise together first, and then
perform for the class.
CONSOLIDATING
Race Together (10 minutes)
• Position the Flashcards on the board with
space between them.
• Divide the class into three groups.
• Tell each group to line up facing the board
and some distance away from it.
• Call out a word: Car!
• Tell the children that the first child on each
team will race to the board and find the
picture of the car. Explain that all three
children have to wait and tap the picture at
the same time. Tell them that if they all tap
it together, each team gets a point but that
if one child taps it ahead of the others, his or
her team does not get a point.
• For a quieter game, ask the children to walk
slowly to the board instead of running.
Focus on Pronunciation (5 minutes)
• Focus on the r sound in words like rectangle,
rain, and red.
• Make a drawn-out rrrrr sound and invite the
children to join in. Demonstrate how the
sound is made (it comes from deep in the
throat and the tongue doesn’t move).
• Say: Rrrrrrrr red rectangle. Let individuals
repeat it.
Phonics: Pupil’s Book page 90 and T90
For work on the /r/ and /b/ sounds and letters,
ask the children to turn to page 90 in the back
of their books. For teacher support, turn to
page T90 in this book.
Extra Practice: Pupil’s Book page 91 and
T91
For extra practice speaking, tell the children to
turn to page 91 in the back of their books. For
teacher support, turn to page T91 in this book.
Activity Book Page 28
Ask the children to colour the toys. Then let
pairs ask and answer questions to guess the
toy: Is it (green)? Is it a (train)? / Yes, it is. No,
it isn’t.
Activity Book Page 29
Ask the children to colour the car red and the
train and kite other colours. Let partners ask
and answer: Is it red? / Yes, it is. / It’s the car.
Then ask them to use this model to talk about
the train and kite.
OPTIONAL: USING DIGITAL COMPONENTS
CD-ROM
Encourage the children to play the audio from
the CD-ROM at home.
ActiveTeach
Show the children how to colour the toys
by pointing out the different colours of the
outlines around them.
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M04_MLIS_TB_6708_U04.indd 38 25/04/2012 14:30
 CLIL
Objectives: to count items from 1 to 6, to
practise new unit vocabulary
Review: numbers 1–5, colours
TPR: kick, show (3) fingers, touch a knee
Materials: Class Audio CD A, Activity Book
Optional Materials: groups of classroom
items, crayons, bag; Sammy the Squirrel
puppet; CD-ROM; ActiveTeach
GETTING READY
Introduce the Number 6 (10 minutes)
• Review numbers 1–5 by counting real
objects.
• Hold up or point to one item. Say: One. One
(book). Ask the children to repeat.
• Write the number on the board. Draw one
circle beneath it to illustrate the amount.
• Repeat with 2–5 and other items.
• Point to the numbers on the board and
count: 1, 2, 3, 4, 5 …
• Then draw six circles and write the
number 6. Say: 6.
• Walk around the room and count groups of
items or children.
• Count and invite the children to repeat after
you.
• Then identify groups of items or children and
ask: How many?
Prepare for the Activity (5 minutes)
• On the board, draw groups of shapes in
a line, in this order: three triangles, four
squares, two circles.
• Beneath the groups of shapes, write the
numbers 2, 3, 4 in order. (Set these up in a
similar way to Pupil’s Book page 38.)
• Make Sammy model the activity.
M04_MLIS_TB_6708_U04.indd 38
• Make Sammy count the triangles: One, two,
three triangles.
• Make Sammy find the number 3 and draw a
line matching the 3 to the group of triangles.
• Invite volunteers to come to the board and
match 2 and 4 to the right number of items.
WORKING IN THE BOOK: PAGE 38
A48 6. Listen and say.
• Tell the children to open their books at
page 38.
• Point to Sammy’s sign. Ask: How many?
• Ask the children to count the acorns and
point to the number 6 in the speech bubble.
Say: 6!
• Play the audio and do the actions.
• Play it again and let the children do the
actions with you.
• Encourage the children to chant along with
the audio when they are ready.
Audio Script
Count to 6 Chant
Are you ready?
Count with me:
1, 2, 3, (show 3 fingers)
Touch your knee. (touch a knee)
4, 5, 6, (show 6 fingers)
Try some kicks. (kick in the air)
7. Count and match.
• Ask the children to count the items on the
page: five cars, four trains, six pots of paint.
• Tell the children to draw lines matching the
numbers to the items.
• Go over the activity together.
CONSOLIDATING
“How Many?” Bag Part 1 (5 minutes)
• Gather six crayons and put them in a bag.
• Invite a volunteer to reach into the bag and
guess how many crayons are in it by feeling.
• Confirm the guess by removing the crayons
and counting them for the class.
• Repeat with different quantities of crayons
and other volunteers.
“How Many?” Bag Part 2 (5 minutes)
• Place two crayons in the bag and count for
the class as you do: 1, 2.
• Add another and invite the class to guess
how many are in the bag now.
• Take the three crayons out to confirm and
count as you do: 1, 2, 3.
• Continue in this way.
• Once the children are comfortable with
adding one crayon at a time, try adding two
or three (up to a total of six).
Activity Book Page 30
Ask the children to trace the numbers, count
the carriages on the train with a partner, and
colour the picture.
OPTIONAL: USING DIGITAL COMPONENTS
CD-ROM
Encourage the children to play the counting
games on the CD-ROM to practise numbers.
ActiveTeach
Model drawing a line to join a number with
that number of items. Then help the children
check their work together using the large
digital format.
Play Time! T38
25/04/2012 14:30
 Values
Objective: to learn about the value of sharing
New Values Language: Please share.
Review: toys
Materials: Class Audio CD A, Activity Book
Optional Materials: paper; crayons; teacher-
made behaviour chart; Flashcards; CD-ROM;
ActiveTeach
GETTING READY
Draw and Count … and Share!
(10 minutes)
• Distribute paper and crayons to small
groups. Make sure each child has one
crayon.
• Tell the children to draw a group of items
and write the number to tell how many.
• Take some crayons away from each group so
that, for example, a group of four children
now has only two crayons.
• Ask the children to repeat the activity: Draw
a group of items and write the number.
• Help the children see that they need to take
turns with the crayons.
Introduce Sharing (10 minutes)
• Explain that sometimes it’s hard to share.
• Ask the children to talk about how they feel
when other children share something with
them.
• Let the children talk about times they share:
– Groups share art supplies in school.
– Brothers and sisters share toys.
– Families share the TV.
– A child shares a snack.
– Someone shares a new toy.
• Write their ideas on the board to revisit later.
T39 Play Time!
M04_MLIS_TB_6708_U04.indd 39
WORKING IN THE BOOK: PAGE 39
A50 8. Listen and say. Look and draw.
• Tell the children to open their books at
page 39.
• Play the dialogue on the first part of the
audio and ask the children to look at the
pictures as they listen.
• Let volunteers repeat the dialogue with you.
Audio Script
Teacher: Please share your toys.
Children: Yes. We like to share.
• Play the chant on the second part of the
audio. Let the children listen once or twice
and then chant along with the audio when
they are ready.
Audio Script
Please Share Chant
Girls and boys,
Please share your toys.
Show you care
And share, share, share.
• Let the children talk about what the girls in
the picture are doing (fighting over a teddy
bear) and then about the boys (playing
nicely together with a toy). Ask: Are they
sharing?
• Now point to the faces below each picture.
Tell the children to draw a smile on the
face below the picture where children are
sharing. Then tell them to draw a frown
where they are not.
• Play the chant at times when the children
need to share in the classroom.
• Once the children know the words and
rhythm, let them chant with you without the
audio.
CONSOLIDATING
Act It Out (10 minutes)
• Help the children role-play sharing. Use
the list of situations they brainstormed in
Getting Ready. Say: Good job! Nice sharing!
• Then let the children role-play not sharing.
Remind them to still be respectful of others.
Say: Oh no. Please share.
Classroom Values Chart (ongoing)
• Create a simple chart to keep track of
children’s good behaviour.
• Award the class a star every time they
demonstrate a positive value, for example:
– sharing classroom objects nicely
– asking nicely for something while sharing,
using please and thank you
– putting away all their toys
• Reward the class when they get twenty stars.
Make a Home Connection
Prepare a good behaviour chart and stars for
the children to take home. Explain that if a
child gets 20 stars at home, you’ll award the
class a few stars in his or her honour!
Activity Book Page 31
Ask the children to colour the pictures. Let
partners talk about how the children are
sharing.
OPTIONAL: USING DIGITAL COMPONENTS
CD-ROM
Encourage the children to play the activities
and games from the CD-ROM at home to show
their families what they are learning.
ActiveTeach
Focus on the two photos. Highlight who is
sharing and who isn’t. Confirm the children’s
answers.
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M04_MLIS_TB_6708_U04.indd 39 25/04/2012 14:30
 5 My House
Objectives
✓ To learn house / home vocabulary
✓ To sing songs and chants
✓ To do new TPR movements
✓ To practise fine and gross motor
skills
✓ To understand and role-play a
story
✓ To learn and practise the new
structures Where’s (Mum)? and
(She’s) in the (kitchen).
✓ To recognize and produce the
sounds that l and k stand for at
the beginning of words
✓ To recognize the letters l and k
✓ To review the preposition under
✓ To review colours and numbers
✓ To learn how to count to 7
✓ To learn the value of being careful
✓ To practise new language by
listening and speaking
✓ To learn and review unit
vocabulary and structures
T5A My House
M05_MLIS_TB_6708_U05.indd 1
Vocabulary
New: bathroom, bedroom, dining
room, house, kitchen, living room; with;
number 7
Review: numbers 1–6; book; in, under;
family members; pets; colours; room
words; toys; food words
Unit
Overview
Home-School Connections
Copy the Letter Home for the children
to take home to share what they’ll be
learning in Unit 5 of My Little Island.
The Letters are available online at
www.pearsonelt.com/mylittleisland.
Values
Be careful.
Materials
Pupil’s Book pages 40–49; Activity
Book pages 32–39; Flashcards 19–24;
Class Audio CD A: Tracks 52–62; Course
Posters: My Little Island Map, Shapes
and Colours, Meet Your New Friends!;
stickers (back of Pupil’s Book and
shown on page T106)
Optional: CD-ROM, ActiveTeach,
Sammy the Squirrel puppet
Songs and Chants
✓ In My House (Class Audio CD A:
Tracks 52 and 53)
✓ L Sounds Like Luh Chant and
K Sounds Like Kuh Chant (Class
Audio CD B: Tracks 41 and 42)
✓ Count to 7 Chant (Class Audio
CD A: Tracks 57 and 58)
✓ Be Careful Chant (Class Audio
CD A: Tracks 59 and 60)
Story
“In the Bedroom”: Billy is looking
for his mum. He asks his brother,
grandpa, and dad. They all point him
in different directions. Finally, he finds
Mum – and she has a surprise!
Language Structures: Where’s (Mum)?
(She’s) in the (kitchen).
25/04/2012 14:31
 SKILLS
Cross-Curricular Connections
count to 7, estimate
learn to be careful, identify houses
draw and make a poster about houses
sing, chant and move to music
Preschool Learning Outcomes
✓ Listen to and use intonation.
✓ Use short answers to questions.
✓ Understand new language structures.
✓ Understand the preposition with.
✓ Recognize and produce the sounds
that initial l and k stand for.
✓ Follow a picture story.
✓ Make predictions using pictures.
✓ Join in games and interact.
✓ Share information about themselves.
✓ Develop a positive attitude towards
the English language.
Digital Practice
Ask the children to use the CD-ROM
for vocabulary practice or for review.
Use ActiveTeach to go over Pupil’s
Book pages together as a class.
M05_MLIS_TB_6708_U05.indd 2
LEARN BY DOING NOTICE BOARD
DISPLAY
TPR In Our House
✓ clap, kick in the air, point, pretend to ✓ Make a notice board to use
play piano, show fingers, stamp, touch throughout the unit.
knee, write (letters) in the air
Materials
• markers
Phonics • photographs of children or portraits
drawn by children
✓ Practise recognizing sound-symbol
correspondences: initial l /l/ and k /k/. • sticky tape
✓ Recognize the letters l and k. Instructions
1. Draw a simple outline of a big house
✓ Complete Phonics page 92.
with six rooms.
✓ Listen to the audio.
2. Label the rooms: bedroom (2),
✓ Sing songs and say chants. bathroom, dining room, kitchen, living
room.
3. Ask the children to bring in photos
Prereading and Prewriting from home or draw their own, and
✓ Follow an eight-frame picture story. tape these pictures in the appropriate
rooms.
✓ Talk about the characters.
4. Ask the children to point to their rooms
✓ Act out the story to show and sing verses from “In My House.”
comprehension.
✓ Practise fine motor skills.
✓ Draw, colour, and trace.
Not all homes are houses –
many are flats. Flats don’t usually
have as many rooms
as houses.
My House T5B
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M05_MLIS_TB_6708_U05.indd 40 25/04/2012 14:31
 Presentation
Objectives: to identify house / home
vocabulary in an illustration, to learn a song
and new TPR actions
New Vocabulary: bathroom, bedroom, dining
room, house, kitchen, living room; with
TPR: point, pretend to play piano
Review: family members
Materials: Class Audio CD A, Flashcards
Optional Materials: Sammy the Squirrel
puppet, CD-ROM, ActiveTeach
GETTING READY
Share What You Know (10 minutes)
• Show a picture of a house.
• Invite the children to talk about houses. Ask:
Who lives in a house? a flat? Which room do
you spend the most time in? Why?
WORKING IN THE BOOK: PAGE 40
Introduce the Vocabulary
• Tell the children to turn to page 40.
• Say: Billy, his family, and Lilly are in Billy’s
house.
• Use the Flashcards to teach the vocabulary.
Hold up the pictures one at a time.
– Say: (Bathroom). Find the (bathroom).
Let the children find it in the house.
• Repeat with the other words.
• Use Sammy to preteach the word with.
• Hold up the kitchen card and say: I’m in the
kitchen.
• Hold Sammy close. Say: I’m in the kitchen
with Sammy.
• Repeat with other cards.
A52 1. Listen and sing. Move.
• Display the Flashcards.
M05_MLIS_TB_6708_U05.indd 40
• Play the audio for the song. When the key
vocabulary words are mentioned, point to
CONSOLIDATING
Charades (10 minutes)
the appropriate Flashcard.
• Brainstorm some activities people do in each
• Invite the children to sing along when
room in a house.
they’re ready.
• Mime chopping vegetables. Ask Sammy:
Where am I?
Audio Script
In My House • Make Sammy guess: kitchen.
I’m in the kitchen with Grandma. (point to self) • Say: Very good, Sammy! I’m in the kitchen.
I’m in the kitchen with Grandma. • Continue in this way, letting a volunteer
I’m in the kitchen with Grandma. mime and the class guess the room.
fee fie fiddly I oh
fee fie fiddly I oh
A53 Karaoke (5 minutes)
fee fie fiddly I oh • Play the karaoke version of the song.
Playing my piano. (pretend to play piano) • Use Flashcards to show the children which
I’m in the dining room with Lilly. (point
room to name in each verse.
to self) • Point to a classmate for children to name
I’m in the dining room with Lilly. in each verse. For example, hold up the
I’m in the dining room with Lilly. kitchen card and point to (Juan) and ask
the children to sing: I’m in the (kitchen)
fee fie fiddly I oh with (Juan).
fee fie fiddly I oh
fee fie fiddly I oh OPTIONAL: USING DIGITAL COMPONENTS
Playing my piano. (pretend to play piano)
CD-ROM
I’m in the living room with Aunt Ann. (point
to self) Encourage the children to take the CD-ROM
I’m in the living room with Aunt Ann. home to practise the new vocabulary.
I’m in the living room with Aunt Ann. ActiveTeach
fee fie fiddly I oh Use the Flashcards on ActiveTeach to help
fee fie fiddly I oh reinforce vocabulary acquisition.
fee fie fiddly I oh
Playing my piano. (pretend to play piano)
I’m in the bathroom with baby. (point to self)
I’m in the bathroom with baby.
I’m in the bathroom with baby.
fee fie fiddly I oh
fee fie fiddly I oh
fee fie fiddly I oh
Playing my piano. (pretend to play piano)
I’m in the bedroom with Grandpa. (point
to self)
I’m in the bedroom with Grandpa.
I’m in the bedroom with Grandpa.
My House T40
25/04/2012 14:31
 Vocabulary
Objective: to practise new words
New Vocabulary: bathroom, bedroom, dining
room, house, kitchen, living room
Materials: Class Audio CD A, Activity Book
Optional Materials: Flashcards, paper,
drawing supplies, Sammy the Squirrel puppet,
CD-ROM, ActiveTeach
GETTING READY
A52 Review the Song (5 minutes)
• Say: Let’s sing the song.
• Sing “In My House” with the children.
• Divide the class into six groups, one for
each vocabulary word. Give each group a
Flashcard.
• Tell each group to stand up when they hear
their word in the song. Play the song again
and let the children sing along. Prompt
groups to stand up.
Clapping Hints (5 minutes)
• Display the Flashcards for reference.
• Point to the card for kitchen. Say the word
while you clap the syllables: kit (clap) chen
(clap).
• Let the children clap and say the syllables
with you.
• Repeat with the other words.
• Tell Sammy the Squirrel that you’re thinking
of a room. Clap the number of syllables, but
don’t say the word.
• Sammy guesses: Is it the (kitchen)?
• If Sammy guesses the wrong room, say:
Good guess, but no.
• If Sammy guesses the right room, say: Very
good! That’s it!
• Continue in this way.
T41 My House
M05_MLIS_TB_6708_U05.indd 41
WORKING IN THE BOOK: PAGE 41
A54 2. Listen and tick ✓. Say.
• Tell the children to turn to page 41.
• Explain that the children will listen and tick
the pictures as they hear the words.
• Play the audio. Pause after each word to
make sure the children are ticking the right
picture. Then ask them to say the word.
Audio Script
bedroom
kitchen
living room
bathroom
dining room
house
I like my house!
• Next, let the children take turns pointing to
the pictures and saying the words.
• For additional practice, say each vocabulary
word aloud and ask the children to clap
twice, pause, clap twice again, and repeat
the word.
CONSOLIDATING
Draw Your Home (10 minutes)
• Distribute paper and drawing supplies.
• Invite the children to draw their homes.
• Tell the children who live in flats to draw a
block of flats instead of a house.
• You could help the children label their
pictures by giving out paper with My Home
written on it, for them to stick.
TPR March (10 minutes)
• Review words and gestures for actions and
other TPR that children know: clap, climb,
cut, draw, giggle, hop, look around, make
a shape, paint, point, run, talk with hands,
tap, type, wiggle, write.
• Play some music.
• While the music is playing, the children
march in a circle.
• Stop the music and tell the children to stop
marching.
• Call out an action, such as: Climb!
• Encourage everyone to do the action and
say the word.
• Repeat with other TPR commands that the
children know.
Make a Home Connection
Encourage the children to tell their families the
English words they learned for the rooms in
their home.
Activity Book Page 32
Ask the children to trace the items and match
them to the rooms. Let partners practise saying
the words bathroom, bedroom, house, and
kitchen with a partner. Then let the children
colour the pictures.
OPTIONAL: USING DIGITAL COMPONENTS
CD-ROM
Encourage the children to practise the new
vocabulary using the games on the CD-ROM.
ActiveTeach
Use ActiveTeach to model ticking the boxes on
the Pupil’s Book page.
25/04/2012 14:31
M05_MLIS_TB_6708_U05.indd 41 25/04/2012 14:31
 Story
Objectives: to listen to and understand a
story, to learn new language structures,
to listen to and identify the intonation in
sentences, to role-play
New Structures: Where’s (Mum)? / (She)’s in
the (kitchen). / (She)’s in (your bedroom).
Review: Mum; in
Materials: Class Audio CD A, Activity Book
Optional Materials: Flashcards, Sammy the
Squirrel puppet, CD-ROM, ActiveTeach

GETTING READY
Where’s the Circle? (10 minutes)
• Tape the house Flashcards to the board.
• Ask the children to close their eyes.
• Lift up each card and draw a picture on the
board underneath the card. Draw shapes,
animals, people, toys, or classroom objects.
• Ask Sammy: Where’s the (circle)?
• Make Sammy guess: It’s in the bathroom.
• Lift up the bathroom card to show the
picture. If it isn’t the (circle), say: Sorry,
Sammy. Try again!
• If it is the (circle), say: Good job. The (circle)
is in the bathroom.
• Continue in this way, but invite the children WORKING IN THE BOOK: PAGES 42–43 Audio Script
to guess. A55 3. Look and listen. Act it out. In the Bedroom
Frame 1: Billy: Where’s Mum?
• The game will get easier as the children play • Tell the children to turn to page 42.
Grandma: She’s in the living
because they will see the pictures under the • Play the audio. Pause at each story frame room.
cards when they make incorrect guesses. to make sure the children are on the correct Frame 2: Billy: Where’s Mum?
frame and understand what’s happening. Billy’s brother: She’s in the
• Play the story again. Point to each frame as kitchen.
the words are played. Frame 3: Billy: Where’s Mum?
• Encourage the children to speak along with Grandpa: She’s in the dining
the characters. room.
Frame 4: Billy: Where’s Mum?
• Invite volunteers to act out the story with
Billy’s dad: She’s in your
the audio.
bedroom.

T42 My House

M05_MLIS_TB_6708_U05.indd 42 25/04/2012 14:31

 CONSOLIDATING
Act It Out (10 minutes)
• Let pairs of children take turns acting out
the story.
• Play the audio and invite the pairs to speak
along with the characters.
• Let children who are ready act it out without
the audio.

Where’s Sammy? (10 minutes)

• Extend the activity by letting children look
for Sammy.
• Place the house Flashcards around the
room.
• Hide Sammy near one of the cards.
• Let children look for Sammy one at time.
Let individuals guess by asking: Where’s
Sammy? Reply: He’s in the (kitchen).
• Tell the child to look near the Flashcard for
kitchen to find Sammy.
• Continue in this way until each child has a
turn.
Activity Book Page 33
Ask the children to practise pointing, asking,
and answering with a partner: Where’s the
car? (It’s) in the (living room). Then let them
colour the pictures.

OPTIONAL: USING DIGITAL COMPONENTS

Frame 5: Billy: She’s in my
bedroom! Oh no! Look at New Language CD-ROM
Frame 6: Billy: Where’s Mum? • Point out the language Billy uses to ask Encourage the children to use the Story Time
Grandma: She’s there. about his mum: Where’s Mum? feature on the CD-ROM to practise following
Frame 7: Billy’s mum: Surprise! A new • Focus on the answers: She’s in the bedroom. the story and speaking at home.
bed! • Remind children of the prepositions in, on,
Frame 8: Billy: Thank you Mum! ActiveTeach
under and revise their meanings through a
And thank you Focus on the frames as the story audio plays.
simple game with classroom objects. Put a
Grandma! Point to the story character who is speaking.
pen on a book, in a bag, and under a chair,
and ask for the correct preposition each
time.

