1 we’re back - Видавництво Лінгвіст

We’re back!1a

A B C D E F GSpell ‘girl’ G - I - R - L

H I J K L M N Spell ‘nose’ N - O - S - E

O P Q R S T U Spell ‘star’ S - T - A - R

V W X Y Z Spell ‘zoo’ Z - O - O.

Listen and sing. 1

CBack to school sBA

4

16 17

1a We’re back!

Aim To revise the alphabet. To identify classroom objects.

Vocabulary book, pen, pencil, ruler

Materials• thelettersofthealphabet(capitaland

lower case) on different pieces of paper, e.g. Aa, Bb etc.

• Blutack

Warm up •Entertheclassroomandsay,Hello

while waving. After you’ve done it a couple of times, invite Ss to wave hello back to you.

•Standinfrontoftheclass,pointtoyourself and say, Hi, I’m... and your name a couple of times. Invite Ss to do the same. Repeat until all Ss have introduced themselves.

•Pickupyourbook.ShowittoSsandsay, book. Gesture to Ss to hold up their books, too.

•Dothesamewithpen, pencil and ruler. Repeat a couple of times.

Vocabulary Track 2 •HaveSsopentheirbookstopage4.•Pointouttheclassroomobjectsinthevocabularysection(page5).PlaytheCDafewtimesandhaveSspointtothe corresponding objects and repeat.

•Saytheobjectsagaininrandomorderand have Ss repeat and point.

1 Track 3

•AskSs(inL1)totellyouwhattheycanseeinthepicture.(Kidsareontheir way to school. A girl and a boy aregreetingeachother.)Pointtotheblonde girl - Meg, the boy with the black hair - Jack and the bird - Cody and explain to Ss that these are the new characters of the book.)

•TellSsthey’regoingtolistentoasong.Ask them to guess what it’s going to be about.

•PlaythesongonceandhaveSslisten.•Playthesongasecondtimeandhave

Ss follow along in their books as they listen.

•WhenSsfeelcomfortable,invitethemto sing the song.

TPR Activity•Handoutphotocopiesofthealphabet

to Ss so that each S has got one or more letters, depending on your class size.

• InviteSstostandupandexplainthatthey will listen to the song again and that they will have to sing and raise the letter they have got when they hear it being sung.

2

•DrawSs’attentiontoeachphotoandask them to say the item.

•TellSsthattheywillhavetolistentotheCD,pointtotheitemsintheordertheyhear them and say them aloud.

•PlaytheCDtwiceandcheckSs’answers.

1. It’sapencil.2. It’s a pen. 3. It’s a ruler.4.It’sabook.

Transcript Track4

1.c 2. b 3. d 4.a

Listen, point and say.

book pen pencil ruler

b

c

a

d

32

Let's play!

Spell ‘book’.

3

B - O - O - K.

5

16 17

3

•DirectSs’attentiontothetwochildrenin the photo and ask them to guess what’shappening.(Onegirlisaskinganother to spell one of the words from the vocabulary section.)

•Read the exchange and have Ss repeat it chorally. Have individual Ss model the exchange.

•Divide Ss into pairs.•Explain to Ss that they are going to

take turns choosing a word from the vocabulary section or any other word they know and spelling it.

•Have pairs of Ss play the game in front of the whole class.

OPTIONAL Alphabet mix-up

•Stickthepiecesofpaperwiththeletters of the alphabet, in mixed order, on the board.

•DivideSsintoteams.•ExplaintoSsthattheywillhaveto

cooperate with their teammates in order to put all of the letters of the alphabet in the correct order.

•Teamstaketurns.•MakesureyoutimeSs.

•Youcanplaythesongfromthelessonwhile Ss are playing for extra help.

•Thefastestteamtoputthelettersofthe alphabet in the correct order, wins the game.

•Playthegameforaslongastimepermits.

Workbook (OPTIONAL)1 ExplaintoSsthattheywillhavetocircle

the letter they hear being said on the CDoutofallofthelettersintherowgoinghorizontally.Pointoutthatthefirst one has been done for them.

1.O2.D3.B4.A5.R6.W

Transcript Track5

Key 1.O2.D3.B4.A5.R 6.W

2 • ExplaintoSsthattheywillhavetomatch the classroom objects to the correct words.

• Checkanswersasaclassbypointing to the objects and asking Ss, What’sthis?EncourageSstocallout their answers.

Key 1.book2.pencil3.pen4.ruler

Ask Ss to open their bags when they go home, take out a classroom object, and spell the word.