My House T43

M05_MLIS_TB_6708_U05.indd 43 25/04/2012 14:31

M05_MLIS_TB_6708_U05.indd 44 25/04/2012 14:31
 Listening
Objectives: to practise listening
comprehension, to practise new unit
vocabulary and structures
Review: boat, book, car, puppet
Materials: Class Audio CD A
Optional Materials: Flashcards; pictures of a
boat, book, car, doll, and puppet; Sammy the
Squirrel puppet; CD-ROM; ActiveTeach
GETTING READY
A55 Revisit the Story (10 minutes)
• Revisit “In the Bedroom” together.
• Play the audio and let the children follow it
in their books. (See pages 42–43.)
Telephone (5 minutes)
• Play a game to review unit vocabulary and
words for toys and animals.
• Ask the children to sit in three lines.
• Gather Flashcards or other pictures of the
following: rooms in a house, boat, book, car,
doll and puppet.
• Display the pictures on the board so
everyone can see them.
• Whisper a word into the ear of the first child
in each line.
• Ask the children to whisper the word to each
other down the line.
• Ask the last child to run to touch the correct
picture. (If the child heard bird, he or she
touches the picture of a bird.)
• Let that child sit at the front of the line for
the next round.
• Explain that the child who gets to the picture
first earns a point for his or her team.
• Continue in this way.
M05_MLIS_TB_6708_U05.indd 44
WORKING IN THE BOOK: PAGE 44
A56 4. Listen, find, and circle.
• Tell the children to turn to page 44.
• Invite them to talk about the picture.
• Ask them to name the rooms, furniture, toys,
animals, and colours they recognize.
• Encourage them to use complete sentences,
such as: This is a lamp, The bed is in the
bedroom, or The fish is orange.
• Explain that the children will listen to
questions and answers and circle pictures
based on what they hear.
• Do the first one together. Search for the
living room, then the bird. Draw a circle
around the bird.
• Let the children do the rest on their own.
Audio Script
Where’s the car?
It’s in the living room.
Where’s the doll?
It’s in the bedroom.
Where’s the book?
It’s in the kitchen.
Where’s the boat?
It’s in the bathroom.
Where’s the puppet?
It’s in the dining room.
CONSOLIDATING
Draw and Ask Review (10 minutes)
• Review vocabulary from Units 2–4.
• Draw a large house outline on the board.
Use the house on page 44 as a model.
• Label each room.
• Tape a Flashcard to the board in each room
of the house you’ve drawn.
• Let the children work in pairs to ask and
answer: Where’s the (car)? The (car) is in the
(bedroom).
Common Colour (10 minutes)
• Explain that Sammy will tap certain children
on the shoulder and that whoever Sammy
taps should stand up.
• Explain that the class has to work out what
colour the children who are standing have in
common.
• Begin by tapping children who are wearing
red.
• If the class has trouble identifying which
colour the standing children have in
common, give them a hint.
• Repeat with other colours.
OPTIONAL: USING DIGITAL COMPONENTS
CD-ROM
Encourage the children to play the games on
the CD-ROM at home to reinforce what they’re
doing in class. Tell them to encourage family
members to play along.
ActiveTeach
Use ActiveTeach to model scanning the
pictures for the items and circling them. Extend
the activity by naming other items not on the
audio: Where’s the (teddy bear)? It’s in the
(bedroom).
My House T44
25/04/2012 14:31
 Speaking
Objectives: to practise speaking, to practise
new unit vocabulary and structures
Review: cake, lamp, teddy bear, window
Materials: Activity Book
Optional Materials: pictures illustrating
words from Level 1, Flashcards, Sammy the
Squirrel puppet, CD-ROM, ActiveTeach
GETTING READY
Silly Card Game (5 minutes)
• Make two piles of Flashcards: Pile A includes
words for review. Pile B is made up of the
Unit 5 Flashcards.
• For a more thorough preparation for
Exercise 5, include in Pile A pictures
illustrating vocabulary from Level 1.
• Ask a volunteer to pick a card from Pile A
and ask: Where’s the (lamp)?
• Then let another volunteer pick a card from
Pile B and answer: It’s in the (living room).
• If the answer is silly (for example, a kite
in the bathroom), then the child can say:
That’s silly!
WORKING IN THE BOOK: PAGE 45
5. Colour. Ask and answer.
• Tell the children to turn to page 45.
• Invite them to talk about the pictures using
known vocabulary and language structures.
• Ask the children to colour in the uncoloured
items on the page.
• Focus on the two children at the bottom of
the page. Read the speech bubbles aloud for
the class.
• Explain that the children will use this model
to ask and answer questions about the
page.
• Invite volunteers to point, ask, and answer.
T45 My House
M05_MLIS_TB_6708_U05.indd 45
• Here are some examples:
– Where’s the teddy bear? It’s in the living
room.
– Where’s the lamp? It’s in the dining room.
– Where’s the window? It’s in the kitchen.
Explore Question Marks (5 minutes)
• Point out the question mark on the page.
• Explain that these symbols signal that
someone is asking a question.
• Provide the children with paper and invite
them to draw their own question marks.
• Ask everyone to sit in a circle.
• Ask a few questions and give a few answers
as examples. Help the children hear the
different intonation for questions and
answers.
• Explain that you will either ask a question or
give an answer.
• Tell the children to hold up their question
marks when they hear you ask a question.
CONSOLIDATING
Focus on Pronunciation (5 minutes)
• Focus on the sound that l stands for in the
words lamp, living room, and like.
• Draw out the sound that l stands for and
invite children to join in.
• Demonstrate that the tongue touches the
back of the top front teeth to make the l
sound.
• Say: Lamp. Ask individuals to repeat it.
• Repeat with living room and like.
Make a Home Connection
Encourage the children to have a treasure
hunt with their families at home. Explain that
children can hide items around the house and
family members can ask about the locations.
Phonics: Pupil’s Book page 92 and T92
For work on the /l/ and /k/ sounds and letters,
tell the children to turn to page 92 in the back
of their books. For teacher support, turn to
page T92 in this book.
Extra Practice: Pupil’s Book page 93 and
T93
For extra practice speaking, tell the children to
turn to page 93 in the back of their books. For
teacher support, turn to page T93 in this book.
Activity Book Page 34
Demonstrate with the duck how to do the
activity. Then let the children draw the lamp,
chair, and toy box. Ask the children to colour
the page. Let them practise asking and
answering with a partner: Where’s the (duck)?
It’s in the (bathroom).
Activity Book Page 35
Ask the children to find the three bikes. Let
them practise asking and answering with a
partner: Where’s the bike? It’s (in / on / under)
the house. Then let the children colour the
page.
OPTIONAL: USING DIGITAL COMPONENTS
CD-ROM
Encourage the children to play the audio
from the CD-ROM at home and practise
pronunciation and intonation skills.
ActiveTeach
Use ActiveTeach to focus the children’s
attention on one picture at a time. Reinforce
the target language with the entire class
before and/or after the lesson.
25/04/2012 14:31
M05_MLIS_TB_6708_U05.indd 45 25/04/2012 14:31
M05_MLIS_TB_6708_U05.indd 46 25/04/2012 14:31
 CLIL
Objective: to count from 1 to 7
Review: 1–6, chair, food items
TPR: kick in the air, show fingers, touch knee
Materials: Class Audio CD A, Activity Book
Optional Materials: groups of classroom
items, crayons, bag, Sammy the Squirrel
puppet, CD-ROM, ActiveTeach
GETTING READY
Introduce the Number 7 (10 minutes)
• Review 1–6 by counting classroom items.
• Hold up or point to one item. Say: One. One
(pen). Ask the children to repeat it.
• Write the number 1 on the board. Draw one
circle beneath it to illustrate the amount.
• Repeat with 2–6 and other items.
• Point to the numbers on the board and
count: 1, 2, 3, 4, 5, 6.
• Then draw seven circles and write the
number 7. Say: 7.
• Identify a group of seven items in the room.
• Count and invite the children to repeat after
you.
• Point to groups of 2–7 items. Ask: How many?
Prepare for the Activity (5 minutes)
• On the board, draw groups of shapes,
such as: 4 triangles, 5 squares, 6 circles,
7 rectangles.
• Beneath that, copy the design of Pupil’s
Book page 46: draw a square with the
numbers 4, 5, 6, 7 beneath it; draw a circle
with 4, 5, 6, 7 beneath it, and so on.
• Make Sammy count the squares and say: 1, 2,
3, 4, 5. Five squares.
• Then make Sammy point to the square with
the numbers. He points to the number 4
and says: 4 squares? No.
M05_MLIS_TB_6708_U05.indd 46
• He points to the number 5 and says: 5
squares? Yes! Sammy circles the number 5.
• Invite volunteers to repeat the activity with
the other shapes.
WORKING IN THE BOOK: PAGE 46
A57 6. Listen and say.
• Play the “Count to 7 Chant.”
• Invite the children to join in when they are
ready.
Audio Script
Count to 7 Chant
Are you ready?
Count with me:
1, 2, 3, (show 3 fingers)
Touch your knee. (touch a knee)
4, 5, 6, (show 6 fingers)
Try some kicks. (kick in the air)
7 cats (show 7 fingers)
On some mats.
• Tell the children to turn to page 46.
• Point to Sammy and his speech bubble: 7.
7. Count and circle.
• Focus the children on the first item.
• Point to the chair at the bottom of the page.
• Point to the 4 and ask: Four chairs?
Let’s count.
• Focus on the illustration. Count the chairs:
1, 2, 3, 4. Yes, four chairs!
• Repeat with the six bottles.
• Let children complete the page on their own.
CONSOLIDATING
Compare the Bags 1 (10 minutes)
• Gather together two bags and groups of
items that children can name (crayons,
pencils, pens, balls, puzzle pieces, markers,
or toy animals).
• Show the children one item from each group
and let them name it.
• Ask the children to close their eyes.
• Put three crayons into one bag and four
crayons into the other.
• Let the children take turns holding each bag
and guessing which one has more crayons.
• Encourage the children to guess by noticing
how heavy the bag is, instead of feeling it.
• Confirm the answer by taking the crayons
out, one at a time, and counting them.
Compare the Bags 2 (10 minutes)
• Gather together two bags and various
groups of items.
• Ask the children to close their eyes.
• Put three crayons in one bag and three
puzzle pieces in another.
• Let the children take turns holding each bag,
not feeling it, and guessing how many of
each item is in the bag.
• Confirm the answer by taking the items out
of the bags and counting them.
Activity Book Page 36
Ask the children to find the items, count them,
and circle the number. Then let them colour the
page. Finally, let partners point to and count
the items together (1, 2, 3. Three lamps).
OPTIONAL: USING DIGITAL COMPONENTS
CD-ROM
Encourage the children to play the maths
games on the CD-ROM to practise counting
and saying numbers.
ActiveTeach
Use ActiveTeach to model finding and counting
the items and circling the correct number.
My House T46
25/04/2012 14:31
 Values
Objective: to learn about the value of being
careful
New Values Language: Be careful.
Materials: Class Audio CD A, Activity Book
Optional Materials: Flashcard for kitchen,
props (pan, soup), Sammy the Squirrel
puppet, CD-ROM, ActiveTeach
GETTING READY
1, 2, 3, Jump! (5 minutes)
• Tell the children to stand in a circle.
• Practise counting to 7 around the circle. Each
child counts in turn: 1, 2, 3, 4, 5, 6, 7.
• Then explain that instead of saying 7, the
seventh child should jump and say: Jump!
• Children count in turn: 1, 2, 3, 4, 5, 6, Jump!
• Repeat the activity, but substitute a different
action for a different number.
Introduce Being Careful (10 minutes)
• Hold up the Flashcard for the word kitchen.
• Use gestures and props to help the children
understand a role play about being careful
in the kitchen. For example:
– You put some soup on the stove to heat
it up.
– You answer a phone call and forget about
the soup.
– The soup starts boiling over, so you rush to
take it off the stove.
– You accidentally burn yourself: Ouch!
– Make Sammy say: Be careful!
• Model other situations that call for being
careful, such as trying to find your way in
the dark, avoiding slipping on a wet floor,
and so on.
T47 My House
M05_MLIS_TB_6708_U05.indd 47
WORKING IN THE BOOK: PAGE 47
A59 8. Listen and say. Look and draw.
• Tell the children to turn to page 47.
• Play the dialogue in the first part of the
audio track and tell the children to look at
the photos as they listen.
• Let volunteers repeat the dialogue with you.
Audio Script
Grandma: Be careful. It’s hot!
Girl: I’m careful, Grandma.
• Then play the chant in the second part of
the audio track. Let the children listen once
or twice and then chant along with the
audio when they’re ready.
Audio Script
Be Careful Chant
Be careful in the kitchen.
The pan is hot.
Be careful in the kitchen.
The pan is hot, hot, hot!
• Talk about each photo with the class and let
the children discuss whether the people in
the photo are being careful or not.
• Now point to the faces below each photo. Tell
the children to draw a smile on the face below
the photo that shows people being careful.
• Then tell the children to draw a frown
on the face under the photo that shows
someone not being careful.
• Point out that the girl in the photo on the
left is being careful because she is with an
adult, and she is using oven gloves.
• Explain that the girl in the photo on the right
isn’t being careful: she shouldn’t go near the
stove except with a grown-up. The hot pan
could fall on her and she could get burned.
• Play the chant a few times.
• Encourage the children to join in when they
are ready.
CONSOLIDATING
Act It Out (10 minutes)
• Talk about other situations in which children
should be careful at home.
• Invite volunteers to act out being careful.
• Here are some examples:
– Be careful in the bath. You might slip and
fall.
– Be careful when you set the table – knives
are sharp and glasses can break.
– Be careful in the bedroom. Don’t jump on
the bed – you might fall off.
What Do I Say? (10 minutes)
• Explain that you will describe a situation.
Let the children listen carefully to decide
what you should say: Help your family or Be
careful.
• Describe the first situation. Prompt a
volunteer to tell what you should say.
• Here are some examples:
– You want an apple cut up in slices. (Be
careful … Ask a grown-up to cut it for you.)
– Your grandma drops her fork at the table.
(Help your family … pick it up for her and
get her a new fork.)
Activity Book Page 37
Ask the children to colour the picture. Let
partners point and say: Be careful.
OPTIONAL: USING DIGITAL COMPONENTS
CD-ROM
Encourage the children to play the games on
the CD-ROM at home.
ActiveTeach
Use the pointer to highlight which photo
shows people being careful and which doesn’t.
Confirm which face should be smiling and
which should be frowning.
25/04/2012 14:31
M05_MLIS_TB_6708_U05.indd 47 25/04/2012 14:31
M05_MLIS_TB_6708_U05.indd 48 25/04/2012 14:32
 Unit 4: Review/Assessment
Objectives: to review and assess new unit
vocabulary and structures
Materials: Class Audio CD A, Activity Book,
stickers (in the back of the Pupil’s Book and
shown on page T106)
Optional Materials: coloured paper, craft
sticks, wooden dowels, paper, glue, tape,
decorations, modelling clay, a toy boat, toys,
ribbon, pipe cleaners; Flashcards; Sammy the
Squirrel puppet; CD-ROM; ActiveTeach
GETTING READY
A Sing and Move (10 minutes)
• Invite the children to sing and do the actions
for the Unit 4 songs and chants.
• Let the children vote for which one they like
best.
Play a Review Game (5 minutes)
• Divide the class into teams.
• Display the Unit 4 Flashcards and the
numbers 1–6.
• Explain that a volunteer from one team says
a word and another child on that team has
to point to the picture that shows the word.
• Let the teams take turns.
• Give one point for every correct answer.
• Announce the team with the most points as
the winner.
WORKING IN THE BOOK: PAGE 48
1. Stick and say.
• Distribute the Unit 4 stickers.
• Tell the children to open their books at
page 48.
• Point to the placeholder for the car. Ask:
What is it? Let the children answer together.
• Say: Find the car sticker.
M05_MLIS_TB_6708_U05.indd 48
• Tell the children to hold up the sticker.
• Say: Stick the sticker.
• Let the children stick the sticker and say: Car.
• Repeat with the other stickers (train, paints).
A61 2. Listen and circle.
• Explain that the children will listen and circle
the picture of the correct answer.
• Confirm answers with the class.
Audio Script
1. Is it a car?
Yes, it is.
2. Is it a puppet?
No, it isn’t. It’s a train.
3. Is it a bike?
Yes, it is.
Use the Reward Sticker
• Help the children talk about what they
learned in Unit 4, using positive language:
– I can say: bike, boat, car, paints, puppet,
and train. I can point to them, too!
– I can ask and answer: Is it a (boat)? Yes, it
is. / No, it isn’t.
– I can count to six.
– I can do actions and say them: stretch my
arms high, write an (r) in the air, show (3)
fingers, touch my knee, kick, clap, stamp.
– I know r for ruh and b for buh.
– I can share. I know Please share.
• Distribute the reward stickers.
• Show the children where to stick the stickers
(on the Unit 4 Good Job! placeholder).
CONSOLIDATING
Toy Treasure Hunt (10 minutes)
• Tie ribbons around selected toys and hide
them.
• Tell the children they will go on a treasure
hunt for toys hidden around the room.
Tell them to hold onto toys they find with
ribbons around them.
• When the treasure hunt is over, let the
children talk about their toy “treasures.”
Science Project: Make a Boat
That Floats
• Explain that the children will make toy
boats.
• To make the rafts: connect the craft sticks by
gluing two craft sticks across four.
• Create the sail frame by crossing two dowels
in a +. Secure it with pipe cleaners.
• Tape a triangular paper sail to the frame.
• Let the children decorate the sail using
cutouts and stickers.
• Attach the sail to the raft with modelling
clay.
• Let the children float their boat and a real
toy boat. What happens? Do they both sink
or float? Does the sail work?
Activity Book Page 38
Ask the children to draw and colour their
favourite toy. Let them share their drawings
with a partner: Is it a (puppet)? Yes, it is. / No,
it isn’t.
OPTIONAL: USING DIGITAL COMPONENTS
CD-ROM
Encourage the children to take the CD-ROM
home to show their families everything they
learned in Unit 4.
ActiveTeach
Use the big screen to check answers as a class
and to display the boat project for the children
to view as they make their own boats.
Review T48
25/04/2012 14:32
 Unit 5: Review/Assessment
Objectives: to review and assess new unit
vocabulary and structures
Materials: Class Audio CD A, Activity Book,
stickers (back of Pupil’s Book and shown on
page T106)
Optional Materials: magazine and
newspaper photos of different kinds of
houses, photos of different houses from
home; glue; poster board; drawing supplies;
Flashcards; Sammy the Squirrel puppet;
CD-ROM; ActiveTeach
GETTING READY
A Sing and Move (10 minutes)
• Let the children sing and move to favourite
songs and chants from Unit 5.
Picture Card Memory Game
(10 minutes)
• Display the Unit 5 Flashcards on the board.
• Point to each one and ask: What’s this?
• Let the class answer together.
• Then ask the children to close their eyes.
• Turn over one of the Flashcards and let the
children open their eyes.
• Point to the turned-over card and ask:
Is it the (kitchen)?
• Let the children answer: No, it isn’t or Yes,
it is.
• Play again, but let volunteers take turns as
your helper to ask: Is it the (kitchen)?
WORKING IN THE BOOK: PAGE 49
3. Stick and say.
• Distribute the stickers (but not the reward
sticker).
• Tell the children to turn to page 49.
• Point to the placeholder beside Sammy.
T49 Review
M05_MLIS_TB_6708_U05.indd 49
• Say: Find the sticker with Sammy.
• Ask the children to hold up the sticker.
• Say: Stick the sticker.
• Let the children stick the sticker. Then ask:
Where’s Sammy? and prompt children to
answer: Sammy’s in the bathroom.
• Repeat with the other stickers (Sue in the
living room, Grandma in the house).
A62 4. Listen and circle.
• Explain that the children should listen and
circle the picture that answers the question.
• Confirm answers with the class.
Audio Script
1. Where’s Sammy?
He’s in the kitchen.
2. Where’s Lilly?
She’s in the living room.
3. Where’s Grandma?
She’s in the house.
Use the Reward Sticker
• Help the children talk about what they
learned in Unit 5. Encourage them to use
positive language:
– I can ask and answer: Where’s (Sammy)?
(He’s) in the (bathroom).
– I know the sounds that l and k stand for.
• Distribute the reward stickers.
• Show the children where to stick the stickers
(on the Unit 5 Good Job! placeholder).
CONSOLIDATING
Imaginary Walk (5 minutes)
• Display the My Little Island Map poster.
• Lead the class on an imaginary walk around
the island.
• As you pass places the children have visited,
invite them to recall the language they
know. For example, when you pass the
school, they can name classroom objects.
Social Studies Project: Houses
Poster
• Explain to the children that they will make a
poster with different kinds of houses on it.
• Gather magazine and newspaper pictures
and photos of different houses.
• Invite the children to draw pictures of
houses, as well.
• Distribute poster board to groups of
children.
• Let the children glue the pictures to the
poster board to create a collage.
Activity Book Page 39
Ask the children to draw their bedroom,
including the items shown on the page. Let
them colour and talk with a partner about
their bedrooms, using words like: bedroom,
bed, table, chair, lamp, books, toys, toy box,
door, and window.
OPTIONAL: USING DIGITAL COMPONENTS
CD-ROM
Encourage the children to play unit games and
do unit activities from the CD-ROM at home
with their families.
ActiveTeach
Use ActiveTeach to check answers as a class.
25/04/2012 14:32
M05_MLIS_TB_6708_U05.indd 53 25/04/2012 14:32
 6 My Body
Objectives
✓ To learn new body vocabulary
✓ To sing songs and chants
✓ To do new TPR movements
✓ To practise fine and gross motor
skills
✓ To understand and role-play a
story
✓ To learn and practise the
language structures Where’s
your (head)? / This is my (head). /
Where are your (legs)? / These are
my (legs). / How many (legs)?
✓ To practise sound-symbol
correspondences: n /n/, f /f/
✓ To recognize and produce the
sounds that n and f stand for at
the beginning of words
✓ To recognize the letters n and f
✓ To review names of parts of the
body, colours, and numbers 1–7
✓ To learn to count to 8
✓ To learn the value of washing
your hands
✓ To practise new language by
listening and speaking
✓ To learn and review unit vocabulary
and language structures
T6A My Body
M06_MLIS_TB_6708_U06.indd 1
Vocabulary
New: arms, body, feet, hands, head,
legs; number 8
Review: ears, eyes, face, hair, mouth,
nose; flower, nest; blue, grey, green,
orange, red, yellow; numbers 1–7
Unit
Overview
Home-School Connections
Copy the Letter Home for the children
to take home to share what they’ll be
learning in Unit 6 of My Little Island.
The Letters are available online at
www.pearsonelt.com/mylittleisland.
Values
Wash your hands.
Materials
Pupil’s Book pages 50–57 Activity Book
pages 40–45; Flashcards 25–30; Class
Audio CD A: Tracks 63–70; Course
Posters: My Little Island Map, Shapes
and Colours, Meet Your New Friends!;
stickers (back of Pupil’s Book and
shown on page T106)
Optional: CD-ROM, ActiveTeach,
Sammy the Squirrel puppet
Songs and Chants
✓ Watch Me Dance (Class Audio
CD A: Tracks 63 and 64)
✓ N Sounds Like Nuh and
F Sounds Like Fuh Chant (Class
Audio CD B: Tracks 44 and 45)
✓ Count to 8 Chant (Class Audio
CD A: Tracks 68 and 69)
✓ Wash Your Hands Chant (Class
Audio CD A: Tracks 70 and 71)
Story
“Billy the Robot”: Billy dresses up as
a robot. He has a robot body, head,
and arms. Lilly helps Billy make his
robot legs and feet.
Language Structures: Where’s your
(head)? / This is my (head). / Where
are your (arms)? / These are my (arms).
/ Here are your (legs).
25/04/2012 14:32
 SKILLS
Cross-Curricular Connections
count to 8, How many (legs)?
make a fi tness poster
learn the value of washing your hands
make a fi tness poster and a silly creature
sing, chant and move to music
Preschool Learning Outcomes
✓ Recognize intonation.
✓ Use short, simple answers to questions.
✓ Understand new language structures.
✓ Recognize and produce the sounds
that initial n and f stand for.
✓ Follow a picture story.
✓ Make predictions using pictures.
✓ Sing songs and say chants with TPR.
✓ Join in games and interact.
✓ Share information about themselves.
✓ Develop a positive attitude towards
the English language.
LEARN BY DOING
TPR
✓ clap, dance, kick, nod, pretend to
wash hands, pull strings, shake arms,
show (3) fingers, stamp, straighten
leg, stretch, tap, touch a knee, wiggle
hands, write (letters) in the air
Phonics
✓ Practise recognizing sound-symbol
correspondences: initial n /n/ and f /f/.
✓ Recognize the letters n and f.
✓ Complete Phonics page 94.
✓ Listen to the audio.
✓ Sing songs and say chants.
Prereading and Prewriting
✓ Follow an eight-frame story.
✓ Talk about the characters.
✓ Act out the story to show
comprehension.
✓ Practise fine motor skills.
✓ Draw, colour, and trace.
NOTICE BOARD
DISPLAY
Trace Your Body
✓ Make a notice board with traced and
decorated outlines of children’s bodies.
Materials
• large banner paper
• markers
• decorations
Instructions
1. Ask each child to lie flat on large
paper and trace an outline of each
child’s body.
2. Invite the children to decorate their
outlines with markers, crayons, cloth,
ribbons, or any other decorations
they like.
3. Create labels (photocopy them) for
all the parts of the body the children
know.
4. Help the children attach the labels to
the correct parts of the body on their
outlines.
5. Display the outlines around the room
and feature them on a notice board.

Digital Practice
Ask the children to use the CD-ROM
for vocabulary practice or for review. Help children respect
one another’s bodies. They should
Use ActiveTeach to go over Pupil’s ALWAYS be gentle!
Book pages together as a class.

My Body T6B

M06_MLIS_TB_6708_U06.indd 2 25/04/2012 14:32

M06_MLIS_TB_6708_U06.indd 50 25/04/2012 14:32
 Presentation
Objectives: to identify body vocabulary in a
scene, to learn a song and new TPR actions
New Vocabulary: arms, body, feet, hands,
head, legs
TPR: clap, dance, nod, pull strings, shake
arms, straighten leg, tap, wiggle
Materials: Class Audio CD A, Flashcards
Optional Materials: Sammy the Squirrel
puppet, CD-ROM, ActiveTeach
GETTING READY
Share What You Know (5 minutes)
• Point to your eye and ask Sammy: What’s
this?
• Make Sammy answer: It’s an eye!
• Repeat with the other parts of the face
(review from Level 1). Encourage the children
to answer along with Sammy.
• Remind the children that they have already
learned the names for parts of the face.
• Explain that today they will learn new words
for different parts of the body.
• Ask the children if they know the names for
any parts of the body.
Talk About Puppets (5 minutes)
• Talk about puppets with the children: Has
anyone got a puppet? Has anyone seen a
puppet show?
• Show different kinds of puppets or
illustrations of them if possible. (For
example: sock puppets, hand puppets,
shadow puppets, and marionettes).
• Briefly describe how marionette puppets
work. (The puppeteer pulls strings that move
the puppet’s arms and legs.)
• Use gestures to clarify as needed.
M06_MLIS_TB_6708_U06.indd 50
WORKING IN THE BOOK: PAGE 50
Introduce the Vocabulary
• Tell the children to open their books at
page 50.
• Explain that Billy and Lilly are having a
puppet show.
• Use the Flashcards to teach the vocabulary.
Hold up the pictures one at a time.
• Say: Arms. Let children repeat it.
• Say: Show me arms and ask the children to
point to both of their arms.
• Repeat with the other words.
A63 1. Listen and sing. Move.
• Teach the actions that go with the song.
• Say: Let’s sing a song. Play the song.
• Ask the children to point to the parts of the
puppet’s body as they are named in the song.
• Play the song again and encourage the
children to do the actions with you.
• Invite them to sing along when they are ready.
Audio Script
Watch Me Dance
I’m a happy puppet.
My name is Lance.
Pull the strings (pretend to pull strings)
And watch me dance. (dance)
Wiggle my body. (wiggle)
Clap my hands. (clap)
Stretch my legs and tap my feet. (straighten
leg and tap foot)
Tap, tap, tap,
To the beat, beat, beat. (tap foot to the beat)
Shake my arms. (shake arms)
Nod my head. (nod head)
Stretch my legs and tap my feet. (straighten
leg and tap foot)
Tap, tap, tap,
To the beat, beat, beat. (tap foot to the beat)
CONSOLIDATING
Play Sammy Says (10 minutes)
• Play “Sammy Says” (a version of “Simon
Says”) to practice TPR: clap, dance, nod
(your head), shake (your hands), stretch,
tap, wiggle (your arms).
• Say each word or phrase and do the action.
Ask the children to repeat them.
• To play the game, make Sammy give
instructions to the players. Tell players to
follow the instructions ONLY if Sammy says:
Sammy says. For example:
– Sammy says: Sammy says CLAP. The
players should clap.
– Sammy says: Nod your head. Players
should NOT do anything because Sammy
didn’t say Sammy says. Anyone who nods
is out.
• Allow children to join in once they
understand how to play.
OPTIONAL: USING DIGITAL COMPONENTS
CD-ROM
Encourage the children to play the games from
the CD-ROM at home to show their families the
English words they are learning for parts of the
body.
ActiveTeach
Use the highlighter to point to the different
parts of the puppet’s body as they are named
in the song.
My Body T50
25/04/2012 14:32
 Vocabulary
Objective: to practise new words
New Vocabulary: arms, body, feet, hands,
head, legs
Materials: Class Audio CD A, Activity Book
Optional Materials: large piece of paper,
markers, scissors, sticky tack, blindfold;
Sammy the Squirrel puppet; CD-ROM;
ActiveTeach
GETTING READY
A63 Review the Song (10 minutes)
• Play “Watch Me Dance.”
• Encourage the children to do the actions
while they listen.
• Ask them to sing along, especially with the
chorus.
One or Two? (10 minutes)
• Remind the children that some body parts
come in “twos,” such as eyes.
• Point to your eyes and say: 1, 2. Two eyes.
I’ve got two eyes.
• Ask the children to name other body parts
that come in “twos” (ears, hands, arms, legs,
feet).
• Encourage them to use a full sentence: I’ve
got two (legs).
• Explain that you will call out a part of
the body.
• Ask the children to say One or Two to say
whether they have one or two.
• Say: Nose.
• The children say: One!
• Say: Arms.
• The children say: Two!
• Continue this way, but talk faster and faster
to make the activity more challenging and
more fun.
T51 My Body
M06_MLIS_TB_6708_U06.indd 51
WORKING IN THE BOOK: PAGE 51
A65 2. Listen and tick ✓. Say.
• Tell the children to open their books at
page 51.
• Direct the children to look at the six photos
and help them notice the arrows and
symbols pointing to the various parts of the
children’s bodies.
• Play the audio.
• Pause after each word, checking that
children put a tick under the photo that
shows the part of the body they hear.
Audio Script
body
feet
arms
head
hands
legs
• When they finish, let the children take turns
pointing to the pictures and saying
the words.
• For additional practice, say each vocabulary
word aloud and ask the children to clap twice,
pause, clap twice again, and repeat the word.
CONSOLIDATING
Hokey-Cokey (10 minutes)
• Ask the children to stand in a circle.
• Sing the Hokey-Cokey song and model
the actions.
• Invite the children to do the actions with you.
You put your (arms) in. (reach (arms) in)
You put your (arms) out. (pull (arms) out)
You put your (arms) in and you shake them all
around. (reach (arms) in and shake them)
You do the Hokey-Cokey and you turn
yourself around. (turn around in place,
doing a silly dance)
That’s what it’s all about. (clap, clap)
Pin the Feet on the Puppet (10 minutes)
• For this version of “Pin the Tail on the
Donkey”, draw a marionette-like puppet on
a large piece of paper. Do not include feet.
• Draw the marionette’s feet on a separate
piece of paper and cut the feet out.
• Put sticky tack on the back of the feet cutout
so that it can be stuck to the larger drawing.
• Attach the drawing to the board or a wall.
• Model the game with a volunteer.
• Place a blindfold on the volunteer and spin
the child around until he or she is facing the
puppet drawing.
• Say: Stick the feet on the puppet.
• As the volunteer tries to stick the feet in the
correct place, tell the class to cheer as the
volunteer gets closer or boo if farther away.
• Continue with other children.
Make a Home Connection
Make a T-chart listing parts of the body and
give the children stars. Tell them to stick a star
by each word for every time they use the word
at home.
Activity Book Page 40
Tell the children to trace the parts of the
puppet’s body and colour them. Let them
practise pointing and saying with a partner:
body, arms, feet, hands, legs.
OPTIONAL: USING DIGITAL COMPONENTS
CD-ROM
Encourage the children to take the CD-ROM
home to show their families the English words
they’ve learned.
ActiveTeach
Show each Flashcard image to reinforce visual
vocabulary.
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M06_MLIS_TB_6708_U06.indd 51 25/04/2012 14:33
 Story
Objectives: to listen to and understand a
story, to learn new language structures,
to listen to and identify the intonation in a
sentence, to role-play
New Structures: Where’s your (head)? /
Where are your (arms, legs)? / These are my
(arms).
Review: This is my (head). / Thank you.
Materials: Class Audio CD A, Activity Book
Optional Materials: costumes (handmade
or shop-bought), cardboard boxes, paper
towel rolls, toys, classroom items; Flashcards;
Sammy the Squirrel puppet; CD-ROM;
ActiveTeach

GETTING READY
Talk About Costumes (5 minutes)
• If possible, put on a costume before class
(a simple hand-made mask, or a more
elaborate shop-bought costume).
• Invite the children to talk about costumes: Do
they play dressing-up? When do they wear
costumes? Has anyone ever made a costume?
• Use gestures and pictures to clarify the
discussion as needed.
Introduce the Story (5 minutes)
• Hold up the Pupil’s Book, open at page 52.
• Focus on the first frame of “Billy the Robot.”
• Explain that Billy is dressing up in a robot
costume, made of cardboard. Point to the
cardboard box covering Billy’s body.
• Ask the children what they think the friends
are talking about. Point out the picture clue:
Lilly is pointing to her head.
• Revisit their predictions later on.
• Go through the pictures with the class.
T52 My Body
WORKING IN THE BOOK: PAGES 52–53
3. Look and listen. Act it out.
A66
• Tell the children to open their books at
page 52.
• Play the audio.
• Pause at each frame to make sure the
children are on the correct frame and
understand what’s happening in the
pictures.
• Encourage the children to speak along with
the characters.
• Invite volunteers to act out the story with
the audio.
Audio Script
Billy the Robot
Frame 1: Billy: Look. I’m a robot.
Lilly: Where’s your head?
Frame 2: Billy: This is my head.
Lilly: Where are your arms?
Frame 3: Billy: These are my arms.
Lilly: Where are your legs?
Frame 4: Billy: These are my legs.
Lilly: Oh, no!
Frame 5: Lilly: Don’t worry. I’ve got
scissors.
Billy: Thank you.
Frame 6: Lilly: Where are your feet?
Billy: Oh no!
Frame 7: Lilly: These are your feet.
Billy: Great! Thank you.
Frame 8: Billy: I am a robot now!

M06_MLIS_TB_6708_U06.indd 52 25/04/2012 14:33


Look at New Language
• Point out the language Lilly uses to ask
about the costume: Where’s your (head)?
Where are your (arms)?
• Focus on the difference between the singular
and plural structures in the questions.
• Hold up one finger to indicate singular as
you say: One head. Where’s your head?
• Hold up two fingers to indicate plural as you
say: Two arms. Where are your arms?
• Then focus on the difference between
the singular and plural structures in the
sentences: This is my head. These are my
arms.
M06_MLIS_TB_6708_U06.indd 53
A66 Listen to the Intonation
• Play the story audio.
• Ask the children to close their eyes and listen
carefully.
• Pause after each question. Ask the children
to listen for the different intonation in the
questions and the answers.
• Let the children repeat the dialogues,
copying the intonation.
CONSOLIDATING
Act It Out (10 minutes)
• Let pairs take turns acting out the story.
• Play the audio and invite them to speak
along with the characters.
• Give the children simple props, such as
cardboard boxes and paper towel rolls.
• Let children who are ready act out the story
without the audio.
Focus on Language Structures (5 minutes)
• Practise singular and plural structures:
Where is / are and This is / These are.
• Gather Flashcards of the parts of the body
and toys or classroom items to review.
• Use Sammy to model the question structures.
• Hold up the card for legs. Make Sammy ask:
Where are the legs?
• Then hold up the card for head.
• Make Sammy ask: Where’s the head?
• Continue this way, but elicit the questions
from the children.
• Repeat with This is / These are.
• Hand Sammy a crayon.
• Make Sammy say: This is my crayon.
• Hand Sammy two crayons.
• Sammy says: These are my crayons.
• Continue this way, but hand the items to
volunteers.
Activity Book Page 41
Ask the children to complete and colour the
drawing of the robot. Let partners ask and
answer: Where’s the (head)? This is the (head).
These are the (arms).
OPTIONAL: USING DIGITAL COMPONENTS
CD-ROM
Encourage the children to use the Story Time
feature on the CD-ROM to practise at home.
ActiveTeach
Invite volunteers to use the marker tool to
circle the body parts you call out.
My Body T53
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M06_MLIS_TB_6708_U06.indd 54 25/04/2012 14:33
 Listening
Objectives: to practise listening
comprehension, to practise new unit
vocabulary and structures
Review: parts of the face, colours
Materials: Class Audio CD A
Optional Materials: large piece of paper;
markers; photocopies of simple teacher-
made drawing of a doll or robot; Sammy the
Squirrel puppet; CD-ROM; ActiveTeach
GETTING READY
A66 Revisit the Story (10 minutes)
• Revisit “Billy the Robot” together.
• Play the audio and let the children follow
along in their books. (See pages 52–53.)
• Invite volunteers to act out the story.
Prepare for the Activity (5 minutes)
• On a large piece of paper, draw a doll.
• Make the following parts of the doll’s body
large enough for the children to colour:
arms, body, eyes, feet, hair, hands, legs.
• Gather coloured markers.
• First model the activity for the children.
• Say: This is the body. (Point to the doll’s
body.) It’s green. (Colour the body green.)
• Invite a volunteer to do the next body part.
• Say: These are the arms. (Prompt the child to
point to the arms.) They’re grey. (Prompt the
child to colour them grey.)
• Continue this way.
WORKING IN THE BOOK: PAGE 54
A67 4. Listen and colour. Point and say.
• Tell the children to open their books at
page 54.
• Ask the children to point to and say the
different body parts.
M06_MLIS_TB_6708_U06.indd 54
• Explain that the children will listen to the
doll talking about herself.
• Make sure the children can use the action
while moving around the circle. For example,
• Explain that they should colour in the picture be sure that children can walk and point at
based on what they hear. the same time for point.
• Play the audio for the class. • Ask the children to sit in a circle. Walk
around the circle, gently tapping each child
• Pause after each statement for the children
on the shoulder and saying: Clap, clap, clap,
to colour.
clap …
• When the children have finished colouring,
• After a few “claps,” say: Hop. The child
invite them to pretend to be the doll and
whose shoulder you tapped for hop stands
say: This is my (hair). It’s (brown). These are
and hops around the circle.
my (eyes). They’re (grey). Continue this way.
• That child then walks around the circle,
Audio Script gently tapping each child on the shoulder
and saying: Hop, hop, hop …
This is my hair. It’s brown.
These are my eyes. They’re grey. • He or she switches to a new action and
These are my arms. They’re green. another child takes a turn.
These are my legs. They’re yellow.
These are my feet. They’re red. OPTIONAL: USING DIGITAL COMPONENTS
CD-ROM
CONSOLIDATING
Encourage the children to play the games on
Listen and Colour in Pairs (10 minutes) the CD-ROM at home to reinforce the listening
• Draw and photocopy a simple doll or robot. skills they are practising in class.
• Give each child a copy and let the children
ActiveTeach
work with partners to do the activity.
Use the large digital format to model colouring
• C1 says: This is the (hair). It’s (blue).
the pictures before the children do the activity
• C2 colours the hair blue. or to check it afterwards. Let volunteers colour
• C1 continues to describe the colours until C2 in the pictures on the screen.
has coloured in the entire drawing.
• Then they swap roles. C2 describes and C1
colours.
Clap, Clap, Hop (10 minutes)
• Play a version of the popular game “Duck,
Duck, Goose.”
• Review the TPR and other actions the
children have learned: climb, run, make a
circle /rectangle, look around, point, clap,
type, write, draw, cut, carry, tap, wiggle,
giggle, hop, paint, dance, stretch, shake, and
nod.
My Body T54
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 Speaking
Objectives: to practise speaking, to practise
new unit vocabulary and structures
Review: colours, numbers 1–5
Materials: Activity Book
Optional Materials: large paper, markers, or
crayons; CD-ROM; ActiveTeach
GETTING READY
Review Colours and Numbers (5
minutes)
• Hold up a crayon and ask: What colour is it?
• Ask for a volunteer to answer: (Red).
• Write the number 3 on the board and ask:
How many?
• Hold up three fingers. Prompt a volunteer to
answer: Three!
• Continue in this way for numbers up to 5.
Prepare for the Activity (10 minutes)
• On a large piece of paper, draw a simple
picture of a puppet.
• Label each body part with a number (1–5) as
on Pupil’s Book page 55.
• Create a colour key. Write the numbers 1–5
and make a small colour spot next to each
number (the colour (red) is next to (1)).
• Point to the number 1 label for the body
part. Say: (1) … (head). Let’s look.
• Direct the children to the colour key.
• Point and say: (1) … (red). Okay, colour the
(head) (red).
• Invite a volunteer to colour the first one.
• Repeat with the other body parts.
T55 My Body
M06_MLIS_TB_6708_U06.indd 55
WORKING IN THE BOOK: PAGE 55
5. Colour. Point and say.
• Tell the children to open their books at
page 55.
• Remind them how to colour by numbers.
• Call attention to the children with speech
bubbles and read the dialogue. Then help
the children find and look at the key. Elicit
the numbers and the colours: 1 … blue.
• Help the children find the labels. Elicit the
colour and body part: 1 … legs.
• Ask the children to colour in the picture,
either on their own or as a class.
• Invite the children to talk about the finished
picture: These are the (arms). They’re
(orange).
CONSOLIDATING
Focus on Pronunciation (5 minutes)
• Focus on the f sound in words like face, feet,
and five.
• Draw out the ffffff and invite the children to
join in.
• Say: Face. Ask individuals to repeat it.
• Repeat with feet and five.
Six Times TPR A (10 minutes)
• Choose two volunteers.
• Whisper a number into the first volunteer’s
ear: (3).
• Call out an action: (Tap your arms!)
• Prompt the volunteer to do the action the
number of times you whispered (three
times).
• Ask the second volunteer to watch, count,
and call out the number: (3).
• If the first volunteer agrees, ask him or her
to give a thumbs-up.
• Then let everyone do the action the same
number of times (three times).
• Repeat with other volunteers and actions.
Use this opportunity to review language
from Units 1–6.
Phonics: Pupil’s Book page 94 and T94
For work on the sounds /n/ and /f/ and the
letters, tell the children to turn to page 94 in
the back of their books. For teacher support,
turn to page T94 in this book.
Extra Practice: Pupil’s Book page 95 and
T95
For extra practice speaking, tell the children to
turn to page 95 in the back of their books. For
teacher support, turn to page T95 in this book.
Activity Book Page 42
Ask the children to trace and circle the body
part in each row of dolls that is different from
the other two. Let partners point to and name
what is different: The (hands).
Activity Book Page 43
Ask the children to colour the picture and tick
the box after they colour the part of the body.
Let them share their work with a partner,
pointing and saying: This is the (head). These
are the (legs).
OPTIONAL: USING DIGITAL COMPONENTS
CD-ROM
Encourage the children to play the games
on the CD-ROM at home. Encourage them to
mimic the audio to practise speaking skills.
ActiveTeach
Use the large digital format to focus the
children’s attention on the picture. Invite a
volunteer to colour in each body part following
the colour key.
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M06_MLIS_TB_6708_U06.indd 55 25/04/2012 14:33
M06_MLIS_TB_6708_U06.indd 56 25/04/2012 14:33
 CLIL
Objective: to count 1–8
Review: numbers 1–7, How many (legs)?
TPR: kick, show (3) fingers, touch a knee
Materials: Class Audio CD A, Activity Book
Optional Materials: drawing paper, crayons
or markers; Sammy the Squirrel puppet;
CD-ROM; ActiveTeach
GETTING READY
Introduce the Number 8 (10 minutes)
• Review numbers 1–7 by counting real objects
in the class.
• Hold up or point to one item. Say: One. One
(book). Ask the children to repeat it.
• Write the number on the board. Draw one
circle beneath it to illustrate the amount.
• Repeat with 2–7 and other items.
• Point to the numerals on the board and
count: 1, 2, 3, 4, 5, 6, 7 … .
• Then draw eight circles and write the
number 8. Say: 8.
• Identify groups of items in the room.
• Count and invite the children to repeat after
you.
• Then identify groups of items or children and
ask the children: How many?
Silly Creature (10 minutes)
• Gesture to different children and ask: How
many (arms)?
• Explain that the children will draw and
colour pictures of silly creatures with up to
eight arms, legs, eyes, and so on.
• Give this example: a silly creature with 1 eye,
3 ears, 5 legs, and 8 arms.
• Invite the children to share their work in
pairs.
M06_MLIS_TB_6708_U06.indd 56
• Model sharing with Sammy first:
– Hold up your own picture, point, and say:
These are the (legs). How many (legs)?
– Make Sammy answer: 1, 2, 3, 4, 5. (Five)
(legs).
WORKING IN THE BOOK: PAGE 56
A68 6. Listen and say.
• Tell the children to open their books at
page 56.
• Play the audio.
• Let the children listen while you do the
actions.
• Play it again. Encourage the children to chant
and move with the audio when they are ready.
Audio Script
Count to 8 Chant
Are you ready?
Count with me:
1, 2, 3, (show 3 fingers)
Touch your knee. (touch a knee)
4, 5, 6, (show 6 fingers)
Try some kicks. (kick in the air)
7 cats (show 7 fingers)
On some mats.
Now it’s 8. (show 8 fingers)
Shout out “GREAT!”
7. Count and colour.
• Focus on the animals on the page.
• Point to Lilly’s speech bubble: How many legs?
• Lead the class in counting the legs on the
starfish (5), cat (4), octopus (8), and Lilly (2).
• Ask the children to colour in all the legs.
CONSOLIDATING
How Many Eyes? (5 minutes)
• Remind the children that some body parts
come in “twos.” (See “One or Two?” on page
T51.)
• Hold up Sammy. Ask: How many Sammys?
(One.)
• Point and ask: How many noses? (One.)
• Point and ask: How many eyes? (1, 2. Two
eyes.)
• Then invite two children to stand.
• Point and ask: How many children? (Two.)
• Point and ask: How many faces? (Two.)
• Point and ask: How many ears? (1, 2, 3, 4.
Four ears.)
• Repeat with up to four volunteers at a time.
TPR Game by Number (10 minutes)
• Whisper a number 1–8 in every child’s ear to
divide the class into eight groups.
• Explain that you will call out a number and
an action and that only children in that
numbered group will do the action.
• For example, say: Fives, hop.
• Only the children in the “5” group should hop.
• Once the children understand what to do,
you can make the game more challenging.
• Call out two groups at a time (Fives and
sixes, hop), or call out different actions for
different groups (Fives, hop. Sixes, dance.)
Activity Book Page 44
Ask the children to count the body parts, circle
the numbers to show how many, and then
colour the picture. Let partners practise using
the target language: How many (eyes)? (Five)
(eyes).
OPTIONAL: USING DIGITAL COMPONENTS
CD-ROM
Encourage the children to play the maths
games on the CD-ROM at home for practice
with numbers.
ActiveTeach
Invite volunteers to use the marker tool to
colour and count the legs on the page.
My Body T56
25/04/2012 14:33
 Values
Objective: to learn about the value of
washing your hands
New Values Language: Wash your hands.
Review: body parts
TPR: pretend to wash your hands
Materials: Class Audio CD A, Activity Book
Optional Materials: CD-ROM, ActiveTeach
GETTING READY
Six Times TPR (5 minutes)
• Explain that you will call out an action and a
number.
• Direct the children to do the action the
number of times you say.
• For example, say: Tap your nose! 5! (Ask the
children to tap their noses five times.)
Introduce Washing Your Hands
(10 minutes)
• Pretend to wash your hands. Ask the
children to guess what you are doing.
• Invite the children to name times when they
wash their hands. For example:
– after using the bathroom
– after playing outside
– after playing with pets and farm animals
– after blowing their nose or sneezing
– before eating or drinking
– before going to bed
– before playing with a baby
• Do a few role plays with a volunteer. For
example:
Teacher: (Suzie), it’s time to (eat). Wash
your hands, please.
(Suzie) pretends to wash her hands.
Teacher: Thank you.
T57 My Body
M06_MLIS_TB_6708_U06.indd 57
WORKING IN THE BOOK: PAGE 57
A70 8. Listen and say. Look and draw.
• Tell the children to open their books at
page 57.
• Play the dialogue on the first part of the
audio and ask the children to look at the
photos as they listen.
• Let volunteers repeat the dialogue with you.
Audio Script
Girl: I wash my hands. I keep them clean.
Mum: Very good!
• Then play the chant on the second part of
the audio. Let the children listen once or
twice and then chant along with the audio
when they are ready.
Audio Script
Wash Your Hands Chant
Wash, wash, wash your hands. (pretend to
wash hands)
Wash before you eat.
Wash, wash, wash your hands.
Wash, wash, wash your hands. (pretend to
wash hands)
Wash after you eat.
Wash, wash, wash your hands.
• Talk about each photo and ask the children
to say whether the child in each one is
washing their hands or not.
• Now point to the round faces below each
photo. Tell the children to draw a smile on
the face below the photo where a child is
washing their hands (the girl on the left).
• Then tell them to draw a frown on the face
under the photo of the boy with dirty hands.
Say: He is not washing his hands.
CONSOLIDATING
Act It Out (10 minutes)
• Help the children role-play different situations
where they should wash their hands.
• Refer to the list of situations they
brainstormed in Getting Ready.
• When the children role-play not washing
hands, say: Oh, no. Please wash your hands.
• When the children demonstrate washing
their hands, say: Good job! You are washing
your hands!
Hand Washing Song (5 minutes)
• Teach the children another song about
washing hands (to the tune of Frere
Jacques).
Tops and bottoms, (rub the tops and
bottoms of your hands)
Tops and bottoms.
In between, (clean in between fingers)
In between.
Rub them all together. (rub hands together)
Rub them all together.
They’re all clean.
Super clean. (pretend to rinse thoroughly)
Activity Book Page 45
Ask the children to circle the picture that shows
the child washing his or her hands. Let partners
take turns pointing and saying: Oh, no! Please
wash your hands or Good job! Then let them
colour the picture.
OPTIONAL: USING DIGITAL COMPONENTS
CD-ROM
Encourage the children to do the activities and
play the games on the CD-ROM at home with
their families.
ActiveTeach
Focus on the two photos. Use the pointer to
highlight who is washing hands and who isn’t.
Confirm the smiley face and the one with a frown.
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M06_MLIS_TB_6708_U06.indd 57 25/04/2012 14:33
 7 Time to Eat!
Objectives
✓ To learn food vocabulary
✓ To sing songs and chants
✓ To practise fine and gross motor
skills
✓ To understand and role-play a
story
✓
To learn and practise the new
language structures Do you like
(pasta)? / Yes, I do. / No, I don’t.
✓ To review the language structure I
like / don’t like (cookies).
✓ To recognize sound-symbol
correspondences: w /w/, y /y/
✓ To recognize and produce the
sounds that w and y stand for at
the beginning of words
✓ To recognize the letters w and y
✓ To review colours and numbers
✓ To learn how to count to 9
✓ To learn the value of eating
properly
✓ To practise new language by
listening and speaking
✓ To learn and review unit
vocabulary and language
structures
T7A Time to Eat!
M07_MLIS_TB_6708_U07.indd 1
Vocabulary
New: apples, bread, chicken, cookies,
pasta, salad; number 9
Review: colours; food; numbers 1–8
Unit
Overview
Home-School Connections
Copy the Letter Home for the children
to take home to share what they’ll be
learning in Unit 7 of My Little Island.
The Letters are available online at
www.pearsonelt.com/mylittleisland.
Values
Eat properly.
Materials
Pupil’s Book pages 58–67; Activity
Book pages 46–53; Flashcards 31–36;
Class Audio CD B: Tracks 1–11; Course
Posters: My Little Island Map, Shapes
and Colours, Meet Your New Friends!;
stickers (back of the Pupil’s Book and
also shown on page T106)
Optional: CD-ROM, ActiveTeach,
Sammy the Squirrel puppet
Songs and Chants
✓ I Love Pasta (Class Audio CD B:
Tracks 1 and 2)
✓ W Sounds Like Wuh Chant and
Y Sounds Like Yuh Chant (Class
Audio CD B: Tracks 47 and 48)
✓ Count to 9 Chant (Class Audio
CD B: Tracks 6 and 7)
✓ Time to Eat Chant (Class Audio
CD B: Tracks 8 and 9)
Story
“Aunt Ann’s Kitchen”: Billy is in his
Aunt Ann’s kitchen. She is giving him
dinner. She asks him if he likes pasta,
salad, and cookies.
Language Structures: Do you like
(pasta)? / Yes, I do. / No, I don’t.
25/04/2012 14:34
 SKILLS
Cross-Curricular Connections
count to 9
make a healthy foods poster
learn the value of eating properly
sing, chant and move to music
Preschool Learning Outcomes
✓ Recognize intonation.
✓ Use short, simple answers to
questions.
✓ Understand new language structures.
✓ Recognize and produce the sounds
that initial w and y stand for.
✓ Follow a picture story.
✓ Make predictions using pictures.
✓ Sing songs and say chants with TPR.
✓ Join in games and interact.
✓ Share information about themselves.
✓ Develop a positive attitude towards
the English language.
Digital Practice
Ask the children to use the CD-ROM
for vocabulary practice or for review.
Use ActiveTeach to go over Pupil’s
Book pages together as a class.
M07_MLIS_TB_6708_U07.indd 2
LEARN BY DOING NOTICE BOARD
DISPLAY
TPR I Love Dinner!
✓ clap, hold hands high, kick, place ✓ Make a notice board of children’s
hand on heart, point to tummy, rub favourite dinners.
tummy, show (3) fingers, stamp,
stretch arms, thumbs-up, touch a Materials
knee, wiggle hands, write (letters) in • photos from home of favourite dinners
the air • drawings of favourite dinners
• sticky tape or glue
• markers
Phonics
• teacher-made labels
✓ Practise recognizing sound-symbol
correspondences: initial w /w/ and Instructions
y /y/. 1. Ask the children to bring in photos or
✓ Recognize the letters w and y. draw pictures of their favourite dinners.
2. Then let the children show their
✓ Complete Phonics page 96.
favourite dinners and talk about them.
✓ Listen to the audio.
3. Hand-write labels for the food.
✓ Sing songs and say chants.
4. Attach the photos and pictures, with
labels, to the notice board.
Prereading and Prewriting
✓ Follow an eight-frame story.
✓ Talk about the characters.
✓ Act out the story to show
comprehension.
✓ Practise fine motor skills.
✓ Draw, colour, and trace. Pair advanced learners
with beginners. The advanced
learners can help the
beginners!
Time to Eat! T7B
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M07_MLIS_TB_6708_U07.indd 58 25/04/2012 14:34
 Presentation
Objectives: to identify food vocabulary in a
scene, to learn a song and new TPR actions
New Vocabulary: apple, bread, chicken,
cookies, pasta, salad
TPR: hand on heart, point to tummy, rub
tummy
Materials: Class Audio CD B, Flashcards
Optional Materials: pictures of cake, cheese,
juice, milk, water, yogurt; 12 teacher-made
heart cutouts, 6 teacher-made X cutouts;
Sammy the Squirrel puppet; CD-ROM;
ActiveTeach
GETTING READY
Share What You Know (10 minutes)
• Display pictures of food from Level 1: cake,
cheese, juice, milk, water, yogurt.
• Point and ask: What’s this?
• Make Sammy answer: It’s cake.
• Let the children repeat.
• Then point to different food and say: I like
(yogurt). / I don’t like (juice).
• Use facial expressions to help clarify
meanings of like and don’t like.
Pass the Ball (10 minutes)
• Ask the class to sit in a circle.
• Hold up a ball and say: I like (yogurt).
• Give the ball to the child to your right.
• Prompt him or her to say: I like (milk).
• Continue around the circle.
• Ask the children to alternate saying which
foods they like and don’t like.
WORKING IN THE BOOK: PAGE 58
Introduce the Vocabulary
• Tell the children to open their books at
page 58.
M07_MLIS_TB_6708_U07.indd 58
• Let the children talk about the scene with
Lilly in the kitchen, eating her dinner.
CONSOLIDATING
Like, Don’t Like, or Love? (10 minutes)
• Hold up the Flashcards, one at a time, to
• Prepare cutouts: 12 hearts and 6 Xs.
teach unit vocabulary.
• Display the Flashcards on the board.
– Say: (Apple). Ask the children to repeat it.
• Explain that one heart means “like,” two
– Say: Show me an (apple). Ask the children
mean “love,” and X is “don’t like.”
to point to an (apple) on the page.
• Model with Sammy. Make him point to the
• Repeat with the other words.
apple card and say: I don’t like apples.
Stick an X by the apple card.
B1 1. Listen and sing. Move.
• Make him point to the bread card and say:
• Teach the actions that go with the song.
I like bread. Stick one heart up.
• Use gestures and vocal cues to clarify the
• Make him point to the chicken card and say:
difference between like and love.
I love chicken. Stick two hearts up.
• Play the song and do the actions.
• Continue this way. Then let pairs of
• Play the song again and encourage the volunteers do the same.
children to do the actions with you.
Karaoke (5 minutes)
• Invite them to sing along when they are ready. B2
• Play the karaoke version of the song.
Audio Script
• Show Flashcards to prompt the children
I Love Pasta which food item to sing.
An apple a day,
Bread and chicken, OPTIONAL: USING DIGITAL COMPONENTS
Hooray!
But I LOVE pasta! (place hand on heart) CD-ROM
Pasta, pasta – yum, yum, yummy. (rub tummy) Encourage the children to play the games with
Pasta, pasta in my tummy. (point to tummy) their families at home.
I LOVE pasta! (place hand on heart)
ActiveTeach
An apple a day,
Milk and cookies, Use the large digital format to help the
children focus on the different foods in the
Hooray!
But I LOVE pasta! (place hand on heart) scene.
Pasta, pasta – yum, yum, yummy. (rub tummy)
Pasta, pasta in my tummy. (point to tummy)
I LOVE pasta! (place hand on heart)
An apple a day,
Bread and salad,
Hooray!
But I LOVE pasta! (place hand on heart)
Pasta, pasta – yum, yum, yummy. (rub tummy)
Pasta, pasta in my tummy. (point to tummy)
I LOVE pasta! (place hand on heart)
Time to Eat! T58
25/04/2012 14:34
 Vocabulary
Objective: to practise new words
New Vocabulary: apples, bread, chicken,
cookies, pasta, salad
Materials: Class Audio CD B, Activity Book
Optional Materials: Flashcards, photocopies
of Flashcards; Sammy the Squirrel puppet; CD-
ROM; ActiveTeach
GETTING READY
B1 Review the Song (5 minutes)
• Say: Let’s sing the song. (See page T58).
• Sing “I Love Pasta” with the children.
• Divide the class into six groups and give
each group a unit Flashcard.
• Play and sing the song again with the
children.
• Ask each group to stand up when they hear
their word.
Pass the Flashcards (5 minutes)
• Ask the children to sit in a circle and pass the
cards around.
• Say: Stop! Show me the bread!
• Ask the child with that card to hold it up.
• Tell that child to run around the circle.
• Repeat with the other foods.
WORKING IN THE BOOK: PAGE 59
B3 2. Listen and tick ✓. Say.
• Tell the children to open their books at
page 59.
• Explain that they will listen and tick the
pictures as they hear the words.
• Play the audio, pausing after each word for
children to tick the picture and say the word.
Make sure that the children are ticking the
right picture.
T59 Time to Eat!
M07_MLIS_TB_6708_U07.indd 59
Audio Script • Continue but don’t point to the pictures.
cookies • Slow down and stop: Apple, pasta … Prompt
bread the children to say what comes next.
salad • Repeat this way with other patterns.
pasta
• For a challenge, make the patterns more
apples
complex, or don’t use the cards.
chicken
Activity Book Page 46
• When they finish, let the children take turns
Ask the children to colour the pictures. Let
pointing to the pictures and saying the partners point to and say: salad, chicken,
words. pasta, cookies, bread.
• For additional practice, say each vocabulary
word aloud, and ask the children to clap OPTIONAL: USING DIGITAL COMPONENTS
twice, pause, clap twice again, and repeat
the word. CD-ROM
Encourage the children to take the CD-ROM
CONSOLIDATING home to show their families the English words
they’ve learned for food.
Flashcard Concentration (10 minutes)
• Make two copies of each Flashcard. ActiveTeach
For practice, play the audio for the unit
• Tape the copies face-down in a grid on the
board. vocabulary and show the unit Flashcards on
ActiveTeach. Ask the children to repeat the
• Divide the class into teams.
words.
• Explain that the goal is to turn over two
matching cards. Model with Sammy.
• Make Sammy turn over a card and say:
(Pasta). Then make him try to find the other
(pasta) card. Next, let volunteers from each
team take a few turns.
• Let teams play. Tell the children that if two
cards match, their team keeps them and gets
a point; if they don’t, players put the cards
back in place.
Patterns (10 minutes)
• Prepare copies of the Flashcards.
• On the board, display a row of cards in a
repeating pattern, such as: apple, pasta,
bread; apple, pasta, bread.
• Point to the cards as you chant and clap at
the end: Apple, pasta, bread (clap). Ask the
children to chant and clap with you.
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M07_MLIS_TB_6708_U07.indd 59 25/04/2012 14:34
 Story
Objectives: to listen to and understand a
story, to learn new language structures,
to listen to and identify the intonation in a
sentence, to role-play
New Structures: Do you like (pasta / cookies)?
/ Yes, I do. / No, I don’t.
Review: I don’t like (cookies). Thank you.
Materials: Class Audio CD B, Activity Book
Optional Materials: play food, play cutlery;
Flashcards; Sammy the Squirrel puppet;
CD-ROM; ActiveTeach

GETTING READY
Guess What I’ve got (10 minutes)
• Give out the Flashcards to volunteers. Tell
them to look, but not tell anyone what food
is on their card.
• Let the volunteers take turns to act out
eating their food item.
• Let the class guess and ask the volunteers to
confirm by saying: I’ve got (salad).
Introduce the Story (5 minutes)
• Hold up the Pupil’s Book, open at page 60, • Play the audio, pausing for each frame to Audio Script
and focus on the first frame of “Aunt Ann’s make sure the children are on the correct
Kitchen.” Aunt Ann’s Kitchen
one and understand what’s happening. Frame 1: Billy: I’m hungry.
• Explain that Billy is visiting his Aunt Ann’s • Play the story audio again, pausing and Frame 2: Aunt Ann: Do you like pasta?
house and eating dinner there. pointing to each character as they speak. Billy: Yes, I do. Thank you.
• Ask the children what they think the • Encourage the children to speak along with Frame 3: Aunt Ann: Do you like salad?
characters are talking about. Revisit their the characters. Billy: Yes, I do. Thank you.
predictions later on. Frame 4: Aunt Ann: Do you like chicken?
• Invite volunteers to act out the story with
• Go through the story with the class. Billy: Yes, I do. Thank you.
the audio.
Frame 5: Aunt Ann: Do you like bread?
WORKING IN THE BOOK: PAGES 60–61 Billy: Yes, I do. Thank you.
Frame 6: Aunt Ann: Do you like cookies?
B4 3. Look and listen. Act it out. Billy: No, I don’t.
• Tell the children to open their books at Aunt Ann: Huh?!
page 60. Frame 7: Billy: I don’t like cookies… .
I LOVE cookies!
Frame 8: Aunt Ann: Well then, have two!

T60 Time to Eat!

M07_MLIS_TB_6708_U07.indd 60 25/04/2012 14:34


Look at New Language
• Point out the language Aunt Ann uses to ask
about food: Do you like (pasta)?
• Then focus on Billy’s answer: Yes, I do. Help
the children understand that it is a short
answer for: Yes, I do like (pasta).
B4 Listen to the Intonation
• Ask the children to close their eyes and listen
while you play the story audio.
• Pause after each question. Point out the
different intonation in the questions and the
answers.
• Ask the children to repeat the dialogues,
copying the intonation.
M07_MLIS_TB_6708_U07.indd 61
CONSOLIDATING
Act It Out (10 minutes)
• Let pairs take turns acting out the story.
• Play the audio and invite them to speak
along with the characters.
• Give the children simple props, such as play
food and cutlery.
• Let children who are ready act it out without
the audio.
Do a Survey (15 minutes)
• Help the children prepare and carry out
surveys.
• Model how to draw pictures of food items
down the side of the page, using food from
this unit and Level 1.
• Ask Sammy: Do you like (bread)?
• Make Sammy answer: Yes, I do. Draw a tick
next to the picture.
• Then draw an X for: No, I don’t.
• Ask the children to do surveys with their
classmates and share their surveys with
the class.
• Help the children count how many of their
classmates like and don’t like each food.
Make a Home Connection
Ask the children to take their surveys home
and add their family members’ opinions about
the food. What food do they like?
Activity Book Page 47
Ask the children to circle the food that Billy
likes. Let partners take turns and practise
role-playing Billy and his aunt asking and
answering questions about what food Billy
likes: Do you like (apples)? Yes, I do. / No, I
don’t.
OPTIONAL: USING DIGITAL COMPONENTS
CD-ROM
Encourage the children to take the CD-ROM
home to play and talk about the story.
ActiveTeach
Use the pen feature to cover characters. Play
the audio and ask the children to identify the
covered characters based on what they hear.
Time to Eat! T61
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M07_MLIS_TB_6708_U07.indd 62 25/04/2012 14:34
 Listening Audio Script • At the end, pretend to clear the table and
give them a bill.
1. Do you like apples?
Objectives: to practise listening Yes, I do. • Let the children pretend to pay.
comprehension, to practise new unit 2. Do you like bread?
vocabulary and structures No, I don’t. OPTIONAL: USING DIGITAL COMPONENTS
Materials: Class Audio CD B 3. Do you like chicken?
No, I don’t. CD-ROM
Optional Materials: play place settings, play
food; Flashcards; Sammy the Squirrel puppet; 4. Do you like cookies? Encourage the children to play the games on
CD-ROM; ActiveTeach Yes, I do. the CD-ROM to reinforce the listening skills they
5. Do you like salad? are practising in class.
Yes, I do.
GETTING READY ActiveTeach
6. Do you like pasta?
B4 Revisit the Story (10 minutes) No, I don’t. Use the large digital format to model how to
do the activity or use it to check the children’s
• Revisit “Aunt Ann’s Kitchen” together.
CONSOLIDATING work at the end. Let volunteers circle the faces
• Play the audio and let the children follow on the big screen.
along. (See pages T60–61). Visual Cues (5 minutes)
• Invite volunteers to act it out. • Draw a large happy face and a large sad
face on the board.
Prepare for the Activity (5 minutes) • Gather the unit Flashcards.
• Display the Flashcards on the board. • Divide the class into two groups: A and B.
• Beneath each card, draw a happy face and • Explain that Group A will ask the questions
a sad face. and Group B will answer.
• Invite a volunteer to stand. • Hold up the salad Flashcard and prompt
• Ask the volunteer: Do you like apples? Group A to ask chorally: Do you like salad?
• Circle the happy face for yes or the sad face • Point to the happy face to prompt Group B’s
for no. response: Yes, I do.
• Repeat with other volunteers and cards. • Continue and then swap roles.

WORKING IN THE BOOK: PAGE 62 Play Restaurant (10 minutes)

B5 4. Listen and circle.
• Tell the children to look at the pictures on
page 62.
• Explain that they will listen to Billy asking
Lilly if she likes each food.
• Tell the children to circle the happy face if
Lilly likes the food and the sad face if she
doesn’t.
• Show the children the sample answer.
• Play the audio, pausing after each item to
let the children circle.
• Engage the children in a restaurant role
play. Let small groups play-act while the rest
of the class watches.
• Set the table with play place settings, if
possible.
• Pretend to be the waiter.
• Ask each child in a group: Do you like
(pasta)? Do you like (milk)?
• Pretend to serve the items they like, using
play food or props.
• Tell the children to say: Thank you, and
pretend to eat and drink.

Time to Eat! T62

M07_MLIS_TB_6708_U07.indd 62 25/04/2012 14:34

 Speaking
Objectives: to practise speaking, to practise
new unit vocabulary and structures
Review: cake, cheese
Materials: Activity Book
Optional Materials: Flashcards, photocopies
of Flashcards; Sammy the Squirrel puppet;
CD-ROM; ActiveTeach
GETTING READY
Hop to Food (10 minutes)
• Warm up with an active activity.
• Display unit Flashcards and copies of them
around the room.
• Tell the children that you will call out an
action and a food and they should do the
action to get to the closest card with that
food. If you call out: hop and bread, the
children should hop to the closest bread card.
Prepare for the Activity (5 minutes)
• Hold up a Flashcard and ask a volunteer: Do
you like (chicken)?
• For yes, draw a tick on the board. For no,
write an X.
• Continue a few times.
WORKING IN THE BOOK: PAGE 63
5. Ask and answer: yes ✓ or no ✗.
• Invite the children to look at the food on the
table on page 63.
• Point to each food and ask children to say
the word.
• Then call their attention to the children and
the speech bubbles.
• Tell the children that they will ask their
partners what they like and don’t like.
Explain that they will put a tick if their
partner likes a food, and an X if not.
T63 Time to Eat!
M07_MLIS_TB_6708_U07.indd 63
• Afterwards, ask how many children liked
and didn’t like each kind of food.
Activity Book Page 49
Ask the children to complete the page in pairs,
with one asking and the other answering and
CONSOLIDATING drawing a smile or a frown. For each item, tell
Silly Pick and Ask (5 minutes) them to ask and answer: Do you like (bread)?
• Place all the food Flashcards face-down For yes, they should draw a smile on the face.
in a pile. For no, they should draw a frown. Then let the
children colour the page.
• Mix in a few cards from other units.
• Ask two volunteers to come to the front. OPTIONAL: USING DIGITAL COMPONENTS
• Let one volunteer pick a card and ask: CD-ROM
Do you like (salad)?
Encourage the children to play the games and
• Let the other volunteer answer. do the activities on the CD-ROM at home. Tell
• If someone gets a non-food card, have them to listen and copy the audio to practise
everyone do a silly dance for a count of 5. their speaking skills.
Focus on Pronunciation (5 minutes) ActiveTeach
• Focus on the sound that y stands for in Use the large digital format to model
words like yes, yellow, and you. completing the page with ticks and Xs with
• Draw out the beginning sound as you say: Sammy, before the children complete it on
yyyyyes, yyyyyellow, yyyyyou. their own.
• Ask individuals to repeat each word.
Phonics: Pupil’s Book page 96 and T96
For work on the /w/ and /y/ sounds and letters,
tell the children to turn to page 96 in the back
of their books. For teacher support, turn to
page T96.
Extra Practice: Pupil’s Book page 97 and
T97
For extra practice speaking, tell the children to
turn to page 97 in the back of their books. For
teacher support, turn to page T97 in this book.
Activity Book Page 48
Ask the children to play in pairs and follow
the path. Let partners take turns asking: Do
you like (apples)? Tell the children to circle the
item for yes; and for no, to cross it out. Let the
children colour the page.
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M07_MLIS_TB_6708_U07.indd 63 25/04/2012 14:34
M07_MLIS_TB_6708_U07.indd 64 25/04/2012 14:34
 CLIL
Objectives: to count items 1–9, to practise
new unit vocabulary
New Vocabulary: 9
Review: numbers 1–8, cakes
TPR: kick, show (3) fingers, thumbs-up, touch
a knee
Materials: Class Audio CD B, Activity Book
Optional Materials: groups of items, such
as crayons, markers, blocks, or toy cookies;
slips of paper with teacher-written numerals;
Sammy the Squirrel puppet; CD-ROM;
ActiveTeach
GETTING READY
Introduce the Number 9 (10 minutes)
• Review numbers 1–8 by counting classroom
objects.
• Point to one object and say: One. One
(book). Let the children repeat it.
• Write the number on the board. Draw one
circle by it to show the amount.
• Repeat for 2–8, using other objects.
• Point to the numbers on the board and
count: 1, 2, 3, 4, 5, 6, 7, 8 … .
• Draw nine circles, write the number 9, and
say: 9.
• Walk around the room and count different
amounts of items, and let the children repeat.
• Then point to a group of items and ask the
children: How many?
Get in Order (5 minutes)
• Divide the class into groups of eight.
• Give each group member a slip of paper
with a number from 1 to 8 on it.
• The children line up in order (1, 2, 3, 4, 5, 6,
7, 8) at your signal, and race to see which
group lines up first.
M07_MLIS_TB_6708_U07.indd 64
• Mix up the cards and the groups, and play
again.
• Provide items, such as crayons, markers,
blocks, and toy cookies.
• Write up a shopping list on the board:
WORKING IN THE BOOK: PAGE 64 2 cookies, 9 crayons, 5 markers.
B6 6. Listen and say. • Invite a volunteer to go shopping and count
• Tell the children to open their books at the items out loud for the class.
page 64. • Play again with a new volunteer.
• Play the audio and let the children listen Activity Book Page 50
while you model the actions.
Ask the children to trace the numbers. Then
• Play it again. Encourage the children to ask them to count the apples and match. Let
chant and do the actions.
partners take turns pointing and counting. Ask
the children to colour the apple trees.
Audio Script
Count to 9 Chant OPTIONAL: USING DIGITAL COMPONENTS
Are you ready?
Count with me: CD-ROM
1, 2, 3, (show 3 fingers) Encourage the children to play the maths
games from the CD-ROM at home to practise
Touch your knee. (touch a knee)
4, 5, 6, (show 6 fingers) what they are learning in class.
Try some kicks. (kick in the air)
7 cats (show 7 fingers) ActiveTeach
On some mats. Invite volunteers to use the marker tool to
Now it’s 8. (show 8 fingers) count the items on each plate.
Shout out “GREAT!”
9! 9! 9! (show 9 fingers)
Looking fine! (thumbs up)
7. Count and match.
• Draw the children’s attention to the plate of
cookies.
• Lead the class in pointing and counting: 1, 2,
3, 4, 5, 6, 7, 8. Eight cookies.
• Ask: Where’s 8?
• Point to the number and model drawing a
line to the plate.
• Let the children complete the rest of the
page on their own.
CONSOLIDATING
Let’s Go Shopping (10 minutes)
• Set up a shop for a shopping role play.
Time to Eat! T64
25/04/2012 14:34
 Values
Objective: to learn about the value of eating
properly
New Values Language: Eat properly.
Materials: Class Audio CD B, Activity Book
Optional Materials: Sammy the Squirrel
puppet, CD-ROM, ActiveTeach
GETTING READY
Values Review (10 minutes)
• Review the values that the children have
learned so far in Level 2 by revisiting pages
21, 29, 39, 47, and 57.
• Show the page and encourage the children
to name the value. Let a volunteer point to
the picture that shows the value correctly.
Introduce Eating Properly (10 minutes)
• Pretend to eat, but don’t use good manners:
stuff food into your mouth; don’t use any
cutlery; grab and spill; and talk while
chewing.
• Make Sammy say: That isn’t nice! Eat
properly, Teacher!
• Pretend to eat neatly and carefully.
• Make Sammy say: Very nice! You’re eating
properly.
• Brainstorm ways to eat properly, such as
chewing with your mouth closed, saying
please and thank you, and sitting nicely at
the table.
WORKING IN THE BOOK: PAGE 65
B8 8. Listen and say. Look and draw.
• Tell the children to open their books at
page 65.
T65 Time to Eat!
M07_MLIS_TB_6708_U07.indd 65
• Play the dialogue on the first part of the
audio and ask the children to look at the
pictures as they listen.
• Let volunteers repeat the dialogue with you.
Audio Script
Teacher: Don’t play with your food. Eat
properly.
Child: I’m sitting at the table and eating
properly.
• Then play the chant on the second part of
the audio. Let the children listen once or
twice and chant with the audio when they’re
ready.
Audio Script
Time to Eat Chant
Yum, yum, yum, yum!
It’s time to eat.
So please be neat
and don’t be rude
with your food.
Yum, yum, yum, yum!
• Ask the children to talk about the pictures
and what the children are doing.
• Ask: Are they eating properly?
• Ask the children to draw a smile if the child
is eating properly (the girl on the right), and
a frown if not (the girl on the left).
CONSOLIDATING
Act It Out (10 minutes)
• Help the children role-play eating properly
and not eating properly.
• Brainstorm times when the children use
good table manners, such as at the dinner
table, in a restaurant, or at a friend’s house.
• When the children do not eat properly, say:
Oh, no. Please eat properly.
• When children eat properly, say: Good job!
Now you’re eating properly!
What Am I Going to Eat Next?
(10 minutes)
• Teach a game that will keep the children
engaged with eating at the dinner table.
• Explain that one person (the “guesser”)
looks at someone eating and guesses what
he or she will eat next.
• Tell them that the “guesser” whispers the
food to someone else and then watches
what the person eats next.
• Explain that if the “guesser” was right, he or
she gets a point.
• Role-play the game in the classroom.
• Encourage the children to play it with their
families at home.
Activity Book Page 51
Ask the children to colour the picture and
practise saying to a partner: Eat properly,
(Billy)!
OPTIONAL: USING DIGITAL COMPONENTS
CD-ROM
Invite the children to do the activities and play
the games at home to show their families what
they are learning in class.
ActiveTeach
Use the pointer to highlight who is eating
properly and who isn’t. Confirm the children’s
answers.
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M07_MLIS_TB_6708_U07.indd 66 25/04/2012 14:34
 Unit 6: Review/Assessment
Objectives: to review and assess new unit
vocabulary and structures
Materials: Class Audio CD A, Activity Book,
stickers (in the back of the Pupil’s Book and
shown on page T106)
Optional Materials: coloured cutouts of
shapes, poster board, glue or tape, photos
from home; Sammy the Squirrel puppet;
CD-ROM; ActiveTeach
GETTING READY
Sing and Move (10 minutes)
B (hands).
• Let the children sing and move to the
various songs and chants in Unit 6.
• Ask the children to tell the class which song
or chant they like best.
Language Structure Review (5 minutes)
• Ask the children to stand in a circle.
• Point to your arms and say: These are my
arms.
• Prompt a child to point and say: These are
my (hands) or This is my (body).
• Continue around the circle.
WORKING IN THE BOOK: PAGE 66
1. Stick and say.
• Distribute the stickers (but not the reward
sticker) and tell the children to open their
books at page 66.
• Explain that the children will stick the stickers
on the doll and identify the part of the doll’s
body.
• Say: Find the head sticker and ask the
children to hold up the sticker.
• Say: Stick the sticker. Let the children stick
the sticker and say: This is the head.
• Repeat with the other sticker (body).
M07_MLIS_TB_6708_U07.indd 66
B10 2. Listen and circle. • Distribute one piece of poster board to each
child or group of children.
• Explain that you will play the audio. Ask the
children to listen and circle each body part • Show the children how to attach their
as it is named. photos or drawings to the centre of the
• Confirm answers with the class. poster.
• Let them tape or glue the shape cutouts to
Audio Script make a frame.
This is my head. • Prepare labels with the word Exercise for
These are my legs. children to use on their posters.
These are my hands.
These are my feet. Activity Book Page 52
Ask the children to draw and colour pictures
Use the Reward Sticker of themselves. Let them point and share with
a partner: This is my (head). These are my
• Help the children talk about what they
learned in this unit. Encourage them to use
positive language such as: OPTIONAL: USING DIGITAL COMPONENTS
– I can say: arms, body, feet, hands, head,
CD-ROM
legs. I can point to these things, too!
• Use Sammy the Squirrel to help distribute Encourage the children to use the CD-ROM
the reward stickers. at home to show families the words and
language they have learned in the unit.
• Show the children where to stick the stickers
(on the Unit 6 Good Job! placeholder). ActiveTeach
Invite a volunteer to use the big screen to circle
CONSOLIDATING the parts of the doll’s body as a model for the
Freeze Dance (10 minutes) class.
• Play some music and invite the children to
dance along until you stop the music. Then
say: Freeze! Touch your legs! Prompt the
children to freeze and touch their legs.
• Explain that anyone who does not freeze is
out.
Science Project: A Fitness Poster
• Explain to the children that they will make a
poster about exercise.
• Ask the children to bring in photos showing
them exercising, or give them time to draw
pictures instead.
• Gather lots of paper cutouts in different
colours and shapes.
Review T66
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 Unit 7: Review/Assessment
Objectives: to review and assess new unit
language and vocabulary
Materials: ribbon; toy food or real food
(apples); photocopies, pictures from
magazines, and photographs from home
showing healthy foods; glue or tape; poster
board; Class Audio CD B; Activity Book;
stickers (in the back of the Pupil’s Book and
shown on page T106)
Optional Materials: Flashcards, Sammy the
Squirrel puppet, CD-ROM, ActiveTeach
GETTING READY
B Choose the Winning Song or
Chant (10 minutes)
• Review the Unit 7 songs and chants by
playing the audio for the children.
• Ask the children which one they like best.
Play a Review Game (5 minutes)
• Divide the class into teams.
• Display Flashcards and pictures for 1–9.
• Ask a volunteer from one team to say a
word, and ask one of their teammates to
point to the picture.
• Let the teams take turns and award one
point for each correct answer.
• Announce the winning team.
WORKING IN THE BOOK: PAGE 67
3. Stick and say.
• Distribute the unit stickers.
• Tell the children to turn to page 67.
• Say: Find the bread sticker.
• Ask the children to hold up the bread sticker.
• Say: Stick the sticker.
• Let them stick and say: This is bread.
• Repeat with the other stickers (chicken, cake).
T67 Review
M07_MLIS_TB_6708_U07.indd 67
B11 4. Listen and circle. Science Project: Healthy Foods
• Explain that you will play the audio and Poster
that the children should listen and circle the • Gather pictures of healthy foods and let the
picture of the food the person likes. children draw pictures too.
• Confirm answers with the class. • Distribute the pictures, glue or tape, and
poster board to small groups.
Audio Script
• Ask the children to arrange them to make
1. Do you like pasta? healthy foods posters.
No, I don’t. I like bread.
2. Do you like apples? Activity Book Page 53
Yes, I do. Ask the children to draw and colour their
3. Do you like yogurt? favourite foods and tell a partner about them.
No, I don’t. I like cake.
OPTIONAL: USING DIGITAL COMPONENTS
Use the Reward Sticker CD-ROM
• Help the children talk about what they
Invite the children to use the CD-ROM to show
learned in this unit, using positive language: their families the new language they learned in
– I can say: apples, bread, cookies, chicken, the unit.
salad, pasta, and point to them.
– I can ask and answer: Do you like ActiveTeach
(apples)? Yes, I do. / No, I don’t. Demonstrate circling the food that the person
likes. Invite a volunteer to come to the screen
– I can count to nine.
and circle for the class.
– I can clap, kick, show (3) fingers, stretch
my arms high, touch my knee, write a (w)
in the air.
– I know w for wuh and y for yuh.
– I can eat properly.
• Distribute the reward stickers.
• Show the children where to stick the stickers
(on the Unit 7 Good Job! placeholder).
CONSOLIDATING
Food Treasure Hunt (10 minutes)
• Hide food or toy food, with ribbons around
each item, in the classroom.
• Let the children go on a treasure hunt to
find the food.
• At the end, invite the children to talk about
the food they found.
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 8 On the Farm
Objectives
✓ To learn farm animal vocabulary
✓ To sing songs and chants
✓ To do new TPR movements
✓ To practise fine and gross motor
skills
✓ To understand and role-play a
story
✓ To learn and practise the new
language structures Can you see
the (horse)? / Yes, I can. / No, I
can’t.
✓ To recognize sound-symbol
correspondences: d /d/, g /g/
✓ To recognize and produce the
sounds that d and g stand for at
the beginning of words
✓ To recognize the letters d and g
✓ To review colours and numbers
✓ To learn how to count to 10
✓ To learn the value of doing chores
✓ To practise new language by
listening and speaking
✓ To learn and review unit
vocabulary and language
structures
T8A On the Farm
M08_MLIS_TB_6708_U08.indd 1
Vocabulary
New: cow, duck, goat, hen, horse,
sheep; number 10
Review: cat, dog, doll, grass, turtle;
numbers 1–9
Unit
Overview
Home-School Connections
Copy the Letter Home for the children
to take home to share what they’ll be
learning in Unit 8 of My Little Island.
The Letters are available online at
www.pearsonelt.com/mylittleisland.
Values
Do your chores.
Materials
Pupil’s Book pages 68–75; Activity
Book pages 54–59; Flashcards 37–42;
Class Audio CD B: Tracks 12–20; Course
Posters: My Little Island Map, Shapes
and Colours, Meet Your New Friends!;
stickers (back of Pupil’s Book and
shown on page T106)
Optional: CD-ROM, ActiveTeach,
Sammy the Squirrel puppet
Songs and Chants
✓ A Cow says Moo (Class Audio
CD B: Tracks 12 and 13)
✓ D Sounds Like Duh Chant and
G Sounds Like Guh Chant (Class
Audio CD B: Tracks 50 and 51)
✓ Count to 10 Chant (Class Audio
CD B: Tracks 17 and 18)
✓ Do Your Chores Chant (Class
Audio CD B: Tracks 19 and 20)
Story
“The Farm”: Billy and Lilly are on a
farm. They see a horse and a sheep.
Billy sees a duck, but Lilly doesn’t see
it until it lifts its head out of the water.
Lilly sees a hen, but Billy doesn’t see it
until it comes out from behind a bush.
Language Structures: Can you see the
(horse)? / Yes, I can. / No, I can’t. Can
you see a (goat)?
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 SKILLS
Cross-Curricular Connections
count legs, count to 10, guess how many
make a chart about what animals eat
learn the value of working hard
draw animal scenes
sing, chant and move to music
Preschool Learning Outcomes
✓ Recognize intonation.
✓ Use short, simple answers to questions.
✓ Understand new language structures.
✓ Recognize and produce the sounds
that initial d and g stand for.
✓ Follow a picture story.
✓ Make predictions using pictures.
✓ Sing songs and say chants with TPR.
✓ Join in games and interact.
✓ Share information about themselves.
✓ Develop a positive attitude towards
the English language.
Digital Practice
Ask the children to use the CD-ROM
for vocabulary practice or for review.
Use ActiveTeach to go over Pupil’s
Book pages together as a class.
M08_MLIS_TB_6708_U08.indd 2
LEARN BY DOING NOTICE BOARD
DISPLAY
TPR Farm-Animal Riddles
✓ clap, flap arms, kick, leap, make ✓ Make a notice board of peek-a-boo
horns, prance, question actions, show riddles.
(3) fingers, stamp, stretch arms, talk
with hands, thumbs up, touch a knee, Materials
wiggle hands, write (letters) in the air • photocopied, teacher-made fill-in riddles
• white paper
• crayons or markers
Phonics
• pencils
✓ Practise recognizing sound-symbol • sticky tape
correspondences: initial d /d/ and
g /g/. Instructions
✓ Recognize the letters d and g. 1. Fold a piece of paper in half. Create
a riddle about a farm animal for the
✓ Complete Phonics page 98. children to complete. For example:
✓ Listen to the audio. This animal says moo.
This animal has 4 legs.
✓ Sing songs and say chants.
This animal is brown and white.
This animal lives on a farm.
Prereading and Prewriting 2. Ask the children to draw the animal on
the inside and label it: (COW).
✓ Follow an eight-frame story.
3. Display the riddles and let the class
✓ Talk about the characters. guess.
✓ Act out the story to show
comprehension.
✓ Practise fine motor skills.
✓ Draw, colour, and trace.
Make sure the children
know it’s okay to make
mistakes in English. Everyone
learns from mistakes!
On the Farm T8B
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M08_MLIS_TB_6708_U08.indd 68 25/04/2012 14:35
 Presentation
Objectives: to identify farm animal
vocabulary in a scene, to learn a song and
new TPR actions
New Vocabulary: cow, duck, goat, hen, horse,
sheep
TPR: flap arms, leap, make horns, prance,
question action, talk with hands
Materials: Class Audio CD B, Flashcards
Optional Materials: My Little Island Map
poster, Sammy the Squirrel puppet, CD-ROM,
ActiveTeach
GETTING READY
Look at the Poster (5 minutes)
• Display the My Little Island Map poster.
• Ask the children to name places they know.
• Ask them where they might go next.
• Tell them that they will visit the farm.
Share What You Know (10 minutes)
• Pretend to be a bird. Flap your wings, fly
around the room, and tweet.
• Ask the children to guess what you are.
• Invite them to name animals and review the
ones on pages 12 and 13.
• Tell the children they will learn about farm
animals, and let them share what they know
about them and about farms.
WORKING IN THE BOOK: PAGE 68
Introduce the Vocabulary
• Tell the children to turn to page 68.
• Explain that Billy and Lilly are at a farm.
Help the children talk about the animals.
• Hold up the unit Flashcards, one at a time:
– Say: Cow. Let the children repeat.
– Say: Show me a cow. Ask the children to
point to the cow.
• Repeat for the other cards and words.
M08_MLIS_TB_6708_U08.indd 68
CONSOLIDATING
B12 1. Listen and sing. Move. Guessing Game (5 minutes)
• Hold up the Flashcards. Ask the children to • Ask a few volunteers to come to the front of
listen carefully to find out what each animal the room and show them a Flashcard, but
“says” in English. don’t show the class.
• Play the song again and model the actions for • Let them make the animal sound and ask
the children. Invite the children to sing along the the class to guess the animal.
and do the actions when they are ready.
B28 Karaoke
Audio Script • Play the karaoke version of the song.
A Cow Says Moo • Use Flashcards to prompt the children for
A duck says quack, each line, one verse at a time.
Quack, quack, quack. (talk with hands)
But a cow says Moooooooo, OPTIONAL: USING DIGITAL COMPONENTS
How about you? (question action)
CD-ROM
A horse says neigh, (prance in place)
Neigh, neigh, neigh. Encourage the children to play the games and
do the activities at home to show their families
A duck says quack. (talk with hands)
But a cow says Moooooooo, what they’re learning in class.
How about you? (question action) ActiveTeach
A goat says naaah, (make little horns on Use the large digital format to help the
head) children focus on the different animals in the
Naaah, naaah, naaah. scene.
A horse says neigh. (prance in place)
A duck says quack. (talk with hands)
But a cow says Moooooooo,
How about you? (question action)
A sheep says baaah, (leap like sheep)
Baaah, baaah, baaah.
A goat says naaah. (make little horns on
head)
A horse says neigh. (prance in place)
A duck says quack. (talk with hands)
But a cow says Moooooooo,
How about you? (question action)
A hen says cluck, (flap arms like wings)
Cluck, cluck, cluck.
A sheep says baaah. (leap like sheep)
A goat says naaah. (make little horns on head)
A horse says neigh. (prance in place)
A duck says quack. (talk with hands)
But a cow says Moooooooo,
How about you? (question action)
On the Farm T68
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 Vocabulary
Objective: to practise new words
New Vocabulary: cow, duck, goat, hen, horse,
sheep
Materials: Class Audio CD B, Activity Book
Optional Materials: blindfold, Flashcards,
Sammy the Squirrel puppet, CD-ROM;
ActiveTeach
GETTING READY
B12 Review the Song (5 minutes)
• Say: Let’s sing the song. (See page T68).
• Sing “A Cow Says Moo” with the children.
• Divide the class into six groups and give
each a farm animal Flashcard.
• Play the song again; encourage everyone to
sing and do the actions.
• Tell each group to stand up when they hear
their animal.
How Many Legs? (5 minutes)
• Show the Flashcards for the hen and
the cow.
• Ask: How many legs?
• Model counting the total number of legs:
1, 2, 3, 4, 5, 6. Six legs.
• Repeat with other combinations of animals.
• For a challenge, name the animals but don’t
show the cards.
WORKING IN THE BOOK: PAGE 69
B14 2. Listen and tick ✓. Say.
• Tell the children to turn to page 69.
• Explain that the children will listen and tick
the pictures of words they hear.
T69 On the Farm
M08_MLIS_TB_6708_U08.indd 69
• Play the audio, pausing after each word. Ask
the children to tick the correct picture and
say the word. Make sure the children tick
and say the correct animal.
Audio Script
cow
hen
goat
horse
sheep
duck
• When they finish, let pairs take turns
pointing to the pictures and saying the
words.
• For additional practice, say each vocabulary
word aloud and ask the children to clap
twice, pause, clap twice again, and repeat
the word.
CONSOLIDATING
Find the Duck (5 minutes)
• Ask the children to stand in a circle with a
volunteer standing in the middle.
• Blindfold the volunteer and spin him or her
around a few times.
• Point to another child in the circle, but don’t
say anything.
• Prompt that child to quack like a duck.
• Tell the volunteer to guess who is making
the sound.
• Blindfold other volunteers and let them take
turns guessing.
• Extend the game by asking the children
to make other animal sounds and let the
volunteers guess the animal, too.
Chain Game (10 minutes)
• Use the Flashcards of farm animals and
include pictures of animals from Level 1, too.
Call groups of three children up to the front
of the room.
• Hold up the card for cow and prompt the
first child to say: Cow.
• Hold up the card for horse and ask the next
child to say: Cow, horse.
• Hold up the card for hen and ask the third
child to say: Cow, horse, hen.
• Continue by letting individual children add
animals to the chain until someone gets one
wrong.
Activity Book Page 54
Ask the children to circle the animal that
doesn’t belong in each row. Let them work
with partners to point to and name the
animals.
OPTIONAL: USING DIGITAL COMPONENTS
CD-ROM
Encourage the children to take the CD-ROM
home to show their families the English words
they’ve learned for farm animals.
ActiveTeach
For additional practice, refer to the Flashcards
on ActiveTeach. Play the audio as you show
each card and encourage the children to
repeat it.
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M08_MLIS_TB_6708_U08.indd 69 25/04/2012 14:36
 Story
Objectives: to listen to and understand a
story, to learn new language structures,
to listen to and identify the intonation in a
sentence, to role-play
New Structures: Can you see the (horse /
duck)? / Yes, I can. / No, I can’t.
Materials: Class Audio CD B, Activity Book
Optional Materials: stuffed animals, ribbons,
Flashcards, Sammy the Squirrel puppet,
CD-ROM, ActiveTeach

GETTING READY
I See You! (5 minutes)
• Hold your hand up to your brow and
pretend to look for something in the
classroom.
• Stop and excitedly say: Oh, I see it! I see
it! I see the (window). Can you see the
(window)?
• Prompt the children to point to the
(window).
• Repeat a few times with other classroom
items.
• Follow a similar procedure for children in the
class: Can you see (Paola)?
WORKING IN THE BOOK: PAGE 70–71 Audio Script
Introduce the Story (5 minutes) The Farm
B15 3. Look and listen. Act it out.
• Hold up the Pupil’s Book, open at page 70. Frame 1: Billy: Look at the animals.
• Tell the children to turn to page 70.
• Focus on the first page of “The Farm.” Frame 2: Billy: Can you see the horse?
• Play the audio, pausing at each story frame Lilly: Yes, I can.
• Explain that Billy and Lilly are walking to make sure children are on the correct one
around a farm. Frame 3: Billy: Can you see the sheep?
and understand what’s happening. Lilly: Yes, I can.
• Ask the children what they think the • Encourage the children to speak along with Frame 4: Billy: Can you see the cow?
characters are talking and asking about. the characters. Lilly: Yes, I can.
Revisit their predictions later on. Frame 5: Billy: Can you see the duck?
• Invite volunteers to act out the story with
• Go through the story with the class. the audio. Lilly: No, I can’t.
Frame 6: Lilly: I can see the duck now!
Frame 7: Lilly: Can you see the hen?
Billy: No, I can’t.
Frame 8: Billy: I can see the hen now!

T70 On the Farm

M08_MLIS_TB_6708_U08.indd 70 25/04/2012 14:36


Look at New Language
• Point out the language the characters use
to ask about the animals: Can you see the
(horse / duck)?
• Then focus on the answers: Yes, I can. / No,
I can’t.
• Help the children understand that these are
short answers for: Yes, I can see the (horse)
and No, I can’t see the (duck).
B15 Listen to the Intonation
• Ask the children to close their eyes and listen
as you play the story.
• Pause after each question and repeat it.
M08_MLIS_TB_6708_U08.indd 71
Do the same for the answers. Point out the
different intonation in the questions and the
answers.
• Let the children repeat the dialogues,
copying the intonation.
CONSOLIDATING
Act It Out (10 minutes)
• Let pairs of children act out the story.
• First, play the audio and ask the pairs
to mime.
• Then invite volunteers to act it out without
the audio.
• Provide props, such as a toy duck or hen.
• Play the audio again, and let the volunteers
speak along with it.
Extension Role-Play (10 minutes)
• Ask pairs to take turns extending the role
play.
• Gather stuffed animals and tie ribbons
around them to distinguish them from other
toys in the room.
• Ask one child in each pair to hide the stuffed
animals around the classroom.
• Let partners walk around together.
• Ask the child who hid a stuffed animal to
ask: Can you see the (horse)?
• Tell the other child to search for the (horse)
and say: Yes, I can or No, I can’t.
• If the child cannot find it, let the partner
give a hint: It’s (under) the (table).
Activity Book Page 55
Ask the children to circle the differences. (In
Picture B, instead of a sleeping duck there’s a
sleeping dog; instead of a duck in the pond,
there’s a fish; instead of a duck in the air,
there’s a bird; instead of a duck on the fence,
there’s a goat.) Ask the children to work with
their partners to point to each picture and ask:
Can you see the duck? Let the children colour
the picture.
OPTIONAL: USING DIGITAL COMPONENTS
CD-ROM
Encourage the children to use the Story Time
feature on the CD-ROM to practise at home
and then share “The Farm” with their families,
using the word-by-word feature.
ActiveTeach
Invite volunteers to use the marker feature to
circle the animals you call out.
On the Farm T71
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M08_MLIS_TB_6708_U08.indd 72 25/04/2012 14:36
 Listening
Objectives: to practise listening
comprehension, to practise new unit
vocabulary and structures
Review: dog
Materials: Class Audio CD B
Optional Materials: Flashcards; photocopies
of Flashcards or toy farm animals; paper;
markers or crayons; Sammy the Squirrel
puppet; CD-ROM; ActiveTeach
GETTING READY
B15 Revisit the Story (10 minutes)
• Revisit “The Farm” together.
• Play the audio and let the children follow
along in their books. (See pages 70–71.)
• Invite volunteers to act it out.
Prepare for the Activity (5 minutes)
• Hide four toy farm animals or pictures of
them around the room.
• Place all six unit Flashcards on the board in
a row.
• Beneath each card, draw a small tick box to
resemble the layout of page 72.
• Ask Sammy: Can you see a (goat)?
• Make Sammy look around the room.
• Make him point and say: Yes, I can, if he
finds it. Then put a tick in the box under
the Flashcard.
• If there is no (goat), make Sammy say: No,
I can’t. Then put an X in the box under the
Flashcard.
• Ask for volunteers to look as you follow a
similar procedure for the other animals.
M08_MLIS_TB_6708_U08.indd 72
WORKING IN THE BOOK: PAGE 72 Let’s Move! (10 minutes)
4. Listen. Answer yes ✓ or no ✗. • Ask the children to stand up.
B16
• Tell the children to look at page 72. • Say: 1, 2, 3 Move with me! Let’s all hop!
• Explain that Billy and Lilly are at the farm • Prompt the children to hop in place and say:
and are looking for farm animals. Hop, hop, hop! Then say: Stop!
• Read the speech bubbles for the class. • Repeat with other actions the children know:
wave, clap, dance, jump, walk, sit down,
• Say: Lilly can’t see a goat. Put an X. Show
stand up, hands up, hands down, tap, point,
children that the first one has been done for
make a (circle), close/open eyes, close/open
them and help them find the X under the
mouth, wiggle, climb, run, type, write, draw,
goat.
cut, carry, giggle, paint, stretch, shake,
• Explain that the children will listen and tick and nod.
the animals Lilly can see. Help them put a
tick for the cow. OPTIONAL: USING DIGITAL COMPONENTS
• Let the children do items 3–6 on their own.
CD-ROM
• Check answers together.
Encourage the children to play the games on
the CD-ROM to reinforce their listening skills at
Audio Script
home.
1. Can you see a goat?
No, I can’t. ActiveTeach
2. Can you see a cow?
Use the large digital format to model searching
Yes, I can.
for the animals and marking the boxes; or use
3. Can you see a hen?
it to help children check their work.
Yes, I can.
4. Can you see a sheep?
Yes, I can.
5. Can you see a dog?
No, I can’t.
6. Can you see a horse?
Yes, I can.
CONSOLIDATING
Draw and ask. (10 minutes)
• Ask the children to draw a picture of farm
animals and pet animals from Level 1.
• Then let partners take turns asking and
answering questions about their pictures:
Can you see a (goat)?
On the Farm T72
25/04/2012 14:36
 Speaking
Objectives: to practise speaking, to practise
new unit vocabulary and structures
Review: cat, dog, turtle
Materials: Activity Book
Optional Materials: pieces of paper that say
On the farm, a bag, a ball, Flashcards, Sammy
the Squirrel puppet, CD-ROM, ActiveTeach
GETTING READY
Silly Card Game (5 minutes)
• On paper the same size as the Flashcards
(about four pieces), write On the farm. Place
in a Where stack with Unit 5 Flashcards.
Make another stack for What with
Flashcards for Units 1–4 and 7–8.
• Ask a volunteer to pick a card from the What
stack and ask where the pictured item is:
Where’s the (duck)?
• Let another volunteer pick a card from the
Where stack and answer, using the place
on the card: It’s (on / in) the (farm / living
room).
• If the answer is silly (e.g. a duck in the living
room), say: That’s silly!
Peek-a-Boo Cards (5 minutes)
• Place the unit Flashcards in a bag.
• Ask: Can you see a hen?, and slowly pull out
a Flashcard.
• Prompt the children to answer: Yes, I can, if
it’s the hen or No, I can’t, if it isn’t.
• Continue until all the cards are out.
T73 On the Farm
M08_MLIS_TB_6708_U08.indd 73
WORKING IN THE BOOK: PAGE 73
5. Ask and answer. Circle or cross out.
• Tell the children to turn to page 73.
• Point to and say the names of the toy
animals behind the balls on the page and
let the children repeat them.
• Ask the children to listen as you read the
directions aloud.
• Read the model speech bubbles for the
children: Can you see a horse? / No, I can’t.
• Model searching the page for a horse. Say:
No horse and trace over the sample answer
X on the horse.
• Do the next item together, making a circle
around the duck.
• Let partners complete the activity together.
CONSOLIDATING
Pass the Ball (5 minutes)
• Sit in a circle with the children.
• Hand the ball to the child on your right, and
ask: Can you see a (table)?
• Ask the child to take the ball, point to a
table in the room, and answer: Yes, I can.
• Then ask the child to hand the ball to the
child on his/her right and ask: Can you see a
(book)? Let that child answer and pass
the ball.
• Continue in this way.
Focus on Pronunciation (5 minutes)
• Focus on the sound that the letter g stands
for at the beginning of words like goat,
good, and game.
• Ask individuals to repeat each word.
• Help the children notice that the sound is
softer than the sounds that c and k stand for
in cat and kite.
Phonics: Pupil’s Book page 98 and T98
For work on the sounds /d/ and /g/ and the
letters, tell the children to turn to page 98 in
the back of their books. For teacher support,
turn to page T98 in this book.
Extra Practice: Pupil’s Book page 99 and
T99
For extra practice speaking, tell the children to
turn to page 99 in the back of their books. For
teacher support, turn to page T99 in this book.
Activity Book Page 56
Ask the children to work with their partners,
asking: Can you see the (duck)? and then
answering and ticking the boxes for the
animals they can see in the scene. Then let the
children colour the page.
Activity Book Page 57
Let the children ask and answer with a partner:
Can you see a (cow)? Then let the children
colour the pictures.
OPTIONAL: USING DIGITAL COMPONENTS
CD-ROM
Encourage the children to play the games and
do the activities on the CD-ROM at home. Tell
them to listen and repeat what they hear to
practise their speaking skills.
ActiveTeach
Use the large digital format to model searching
the page for an animal, and either circling the
animal or making an X. Invite volunteers to use
the stylus to model for the class.
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M08_MLIS_TB_6708_U08.indd 73 25/04/2012 14:36
M08_MLIS_TB_6708_U08.indd 74 25/04/2012 14:36
 CLIL
Objectives: to count items 1–10, to practise
new unit vocabulary
New Vocabulary: 10
Review: numbers 1–9
TPR: kick, show (3) fingers, thumbs-up, touch
a knee
Materials: Class Audio CD B, Activity Book
Optional Materials: crayons, bag, CD-ROM,
ActiveTeach
GETTING READY
Introduce the Number 10
(10 minutes)
• Review numbers 1–9 by counting classroom
objects.
• Point to one object and say: One. One
(book). Ask the children to repeat it.
• Write the number on the board. Draw one
circle by it to show the amount.
• Repeat with 2–9, using other objects.
• Point to the numbers on the board and
count: 1, 2, 3, 4, 5, 6, 7, 8, 9 … .
• Draw ten circles, write the number 10, and
say: 10.
• Walk around the room and count different
amounts of items, and let the children
repeat.
• Then point to a group of items and ask the
children: How many?
1, 2, 3, … 9, Hop! (5 minutes)
• Ask the children to stand in a circle to
practise counting. Ask each child to count in
turn: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10.
• The next time, tell the tenth child to say:
Hop! instead of ten and to hop.
• Repeat, but assign a different action for a
different number.
M08_MLIS_TB_6708_U08.indd 74
WORKING IN THE BOOK: PAGE 74 • Confirm the guess by removing the crayons
and counting them.
B17 6. Listen and say.
• Repeat with different quantities of crayons
• Tell the children to turn to page 74.
and other volunteers.
• Play the audio and let the children listen
while you do the actions. How Many? Bag Part 2 (5 minutes)
• Play it again. Ask the children to chant and • Put five crayons in the bag, and count as you
do the actions when they are ready. do: 1, 2, 3, 4, 5.
• Add another and invite the class to guess
Audio Script
how many are in the bag now.
Count to 10 Chant
• Take the six crayons out to confirm. Count as
Are you ready?
you do: 1, 2, 3, 4, 5, 6.
Count with me:
1, 2, 3, (show 3 fingers) • Continue in this way.
Touch your knee. (touch a knee) • For a challenge, try adding two or three at a
4, 5, 6, (show 6 fingers) time (up to a total of 10).
Try some kicks. (kick in the air)
7 cats (show 7 fingers) Activity Book Page 58
On some mats. Ask the children to count the animals and circle
Now it’s 8. (show 8 fingers) the numbers to show how many. Let them
Shout out “GREAT!” check with a partner. Then let the children
9! 9! 9! (show 9 fingers) colour the page.
Looking fine! (thumbs up)
OPTIONAL: USING DIGITAL COMPONENTS
Up to 10. (show 10 fingers)
Let’s count again! CD-ROM
1, 2, 3, 4, 5, 6, 7, 8, 9, 10.
Encourage the children to play the maths
games at home to practise numbers.
7. Count and match.
• Point out the animals in the pens and help ActiveTeach
the class point to the baby ducks and count Extend the page by drawing more animals (up
to nine: 1, 2, 3, 4, 5, 6, 7, 8, 9. Nine ducks. to 10 only) or covering some for the children to
• Ask: Where’s 9? Point to 9 and model count again.
drawing a line from the pen to the 9.
• Let the children do the rest on their own
(8 kittens, 10 chicks).
CONSOLIDATING
How Many? Bag Part 1 (5 minutes)
• Put ten crayons in a bag.
• Invite a volunteer to reach into the bag and
guess how many crayons are in it by feeling.
On the Farm T74
25/04/2012 14:36
 Values
Objective: to learn about the value of doing
chores
New Values Language: Do your chores.
Materials: Class Audio CD B, Activity Book
Optional Materials: Sammy the Squirrel
puppet, CD-ROM, ActiveTeach
GETTING READY
B17 B18 Review the Chant (5 minutes)
• Play the audio for the “Count to 10 Chant.”
• Invite the children to do the actions and
chant along.
• Then play the karaoke version. Hold up
fingers for the number to sing.
Introduce Doing Chores (10 minutes)
• Ask the children if anyone has a pet.
• Let the children explain how they take care
of pets: feed them, give them water, walk
them, clean up, and so on.
• Explain that these are all chores.
• Brainstorm chores the children can do to
help at home: do the dishes, take out the
rubbish, fold laundry, and water plants.
• Do a few role plays about doing and not
doing chores with Sammy.
• For doing chores, make Sammy say: Good
job! You’re doing your chores!
• For not doing them, make him say: Oh, no!
Teacher, please do your chores!
WORKING IN THE BOOK: PAGE 75
B19 8. Listen and say. Look and draw.
• Tell the children to turn to page 75.
• Play the dialogue on the first part of the
audio and ask the children to look at the
photos as they listen.
T75 On the Farm
M08_MLIS_TB_6708_U08.indd 75
• Let volunteers repeat the dialogue with you. – Please share.
– Be careful.
Audio Script
– Wash your hands.
Parent: It’s time to do your chores.
Child: OK. I like to help. – Eat properly.
– Do your chores.
• Then play the chant on the second part of • Then describe a situation for each, such as
the audio. Let the children listen once or leaving toys out after playing all afternoon,
twice and then chant along with the audio dinner time, and one new bike and two
when they are ready. friends who want to ride it.
Audio Script Activity Book Page 59
Ask the children to colour the pictures and talk
Do Your Chores Chant
Do your chores. about them with a partner.
Do your chores.
Don’t forget OPTIONAL: USING DIGITAL COMPONENTS
To do your chores. CD-ROM
Encourage the children to play the CD-ROM at
• Talk about each photo with the class and
home to show their families what they have
discuss whether each child is doing his/her
been learning.
chores or not.
• Ask the children to draw a smile if the child ActiveTeach
is doing chores (the child on the right) and a Focus on the two pictures. Use the pointer to
frown if the child isn’t (the child on the left). highlight who is doing chores and who isn’t.
Confirm the children’s answers.
CONSOLIDATING
Act It Out (10 minutes)
• Help the children role-play doing their
chores and not doing them.
• Brainstorm chores that children could do
connected to the farm topic: look after
animals, milk cows, collect eggs.
• When the children don’t do their chores, say:
Oh, no! Please do your chores!
• When the children do their chores, say: Good
job! You’re doing your chores!
What Do I Say? (10 minutes)
• Explain that you will describe a situation and
that children will decide what to say:
– Put things away.
– Help your family.
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M08_MLIS_TB_6708_U08.indd 75 25/04/2012 14:36
 9 The Weather
Objectives
✓ To learn weather vocabulary
✓ To sing songs and chants
✓ To do new TPR movements
✓ To practise fine and gross motor
skills
✓ To understand and role-play a
✓
story
To learn and practise the new
language structures How’s the
weather? / It’s (windy).
✓ To review the sounds that the
letters b, d, g, l, k, p, and t stand
for in words
✓ To review colours, numbers, and
shapes
✓ To learn the value of dressing for
the weather
✓ To practise new language by
listening and speaking
✓ To learn and review unit
vocabulary and language
structures
T9A The Weather
M09_MLIS_TB_6708_U09.indd 1
Vocabulary
New: cold, hot, rainy, snowy, sunny,
windy
Review: bike, kite, lamp, tree; numbers
1–10; colours; shapes
Unit
Overview
Home-School Connections
Copy the Letter Home for the children
to take home to share what they’ll be
learning in Unit 9 of My Little Island.
The Letters are available online at
www.pearsonelt.com/mylittleisland.
Values
Dress for the weather.
Materials
Pupil’s Book pages 76–85; Activity
Book pages 60–67; Flashcards 43–48;
Class Audio CD B: Tracks 21–31; Course
Posters: My Little Island Map, Shapes
and Colours, Meet Your New Friends!;
stickers (back of Pupil’s Book and
shown on page T106)
Optional: CD-ROM, ActiveTeach,
Sammy the Squirrel puppet
Songs and Chants
✓ How’s the Weather Today? (Class
Audio CD B: Tracks 21 and 22)
✓ Letter and Sounds Review Chant
(Class Audio CD B: Tracks 53 and 54)
✓ Numbers Review Chant (Class
Audio CD B: Tracks 26 and 27)
✓ It’s Cold Outside Chant (Class
Audio CD B: Tracks 28 and 29)
Story
“A Funny Day”: Lilly’s mum is helping
her get ready to go outside to play.
The weather tricks them. It begins to
rain, so Lilly puts on her raincoat. Then
the sun comes out.
Language Structures: How’s the
weather? / It’s (windy).
25/04/2012 14:36
 SKILLS
Cross-Curricular Connections
review numbers and shapes, count to
ten, make snowflakes with shapes
make a class weather chart
learn the value of dressing properly
draw your favourite kind of weather
sing, chant and move to music
Preschool Learning Outcomes
✓ Recognize intonation.
✓ Use short, simple answers to questions.
✓ Understand new language structures.
✓ Recognize the sounds that the letters
b, d, g, l, k, p, and t stand for.
✓ Follow a picture story.
✓ Make predictions using pictures.
✓ Sing songs and say chants with TPR.
✓ Join in games and interact.
✓ Share information about themselves.
✓ Develop a positive attitude towards
the English language.
Digital Practice
Ask the children to use the CD-ROM
for vocabulary practice or for review.
Use ActiveTeach to go over Pupil’s
Book pages together as a class.
LEARN BY DOING
TPR
✓ clap, fan yourself, flap arms, pretend
to fly kite, pretend to hold an
umbrella, shiver and hug self, trace
shapes (rectangle) in the air
Phonics
✓ Practise recognizing sound-symbol
correspondences: initial b /b/, d /d/,
g /g/, l /l/, k /k/, p /p/, and t /t/.
✓ Recognize the letters b, d, g, l, k, p,
and t.
✓ Complete Phonics page 100.
✓ Listen to the audio.
✓ Sing songs and say chants.
Prereading and Prewriting
✓ Follow an eight-frame picture story.
✓ Talk about the characters.
✓ Act out the story to show
comprehension.
✓ Practise fine motor skills.
✓ Draw, colour, and trace.
CD-ROM during holidays so they
NOTICE BOARD
DISPLAY
Weather Wheel
✓ Make a notice board of a weather
wheel.
Materials
• paper plate, or large cardboard circle
cutout
• drawing pin
• markers
• cardboard arrow cutout
• drawings or photos of different weather
Instructions
1. Use a paper plate or a large circle cut
out of cardboard for the wheel.
2. Divide the circle into six equal sections.
3. Use drawings or photos of different
types of weather (cold, hot, rainy,
snowy, sunny, windy) to decorate each
section and label each.
4. Attach the wheel to the notice board
by placing a drawing pin in the middle.
5. Attach an arrow-shaped cardboard
cutout to the top of the board.
6. Write out the title: How’s the weather
today?
7. Spin the weather wheel so the arrow
points to today’s weather.
The children can use the
don’t forget all the English
they’ve learned!

The Weather T9B

M09_MLIS_TB_6708_U09.indd 2 25/04/2012 14:36

M09_MLIS_TB_6708_U09.indd 76 25/04/2012 14:36
 Presentation
Objectives: to identify weather vocabulary in
pictures, to learn a song and new TPR actions
New Vocabulary: cold, hot, rainy, snowy,
sunny, windy
TPR: fan yourself, shiver and hug self, pretend
to fly kite, pretend to hold umbrella
Materials: Class Audio CD B
Optional Materials: sunglasses, winter scarf,
umbrella; Sammy puppet; CD-ROM; ActiveTeach
GETTING READY
Introduce the Weather (10 minutes)
• Put on a pair of sunglasses. Say: Oh, it’s
sunny!
• Pretend to fan yourself. Say: And HOT. It’s
sunny and hot!
• Put your hand out as if you’re feeling
raindrops. Say: Uh oh, it’s rainy.
• Take off the sunglasses and open your
umbrella.
• Mime having the wind blow your umbrella.
Say: It’s windy.
• Start shivering as if you were cold. Close the
umbrella and put on your winter scarf. Hug
yourself and rub your upper arms.
• Say: Now it’s cold. Brrrr, it’s cold!
• Look at the window excitedly and say: Wow,
it’s snowy!
• Ask the children what they think they might
learn about in this unit.
Class Weather Chart (Ongoing)
• Create a weather chart on a poster board.
• Chart the weather in regular intervals (daily
or weekly).
• Brainstorm symbols for the weather (a
sun for sunny; a snowflake for snowy; an
umbrella for rainy).
M09_MLIS_TB_6708_U09.indd 76
• In future lessons, ask: How’s the weather
today?
• Draw the weather symbol next to the date.
WORKING IN THE BOOK: PAGE 76
Introduce the Vocabulary
• Tell the children to open their books at
page 76.
• Let the children use language they know to
talk about the four scenes.
• Use the Flashcards to teach the vocabulary.
Hold up the pictures one at a time:
– Say: (Cold). Let the children repeat it.
– Say: Show me (cold). Ask the children to
point to the scene that shows (cold) weather.
• Repeat with the other words.
B21 1. Listen and sing. Move.
• Preteach the actions that go with the song.
• For example, say: It’s sunny and hot, and
fan yourself.
Audio Script
How’s the Weather Today?
How’s the weather today?
It’s not rainy and grey.
It’s sunny and hot. (fan yourself with hand)
And I like it a lot!
How’s the weather today?
It’s windy, but we can play.
The sky is bright.
We can go fly a kite. (pretend to fly kite)
How’s the weather today?
Snowy and cold, but we can play. (shiver
and hug self)
Let’s make a snowman now.
We both know how!
How’s the weather today?
It’s rainy, but we can play.
Umbrellas held high
Keep us happy and dry! (pretend to hold
umbrella)
• Play the song and do the actions.
• Play it again and invite the children to do
the actions with you.
• Encourage the children to sing along when
they are ready.
CONSOLIDATING
Respond with TPR (5 minutes)
• Teach the children a TPR action for each
weather word (sunny: shade your eyes; hot:
fan yourself; cold: shiver; snowy: flutter your
fingers downward like snowflakes; windy: fly
a kite; rainy: open up and hold an umbrella).
• Model with the Sammy puppet.
• Make Sammy name a kind of weather, and
respond with the appropriate TPR action.
• Let the children respond on their own when
they are ready.
Make a Home Connection
Encourage the children to make daily weather
charts at home with their families!
OPTIONAL: USING DIGITAL COMPONENTS
CD-ROM
Encourage the children to play the games and
do the activities at home to show their families
what they’re learning.
ActiveTeach
Use the large digital format to help children
focus on the different weather scenes on the
page.
The Weather T76
25/04/2012 14:37
 Vocabulary
Objective: to practise new words
New Vocabulary: cold, hot, rainy, snowy,
sunny, windy
Materials: Class Audio CD B, Activity Book
Optional Materials: magazine pictures of
different kinds of weather; paper, glue,
crayons, markers; Flashcards; Sammy the
Squirrel puppet; CD-ROM; ActiveTeach
GETTING READY
B21 Review the Song (5 minutes)
• Say: Let’s sing the song.
• Sing “How’s the Weather Today?” with the
children. (See page T76.)
• Divide the class into six groups.
• Give each group a Flashcard from the unit.
• Play and sing the song again.
• Ask each group to stand up when they hear
the word on their Flashcard.
Thumbs-Up or Thumbs-Down
(10 minutes)
• First, prompt a volunteer to help you
demonstrate.
• Display the Flashcards in the front of the
room for reference.
• Explain to the class that your helper will say
a word and you will do the TPR action that
goes with that word.
• If you do the correct action, the helper gives
you a thumbs-up. If not, he or she gives you
a thumbs-down.
• The helper says: Rainy. You pretend to open
and hold up an umbrella. The helper gives
you a thumbs-up.
• The helper says: Sunny. You pretend to
shiver. The helper gives you a thumbs-down.
T77 The Weather
M09_MLIS_TB_6708_U09.indd 77
• Continue in this way, but invite children to
give you a thumbs-up or -down each time.
WORKING IN THE BOOK: PAGE 77
B23 2. Listen and tick ✓. Say.
• Tell the children to turn to page 77.
• Explain that the children will listen and tick
the pictures as they hear the words.
• Play the audio.
• Pause after each word to let the children tick
the picture and say the word.
Audio Script
sunny
rainy
windy
snowy
hot
cold
• When the children finish, let them share
their work.
• Ask them to take turns pointing to the
pictures and saying the words.
• For additional practice, say each vocabulary
word and ask the children to clap twice,
pause, clap twice again, and repeat the
word.
CONSOLIDATING
TPR March (10 minutes)
• Play some music and lead the children in
marching around the classroom.
• Call out a weather word and do the TPR
action that goes with the word. (For
example, say: sunny and shade your eyes
with your hand.)
• Ask the children to follow you and do the
action with you.
• Then call out another word and do the TPR
action that goes with that word.
• Ask the children to follow you and do the
action with you.
• Continue in this way to review any vocabulary
words or TPR actions from Level 2.
Favourite Weather Artwork
(10 minutes)
• Brainstorm with the children to name
different activities the children like to do in
each kind of weather.
• Gather magazine pictures that show
different kinds of weather.
• Distribute these pictures along with paper,
glue, crayons, and markers.
• Ask the children to create mixed-media
artwork about their favourite kind of
weather. Encourage the children to add
drawings of their own to their artwork.
• Let them present their work to the class,
using sentences such as: It’s (rainy). I like
(rainy) weather.
Activity Book Page 60
Ask the children to draw lines to match the
weather symbols at the bottom of the page
with the scenes. Then let them colour the
pictures. Let partners point to the pictures and
symbols and use the target language to talk
about them: How’s the weather? It’s (sunny).
OPTIONAL: USING DIGITAL COMPONENTS
CD-ROM
Encourage the children to take the CD-ROM
home to show their families what they’ve
learned in class. Encourage them to practise
talking about the weather with their family
members.
ActiveTeach
To reinforce comprehension and pronunciation,
use the ActiveTeach Flashcard visuals feature.
Play the audio as you zoom in on each
Flashcard. Ask the children to repeat each word.
25/04/2012 14:37
M09_MLIS_TB_6708_U09.indd 77 25/04/2012 14:37
 Story
Objectives: to listen to and understand a
story, to learn new language structures,
to listen to and identify the intonation in
sentences, to role-play
New Structures: How’s the weather? / It’s
(windy / sunny).
Materials: Class Audio CD B, Activity Book
Optional Materials: ball, Flashcards, Sammy
the Squirrel puppet, CD-ROM, ActiveTeach

GETTING READY
Hot Potato (10 minutes)
• Ask the the class to sit in a circle. Review
the TPR actions that go with each weather
word.
• Give one child a ball (the “hot potato”)
which is easy to pass around.
• Play some music and while the music is
playing, ask the children to pass the potato
around the circle.
• Stop the music.
• Explain that the child holding the potato is
out, but before leaving the circle, he or she
should call out a vocabulary word: (Windy)! WORKING IN THE BOOK: PAGES 78–79
Audio Script
• Prompt everyone to do the TPR action for B24 3. Look and listen. Act it out.
(windy) and say the word. Frame 1: Lilly: How’s the weather?
• Tell the children to open their books at Lilly’s mum: It’s windy.
• Play the music and continue passing the page 78. Frame 2: Lilly: Great! It’s windy. I’ve
potato. Continue until there is one child left:
• Play the audio. got a kite.
the winner.
• Pause at each story frame to make sure Frame 3: Lilly: It’s cold.
Introduce the Story (5 minutes) the children are on the correct one and Lilly’s mum: I’ve got your jacket.
understand what’s happening. Frame 4: Lilly’s mum: Wait! Now it’s rainy.
• Hold up the Pupil’s Book, open at page 78.
Frame 5: Lilly: Here’s my raincoat!
• Focus on the first page of “A Funny Day.” • Play the story again. Point to each frame as Frame 6: Lilly: Now it’s sunny.
Explain that Lilly and her mum are talking. the children hear the words. Frame 7: Lilly: It’s hot.
• Ask the children what they think the • Encourage the children to speak along with Frame 8: Lilly’s mum: How’s the weather?
characters are talking about. Revisit their the characters. Lilly: It’s a funny day!
predictions later on. • Invite volunteers to act out the story with
• Go through the story with the class. the audio.

T78 The Weather

M09_MLIS_TB_6708_U09.indd 78 25/04/2012 14:37


Look at New Language
• Point out the language that Lilly uses to ask
about the weather: How’s the weather?
• Then focus on the answers: It’s (windy).
• Divide the class into two groups.
• Hold up a Flashcard.
• Group A asks: How’s the weather?
• Group B answers, using the card as a cue:
It’s (rainy).
• Repeat a few times and then let the groups
swap roles.
M09_MLIS_TB_6708_U09.indd 79
• Here are some examples of similar
situations:
– The class is going to break and the teacher
is checking the weather.
– A brother and sister are going to the
playground, and a grandparent is
checking the weather.
– Two friends are going to school and a
father is checking the weather.
Activity Book Page 61
Ask the children to number the pictures in
order (1–4). Then let them retell a story about
them with a partner.
OPTIONAL: USING DIGITAL COMPONENTS
CD-ROM
Encourage the children to use the Story Time
feature on the CD-ROM to practise reading and
speaking at home.
ActiveTeach
Play the audio and ask the children to repeat
the words they hear.
CONSOLIDATING
Act It Out (10 minutes)
• Ask pairs to take turns acting out the story.
• Play the audio and invite them to speak
along with the characters.
• Provide a raincoat as a prop.
• Let children who are ready act it out without
the audio.
Extension Role-Play (10 minutes)
• Help the children extend the role play to
other situations, with different kinds of
weather.
The Weather T79
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 Listening
Objectives: to practise listening
comprehension, to practice new unit
vocabulary and structures
Materials: Class Audio CD B
Optional Materials: Flashcards, Sammy the
Squirrel puppet, CD-ROM, ActiveTeach
GETTING READY
B24 Revisit the Story (10 minutes)
• Revisit “A Funny Day” together.
• Play the audio and let the children follow
along in their books. (See pages T78–79).
• Invite volunteers to act it out.
Noughts and Crosses (10 minutes)
• Put the class into two teams: X and O.
• Each team chooses one volunteer to come to
the board and write.
• Draw a Noughts and Crosses grid on the
board.
• Explain that the goal is to get three Os or
Xs in a row – up-and-down, sideways, or
diagonally.
• Show the Flashcard for hot to Team X. Ask:
How’s the weather?
• Let the children on Team X discuss it and
answer: It’s hot. Tell the volunteer to write
an X on the grid if their answer is correct
and nothing if it isn’t.
• Then show Team O a different card and tell
that team to use Os on the grid.
• Continue until a team gets three in a row.
WORKING IN THE BOOK: PAGE 80
B25 4. Listen and circle.
• Tell the children to turn to page 80.
• Invite volunteers to name the kind of
weather shown in each picture.
M09_MLIS_TB_6708_U09.indd 80
• Explain that the children will listen and circle
the picture that shows what the weather is
• Tell children who are tapped to do that
action (clap).
like. • After a few claps, say: Hop and ask the child
• Point out the sample answer. whose shoulder you tapped to stand up and
• Play the audio and let the children trace the hop around the circle.
sample circle for item 1. • Then ask that child to walk around the circle,
• Let them complete the rest of the page on gently tapping each child on the shoulder
their own. and saying: Hop, hop, hop …
• Then let the child switch to a new TPR action
Audio Script and the child he or she taps next does that
1. How’s the weather? action while everyone else sits back down or
It’s rainy. remains seated.
2. How’s the weather? • Continue in this way.
It’s sunny.
3. How’s the weather? OPTIONAL: USING DIGITAL COMPONENTS
It’s windy.
CD-ROM
CONSOLIDATING Encourage the children to play the games
on the CD-ROM at home to reinforce their
Hot and Cold (10 minutes) listening skills.
• Teach the children a Hot and Cold game.
ActiveTeach
• Hide an item for a child to try to find.
Check answers at the end of the activity by
• As the child gets closer, say: hot, hot, HOT
asking volunteers to circle them on the screen.
and as the child gets farther away, say: cold,
cold, COLD.
• Involve the class by revealing where the item
is hidden and letting them join you in saying
hot and cold.
• Hide more items and let the children play a
few rounds of the game.
Clap, Clap, Hop (10 minutes)
• Review with children some TPR actions from
Level 2: clap, fan yourself, flap arms like
wings, fly a kite, hold an umbrella, hop, kick,
leap like a sheep, nod head, place hand on
heart, point, rub tummy, shake arms, stamp,
stretch arms up, talk with hands, tap foot,
touch your knee, trace a shape in the air,
wave, wiggle hands.
• Ask the children to sit in a circle. Walk around
the circle, gently tapping each child on the
shoulder and saying: clap, clap, clap, clap . . .
The Weather T80
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 Speaking
Objectives: to practise speaking, to practise
new unit vocabulary and structures
Materials: Activity Book
Optional Materials: Flashcards, Sammy the
Squirrel puppet, CD-ROM, ActiveTeach
GETTING READY
Common Colour (10 minutes)
• Tell the children to sit in a circle. Tell them
that they will play a game about colours
with Sammy the Squirrel.
• Explain that the children should stand up if
Sammy taps them on the shoulder and that
the rest of the class has to work out what
colour they have in common.
• Make Sammy tap children wearing red.
• If necessary, give the class a hint.
• Continue the game with other colours.
Race Together (10 minutes)
• Position the unit Flashcards on the board
with space between them.
• Divide the class into three groups.
• Tell each group to line up facing the board
and some distance away from it.
• Call out a word: (Snowy)!
• Tell the children that the first child on each
team will race to the board and find the
picture of (snowy) weather. Explain that
all three children have to wait and tap the
picture at the same time. Tell them that if
they all tap it together, each team gets a
point but that if one child taps it ahead of
the others, his or her team does not get a
point.
• To have a quieter game, ask the children to
walk slowly instead of running.
T81 The Weather
M09_MLIS_TB_6708_U09.indd 81
WORKING IN THE BOOK: PAGE 81 Activity Book Page 62
5. Colour. Ask and answer. Let partners spin a pencil and ask and answer:
• Tell the children to open their books at How’s the weather? / It’s (rainy). They can use
page 81. Lilly’s clothing as clues to the kind of weather.
• Tell the children to colour the frames around Activity Book Page 63
the pictures different colours. Ask the children to colour the pictures. Let
• After they finish colouring, focus on the red them point, ask, and answer with a partner:
frame and the speech bubbles: What’s the How’s the weather? / It’s (rainy).
weather? / It’s rainy.
• Let partners ask and answer questions
OPTIONAL: USING DIGITAL COMPONENTS
about the other two pictures, using the CD-ROM
speech bubbles as a model.
Encourage the children to use the games and
activities from the CD-ROM at home to practise
CONSOLIDATING their speaking skills.
Colour Review (5 minutes)
ActiveTeach
• For more practice with colours, let partners
use frame colours as prompts: (Blue). What’s Use the large digital format to model the
the weather? activity. Invite volunteers to use the marker tool
to colour in the frames.
• Let partners answer by telling about the
weather in the (blue) frame.
Focus on Pronunciation (5 minutes)
• Focus on the sound that th stands for in the
word weather.
• Help children who try to use /d/ so the word
sounds like wedder to pronounce the word
correctly.
• Show the children how to place their
tongues against their front teeth to say /th/
in the word weather.
Phonics: Pupil’s Book page 100 and T100
For a review of the sounds and symbols, turn to
Pupil’s Book page 100 and page T100.
Extra Practice: Pupil’s Book page 101 and
T101
For extra practice speaking, ask the children to
turn to page 101 in the back of their books. For
teacher support, turn to page T101 in this book.
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 CLIL
Objective: to count items 1–10
Review: numbers 1–10, shapes
TPR: clap, flap arms, trace shapes (rectangle)
in the air
Materials: Class Audio CD B, Activity Book
Optional Materials: sticky tape; two sets of
large, teacher-made number cards (1–10);
Sammy the Squirrel puppet; CD-ROM;
ActiveTeach
GETTING READY
Musical Shapes (10 minutes)
• Use sticky tape to make giant shapes on the
floor: circle, square, triangle, rectangle, star.
• Review the shapes the children know.
• Tell the children that they will dance around
the room to some music until it stops and
you call out a shape.
• Play music, stop it, and call out: (Circle)!
• Prompt everyone to squeeze together into
the (circle). Explain that the goal is for
everyone to be in, with nobody out.
• Continue in this way.
Race to Order (10 minutes)
• Prepare two sets of large number cards (1–10)
and display them on the board, wide apart,
in the same order: 2, 4, 8, 5, 6, 3, 10, 9, 7, 1.
• Ask two volunteers to race to put them in
the correct order on the signal: Go!
• Announce the winner.
• To simplify, use a few cards at a time.
M09_MLIS_TB_6708_U09.indd 82
WORKING IN THE BOOK: PAGE 82
B26 6. Listen and say.
• Play the “Numbers Review Chant.”
• Invite the children to do the actions and
chant with the audio.
Audio Script
Numbers Review Chant
1, 2, 3, 4,
Make a rectangle. (trace a rectangle in the
air)
It’s a door!
5, 6, 7, 8,
Stars in the sky – (trace a star in the air)
It’s very late!
Clap for 9.
1, 2, 3, 4, 5, 6, 7, 8, 9. (clap 9 times)
Clap for 10.
1, 2, 3, 4, 5, 6, 7, 8, 9, 10. (clap 10 times)
Flap your wings
Like a big red hen! (flap arms like wings)
• Point to and say the numbers and model
writing them on the board.
7. Trace. Count and match.
• Tell the children to open their books at page
82 and trace the numbers on the page.
• Call their attention to the shapes in the
clouds. Then ask the children to name and
count them.
• Ask the children to draw lines to match how
many shapes are in each cloud with the
correct number.
• Confirm their answers.
CONSOLIDATING
Shapes and Numbers Review
• Draw these shapes on the board: star,
circle, triangle, square, rectangle and ask
volunteers to name them.
• Display the Shapes and Colours poster.
• Invite the children, in turn, to come up to the
poster, point to, and name a shape. Then
ask them to find that shape in the house. Let
volunteers point to objects in the classroom
with that shape.
• Help the class count objects they can see for
each shape.
Activity Book Page 64
Ask the children to trace the numbers. Tell
them to draw lines to match the squares to the
8, the circles to the 9, and the triangles to the
10. Then let partners point to, count, and use:
8, 9, 10; squares, circles, triangles to talk about
the number of shapes in each cloud.
OPTIONAL: USING DIGITAL COMPONENTS
CD-ROM
Encourage the children to play the maths
games on the CD-ROM at home to practise the
numbers they’ve learned.
ActiveTeach
Extend the page by drawing additional shapes
(up to 10) or covering over some and asking the
children to count them.
The Weather T82
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 Values
Objectives: to learn about the value of
dressing for the weather, to practise new unit
vocabulary and structures
New Values Structure: Dress for the weather.
Materials: Class Audio CD B, Activity Book
Optional Materials: Flashcards, Sammy the
Squirrel puppet, CD-ROM, ActiveTeach
GETTING READY
B21 Review the Song (5 minutes)
• Play “How’s the Weather Today?” (See
page T76).
• Encourage the children to sing along and do
the actions.
Introduce Dressing for the Weather
(10 minutes)
• Display the Flashcards on the board.
• Point to the cards, one at a time, asking
what clothing people usually wear in that
kind of weather.
• Draw simple pictures of clothes for the
children to name.
• Do a few role plays for the children to
reinforce the value.
• If the clothing is not appropriate for the
weather, make Sammy the Squirrel tell you:
No, no. Please dress for the weather! or Good
job! You’re dressed for the weather, if it is.
WORKING IN THE BOOK: PAGE 83
B28 8. Listen and say. Look and draw.
• Tell the children to look at page 83.
• Play the dialogue on the first part of the
audio and ask the children to look at the
pictures as they listen.
• Let volunteers repeat the dialogue with you.
Audio Script – Please share.
Parent: It’s cold outside. Dress warmly. – Be careful.
Child: I’m not cold. I’m wearing warm – Wash your hands.
clothes.
– Eat properly.
• Then play the chant on the second part of – Do your chores.
the audio. Let the children listen once or – Dress for the weather.
twice and then chant along with the audio • Let the children talk about each one and say
when they are ready.
why it’s important.
Audio Script Activity Book Page 65
It’s Cold Outside Chant Ask the children to circle the clothes Billy
It’s snowy. should wear. Let them colour the clothes
It’s blowy. and talk about them and the weather with a
It’s cold outside. partner.
Put on your coat. OPTIONAL: USING DIGITAL COMPONENTS
Put on your hat.
You won’t be cold CD-ROM
Dressed like that. Encourage the children to play the games and
do the activities on the CD-ROM at home. Ask
• Discuss the pictures and who is/isn’t cold them to talk with their family members about
because he/she’s dressed correctly. how they dress for the weather.
• Ask: Is he/she dressed for the weather?
ActiveTeach
• Tell children to draw a smile on the face for
Use the pointer to highlight who is and who
the child who’s dressed correctly (the child
isn’t dressed for the weather.
on the right) and a frown for the one who
isn’t (the child on the left).
CONSOLIDATING
Act it Out (10 minutes)
• Help the children role-play dressing and not
dressing for the weather.
• Say: Oh, no. Please dress for the weather,
when they don’t dress for the weather, or
Good job! You’re dressing for the weather!,
when they do.
Values Review (10 minutes)
• Revisit values the children have learned:
– Put things away.
– Help your family.

T83 The Weather

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 Unit 8: Review/Assessment
Objectives: to review and assess new unit
vocabulary and structures
Materials: Class Audio CD B, My Little Island
Map poster, Activity Book, stickers (in the back
of the Pupil’s Book and shown on page T106)
Optional Materials: Flashcards, CD-ROM,
ActiveTeach
GETTING READY
B Sing and Move (10 minutes)
• Review the Unit 8 songs and chants by
playing them and asking the children to
sing along.
• Invite the children to tell the class which
song or chant they like best.
Flashcard Memory Game
(10 minutes)
• Display the Flashcards on the board.
• Ask the children to close their eyes.
• Turn over one of the Flashcards.
• Let the children look at it and ask: Is it a
(cow)? Prompt them to answer: No, it isn’t or
Yes, it is.
• Play again, but let volunteers ask: Is it a
(cow)?
WORKING IN THE BOOK: PAGE 84
1. Stick and say.
• Distribute the Unit 8 stickers.
• Tell the children to turn to page 84.
• Say: Find the sticker with the (cow).
• Ask the children to hold up the (cow) sticker.
• Say: Stick the sticker.
• Ask them to stick and say: It’s a (cow).
• Repeat with the other stickers (goat, hen).
M09_MLIS_TB_6708_U09.indd 84
B30 2. Listen. Answer yes ✓ or no ✗. Science Project: Poster About
• Explain that you will play the audio and that What Animals Eat
the children should listen and tick the box • Copy the duck, cow, and horse Flashcards.
if they can see the animal and make an X if • Ask the children to work in groups of three
they can’t.
and colour or draw one of the animals.
• Do the first one together. • Discuss what the animals eat.
Audio Script • Ask the children to draw pictures of corn
(ducks), grass (cows), hay (horses).
1. Can you see a cow?
Yes, I can. • Let the children use their pictures to make
2. Can you see a goat? posters that show what each animal eats.
Yes, I can. Activity Book Page 66
3. Can you see a dog?
No, I can’t. Let the children draw their favourite animal
and tell a partner about it. Ask the children to
colour the picture.
Use the Reward Sticker
• Help the children talk about what they’ve OPTIONAL: USING DIGITAL COMPONENTS
learned, using positive language:
CD-ROM
– I can say: cow, duck, goat, hen, horse, and
sheep and point to them. Encourage the children to use the CD-ROM to
show their families what they learned about in
– I can ask and answer: Can you see a the unit.
(cow)? / Yes, I can. / No, I can’t.
– I can count to ten. ActiveTeach
– I can clap, kick, show (3) fingers, stretch Model marking the boxes or invite a volunteer
to mark them for the class.
my arms and wiggle my hands, touch my
knee, and write a (d) in the air.
– I know duh for d and guh for g.
– I can do my chores.
• Distribute the reward stickers.
• Show the children where to stick the stickers
(on the Unit 8 Good Job! placeholder).
CONSOLIDATING
Imaginary Walk (5 minutes)
• Display the My Little Island Map poster.
• Pretend to walk around the island and ask:
Can you see the (farm)?
• Encourage the children to answer: Yes, I can.
I can see (a goat, a cow, …).
Review T84
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 Unit 9: Review/Assessment
Objectives: to review and assess new unit
vocabulary and structures
Materials: Class Audio CD B; Activity Book;
stickers (in the back of the Pupil’s Book and
shown on page T106); paper plates; blue,
white, and grey paper cut into triangles and
circles; glue
Optional Materials: Flashcards, Sammy the
Squirrel puppet, CD-ROM, ActiveTeach
GETTING READY
B Sing and Move (10 minutes)
• Review the Unit 9 songs and chants by
playing them and letting children sing
along.
• Invite children to tell the class which song or
chant they like best.
Revisit the Weather Chart
• Revisit the class weather chart you made on
page T76.
• Let the children talk about the weather for
each day and how they dressed.
• Help them count how many days it was
rainy, windy, and so on.
WORKING IN THE BOOK: PAGE 85
3. Stick and say.
• Distribute the Unit 9 stickers.
• Tell the children to turn to page 85.
• Say: Find the sticker for cold, and ask the
children to hold up the sticker with the
penguin on ice for cold.
• Say: Stick the sticker.
• Let them stick and say: It’s cold.
• Repeat with the other stickers (snowy,
windy).
T85 Review
M09_MLIS_TB_6708_U09.indd 85
B31 4. Listen and circle. Maths Project: Make a
• Explain that you will play the audio and that Snowflake
the children will listen and circle the picture • Display the snowflakes on page 85.
that answers the question. • Distribute paper plates, along with blue,
• Play the audio and let the children complete white, and grey paper cut into triangles and
the page on their own. circles.
• Let the children design their own snowflakes
Audio Script
using the shapes.
1. How’s the weather?
• Help them glue the shapes down.
It’s cold.
2. How’s the weather? Activity Book Page 67
It’s rainy. Ask the children to draw and colour their
3. How’s the weather? favourite kind of weather and describe it to a
It’s hot. partner: It’s (sunny).
Use the Reward Sticker OPTIONAL: USING DIGITAL COMPONENTS
• Help the children talk about what they’ve CD-ROM
learned, using positive language:
Encourage the children to use the CD-ROM at
– I can say: cold, hot, rainy, snowy, sunny, home to practise what they learned in the unit.
windy, and point to each kind of weather.
– I can ask and answer: How’s the weather? ActiveTeach
It’s (cold). Model circling the pictures or invite a volunteer
– I can count to ten. to circle them for the class.
– I can dress for the weather.
• Distribute the reward stickers.
• Show the children where to stick the stickers
(on the Unit 9 Good Job! placeholder).
CONSOLIDATING
Freeze Dance (10 minutes)
• Tell the children they will dance to some
music and stop when it does, then do an
action you call out.
• Play songs and chants from Level 2.
• Play and stop music, and call out: (Wiggle)!
• Ask the children to wiggle their whole
bodies.
• Continue in this way.
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Z01A_MLIS_TB_6708_EM.indd 86 25/04/2012 14:48
 Unit 2: Phonics
Objectives: to learn the sounds that p and
t stand for at the beginning of words, to
understand sound-symbol correspondences
(p /p/, t /t/), to practise recognizing letters
and left-to-right directionality, to practise
new unit vocabulary, to practise new unit
vocabulary
New Sounds and Letters: p /p/, t /t/
Review: pencil, tree, turtle
TPR: clap, stamp, stretch arms, wiggle hands
Materials: Class Audio CD A, Activity Book
Optional Materials: Flashcards; toys, pictures,
or realia that begin with p or t; CD-ROM;
ActiveTeach
GETTING READY
Listen to the Sounds (5 minutes)
• Gather together Flashcards, toys, or realia
that begin with p or t.
• Use words the children know, such as: pencil,
pen, puppy, pink, purple, table, teacher, toy
box, teddy bear, turtle.
• Point to one item or picture. Ask: What’s
this? Invite volunteers to answer.
• Repeat the word. Focus on the initial sound:
Pencil, puh, Pencil. Continue this way.
• Invite the children to say other words or
names they know that begin with p or t.
WORKING IN THE BOOK: PAGE 86
B32 Listen. Trace and say. B34 Now listen.
Clap for p. Stamp for t.
• Write a p on the board. Say: This is p. P
stands for puh.
• Invite the children to say other words or
names they know that begin with p.
• Tell the children to open their books at
page 86.
Z01A_MLIS_TB_6708_EM.indd 86
• Say: Touch p and ask the children to touch
the p.
• Play the first part of the chant. Let the
children listen while you do the actions.
• Invite the children to do the actions with
you.
• Encourage the children to chant with the
audio.
Audio Script
P Sounds Like Puh Chant
Puh, puh, puh.
Puh sounds like pen.
Puh sounds like pencil.
Hold your hands up high. (stretch arms up
and wiggle hands)
Write a p in the sky. (write a p in the air)
• Write a t on the board. Say: This is t.
T stands for tuh.
• Invite the children to say other words with t.
• Focus on Pupil’s Book page 86. Say: Touch t.
Ask the children to touch the t.
• Play the second part of the chant. Let the
children listen while you do the actions.
• Invite the children to do the actions with you.
• Encourage the children to chant with the
audio.
Audio Script
T Sounds Like Tuh Chant
Tuh, tuh, tuh.
Tuh sounds like turtle.
Tuh sounds like tree.
Hold your hands up high. (stretch arms up
and wiggle hands)
Write a t in the sky. (write a t in the air)
• Direct the children to the Pupil’s Book page.
• Model tracing the line from the p to the pen.
• Let the children trace the line and say the
word.
• Repeat for pencil.
• For additional practice, play Class Audio CD
B: Track 34. Tell the children that if they hear
a word that starts with p for puh, to clap; for
a word that starts with t for tuh, to stamp
their feet.
• Play the audio and model the actions.
Then have children do the actions.
Audio Script
Now listen. Clap for puh. Stamp for tuh.
pen, tree, pencil, turtle, table, point
CONSOLIDATING
Body Letters (5 minutes)
• Help the children to make body letters.
• To make a t, stand up straight with arms
extended out; to make a p, stand up straight
with arms curved up in front of face,
touching top of head.
• Say words that begin with t or p and ask the
children to make the body letter.
Activity Book Page 68
Ask the children to match the letters and
colour the pictures. Invite partners to practise
pointing to and saying the letter names and
words.
OPTIONAL: USING DIGITAL COMPONENTS
CD-ROM
Encourage the children to do the activities on
the CD-ROM at home to reinforce what they’re
learning in class.
ActiveTeach
Demonstrate tracing the lines, using
ActiveTeach.
Phonics T86
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 Unit 2: Extra Practice
Objective: to reinforce the speaking practice
on page 19
Vocabulary/Structures: Is it a (computer)? /
Yes, it is.
Optional Materials: Class Audio CD A;
CD-ROM; ActiveTeach; Flashcards; Sammy the
Squirrel puppet; drawings, photos, or realia
for Level 1 vocabulary
GETTING READY
Stand and Say (5 minutes)
• Display the Unit 2 Flashcards on the board.
• Let the children sit with their partners.
• Model with Sammy and a prepared
volunteer.
• Prompt Sammy and his partner to stand.
• Point to a Flashcard.
• Sammy asks: Is it a (marker)? The other
child answers: Yes, it is.
• Sammy and his partner sit down.
• Continue with the other pairs in the class.
A28 Practise Intonation (5 minutes)
• Play the audio for Exercise 4 on page 18.
• Focus on the different intonation for
questions and answers.
• Ask the children repeat each question and
answer after listening to the audio.
• Alternate between letting children repeat
chorally and letting pairs speak individually.
WORKING IN THE BOOK: PAGE 87
Ask and answer. Tick ✓.
• Tell the children to open their books at
page 87.
T87 Extra Practice
Z01A_MLIS_TB_6708_EM.indd 87
• Focus the children’s attention on the boy and
girl at the bottom of the page and the red, Make a Home Connection
blue, and orange bars at the top and the
Encourage the children to practise asking and
numbers 1, 2, and 3 at the left of the grid.
answering questions about familiar items in
• With a prepared volunteer, read the speech their homes with family members.
bubble text aloud:
Boy: One. Red. OPTIONAL: USING DIGITAL COMPONENTS
Girl: Is it a computer?
CD-ROM
Boy: Yes, it is.
Encourage the children to listen to and repeat
• Explain that partners will follow this
the audio activities on the CD-ROM at home to
question and answer model to complete the
reinforce their speaking skills.
page, substituting a colour and number of
their choice (red, blue, orange; one, two, ActiveTeach
three) and another classroom object for Use the pointer to focus on the speech bubbles.
computer. Cover the words One, Red, and computer. Write
• Read the speech bubble text again and let in One, Blue, and chair to model substituting
the children repeat it. Let each child think other vocabulary.
of one object for the second item, say the
number, and say the colour.
• Point to the sample tick (✓) next to the
computer. Explain that partners will tick
(✓) one box for the object their partner
described. Make sure children understand
that for the colour, they should look at the
bar (red, blue, or orange). Note that the
children’s answers will vary according to the
item (and related colour) they chose.
• Let pairs complete the page independently
and then come together as a class to talk
about their responses.
CONSOLIDATING
Extension (5 minutes)
• Extend the speaking practice to focus on
vocabulary from Level 1 (book, chair, crayon,
pencil, table) and the alternative response:
No, it isn’t.
• Draw simple pictures, use photos from
magazines, or use realia.
• Point to an item. Prompt a volunteer to ask:
Is it a (pencil)? Prompt another to answer:
Yes, it is or No, it isn’t.
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 Unit 3: Phonics
Objectives: to learn the sounds that m and
s stand for at the beginning of words, to
understand sound-symbol correspondences
(m /m/, s /s/), to practise recognizing letters
and left-to-right directionality
New Sounds and Letters: m /m/, s /s/
Review: mum, sun
TPR: clap, stamp, stretch arms, wiggle hands
Materials: Class Audio CD A, Activity Book
Optional Materials: Flashcards, toys, pictures
or realia that begin with m or s,
CD-ROM, ActiveTeach
GETTING READY
Listen to the Sounds (5 minutes)
• Gather together Flashcards, toys, pictures, or
realia that begin with m or s, for example:
milk, mum, mouse, mouth, scissors, sister,
square, sun.
• Point to one item or picture. Ask: What’s
this? Invite volunteers to answer.
• Repeat the word. Focus on the initial sound:
Milk, muh, milk.
• Continue this way.
• Invite the children to say other words or
names they know that begin with m or s.
WORKING IN THE BOOK: PAGE 88
Listen. Trace and say.
B35 B37 Now listen.
Clap for m. Stamp for s.
• Write an m on the board. Say: This is m.
M stands for muh.
• Invite the children to say other words or
names they know that begin with m.
• Tell the children to open their books at
page 88.
Z01A_MLIS_TB_6708_EM.indd 88
• Say: Touch m. Tell the children to touch
the m.
• Play the first part of the chant. Let the
children listen while you do the actions.
• Play it again and invite the children to do
the actions with you.
• Encourage the children to chant with the
audio when they’re ready.
Audio Script
M Sounds Like Muh Chant
Muh, muh, muh.
Muh sounds like mum.
Muh sounds like marker.
Hold your hands up high. (stretch arms up
and wiggle hands)
Write an m in the sky. (write an m in the air)
• Direct the children to the Pupil’s Book page.
• Model tracing the line from the m to the mum.
• Let the children trace the line and say the
word.
• Repeat with the marker.
• On the board, demonstrate writing an m.
• Repeat the same steps for s.
Audio Script
S Sounds Like Suh Chant
Suh, suh, suh.
Suh sounds like sun.
Suh sounds like scissors.
Hold your hands up high. (stretch arms up
and wiggle hands)
Write an s in the sky. (write an s in the air)
For additional practice, let the children listen to
Class Audio CD B: Track 37.
• Explain that if they hear a word that starts
with m for muh, they should clap and if they
hear a word that starts with s for suh, they
should stamp their feet.
• Play the audio and do the actions.
• Play it again. Let the children do the actions
on their own.
Audio Script
Now listen. Clap for muh. Stamp for suh.
marker, mum, sun, mouse, sister, scissors
CONSOLIDATING
Cumulative Review (10 minutes)
• Ask the children to stand in a circle.
• First, review the sounds that p and t stand
for at the beginning of words from Unit 2.
• Divide the circle into four groups: p, t, m, s.
• Let each group practise saying their letter
and the sound it stands for at the beginning
of words.
• Let each group air-write their letter.
• Say a word with initial p, t, m, or s.
• Then direct the group with that initial letter
to call out the letter and air-write it.
Activity Book Page 69
Ask the children to match the letters and
colour the pictures. Let partners point and say
the letter names and words: m and s; mum,
marker, sun, square.
OPTIONAL: USING DIGITAL COMPONENTS
CD-ROM
Encourage the children to do the activities on
the CD-ROM at home to reinforce what they’re
learning in class.
ActiveTeach
Model tracing the lines and use the pointer to
focus on the letters.
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 Unit 3: Extra Practice
Objective: to reinforce the speaking practice
on page 27
Vocabulary/Structures: Who’s he/she?
He’s/She’s my (uncle / aunt / cousin / grandpa
/ grandma).
Optional Materials: Class Audio CD A,
CD-ROM, ActiveTeach
GETTING READY
Make Eye Contact (5 minutes)
• Explain that in some cultures, children aren’t
supposed to make eye contact with (that
is, look directly at) their teachers or other
adults when speaking to them. In some
cultures, such eye contact is expected.
• Focus on your classroom. Are children
expected to make eye contact with you
when they speak, or not?
• Then explain that when children speak
with their peers, it is important to make eye
contact.
• Ask them to pretend to be Lilly and Billy
having a conversation about the family
members shown on Pupil’s Book page 27:
Who’s (she)? (She’s) my (aunt).
• Each time, encourage the children to make
eye contact with each other while speaking.
A36 Practise Intonation (5 minutes)
• Play the audio for Exercise 4 on page 26.
• Focus on the different intonation for the
questions and answers.
• Let the children repeat the questions and
answers after listening to the audio.
• Alternate between letting children repeat
chorally and letting pairs speak individually.
T89 Extra Practice
Z01A_MLIS_TB_6708_EM.indd 89
WORKING IN THE BOOK: PAGE 89 OPTIONAL: USING DIGITAL COMPONENTS
Ask and answer. CD-ROM
• Tell the children to open their books at
Encourage the children to listen to and repeat
page 89. the audio activities on the CD-ROM at home to
• Focus on Billy and Lilly and their speech reinforce their speaking skills.
bubbles at the bottom of the page. Explain
ActiveTeach
that the two friends are talking about the
people in the portrait of Billy’s family on the Use the pointer to focus on the speech bubbles.
wall over the fireplace. Cover the words one, he, He’s, and uncle.
• Focus on the family picture. Point out that Write in two, she, She’s, and aunt. Read the
the people in it are numbered. Help the new question and answer aloud to model
children to name each family member. substituting other vocabulary.
• Prepare volunteers to read the speech
bubble text aloud:
Billy: Look at number one.
Lilly: Who’s he?
Billy: He’s my uncle.
• Explain that partners will follow this model
to complete the page, substituting other
numbers and family vocabulary.
• Then let partners ask and answer for
numbers 2–5.
CONSOLIDATING
Extension (5 minutes)
• Extend the speaking practice to focus on
other family vocabulary that children know.
• On the board, draw a simple family portrait
showing the family members from Level 1:
Mum, Dad, brother, sister, baby.
• Let the children take turns asking and
answering about these family members.
Make a Home Connection
Ask the children to practise asking and
answering questions about family photos or
portraits with family members.
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 Unit 4: Phonics
Objectives: to learn the sounds that r and
b stand for at the beginning of words, to
understand sound-symbol correspondences
(r /r/, b /b/), to practise recognizing letters
and left-to-right directionality
New Sounds and Letters: r /r/, b /b/
Review: book, rain
TPR: clap, stamp, stretch arms, wiggle hands
Materials: Class Audio CD B, Activity Book
Optional Materials: Flashcards; toys, classroom
objects, or realia that begin with r or b; pencil
with rubber; CD-ROM; ActiveTeach
GETTING READY
Listen to the Sounds (5 minutes)
• Gather together Flashcards, toys, classroom
objects, or other realia that begin with r
or b. Use words from Units 1–3, as well as
words recycled from Level 1: rain, rectangle,
red, book, baby, bed, ball, bird, backpack,
bike.
• Point to one and ask: What’s this? Invite
volunteers to answer.
• Repeat the word. Focus on the initial sound
and say: Rain, ruh, rain.
• Continue in the same way for the other
words.
• Invite the children to say other words or
names that begin with the sound that r or b
stands for.
WORKING IN THE BOOK: PAGE 90
B38 Listen. Trace and say. B40 Now listen.
Clap for r. Stamp for b.
• Write an r on the board. Say: This is r. R
stands for ruh.
• Invite the children to say words or names
they know that begin with r.
Z01A_MLIS_TB_6708_EM.indd 90
• Ask the children to open their books at page
90.
• Play it again. Let the children do the actions
on their own.
• Say: Touch r. Ask the children to touch the r.
Audio Script
• Play the first part of the chant. Let the
children listen while you do the actions. Now listen. Clap for ruh. Stamp for buh.
red, backpack, book, rain, rectangle, blue
• Play it again and invite them to do the
actions with you.
• Encourage the children to chant with the CONSOLIDATING
audio when they’re ready. “Hand” Writing (5 minutes)
• Repeat the process for the letter b. • Use a pencil rubber to write a number on a
volunteer’s hand.
Audio Script
• Model proper pencil grip even though you’re
R Sounds Like Ruh Chant using the rubber side.
Ruh, ruh, ruh.
Ruh sounds like rain. • Ask the volunteer to guess the number.
Ruh sounds like rectangle. • Reinforce pencil grip with children. Then
Hold your hands up high. (stretch arms up have them practise “hand” writing with
and wiggle hands) partners.
Write an r in the sky. (write an r in the air)
Activity Book Page 70
B Sounds Like Buh Chant
Buh, buh, buh. Ask the children to match the letters and
colour the pictures. Let partners point to and
Buh sounds like book.
Buh sounds like backpack. say the letter names and words: r and b; rain,
rectangle, bike, backpack.
Hold your hands up high. (stretch arms up
and wiggle hands) OPTIONAL: USING DIGITAL COMPONENTS
Write a b in the sky. (write a b in the air)
CD-ROM
• Direct the children to the Pupil’s Book page. Encourage the children to play the games on
• Model tracing the line from the r to the rain. the CD-ROM at home to reinforce what they’re
learning about the unit.
• Ask the children to trace the line and say the
word.
ActiveTeach
• Repeat with the rectangle. Demonstrate tracing the lines and use the
• On the board, demonstrate writing an r. pointer to focus on the letters.
• Repeat with the letter b.
• For additional practice, let the children listen
to Class Audio CD B: Track 40 and clap if
they hear a word that begins with ruh.
• Explain that they should stamp their feet if
they hear a word that begins with buh.
• Play the audio and model the actions.
Phonics T90
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 Unit 4: Extra Practice WORKING IN THE BOOK: PAGE 91
Ask and answer.
Objective: to reinforce the speaking practice
• Tell the children to open their books at
on page 37
page 91.
Vocabulary/Structures: Is it (green)? / No, it
isn’t. • For review, point to each numbered toy.
Optional Materials: Class Audio CD A, Say: Look at number (one). What is it?
CD-ROM, ActiveTeach, Sammy the Squirrel It’s a (ball).
puppet, coloured paper • Then focus the class’s attention on the boy
and girl with speech bubbles at the bottom
GETTING READY of the page.
Make a Home Connection
Ask the children to practise asking and
answering questions about the colours of their
toys with family members.
OPTIONAL: USING DIGITAL COMPONENTS
CD-ROM
Encourage the children to listen to and repeat
the audio activities on the CD-ROM at home to
reinforce their speaking skills.

Speak a Little Louder (5 minutes)
• Help children develop confidence when
speaking by improving their ability to project
their voices.
• Ask partners to stand facing each other.
• C1 holds up a piece of coloured paper and
asks: Is it (red)?
• C2 answers: Yes, it is or No, it isn’t.
• Let them swap roles.
• Then ask them to stand as far away from
each other in the classroom as they can.
• Ask the pairs to ask and answer again.
Because they are farther away from each
other, they will need to speak more loudly.
A47 Practise Intonation (5 minutes)
• Play the audio for Exercise 4 on page 36.
• Focus on the different intonation for the
questions and the answers.
• Let the children repeat each question and
answer after listening to the audio.
• Alternate between letting children repeat
chorally and letting pairs speak individually.
• Prepare volunteers to read the speech ActiveTeach
bubble text aloud:
Use the pointer to focus on the speech bubbles.
Boy: Look at number one. Cover the words one and green. Write in two
Girl: Is it green? and blue. Read the new question and answer
Boy: No, it isn’t. aloud to model substituting other vocabulary.
• Explain that partners will follow this model
to complete the page, substituting other
numbers and other colours.
• Point out that the children should NOT
substitute the correct colour of the toys.
• Then let partners ask and answer about the
other toys and confirm their answers with
the class.
CONSOLIDATING
Extension (5 minutes)
• Extend the speaking practice by modelling a
longer dialogue with Sammy or a prepared
volunteer.
Teacher: Look at number one. What is it?
Sammy: It’s a ball.
Teacher: Is it green?
Sammy: No, it isn’t.
Teacher: What colour is it?
Sammy: It’s red.
• Let volunteer pairs repeat this dialogue for
the other items, correctly identifying the
colour of each item.

T91 Extra Practice

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Z01A_MLIS_TB_6708_EM.indd 91 25/04/2012 14:49
Z01A_MLIS_TB_6708_EM.indd 92 25/04/2012 14:49
 Unit 5: Phonics
Objectives: to learn the sounds that l and
k stand for, to understand sound-symbol
correspondences (l /l/, k /k/), to practise
recognizing letters and left-right directionality.
New Sounds and Letters: l /l/, k /k/
Review: kite, lamp
TPR: clap, stamp, stretch arms, wriggle hands
Materials: Class Audio CD B, Activity Book
Optional Materials: Flashcards; toys, pictures,
or realia that begin with l or k; CD-ROM;
ActiveTeach
GETTING READY
Listen to the Sounds (5 minutes)
• Gather Flashcards, toys, or realia that begin
with l or k, such as living room, lamp, Lilly,
leg, letter, kitchen, kite, kitty.
• Point to one item or picture. Ask: What’s
this? Invite volunteers to answer.
• Repeat the word. Focus on the initial sound:
Lamp, luh, lamp.
• Invite the children to name other words that
begin with l or k. Continue in this way.
WORKING IN THE BOOK: PAGE 92
Listen. Trace and say.
B41 B43 Now listen.
Clap for l. Stamp for k.
• Write an l on the board. Say: This is the letter
l. L stands for luh. Invite the children to
name other words that begin with l.
• Tell the children to turn to page 92.
• Play the first part of the chant. Let the
children listen while you do the actions.
• Play the chant again and invite the children
to do the actions with you.
• Encourage the children to chant with the
audio when they’re ready.
Z01A_MLIS_TB_6708_EM.indd 92
Audio Script
L Sounds Like Luh Chant
Luh, luh, luh.
Luh sounds like living room.
Luh sounds like lamp.
Hold your hands up high. (stretch arms up
and wiggle hands)
Write an l in the sky. (write an l in the air)
• Write a k on the board. Say: This is the
letter k. K stands for kuh. Invite children to
name other words that begin with k.
• Play the second part of the chant. Let the
children listen while you do the actions.
• Play the chant again and invite the children
to do the actions with you.
• Encourage the children to chant with the
audio when they’re ready.
Audio Script
K Sounds Like Kuh Chant
Kuh, kuh, kuh.
Kuh sounds like kitchen.
Kuh sounds like kite.
Hold your hands up high. (stretch arms up
and wiggle hands)
Write a k in the sky. (write a k in the air)
• Model tracing the line from the l on the
house to the living room.
• Encourage the children to trace the line and
say the word.
• Repeat with lamp.
• On the board, demonstrate writing an l.
• Repeat the same steps for the letter k and
the words kitchen and kite.
• For additional practice, let the children listen
to Class Audio CDB: Track 43 and clap if they
hear a word that begins with luh. Explain
that they should stamp their feet if they hear
a word that begins with kuh.
• Play the audio and model the actions.
• Play the audio again. Let the children do the
actions on their own.
Audio Script
Now listen. Clap for luh. Stamp for kuh.
kitchen, like, kite, living room, lamp
CONSOLIDATING
Name Game (10 minutes)
• On the board, write the letters the children
have learned so far: p, t, m, s, r, b, l, k.
• Ask the children to think of names beginning
with any of these letters.
• Invite a volunteer to say a name: (Paulo).
• Prompt the class to write the letter (p) in the
air.
• Ask everyone to say: (P) for (Paulo)!
• Continue in this way.
Activity Book Page 71
Ask the children to match the letters and lines
and colour the pictures. Let partners practise
pointing and saying the letters and words: k
and l; kitchen, kite, lamp, living room.
OPTIONAL: USING DIGITAL COMPONENTS
CD-ROM
Encourage the children to do the activities on
the CD-ROM at home to reinforce what they’re
learning in class.
ActiveTeach
Use ActiveTeach to demonstrate tracing the
lines and use the pointer to focus on the letters.
Phonics T92
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 Unit 5: Extra Practice
Objective: to reinforce the speaking practice
on page 45
Vocabulary/Structures: Where’s the (chair)? /
It’s in the (dining room)
Optional Materials: Class Audio CD A,
CD-ROM, ActiveTeach, Flashcards, Sammy the
Squirrel puppet, realia
GETTING READY
Stand and Say (5 minutes)
• Display the Unit 5 Flashcards on the board.
• Ask the children to sit with their partners.
• Model with Sammy and a prepared
volunteer.
• Prompt Sammy and his partner to stand.
• Sammy asks: Where’s the (bed)? The other
child answers: It’s in the (bedroom).
• Sammy and his partner sit down.
• Continue with the other pairs in the class.
A56 Practise Intonation (5 minutes)
• Play the audio for Exercise 4 on page 44.
• Focus on the different intonation for
questions and answers.
• Let the children repeat each question and
answer after listening to the audio.
• Alternate between letting children repeat
chorally and letting pairs speak individually.
WORKING IN THE BOOK: PAGE 93
Ask and answer. Circle.
• Tell the children to open their books at
page 93.
• Then focus the class’s attention on the boy
and girl with speech bubbles at the bottom
of the page.
T93 Extra Practice
Z01A_MLIS_TB_6708_EM.indd 93
• Prepare volunteers to read the speech ActiveTeach
bubble text aloud: Use the pointer to focus on the speech bubbles.
Boy: Where’s the chair? Cover the words chair and dining room. Write
Girl: It’s in the dining room. in bed and bedroom. Read the new question
and answer aloud to model substituting other
• Point out that the chair in the dining room is
circled as a sample answer. vocabulary.
• Explain that partners will follow this model
to complete the page, substituting other
items and rooms in the dialogue and circling
each item in a room as they name it.
• Let partners complete the page together
and confirm their answers with the class.
CONSOLIDATING
Extension (5 minutes)
• Extend the practice by reviewing vocabulary
from other units or levels.
• Model asking and answering with Sammy.
• Display Unit 5 Flashcards of rooms on the
board.
• Hold a Picture Card of an item from another
unit or level (or the actual item) near one of
the room cards.
• Ask: Where’s the (computer)?
• Sammy answers: It’s in the (living room).
• Then invite partners to continue asking and
answering in this way.
Make a Home Connection
Encourage the children to ask and answer with
family members about items and rooms in their
own homes.
OPTIONAL: USING DIGITAL COMPONENTS
CD-ROM
Encourage the children to listen to and repeat
the audio activities on the CD-ROM at home to
reinforce their speaking skills.
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Z01A_MLIS_TB_6708_EM.indd 94 25/04/2012 14:49
 Unit 6: Phonics
Objectives: to learn the sounds that n and
f stand for at the beginning of words, to
understand sound-symbol correspondences
(n /n/, f /f/), to practise recognizing letters and
left-to-right directionality, to practise new
unit vocabulary
New Sounds and Letters: n /n/, f /f/
Review: flower, nest, nose
TPR: clap, stamp, stretch arms, wiggle hands
Materials: Class Audio CD B, Activity Book
Optional Materials: Flashcards; toys,
classroom objects, or realia that begin with
n or f; CD-ROM; ActiveTeach
GETTING READY
Share What You Know (5 minutes)
• Write out the alphabet on the board.
• Ask volunteers which letters they know and
then ask them to name words that begin
with that letter.
• Let volunteers point and say, for example,
(m) (mouth).
• Respond: Very good! The letter (m) stands
for (muh) in words like (mouth).
Listen to the Sounds (5 minutes)
• Tell the children that they will learn two new
letters and sounds: n for nuh and f for fuh.
• Point to the alphabet you wrote on the board
from Share What You Know and point to n
and f.
• Gather Flashcards, toys, classroom objects,
or realia for words with initial n or f. For
example: nest, nose, notebook, face, feet,
fish, flower.
• Point to one item or picture. Ask: What’s
this? Invite volunteers to answer.
• Repeat the word. Focus on the initial sound:
Nest. Nuh, nest.
Z01A_MLIS_TB_6708_EM.indd 94
• Continue this way. • Ask the children to trace the loops and say
the word.
• Invite the children to name other words or
names they know that begin with n and f. • Repeat for nose, feet, and flower.
• On the board, demonstrate writing an n.
WORKING IN THE BOOK: PAGE 94
• Repeat the same steps for f.
B44Listen. Trace and say. B46 Now listen. • For additional practice, let the children listen
Clap for n. Stamp for f. to Class Audio CDB: Track 46 and clap if they
• Write an n on the board. Say: This is n. N hear a word that starts with n for nuh or
stands for nuh. stamp their feet for a word that starts with f
• Invite the children to say other words or for fuh.
names they know that begin with n. • Play the audio and model the actions for the
• Tell the children to open their books at first two words.
page 94. • Play it again. Let the children do the actions.
• Say: Touch n and ask the children to touch
Audio Script
the n.
Now listen. Clap for nuh. Stamp for fuh.
• Play the first part of the chant. Let the children
flower, notebook, four, feet, nose, nest
listen and look while you do the actions.
• Play it again and invite them to do the
CONSOLIDATING
actions with you.
Activity Book page 72
• Encourage the children to chant with the
audio when they’re ready. Ask the children to match the letters, colour
• Repeat the process for f. the pictures and say the letters: n, f. Then let
partners point to the pictures they coloured and
name the items: nest, nose, feet, flower.
Audio Script
N Sounds Like Nuh Chant OPTIONAL: USING DIGITAL COMPONENTS
Nuh, nuh, nuh.
Nuh sounds like nest. CD-ROM
Nuh sounds like nose. Encourage the children to play the games on
Hold your hands up high. (stretch arms up the CD-ROM at home to reinforce what they
and wiggle hands) are learning.
Write an n in the sky. (write an n in the air)
ActiveTeach
F Sounds Like Fuh Chant
Fuh, fuh, fuh. Model tracing the loops and use the pointer to
focus on the letters.
Fuh sounds like feet.
Fuh sounds like flower.
Hold your hands up high. (stretch arms up
and wiggle hands)
Write an f in the sky. (write an f in the air)
• Model tracing the loops from the n to the
nest.
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 Unit 6: Extra Practice
Objective: to reinforce the speaking practice
on page 55
Vocabulary/Structures: Look! These are my
(feet). They’re (purple).
Review: colours, parts of the body
Optional Materials: Class Audio CD B,
CD-ROM, ActiveTeach, Sammy the Squirrel
puppet
GETTING READY
Focus on Posture (5 minutes)
• Model with Sammy.
• Slouch and look down while you say:
Hi, Sammy.
• Have Sammy say: Teacher, please stand up
straight.
• Stand up straight, hold your head up, and
say: Hi, Sammy. This time, make your voice a
little clearer and louder.
• Explain that it’s important to stand up
straight and hold your head up when you
are speaking.
• Ask the children to practise proper posture
when speaking during this lesson.
A67 Practise Intonation (5 minutes)
• Play the audio for Exercise 4 on page 54.
• Focus on the different speakers’ intonation
and pronunciation.
• Ask the children to repeat each line,
imitating the pronunciation and intonation
on the audio.
• Alternate between letting children repeat
chorally and letting pairs speak individually.
T95 Extra Practice
Z01A_MLIS_TB_6708_EM.indd 95
WORKING IN THE BOOK: PAGE 95 • If the children want to play monsters, they
can use coloured paper to indicate a colour
Trace the path and say. Tick ✓.
for their feet, legs, head, or arms: These are
• Tell the children to open their books at my (feet). They’re (green). This is my (head).
page 95. It’s (orange).
• Say: Look at the monsters!
Make a Home Connection
• Show the children how to trace the path
Ask the children to make coloured drawings of
from one monster to the next.
monsters and show them to family members,
• Let the children work in pairs and tell
asking and answering about body parts and
them that they will ask and answer as two
monsters as they move along the path. colours.
• Point to the monsters at the bottom of the OPTIONAL: USING DIGITAL COMPONENTS
page, and with a prepared volunteer, read
the speech bubble text: CD-ROM
Monster 1: Look! These are my feet. Encourage the children to listen to and repeat
Monster 2: They’re purple. the audio activities on the CD-ROM at home to
• Explain that pairs will follow this model to reinforce their speaking skills.
complete the page, substituting other body ActiveTeach
parts and colours as they move from one
Use the pointer to focus on the different
monster to the next.
monsters and their body parts. Model the
• Point to the sample tick under the first language: Look! These are my feet. They’re
monster. Tell pairs they will tick the box purple. Look! This is my head. It’s pink.
under each monster as they move along the
path and say the dialogue.
• When partners complete the page, let them
confirm their answers with the class.
CONSOLIDATING
Extension (5 minutes)
• Extend the speaking practice to review
vocabulary from other units or levels.
• Ask each child to hold something that
belongs to him or her, such as a backpack,
book, piece of cheese, pen, or puppet.
• Let the children show their item to the class:
This is my (backpack). It’s (yellow). Or the
children can hold more than one thing and
say: These are my (pens). They’re (blue).
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 Unit 7: Phonics
Objectives: to learn the sounds that initial
w and y stand for in words, to understand
sound-symbol correspondences (w /w/, y
/y/), to recognize letters and left-to-right
directionality
New Sounds and Letters: w /w/, y /y/
Review: water, yellow, yogurt
TPR: clap, stamp, stretch arms, wiggle hands
Materials: Class Audio CD B, Activity Book
Optional Materials: pictures or realia to
illustrate water, white, yogurt, and yellow;
CD-ROM; ActiveTeach
GETTING READY
Cumulative Review (5 minutes)
• Write the alphabet on the board.
• Circle the letters the children have learned
this year: p, t, m, s, r, b, l, k, n, f.
• Review each letter and sound.
• Ask the children to stand in a circle.
• Assign each child one of the letters.
• Let the children say their letters and sounds,
and air-write the letters.
• Say a word with an initial target sound and
ask the children assigned that initial letter to
call out the letter and air-write it.
Listen to the Sounds (5 minutes)
• Tell the children that they will learn two new
sounds: wuh for w and yuh for y.
• Point to w and y on the board.
• Display Flashcards, pictures, or realia to
illustrate water, white, yogurt, and yellow.
• Point and ask: What’s this? or What colour is
it? and let volunteers answer.
• Repeat the word. Emphasize the initial
sound: Water. Wuh, water.
• Continue this way.
Z01A_MLIS_TB_6708_EM.indd 96
• Invite the children to name other words they
know that begin with w or y.
• For additional practice let the children listen
to Class Audio CD B: Track 49.
• Ask them to clap if they hear a word that
WORKING IN THE BOOK: PAGE 97 begins with wuh for w and stamp their feet
for one that begins with yuh for y.
B47 Listen. Trace and say. B49 Now listen.
Clap for w. Stamp for y. • Play the audio and model the actions.
• Tell the children to open their books at • Play it again. Let the children do the actions
page 97. on their own.
• Say: Touch w. Ask the children to touch the
Audio Script
w on the page.
Now listen. Clap for wuh. Stamp for yuh.
• Play the first part of the chant. Let the
yellow, water, yes, white, yogurt, window
children listen while you do the actions.
• Play it again and invite them to do the
actions with you. CONSOLIDATING
• Encourage the children to chant with the Activity Book page 73
audio when they’re ready. Ask the children to match the letters and
• Play the second part of the chant and follow colour the pictures. Let partners point to and
a similar procedure for y. say the letters w and y; and water, white,
yogurt.
Audio Script
W Sounds Like Wuh Chant OPTIONAL: USING DIGITAL COMPONENTS
Wuh, wuh, wuh.
CD-ROM
Wuh sounds like water.
Wuh sounds like white. Encourage the children to take the CD-ROM
Hold your hands up high. (stretch arms up home and play the games for their families to
and wiggle hands) show what they are learning.
Write a w in the sky. (write a w in the air) ActiveTeach
Y Sounds Like Yuh Chant Model tracing the lines and use the pointer to
Yuh, yuh, yuh. focus on the letters.
Yuh sounds like yogurt.
Yuh sounds like yellow.
Hold your hands up high. (stretch arms up
and wiggle hands)
Write a y in the sky. (write a y in the air)
• Draw attention to the Pupil’s Book page.
• Model tracing the line from w to water.
• Let the children trace it and say the word.
• On the board, demonstrate writing a w.
• Follow a similar procedure for the y and
the yogurt.
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 Unit 7: Extra Practice
Objective: to reinforce the speaking practice
on page 63
Vocabulary/Structures: Do you like (bread)? /
Yes, I do. / No, I don’t.
Optional Materials: Class Audio CD B,
CD-ROM, ActiveTeach, Sammy the Squirrel
puppet, white paper, crayons
GETTING READY
Listen Carefully (5 minutes)
• Let partners practise asking and answering:
Do you like (cake)? / Yes, I do or No, I don’t.
• Model the following game with Sammy and
a few volunteers.
• Make Sammy and C1 practise the dialogue.
• Then make Sammy cover his eyes so he can’t
see who he is talking to.
• Sammy asks: Do you like (salad)?
• C1, C2, and C3 each take turns answering.
• Sammy has to identify who is speaking by
the sound of his or her voice.
• Then invite other children to continue.
B5 Practise Intonation (5 minutes)
• Play the audio for Exercise 4 on page 62.
• Focus on the different intonation for the
questions and answers.
• Let the children repeat the questions and
answers after listening to the audio.
• Alternate between letting children repeat
chorally and letting pairs speak individually.
T97 Extra Practice
Z01A_MLIS_TB_6708_EM.indd 97
WORKING IN THE BOOK: PAGE 97 OPTIONAL: USING DIGITAL COMPONENTS
Ask and answer. Draw food you like in CD-ROM
the trolley.
Encourage the children to listen to and repeat
• Tell the children to open their books at the audio activities on the CD-ROM at home to
page 97. reinforce their speaking skills.
• Ask the children to point to the different
ActiveTeach
foods and name them.
Use the pointer to focus on the speech bubbles.
• Call the children’s attention to the boy and
Cover the word bread. Write in cheese. Then
girl at the bottom of the page.
change Yes, I do to No, I don’t. Read the
• Ask prepared volunteers to read the speech new question and answer aloud to model
bubble text aloud: substituting other vocabulary.
Boy: Do you like bread?
Girl: Yes, I do.
• Explain that partners will follow this model
as they move along the path and ask and
answer about the food items.
• Tell the pairs that they have the option of
answering No, I don’t if they don’t like a
food item.
• When pairs have had a dialogue about
every food item on the page, let one of
them draw his or her favourite food item in
the shopping trolley and say: I like (cheese).
CONSOLIDATING
Extension (5 minutes)
• Extend the speaking practice to focus on
colours.
• Distribute white paper and different
coloured crayons.
• Ask the children to draw shapes of different
colours.
• Then let partners ask and answer: Do you
like (green)? / Yes, I do. / No, I don’t.
Make a Home Connection
Encourage the children to practise asking and
answering family members about foods they
like and don’t like.
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 Unit 8: Phonics
Objectives: to learn the sounds that d and
g stand for at the beginning of words, to
understand sound-symbol correspondences
(d /d/, g /g/), to recognize left-to-right
directionality, to practise new unit vocabulary
New Sounds and Letters: d /d/, g /g/
Review: dog, doll, grass
TPR: clap, stamp, stretch arms, wiggle hands
Materials: Class Audio CD B, Activity Book
Optional Materials: Flashcards; toys and
pictures to illustrate dog, doll, goat, and grass;
large exercise ball; CD-ROM; ActiveTeach
GETTING READY
Name Game (10 minutes)
• Write the alphabet on the board.
• Circle the letters the children have learned
so far: p, t, m, s, r, b, l, k, n, f, w, y.
• Ask the children to begin thinking of names
that begin with these letters and then invite
a volunteer to say one: (Yolanda).
• Prompt the children to air-write the letter (y).
• Prompt them to say: (Y) for (Yolanda)!
• Continue in this way.
Listen to the Sounds (5 minutes)
• Tell the children they will learn two new
sounds: duh for doll and guh for goat.
• Point to d and g on the board.
• Display Flashcards, pictures, or realia to
illustrate dog, doll, goat, and grass.
• Point to one and ask: What’s this? Invite
volunteers to answer.
• Repeat the word. Emphasize the initial
sound: Dog. Duh, dog.
• Continue this way.
Z01A_MLIS_TB_6708_EM.indd 98
• Invite the children to name other words they
know that begin with d or g.
• Follow a similar procedure for the g and the
goat and grass.
• For additional practice, let the children listen
WORKING IN THE BOOK: PAGE 98 to Class Audio CD B: Track 34.
B50 Listen. Trace and say. B52 Now listen. • Ask them to clap if they hear a word that
Clap for d. Stamp for g. begins with duh for dog, and stamp their
feet for one that begins with guh for goat.
• Tell the children to turn to page 98.
• Play the audio and model the actions.
• Say: Touch d, and tell the children to touch
the d on the page. • Play it again. Let the children do the actions
on their own.
• Play the first part of the chant. Let the
children listen while you do the actions.
Audio Script
• Play it again and invite them to do the
Now listen. Clap for duh. Stamp for guh.
actions with you.
goat, dog, grandma, dad, grandpa, duck
• Encourage the children to chant with the
audio when they’re ready.
• Play the second part of the chant and follow CONSOLIDATING
a similar procedure for g. Activity Book page 74
Ask the children to match the letters and
Audio Script
colour the pictures. Let them work with a
D Sounds Like Duh Chant partner to practise saying the letter names and
Duh, duh, duh. words: d and g; doll, dog, goat, grass.
Duh sounds like doll.
Duh sounds like dog. OPTIONAL: USING DIGITAL COMPONENTS
Hold your hands up high. (stretch arms up
and wiggle hands) CD-ROM
Write a d in the sky. (write a d in the air) Encourage the children to play the CD-ROM at
home to show what they are learning about.
G Sounds Like Guh Chant
Guh, guh, guh. ActiveTeach
Guh sounds like goat. Model tracing the lines and use the pointer to
Guh sounds like grass. focus on the letters.
Hold your hands up high. (stretch arms up
and wiggle hands)
Write a g in the sky. (write a g in the air)
• Draw attention to the Pupil’s Book page.
• Model tracing the line from d to doll.
• Let the children trace it and say the word.
• Repeat with the dog.
• On the board, demonstrate writing a d.
Phonics T98
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 Unit 8: Extra Practice
Objective: to reinforce the speaking practice
on page 73
Vocabulary/Structures: Can you see the
(horse / cat / goat / cow / sheep / mouse / hen
/ duck)? / Yes, I can. / No, I can’t.
Optional Materials: Class Audio CD B,
Flashcards, CD-ROM, ActiveTeach, Sammy the
Squirrel puppet
GETTING READY
Stand and Say (5 minutes)
• Display some of the Unit 8 Flashcards on the
board.
• Ask the children to sit with their partners.
• Model with Sammy and a prepared
volunteer.
• Prompt Sammy and his partner to stand.
• Sammy asks: Can you see the (horse)?
• The other child looks for the card.
• If it’s there, he or she answers: Yes, I can.
• If it isn’t there, he or she answers: No, I can’t.
• Then let Sammy and his partner sit down.
• Continue with other pairs and other cards.
B16 Practise Intonation (5 minutes)
• Play the audio of Exercise 4 on page 72.
• Focus on the different intonation for
questions and answers.
• Let the children repeat each question and
answer after listening to the audio.
• Alternate between letting children repeat
chorally and letting pairs speak individually.
T99 Extra Practice
Z01A_MLIS_TB_6708_EM.indd 99
WORKING IN THE BOOK: PAGE 99 Make a Home Connection
Ask and answer: yes ✓ or no ✗. Invite the children to have dialogues with
• Tell the children to open their books at family members about animals they can see on
page 99. a farm or in a zoo.
• Focus their attention on Billy and Lilly at the OPTIONAL: USING DIGITAL COMPONENTS
bottom of the page.
• Ask prepared volunteers to read the speech CD-ROM
bubble text aloud. Encourage the children to listen to and repeat
the audio activities on the CD-ROM at home to
Billy: Can you see the horse?
Lilly: No, I can’t. reinforce their speaking skills.
• Point to the small picture of the horse. Then ActiveTeach
model searching the page for a big horse to Use the pointer to focus on the speech bubbles.
help children understand why Lilly answered Cover the words horse and No, I can’t. Write
No, I can’t and why there is an X in the box in cat and Yes, I can. Read the new question
next to the small horse. and answer aloud to model substituting other
• Model asking and answering about the cat vocabulary.
with Sammy.
Teacher: Can you see the cat?
Sammy: Yes, I can.
• Make sure the children can see the big cat
next to the cow and that they make a tick in
the box next to the little cat.
• Let partners complete the page, asking
and answering about each of the animals
pictured next to the boxes.
• Check answers as a class.
CONSOLIDATING
Extension (5 minutes)
• Extend the speaking practice to focus on
other vocabulary.
• Display Flashcards for vocabulary from other
levels or units that you want the children to
practise.
• Invite volunteers to stand and ask: Can you
see the (toy box / kitchen / cookies)?
• Prompt the class to respond together, or
invite individuals to respond one at a time.
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Z01A_MLIS_TB_6708_EM.indd 100 25/04/2012 14:49
 Unit 9: Phonics
Objectives: to review initial sounds, to
understand sound-symbol correspondences,
to practise new unit vocabulary
Review Sounds and Letters: b /b/, d /d/, g /g/,
k /k/, l /l/, p /p/, t /t/
Review: lamp, kite, tree
Materials: Class Audio CD A and B, Activity
Book
Optional Materials: CD-ROM, ActiveTeach
GETTING READY
Cumulative Review (5 minutes)
• Write the alphabet on the board.
• Explain that the children should listen to
you say a word and then say the sound they
hear at the beginning of that word and
name the letter.
• Use these words: d (dog), g (goat), p (pen),
t (table), m (marker), s (sun), r (rainy),
b (ball), l (lamp), k (kite), n (nest), f (five),
w (water), y (yellow).
• Circle each letter on the board as children
say it.
Phonics Baseball Finale (10 minutes)
• Create three “letter bases” on the board (as
far apart as possible) by drawing a large
diamond for each with these letters inside:
d, g, p, t for 1st; m, s, r, b, y for 2nd; l, k, n, f,
w for 3rd.
• Stand away from the board at “home.”
• Let one child play at a time.
• Call out three words (one for each base, in
any order).
• Let the first player listen to decide in which
order to “hit” the bases and run to them in
that order. For example, if you say: goat,
water, marker, the child runs in order to 1st,
3rd, and 2nd.
• Tell the player to run up and tap the “base”
on the board and then run back to you and
• Encourage the children to say the letter
together and then allow time for them to
give you a high-five. match each letter with a balloon.
WORKING IN THE BOOK: PAGE 100 CONSOLIDATING
B53 Listen and match. Say. B Sound Discrimination (10 minutes)
• Tell the children to open their books at Review the additional practice activities in
page 100. Level 2: on pages T86, T88, T90, T92, T94, T96,
• Call their attention to the coloured balloons. and T98.
• Say: Point to the (green) balloon. Prompt Activity Book Page 75
the class to name the object in the (green) Ask the children to match the letters and draw
balloon: (Bike) and the letter the word begins lines to match them with the pictures. Let
with (b). partners point and say: b, d, g, k, l, p, and t;
• Explain that you are going to play a chant bike, duck, goat, kite, lamp, pen, tree.
and that the children should listen and draw
lines to match each picture with the letter it OPTIONAL: USING DIGITAL COMPONENTS
begins with. CD-ROM
• Point out the sample answer. Encourage the children to play the games on
• Play the chant once, pausing for the children the CD-ROM at home to show their families the
to draw lines. sounds and letters they have learned.
• Play it again and confirm answers.
ActiveTeach
Audio Script Demonstrate tracing and writing the letters,
using the pen tool.
Letter and Sounds Review Chant
Bike, buh, b
Buh sounds like bike.
Duck, duh, d
Duh sounds like duck.
Goat, guh, g
Guh sounds like goat.
Kite, kuh, k
Kuh sounds like kite.
Lamp, luh, l
Luh sounds like lamp.
Pen, puh, p
Puh sounds like pen.
Tree, tuh, t
Tuh sounds like tree.
• Point out the letters at the bottom of the
page.

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 Unit 9: Extra Practice
Objective: to reinforce the speaking practice
on page 81
Vocabulary/Structures: What’s the weather? /
It’s (sunny / windy / snowy / rainy).
Optional Materials: Class Audio CD B,
Flashcards
GETTING READY
WORKING IN THE BOOK: PAGE 101
Ask and answer. Match.
• Tell the children to open their books at
page 101.
• Focus the class’s attention on the boy and
girl at the bottom of the page.
• Prepare volunteers to read the speech
bubble text aloud:
Boy: What’s the weather?
Make a Home Connection
Encourage the children to practise asking and
answering family members about the weather.
OPTIONAL: USING DIGITAL COMPONENTS
CD-ROM
Encourage the children to listen to and repeat
the audio activities on the CD-ROM at home to
reinforce their speaking skills.

Spin and Point (5 minutes) Girl: It’s sunny. ActiveTeach

• Display the Unit 9 Flashcards on the board.
• Ask the children to stand in a circle and
invite a volunteer to the centre.
• Place a blindfold over the volunteer’s eyes
and ask the volunteer to make a pointing
gesture.
• Spin the volunteer in a circle and then stop.
• Let the volunteer ask the person he or she is
pointing to: What’s the weather?
• The child points to one of the Flashcards and
answers: It’s (windy).
• Then the child who answers comes to the
centre of the circle to get the blindfold and
the game continues.
B25 Practise Intonation (5 minutes)
• Play the audio for Exercise 4 on page 80.
• Focus on the different intonation for
questions and answers.
• Let the children repeat each question and
answer after listening to the audio.
• Alternate between letting children repeat
chorally and letting pairs speak individually.
• Explain that partners will follow this model Use the pointer to focus on the speech bubbles.
to complete the page, substituting other Cover the word sunny. Write in windy. Read
weather vocabulary.
the new question and answer aloud to model
• Point out that a red sample line has been substituting other vocabulary.
drawn from the picture of the sunny scene to
the item that matches it – the sunglasses.
• Tell the children that after they look at
each picture and ask and answer about
the weather, they will draw a line from the
weather picture to the item that matches
windy, snowy, and rainy.
• Let partners complete the page together.
• Check answers as a class.
CONSOLIDATING
Extension (5 minutes)
• Extend the speaking practice by playing a
guessing game.
• Whisper a weather word to a volunteer.
• Ask the volunteer: What’s the weather?
• Tell the child not to say anything but to
use gestures and movements to show the
weather. (For example, a child can shiver to
express snowy or cold and mop his or her
brow to express sunny or hot.)
• Then you guess: It’s (windy).
• The child says no if you are wrong. Yes, it’s
(windy) if you are correct.
• Continue letting volunteers ask and answer.

T101 Extra Practice

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Z01A_MLIS_TB_6708_EM.indd 102 25/04/2012 14:49
 Festivals: Mother’s Day
Objectives: to discuss Mother’s Day, to learn
Mother’s Day words and phrases, to sing a
song
New Festivals Structure: Happy Mother’s Day
Review: mum, thank you
Materials: Class Audio CD B
Optional Materials: picture of a family,
paper, card decorations, ActiveTeach
GETTING READY
Share What You Know (10 minutes)
• Talk about festivals.
• Ask the children to name festivals they know
and celebrate.
• Ask if anyone celebrates Mother’s Day. How
do they celebrate?
• Tell the children that sometimes children
give their mothers presents, such as flowers
or chocolates.
WORKING IN THE BOOK: PAGE 102
B55 Cut and stick. Sing.
• Tell the children to open their books at
page 102.
• Point to the scene and ask the children what
they think is happening.
• Read aloud the speech bubbles and let pairs
of children repeat the text and imitate Billy
and his mum’s hand gestures.
• Point to Billy’s hands and say: Let’s put a
present in Billy’s hands.
• Ask the children to turn to page 105.
• Tell the children to choose a present for
Billy to give his mother. Let them cut it out
and glue it to page 102. (Some children may
choose to glue more than one.)
• Say: Let’s learn a song.
• Play the song a few times.
• Encourage the children to sing along with
the audio when they’re ready.
Audio Script
Mother’s Day
Clap, clap, clap two hands. (clap with each
word)
It’s time to say thank you.
Happy Mother’s Day, oh yes!
I love you.
Yes, I do!
CONSOLIDATING
Make a Card (15 minutes)
• Tell the children that cards they make
themselves are the best Mother’s Day
presents.
• Let the children decorate cards using
stickers, ribbons, and any other decorations
that you have available.
• You could prepare pieces of paper with
words for them to stick to their cards. Discuss
what each one means, and let the children
practise saying the sentences:
Happy Mother’s Day.
I love you.
Thank you for (ask the children
to brainstorm things they want to thank
their mums for).
Love, (name)
OPTIONAL: USING DIGITAL COMPONENTS
ActiveTeach
Use ActiveTeach to focus on the speech
bubbles and to show the children where to
glue the present cutouts.

Festivals T102

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 Festivals: Father’s Day
Objectives: to discuss Father’s Day, to learn
Father’s Day words and phrases, to sing a
song
New Holidays Structures: Happy Father’s Day,
Let’s have fun.
Materials: Class Audio CD B
Optional Materials: white paper; crayons or
markers; two pieces of cardboard per child
(old cereal boxes); stickers, glitter, and other
decorations; glue; scissors; ActiveTeach
GETTING READY
Share What You Know (10 minutes)
• Talk about festivals.
• Ask the children to name festivals they know
and celebrate.
• Ask if anyone celebrates Father’s Day. How
do they celebrate?
• Tell the children that sometimes children
spend Father’s Day with their fathers, doing
fun activities that they both enjoy.
WORKING IN THE BOOK: PAGE 103
B57 Cut and stick. Sing.
• Tell the children to open their books at
page 103.
• Point to the scene and ask the children what
they think is happening.
• Read aloud the speech bubbles and let pairs
of children repeat the text.
• Point to the thought bubble. Ask the children
what fun things Lilly may be thinking about
doing with her dad on Father’s Day.
• Tell the children to turn to page 107.
• Tell the children to choose one or more of
the fun activities.
T103 Festivals
Z01A_MLIS_TB_6708_EM.indd 103
• Let them glue the cutout(s) into the thought
bubble to show how Dad and Lilly will spend
OPTIONAL: USING DIGITAL COMPONENTS
the day. ActiveTeach
• Say: Let’s learn a song. Use ActiveTeach to focus on the speech
bubbles and show the children where to glue
• Play the song a few times.
the fun-ideas cutouts.
• Encourage the children to sing along with
the audio when they’re ready.
Audio Script
Father’s Day
Happy Father’s Day,
Happy Father’s Day,
I love you.
I love you.
Father’s day is once a year.
Father’s day is once a year.
It’s today.
It’s today.
CONSOLIDATING
Make a Framed Drawing
(15 minutes)
• Provide each child with: one piece of white
paper, crayons or markers, two pieces of
cardboard (both the same size as the paper).
• Ask the children to bring in old cereal boxes.
Cut these up to provide cardboard for the
project.
• Invite each child to draw a picture of
himself/herself doing something with his or
her father.
• Let the children glue the picture onto one
piece of cardboard.
• Help the children cut out a frame from the
other piece of cardboard.
• Let the children decorate the frame with
stickers, glitter, and other decorations.
• Ask the children to glue the frame over the
picture.
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Z01A_MLIS_TB_6708_EM.indd 104 25/04/2012 14:50
 Festivals: Earth Day
Objectives: to discuss Earth Day, to learn
Earth Day words and phrases, to sing a song
New Holidays Vocabulary: Earth Day
Review: flower, grass, green, tree
Materials: Class Audio CD B
GETTING READY
Share What You Know (10 minutes)
• Hold up a globe.
• Point and say: This is the Earth, our planet,
our home.
• Explain that Earth Day is the festival when
we celebrate the Earth and think about
things we can do that are good for the
environment.
• Ask the children to brainstorm things
they can do to help the Earth and our
environment.
• Examples of ways to save energy and keep
the planet healthy include the following:
turn off lights when leaving a room; don’t
run the water when you brush your teeth;
don’t waste paper or other supplies; don’t
drop litter; plant trees, bushes, and flowers;
give trees, bushes, and flowers water when
there isn’t enough rain.
WORKING IN THE BOOK: PAGE 104
B59 Colour green. Cut and stick. Sing.
• Tell the children to open their books at
page 104.
• Say: Billy and Lilly are at a park. It’s Earth
Day.
• Talk about the different ways Billy and Lilly
are helping the environment on Earth Day.
• Point to the picture and use other gestures
to help clarify meaning: Lilly is watering
some flowers. Billy is picking up some litter.
Z01A_MLIS_TB_6708_EM.indd 104
• Help the children identify the objects in the
park that are to be coloured green: grass,
OPTIONAL: USING DIGITAL COMPONENTS
tree leaves, and flower stems. ActiveTeach
• Ask the children to colour the grass, leaves, Let volunteers come to the whiteboard to point
and stems green. to and name colours, as well as other items
they know in the scene.
• Point to the flower stems. Tell the children to
turn to page 107.
• Let the children cut out the flowers and stick
the flower cutouts to the top of the stems.
• Say: Let’s sing a song about Earth Day.
• Play the song a few times. Invite the children
to sing along with the audio when they are
ready.
Audio Script
Earth Day
We care about the Earth today.
Earth today.
Earth today.
We care about the Earth today.
Today and tomorrow, too.
CONSOLIDATING
Water Colour Earth (15 minutes)
• Cut circles out of white coffee filters.
• Prepare some containers with coloured
water. (Mix blue or green food colouring
with water to make water colours.)
• Tell the children that the round white circles
are going to represent the round Earth.
• Explain that the blue parts stand for water,
and the green parts stand for the trees and
grass that cover parts of the Earth.
• Help the children drip blue and green water
colours onto the circle cutouts to create their
own images of the Earth’s land and water.
Festivals T104
25/04/2012 14:50
 Cutouts
Cut out one or more for page 102. Cut out one or more for pages 103 and 104.

Cut out Billy and Lilly. Cut out Sammy.

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 Cutouts and Stickers
The cutouts for the Festivals lessons that begin on Pupil’s Book page 105 and are shown on page 105 of this book are available for use on
Pupil’s Book pages 102–104. The stickers at the back of the Pupil’s Book and shown on page T106 are available for use with the review lessons
in Units 2–9.

Cutouts Stickers
Cutout Find on: Holiday Use on: Sticker Unit Use on: Page
Page Lesson Page
pen 2 30
flowers 105 Mother’s Day 102 marker 2 30
chocolates 105 Mother’s Day 102 scissors 2 30
plant 105 Mother’s Day 103 cousin 3 31
Lilly and father eating ice cream 107 Father’s Day 103 aunt 3 31
Lilly and father at the cinema 107 Father’s Day 103 uncle 3 31
Lilly and father on a bike ride 107 Father’s Day 103 car 4 48
blue flower 107 Earth Day 104 train 4 48
pink flower 107 Earth Day 104 paints 4 48
red flower 107 Earth Day 104 bathroom 5 49
Billy 109 (Make stick puppets and living room 5 49
Lilly 109 use for role play.) house 5 49
Sammy the Squirrel 111 body 6 66
head 6 66
bread 7 67
chicken 7 67
cake 7 67
cow 8 84
goat 8 84
hen 8 84
cold 9 85
snowy 9 85
windy 9 85
Good job! 2–9 30, 31, 48, 49,
66, 67, 84, 85

Cutouts and Stickers T105

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 Stickers

T106 Stickers

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 Resources
Activity Book Pages with Answers ...............................................................................................................T108
Letters Home
General Letter Home ..................................................................................................................................T127
Flashcard Index.................................................................................................................................................T128
Video Scripts ......................................................................................................................................................T129
Games ...............................................................................................................................................................T133
Graphic Organizer
T-Chart .........................................................................................................................................................T138

Resources T107

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 Activity Book Pages

T108 Activity Book Pages

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 Activity Book Pages T109

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 Activity Book Pages

T110 Activity Book Pages

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 Activity Book Pages T111

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 Activity Book Pages

T112 Activity Book Pages

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 Activity Book Pages T113

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 Activity Book Pages

T114 Activity Book Pages

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 Activity Book Pages T115

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 Activity Book Pages

T116 Activity Book Pages

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 Activity Book Pages T117

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 Activity Book Pages

T118 Activity Book Pages

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 Activity Book Pages T119

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 Activity Book Pages

T120 Activity Book Pages

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 Activity Book Pages T121

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 Activity Book Pages

T122 Activity Book Pages

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 Activity Book Pages T123

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 Activity Book Pages

T124 Activity Book Pages

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 Activity Book Pages T125

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 Activity Book Pages

T126 Activity Book Pages

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 Letters Home: General Letter Home

Dear parents/guardians,
Welcome to the second level of My Little Island. We hope that your child will continue to enjoy learning English
with this engaging and exciting course.
The course’s carefully developed lessons offer a wide range of activities that will give your child a solid
foundation for learning English. The focus on using and associating natural gestures and actions with
vocabulary helps children bring meaning to the words they are learning.
In the second book of the course, your child will explore the island with two new characters – Billy and Lilly –
and will learn vocabulary and language structures related to these unit themes:
✓ My School ✓ My House ✓ On the Farm
✓ Family ✓ My Body ✓ The Weather
✓ Play Time! ✓ Time to Eat!
At this level, children will be reviewing some basic consonant sounds, as well as learning new ones as they
begin to associate sounds with letters – an important step in learning to read.
Two new lessons, along with a practice lesson for each thematic unit, will help your child develop listening and
speaking skills. You’ll probably notice that your child enjoys engaging in conversations! You can help your child
by asking and answering questions about each unit’s vocabulary and content. You can also listen to the course’s
CD-ROM and Songs and Chants CD with your child.
Your child learns a lot in the classroom, but support at home is essential to success. Here are few things you
can do:
✓ talk with your child about what he/she is doing and learning about in English class
✓ encourage your child to “teach” you new words, as well as songs and chants
✓ be enthusiastic about your child’s achievements and progress
✓ use the CD-ROM to do the activities together
✓ be supportive of small steps as these will lead to bigger ones

We wish your child great success and a wonderful time learning English with My Little Island.
Yours sincerely,

*Note to teachers: Letters for Units 1–9 can be found on the website, www.pearsonelt.com/mylittleisland.
Letters Home T127

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 Flashcard Index
1. backpack 13. bike 25. arms 37. cow
2. computer 14. boat 26. body 38. duck
3. markers 15. car 27. feet 39. goat
4. notebook 16. paints 28. hands 40. hen
5. pen 17. puppet 29. head 41. horse
6. scissors 18. train 30. legs 42. sheep
7. aunt 19. bathroom 31. apples 43. cold
8. cousin 20. bedroom 32. bread 44. hot
9. grandma 21. dining room 33. chicken 45. rainy
10. grandpa 22. house 34. cookies 46. snowy
11. pet 23. kitchen 35. pasta 47. sunny
12. uncle 24. living room 36. salad 48. windy

T128 Flashcard Index

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 Video Scripts
Live-action videos appear on the program’s CD-ROM and ActiveTeach. The narrated scripts for them follow.

Unit 2 My School Unit 3 Family

It’s the teacher’s birthday today. John is in his blue room.
The children want to make a present for her. He packs his suitcase.
The teacher goes out. He is going to stay with his cousin, Robin.
It’s a surprise. Don’t forget the tiger puppet, John!
The children sit at the table. John puts the tiger puppet in his backpack.
They paint with paint and paintbrushes. Dad puts John’s suitcase in the car.
Don’t look, teacher! It’s a surprise! Bye John, says Mum. See you tomorrow!
They get a big box. John and Dad are in the car.
It’s a rectangle. They drive and drive and drive.
They put the paintings in the box. This is John’s aunt, uncle and cousin, Robin!
Then they close the box with some tape. Hello, John!
Oh no, look at his hand! Bye Dad! See you tomorrow!
That’s better! This is your bed, John.
Now they colour the box with markers. Cousin Robin is too big.
Red, grey, blue. That’s funny.
It’s ready! John and his aunt are reading.
Teacher, come here please! Uncle and Cousin Robin are reading too.
Look what we have for you! The living room is orange.
It’s a very big present. What time is it?
The teacher opens the box. It’s time to go to bed, John.
She sees beautiful paintings. Goodnight everyone.
What a surprise! Close your eyes, John.
The teacher is happy. Here’s Dad again.
Happy birthday, teacher! It’s time to go home.
Goodbye, everyone.
Stop! Where’s the tiger puppet?
Oh, thanks Robin.
Bye, bye.

Video Scripts T129

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 Video Scripts

Unit 4 Play Time! Unit 5 My House

Alex and Kate play with their toys. Dad is painting the door today.
It’s snowy outside. Oliver is inside the house.
It’s very cold. He is playing with his toys.
The children look out of the window. What is it?
There’s a snowman in the garden. There is red paint everywhere!
He’s wearing a hat, [pause] It looks like footprints.
a scarf, [pause] They are not Oliver’s footprints.
and brown gloves. There are lots and lots of them.
Kate and Alex want to go outside. He looks in the bathroom. What a mess!
They put on their jackets. He looks in the kitchen. Where’s the cat?
They go outside. He looks under the table.
It’s snowy outside. He looks in the hall.
Where is the snowman? He looks in the living room.
Here is his hat. He looks in the hall again.
Kate and Alex look everywhere. What a mess!
They look and look. Here’s Dad and here’s the cat!
Where is the snowman? The cat is black.
Kate and Alex go inside. Oh, naughty cat, don’t play with red paint!
Take off your jackets. Play outside, please, cat!
Play with your toys.
What is it?
Is it a car?
No, it’s a snowball.
They look out of the window.
Is it the snowman?
No, it’s Dad!
Dad throws snowballs at Kate and Alex.
They throw snowballs at Dad.
They have fun!

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 Unit 6 My body Unit 7 Time to eat!
We are going to draw today. It’s summer.
Teacher shows the children what to do. Mum, Dad, Sally and Leo are in the park.
Draw carefully. It’s time for a picnic.
Now, are you ready? The children play in the grass.
The children draw around each other. Dad goes to sleep.
This is a head The children look all around.
… arms What can they see?
…hands Lots of things live in the grass.
…body A spider, a beetle, a lady bird.
…legs Mum takes cups and sandwiches out of the basket.
and feet. What’s that on Dad’s nose?
Peter draws fingers. The bug flies away!
That tickles! Let’s eat.
Oh no! What can we do now? There are lots of sandwiches and apples.
The girls are ready. The sandwiches have bread and cheese.
Do you like this picture? Let’s drink.
What is Peter drawing? Here is some juice.
Martha is drawing a face. They like juice.
She draws two eyes, a nose and a mouth. Oh no, what is it Sally?
Peter is drawing some clothes. It’s a bee.
This is Milly’s hair. Bees like juice, too.
We’re ready teacher! The bees are chasing Sally!
Very good, girls! Run Sally!
Boys, what’s this? Sally runs to the beehive.
Yes, you need a big ruler! Look, there’s a bee on the basket.
It’s great! Go home, bee. Go back to the beehive.
Well done, everyone! We’re having a picnic today.

Video Scripts T131

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 Video Scripts

Unit 8 On the Farm Unit 9 The Weather

The children are on a farm. Suzy and Ryan are playing with blocks.
The farmer is driving the tractor. They are building houses.
Paul and Julia are looking around. Emma is reading a book.
Can you see the horse? Emma looks out of the window.
Can you see the cow? It’s sunny.
Look! Can you see the sheep? Now the sky is grey.
What’s in here? There are lots of clouds.
There are lots and lots of hens. Emma turns on the lamp.
Paul and Julia look for eggs. Now it’s rainy.
They put them in a basket. I see lightning!
Julia and Paul can’t find any more eggs. I hear thunder!
Julia is hungry. Suzy’s house falls down.
The farmer has an idea. Emma jumps.
The farmer has got a very, very, very big egg. They all laugh.
It’s a balloon! Poor Mum! She is very wet.
Paul and Julia laugh. Mum has two apples.
Let’s eat some eggs! One for Suzy, and one for Ryan.
Julia likes eggs. What’s the weather like?
Thank you, hens, for your yummy eggs! It’s sunny!
Look at the beautiful rainbow!

T132 Video Scripts

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Games
Throughout the lessons in My Little Island, there are many varied
activities, including games. The following additional games are
provided to use whenever they fit in with classroom needs. Let
the games, language learning, and fun begin!
FLASHCARD GAMES
Correct Order
Invite six children to the front of the classroom and give each a
unit Flashcard. Then call out the names of the cards in a certain
order and ask the children, in turn, to arrange the cards on the
chalk tray (or other suitable place) in the order you called them.
Repeat with other groups of six children.
Guess the Card
Cut a small square hole in the middle of a sheet of paper
about the same size as a Flashcard. Hold the paper in front of
a Flashcard, only allowing the children to see a little bit of the
picture through the hole. Ask the children to guess what it is.
Repeat with other Flashcards.
Echo
Model for the children what an echo is with Sammy the Squirrel.
Say a unit vocabulary word and then make Sammy repeat the
word, gradually fading out. Then tell the children you will say a
word and they will be your echo. Show them a Flashcard and say
the word. Prompt the children to echo it by repeating it several
times, becoming quieter and quieter. Vary the game by letting
volunteers choose a Flashcard and say the word for the class to
echo.
Collect the Cards
Hold up any Flashcard that the children know. Ask for a show of
hands for children to identify the card by naming the item. Let
the first child to correctly identify the card keep it. Announce the
winner as the child who has the most cards at the end.
Z01B_MLIS_TB_6708_EM.indd 133
Memory
Tape four to six Flashcards in a row on the board. Encourage the
children to memorize the cards. Then place sheets of paper the
same size as the cards over them and invite the children to name
the items. For a more challenging game, ask the children to name
the items in the order they appeared on the board. Remove the
sheets of paper to confirm.
Snap
Write a word on the board or say one from a unit’s Flashcards.
Show the Flashcard for the word along with several others, one
by one. Encourage the children to call out: Snap! when they see
the Flashcard you named. Continue with other Flashcards.
Who’s the Fastest?
Arrange the class in two teams and tell them to line up in two
rows, facing the board. Put a group of familiar Flashcards on
the board. Call out the name of one Flashcard and let the first
child in each line race to touch the right card. Give a point to the
fastest child’s team. Continue in this way until all cards are used.
Name It
Arrange the class in two teams and tell them to line up in two
rows. Ask the first child in each row to come up to the front and
turn their backs to you. Hold up a Flashcard, and count to three
and say: Turn around. Give a point to the team of the first child to
turn around and correctly name the card. Continue with the rest
of the cards.
Pass the Flashcards
Choose a group of six Flashcards and pass them facedown
around the room. Ask the children to guess who has the card
when you say: Stop and ask: Who has the (cousin) card? Give
a point to the child who correctly guesses who has the (cousin)
card. Continue with the rest of the cards.
Games T133
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 Animal Farm
Games Call a child to the front of the class and secretly show him/her
“Basket Ball” a Flashcard of an animal (a duck). Blindfold the child. Give out
several Flashcards of animals, including the duck, to children
Arrange the class in two teams. Show a child from one team a
around the room. Tell the children to make the sound associated
Flashcard. If he/she can correctly identify the card, allow that
with the animal on their Flashcard. Ask the child to remove the
child to “shoot” a small, safe ball or other object at a target
blindfold and walk around the room and listen to find the animal
(a wastebasket or small box). If the “ball” goes into it, award the
he/she was shown (quack for a duck). Continue the game until
child two points. If the “ball” just hits the target without going in,
each child has had a turn. Be prepared for lots of noise!
give one point. Continue until each child has played.
Who Has It?
Countdown
Invite several children to the board and give each one a different
Arrange the class in small groups. Mix Flashcards from different
Flashcard. Ask the children to show the class their cards. Ask:
units together and divide them into piles, one for each group.
Who has the (duck)? Let the children answer: (Kim) has the duck.
Ask the groups to arrange the cards into categories (colours,
– correctly identifying the child with the Flashcard of the duck.
classroom objects, family members). Announce the first group to
Continue until all the children have had a turn.
finish arranging the cards in correct categories as the winner.
Sponge Throw
What’s Missing?
Place the unit or other group of Flashcards on the floor
Place several Flashcards facing upwards on the floor or on a
facedown. Let the children take turns throwing a sponge or other
large table. Allow the children a few minutes to study them. Tell
soft object and identifying the card it lands on by turning it over
the children to close their eyes while you remove a Flashcard.
and naming it.
Ask the children to try to identify the missing card. Continue with
other cards. Easy or Difficult
Xs and O s Divide twenty Flashcards into two stacks: an easy stack (cards
from earlier units that have been reviewed and recycled) and a
Arrange the class in two teams: one is X and one is O. Draw
difficult stack (cards from more recent units). Divide the class into
a large grid on the board with nine spaces. Put one Flashcard
two teams. Award five points for each correctly named Flashcard
facing the board (so the children can’t see the picture) in each
from the difficult stack and one point for each correctly named
space. Ask a child from each team, in turn, to turn one over and
one from the easy stack.
identify it. If correct, remove the card and write an X or an O for
the team. Continue until all the children have had a turn. The Picture-Card Mime
first team to get three in a row wins.
Invite a child to the front of the class. Show him/her a Flashcard
Flashcard Fun (that can be acted out) while hiding it from the rest of the class.
Ask the child to mime the word. Let the child who correctly
Show the unit Flashcards (classroom objects) and ask the children
guesses the word mime the next card, and so on.
to draw a simple picture of one item each. As they draw, write
the words on small slips of paper and put them into a bag. Ask
all the children to stand up. Pull out the slips of paper and read
the words. Tell the children who drew the objects to sit down.
Continue until all children are seated.
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 Spin the Spinner
Arrange the class in several teams and have a game spinner
available. Put the Flashcards on the board and number them
from 1–5. Call out a word and have a designated team say the
corresponding number. If it’s correct, have that team spin the
spinner and award their team the number of points the spinner
points to. Continue with the other teams in turn.
Where Is It?
Display familiar Flashcards in different places around the
classroom. Call out the name of one and ask the children to find
it and point to it. Or say a sentence with the word I’ve got a
(pen). and ask the children to point to or retrieve the card with a
picture of a (pen). Continue with the rest of the cards.
Hit the Card
Display all of the Flashcards of one vocabulary category on the
board. Ask two children to come up to the board and stand a few
yards away. Call out a word. Announce the winner as the first
child to run to the board and “hit” the correct Flashcard. Play the
game in teams and award points for each correct “hit.”
Tick or X
Gather Flashcards that begin with initial sounds children know.
Then write a tick (✓) and an X on the board for the children.
Hand out two large squares of paper to each child. Tell the
children to draw an X on one card and a tick (✓) on the other.
Tell the children you will show them a Flashcard and then say a
beginning sound. If the Flashcard begins with the sound, they
should hold up the tick card. If it doesn’t, they should hold up the
X card. Make intentional mistakes. Stick the card on the board
when you and the children make a match and say: Yes, (pen)
starts with (/p/).
Z01B_MLIS_TB_6708_EM.indd 135
Bluff
Invite several children to the board and ask them to stand in
a row. Give them each a Flashcard and tell them not to let the
class know which it is. Ask the first child in the row to say a word
that might or might not correspond with the Flashcard he/she is
holding. Have the class guess whether or not the child is bluffing.
Tell the children to say: Bluff. if they think the child is bluffing. Let
the class play the game in teams and award points when teams
guess correctly.
Parts of the Body Race
Give each child a number between 1 and 5. Display the parts of
the body Flashcards on the board or draw a picture of a paper
doll’s body. Say: Number 2. Feet. Prompt all the children with the
number 2 to race to the board and touch the feet. Or play the
game with three or four teams. Assign each child on a team a
number. Call out: Number 3. Legs. Award the first child to touch
the legs a point for his/her team.
Same Sounds
Choose a beginning consonant sound that the children know
(/p/, /m/, /t/, /k/, /s/, /d/, /l/, /b/ – depending on the unit). Display a
Flashcard of a word that begins with that sound (puppet for /p/).
Now say: pen, bike, train, duck, salad, kitchen. Have children say
the word with the same sound as puppet (pen). Continue with
other words and initial sounds that the children know.
Games T135
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Games
TPR AND OTHER KINESTHETIC GAMES
Number Groups
Play some lively music and ask the children to perform a specific
action (jump, dance, and hop) around the room to the music.
Stop the music and call out a number from 2–5. Tell the children
to quickly get together in groups of that number. Ask any children
left over to sit out until the next round.
Guess the Object
Put a familiar object into a bag for the children to guess what it
is by feeling it and not looking at it. Continue with other objects
until each child has had a turn.
Teacher Says
Give the children instructions but tell them to follow them only
if you say “Teacher says” first. Give this example: if you say
Pick up the pen, they should do nothing but if you say Teacher
says pick up the pen, they should pick up a pen. Explain to the
children that they lose a point for doing an action when they
shouldn’t. To make the game more interesting, vary the speed of
the instructions or have more proficient children take turns giving
the instructions.
T136 Games
Z01B_MLIS_TB_6708_EM.indd 136
Pass the Ball
Ask the children to sit in a circle. Make a paper ball out of tissue
paper. Choose a category and let the children pass the ball
around. Explain that the children must say a word from that
category when they get the ball and that a child leaves the circle
if he/she can’t. Alternatively, play music while the children pass
the ball and say English words. Then stop the music and tell the
child who is holding the ball to leave the game.
Drawing Game
Let the children take turns drawing pictures of target vocabulary
on the board. Tell them to draw slowly, line by line. Encourage
the class to try to guess what the child is drawing before he/
she finishes the picture. Let the first child to guess draw the
next picture.
Grab It
Ask the children to sit in a circle with their hands behind their
backs. Place some classroom objects (no sharp scissors) or
Flashcards in the middle of the circle. Call out an object and let
the children race to find and touch it. Arrange the children in
teams and award points to the winners.
TEAM GAMES
Drawing Race
Arrange the class in two teams and invite a child from each team
to the front of the class. Whisper a vocabulary word to each child
and ask them to draw a picture of it. Explain that the first team
to correctly identify their team’s picture wins a point.
Phonics Race
Divide the class in several groups. Copy familiar Flashcards and
provide each group with a set. Call out a consonant sound that
the children know. For a given amount of time, let the children
put Flashcards that begin with that sound into a pile. Award
groups one point for each correct word.
02/05/2012 14:34
 Chair Race
Arrange the class in two teams. Ask each team to line up behind
a chair with another one facing it across the room, a few yards
away. Ask one child from each team to sit in the chair at the
front of their team’s line. Call out an action (jump). Ask the first
child on each team to jump across to the other chair. Explain that
the first child to reach his/her team’s chair after doing the right
action should sit in it. Award a point to that team. Continue with
other actions.
Board Game
Draw a large race track on the board (with “start” and “finish”
labelled). Arrange the class in two teams. Use small coloured
circles as markers for each team (children on one team have red
markers and children on the other team have blue ones). Show
Flashcards, other pictures, or real objects the children know and
ask: What’s this? or show classroom objects in different numbers
and ask: How many? Ask the children to move ahead one space if
they guess correctly. Announce the winner (the team to reach the
finish first).
Stop!
Arrange the class in two teams. Put sets of familiar Flashcards
into a large bag along with a few others on which you have
taped a sheet of paper with a Stop sign drawn on it. Ask the
children to reach in and take a card without looking and identify
it. Explain that if he/she correctly says the word, his/her team wins
a point but that if he/she draws a card with a Stop sign, the team
loses all of its points.
Spinner Game
Arrange the class in two teams. Tell a child from each team to
draw an item you name from the target vocabulary. Explain that
if the item is the one you named, he/she spins the spinner and
wins that number of points for his/her team.
Whoops!
Arrange the class in two teams. Put familiar Flashcards into
a large bag. Tape a sheet of paper onto several other cards
with the word Whoops! written on each (write the word on the
board). Add the cards to the bag. Ask children from each team,
one at a time, to come up to the front of the class and take a
Z01B_MLIS_TB_6708_EM.indd 137
card from the bag. Tell them to identify the picture by saying the
word. Explain that if they correctly identify the picture, they keep
the card and receive one point for their team and that if they
incorrectly identify the picture, that you will keep the card. Tell
them that if they draw a card with the word Whoops! on it, they
sit down and don’t receive any points. Or to add some suspense,
take away all points when a Whoops! card is drawn.
Name the Shape
Cut out several familiar shapes from coloured paper (colours the
children know). Stick or carefully pin a shape to the back of a
child’s shirt without letting the child see which one. Ask the child
to turn around to show the class the shape. Then let the child
try to guess which shape and colour it is. Elicit a blue rectangle?
a red straw? For more proficient classes, suggest that, when the
child guesses the right shape but the wrong colour, the class call
out: Shape! Ask the children to do the same for the correct colour
but incorrect shape by calling out: Colour! Continue with the
other shapes and other children until everyone has had a turn.
Number Roll
Arrange the class in teams and have a number spinner available.
Invite a child from each team to the front of the classroom. Put
several Flashcards on the board. Ask him/her to choose one of
the Flashcards on the board. Then spin the spinner and ask the
child to say the word that number of times. Explain that if the
child does this correctly, he/she wins that number of points for
his/her team.
Yes or No?
Bring in several toys, classroom objects, or stuffed or toy animals
in different colours and sizes or use Flashcards
of them. Put them on a table where the class
can see them. Explain that you will think of
one of the items and the children must
guess which one you are thinking of,
but you can only answer “yes” or “no”
to their guesses. For example, children
might ask: Is it big? Is it brown? Is it a
horse?
Games T137
02/05/2012 14:34
 Graphic Organizer: T-Chart
Use this graphic organizer to help children list and relate items.

T138 Graphic Oranizer

Z01B_MLIS_TB_6708_EM.indd 138 02/05/2012 14:34

 Letters Home: 1 Welcome

Dear parents/guardians,
Welcome to the first unit of My Little Island. This unit introduces your child to the second book in the course.
In this first Welcome unit, children meet the book’s main characters, Billy and Lilly. Children also become
re-acquainted with the course mascot, Sammy the Squirrel. Unit 1 revisits language children learned earlier in
the course, which helps them build confidence as they recall the English words for familiar groups of words like
colours, classroom objects, and food. Your child will also develop several new skills and abilities in this unit,
using:
✓ vocabulary: black, grey, white
✓ language structures: What’s your name? / My name is (Billy).
✓ actions: clap, climb, colour, jump, look around, look up, make a circle, point, run, show (3) fingers, touch
knee, wave
You can support and help your child by:
✓ listening to new songs and chants on the course’s Songs and Chants CD
✓ asking about the new characters, Lilly and Billy
✓ observing your child do colouring and tracing activities
✓ encouraging your child to do prewriting activities, such as matching and tracing to develop handwriting

As your child progresses through this second book, encourage him/her to enjoy learning and speaking English
and to be proud of his or her accomplishments.
Yours sincerely,

Z02_MLIS_TB_6708_EM.indd 139 03/07/2012 16:18

 Letters Home: 2 My School

Dear parents/guardians,
Welcome to Unit 2 of My Little Island.
In this unit, My School, children will learn more words to use to talk about school. In the unit’s story, Billy shows
Lilly pictures he’s drawn on the computer, one of which is Sammy the Squirrel! Your child will also develop skills
and abilities related to:
✓ vocabulary: backpack, computer, markers, notebook, pen, scissors; rectangle
✓ language structures: This is my (computer). / Is it a (pen)? / Is it an (animal)? / No, it isn’t. / Yes, it is.
/ It’s (Sammy).
✓ actions: carry, clap, cut, draw, stamp, stretch arms, trace a rectangle in the air, type, wiggle hands, write,
write letters in the air
✓ listening and speaking
✓ phonics: initial p as in pencil and t as in turtle
✓ prewriting: directionality
✓ maths: counting 1–5
✓ values: Put things away.
Your child is learning vocabulary for classroom objects and new language structures to talk about them. You
can help reinforce both by encouraging your child to point to and say the English word for the object. You can
also help reinforce the actions that your child is learning.
You can further support and help your child by:
✓ listening to new songs and chants on the course’s Songs and Chants CD
✓ asking about the story and the characters
✓ observing your child do colouring and tracing activities
✓ encouraging your child to do prewriting activities, such as matching and tracing to develop handwriting
✓ praising your child’s unit art project: a decorated notebook

Encourage your child to enjoy English and to be proud of his or her accomplishments.
Yours sincerely,

Z02_MLIS_TB_6708_EM.indd 140 03/07/2012 16:18

 Letters Home: 3 Family

Dear parents/guardians,
Welcome to Unit 3 of My Little Island.
In this unit, Family, your child will enjoy a story about the people in Lilly’s family photo album. Billy asks who the
baby is and finds out that it’s Lilly! Your child will also develop skills and abilities related to:
✓ vocabulary: aunt, cousin, grandma, grandpa, pet, uncle; star; 1–5
✓ language structures: Who’s (she)? / (She)’s my (grandma). / Who’s (the baby)? / It’s (me).
✓ actions: clap, dance, giggle, hop, stamp, stop, stretch arms, tap, trace a star in the air, wiggle, wiggle
hands, write letters in the air
✓ listening and speaking
✓ phonics: initial m as in mum and s as in sun
✓ prewriting: directionality
✓ maths: counting 1–5
✓ values: Help your family.
You can support your child’s progress learning English by encouraging him or her to use the English words
and structures from the unit. You can also do the actions and gestures associated with the words, along with
your child.
You can further support and help your child by:
✓ listening to new songs and chants on the course’s Songs and Chants CD
✓ asking about the unit’s story and characters
✓ observing your child do colouring and tracing activities
✓ encouraging your child to do prewriting activities, such as matching and tracing to develop handwriting
✓ praising your child’s unit art project: a star badge to honour a family member

Encourage your child to enjoy English and to be proud of his or her accomplishments.
Yours sincerely,

Z02_MLIS_TB_6708_EM.indd 141 03/07/2012 16:18

 Letters Home: 4 Play Time!

Dear parents/guardians,
Welcome to Unit 4 of My Little Island.
In this unit, Play Time!, your child will enjoy a story about how Lilly helps Billy find his red car. Your child will
also develop skills and abilities related to:
✓ vocabulary: bike, boat, car, paints, puppet, train
✓ language structures: Is it (yellow)? / Yes, it is. / No, it isn’t.
✓ actions: clap, kick, painting action, show (3) fingers, stamp, stretch arms, talk with hands, touch a knee,
wave, wiggle hands, write letters in the air
✓ listening and speaking
✓ phonics: initial r as in rain and b as in book
✓ prewriting: directionality
✓ math: counting 1–6
✓ values: Please share.
You can support your child’s progress learning English by encouraging him or her to use the English words
and structures from the unit. You can also do the actions and gestures associated with the words, along with
your child.
You can further support and help your child by:
✓ listening to new songs and chants on the course’s Songs and Chants CD
✓ asking about the unit’s story and characters
✓ observing your child do colouring and tracing activities
✓ encouraging your child to do prewriting activities, such as matching and tracing to develop handwriting
✓ praising your child’s unit science project: a boat that floats

Encourage your child to enjoy English and to be proud of his or her accomplishments.
Yours sincerely,

Z02_MLIS_TB_6708_EM.indd 142 03/07/2012 16:18

 Letters Home: 5 My House

Dear parents/guardians,
Welcome to Unit 5 of My Little Island.
In this unit, My House, your child will enjoy a story about Billy who asks his family for help finding his mum. His
brother says she’s in the kitchen. His grandpa says she’s in the dining room. But Mum and Grandma are in Billy’s
bedroom – and they’ve got a surprise for Billy! Your child will also develop skills and abilities related to:
✓ vocabulary: bathroom, bedroom, dining room, house, kitchen, living room; with
✓ language structures: Where’s (Mum)? / (She)’s in the (kitchen). / (She)’s in (your bedroom).
✓ actions: kick, play piano, point, pretend to clap, show (3) fingers, stamp, stretch arms, touch a knee, wiggle
hands, write letters in the air
✓ listening and speaking
✓ phonics: initial l as in lamp and k as in kite
✓ prewriting: directionality
✓ maths: counting 1–7
✓ values: Be careful.
You can support your child’s progress learning English by encouraging him or her to use the English words
and structures from the unit. You can also do the actions and gestures associated with the words, along with
your child.
You can further support and help your child by:
✓ listening to new songs and chants on the course’s Songs and Chants CD
✓ asking about the unit’s story and characters
✓ observing your child do colouring and tracing activities
✓ encouraging your child to do prewriting activities, such as matching and tracing to develop handwriting
✓ praising your child’s unit social studies project: a poster with different kinds of homes

Encourage your child to enjoy English and to be proud of his or her accomplishments.
Yours sincerely,

Z02_MLIS_TB_6708_EM.indd 143 03/07/2012 16:18

 Letters Home: 6 My Body

Dear parents/guardians,
Welcome to Unit 6 of My Little Island.
In this unit, My Body, your child will enjoy a story about Billy who dresses up like a robot. When he can’t find his
robot legs, Lilly helps him. Your child will also develop skills and abilities related to:
✓ vocabulary: arms, body, feet, hands, head, legs; 1–8
✓ language structures: Where’s your (head)? / Where are your (arms)? / Where are your (legs)? / These are
my (arms).
✓ actions: clap, dance, kick, nod, pull strings, shake arms, show (3) fingers, stamp, straighten leg, stretch
arms, tap, touch a knee, wiggle, wiggle hands, write letters in the air
✓ listening and speaking
✓ phonics: initial n as in nose and f as in feet
✓ prewriting: directionality
✓ maths: counting 1–8
✓ values: Wash your hands.
You can support your child’s progress learning English by encouraging him or her to use the English words
and structures from the unit. You can also do the actions and gestures associated with the words, along with
your child.
You can further support and help your child by:
✓ listening to new songs and chants on the course’s Songs and Chants CD
✓ asking about the unit’s story and characters
✓ observing your child do colouring and tracing activities
✓ encouraging your child to do prewriting activities, such as matching and tracing to develop handwriting
✓ praising your child’s unit science project: a fi tness poster

Encourage your child to enjoy English and to be proud of his or her accomplishments.
Yours sincerely,

Z02_MLIS_TB_6708_EM.indd 144 03/07/2012 16:19

 Letters Home: 7 Time to Eat!

Dear parents/guardians,
Welcome to Unit 7 of My Little Island.
In this unit, Time to Eat!, your child will enjoy a story about a boy who doesn’t like cookies. In the story, Billy
explains to his aunt that he doesn’t like cookies – he loves them! Most children love food so they will especially
enjoy this unit, which is all about it!
Your child will also develop skills and abilities related to:
✓ vocabulary: apples, bread, chicken, cookies, pasta, salad; 1–9
✓ language structures: Do you like (pasta)? / Do you like (cookies)? / Yes, I do. / No, I don’t.
✓ actions: clap, hand on heart, kick, point to tummy, rub tummy, show (3) fingers, stamp, stretch arms,
thumbs up, touch a knee, wiggle hands, write letters in the air
✓ listening and speaking
✓ phonics: initial w as in water and y as in yogurt
✓ prewriting: directionality
✓ maths: counting 1–9
✓ values: Eat properly.
You can support your child’s progress by encouraging him or her to use the English words and structures from the
unit. You can also do the actions and gestures associated with the words, along with your child.
You can further support and help your child by:
✓ listening to new songs and chants on the course’s Songs and Chants CD
✓ asking about the unit’s story and characters
✓ observing your child do colouring and tracing activities
✓ encouraging your child to do prewriting activities, such as matching and tracing to develop handwriting
✓ praising your child’s unit science project: a poster about healthy foods

Encourage your child to enjoy English and to be proud of his or her accomplishments.
Yours sincerely,

Z02_MLIS_TB_6708_EM.indd 145 03/07/2012 16:19

 Letters Home: 8 On the Farm

Dear parents/guardians,
Welcome to Unit 8 of My Little Island.
In this unit, On the Farm, your child will enjoy a story about Billy and Lilly at the farm and the animals they see
there. Billy sees a duck, but Lilly can’t – until it lifts its head out of the water! Children love animals and should
enjoy learning the English words for some common farm animals in this unit. Your child will also develop skills
and abilities related to:
✓ vocabulary: cow, duck, goat, hen, horse, sheep
✓ language structures: Can you see the (horse)? / Can you see the (duck)? / Yes, I can. / No, I can’t.
✓ actions: animal actions, clap, kick, show (3) fingers, stamp, stretch arms, thumbs up, touch a knee, wiggle
hands, write letters in the air
✓ listening and speaking
✓ phonics: initial d as in dog and g as in goat
✓ prewriting: directionality
✓ maths: counting 1–10
✓ values: Do your chores.
You can support your child’s progress by encouraging him or her to use the English words and structures from
the unit. You can also do the actions and gestures associated with the words, along with your child.
You can further support and help your child by:
✓ listening to new songs and chants on the course’s Songs and Chants CD
✓ asking about the unit’s story and characters
✓ observing your child do colouring and tracing activities
✓ encouraging your child to do prewriting activities, such as matching and tracing to develop handwriting
✓ praising your child’s unit science project: a poster about what animals eat

Encourage your child to enjoy English and to be proud of his or her accomplishments.
Yours sincerely,

Z02_MLIS_TB_6708_EM.indd 146 03/07/2012 16:19

 Letters Home: 9 The Weather

Dear parents/guardians,
Welcome to Unit 9 of My Little Island.
In this unit, The Weather, your child will enjoy a story about why it isn’t easy for Lilly to dress for the weather one
day. Children will enjoy talking about this story, which shows how changeable the weather can be! Your child will
also develop skills and abilities related to:
✓ vocabulary: cold, hot, rainy, snowy, sunny, windy
✓ language structures: How’s the weather? / It’s (windy). / It’s (sunny).
✓ actions: clap, fan yourself, flap arms, fly kite, hold umbrella, shiver, trace shapes in the air, write letters in
the air
✓ listening and speaking
✓ phonics review: initial b, d, g, k, l, p, and t
✓ prewriting: directionality
✓ maths: counting 1–10
✓ values: Dress for the weather.
You can support your child’s progress by encouraging him or her to use the English words and structures from the
unit. You can also do the actions and gestures associated with the words, along with your child.
You can further support and help your child by:
✓ listening to new songs and chants on the course’s Songs and Chants CD
✓ asking about the unit’s story and characters
✓ observing your child do colouring and tracing activities
✓ encouraging your child to do prewriting activities, such as matching and tracing to develop handwriting
✓ praising your child’s unit maths project: snowflakes made out of circle and triangle shapes

Encourage your child to enjoy English and to be proud of his or her accomplishments.
Yours sincerely,

Z02_MLIS_TB_6708_EM.indd 147 03/07/2012 16:19