1bbag rubber pencil casecomputer

Listen, point and read.

2

5

1

3

Hi! My name’s Meg. This is Jack. What’s

your name?I’m Jill. What’s that?

It’s my bag.

That’s my pencil case!

Wow! A parrot!What’s this? It’s a rubber.

1

Hi, Jill!

46

18 19

Aim To identify classroom objects.To ask and answer questions about objects that are close to us or further away.

Vocabulary bag, rubber, computer, pencil case

Structures What’sthis?It’sa(bag).What’sthat?It’sa(rubber).

Revision•PlayThe Spelling game.• InviteSstostandinalineinfrontofthe

board.•ExplaintoSsthatyouaregoingto

call out a word learnt in the previous lesson and that each S will have to call out a letter in order to spell the word down the line.

• IfaScallsoutthewrongletterordoesn’t know the letter when his/her turn comes, he/she is out of the game.

•TheSstostayinthelineuntiltheendare the winners.

Warm up•Holdupapencilcaseandsay,pencil

case. Repeat this with the words bag and rubber.Dothisacoupleoftimesand encourage Ss to do the same.

• Ifyouhaveacomputerinclass,touchitand say the word, otherwise introduce the word with a flashcard.

Vocabulary Track6 •HaveSsopentheirbookstopage6.•Pointouttheclassroomobjectsinthe

vocabulary section.•PlaytheCDafewtimesandhaveSs

point to the objects and repeat.•Saytheobjectsagaininrandomorder

and have Ss repeat and point.

1 Track 7

•HaveSslookatthepresentationandask them to name any classroom objectstheyknow(apencil,arubber,abag, a pencil case).

•AskSs(inL1)totellyouwhattheythinkishappening.(MegandJackareatschool. They meet Jill, a new girl in class.)

•AskSstopointtotheappropriatepicturesasyouplaytheCD.

•PlaytheCDagainandpauseaftereach phrase for Ss to repeat.

•Modelactingoutthedialoguewith

two Ss. Choose three Ss to act it out for the class. Then have Ss act out the dialogue in groups of three.

•HavegroupsofSsperforminfrontofthe whole class.

•ReferSstotheGrammar Box(1b).•HoldupyourbagandaskSs,What’sthis?EncourageSstoanswer,It’s a bag. Then point to a pencil case on a S’s desk that is further away from you and ask,What’sthat?EncourageSsto answer, It’s a pencil case. Repeat these questions with two more

classroomobjects.Elicitthatweuse,What’sthis? when we ask about objects that are close to us and What’sthat? when we ask about objects that are further away from us.

•DirectSs’attentiontothegrammarbox. Read the questions and the answers and have Ss repeat after you.

•PointoutthatWhat’s is the short form of Whatis and It’s of It is.

2

•DrawSs’attentiontoeachillustration.•Pointtothefirstobjectinitem1andask

1b

Listen, point and say.

1 2

3 4

Point, ask and answer.

2

3

What’s that? It’s a book.

Grammar

What’s this?It’s a bag.

What’s that?It’s a computer.

What’s = What isIt’s = It is

7

18 19

Ss, What’sthis?EncourageSstoanswer,It’s a pencil case. Pointtothesecondobject and ask, What’sthat?EncourageSs to answer, It’s a pencil case.

•ExplaintoSsthattheywilllistentosimilar exchanges and they will have to distinguish between What’sthis? and What’sthat?,point to the correct picture and say the sentences aloud.

•PlaytheCDtwiceandhaveSsdotheactivity.

•GoroundtheclassandcheckthatallSs are pointing to the correct pictures.

1. Boy What’sthis? Girl It’s a pencil case. 2. Boy What’sthat? Girl It’s a bag.3. Boy What’sthis? Girl It’s a computer.4.Boy What’sthat? Girl It’s a rubber.

Transcript Track 8

1.firstpicture3.firstpicture

2. second picture4.secondpicture

3

•DirectSs’attentiontothetwochildrenin the photo and ask them to guess what’shappening.(Thechildrenareasking and answering questions about the different objects in the puzzle pieces.)

•ReadtheexchangeandhaveSschorally repeat it. Have individual Ss model the exchange.

•DivideSsintopairs.HaveSsaskandanswer questions about the objects depicted in the puzzle pieces.

•HavesomepairsofSsaskandanswerin front of the whole class.

OPTIONAL What’s this?

•Drawabagontheboardandask,What’sthis? Invite Ss to answer, It’s a bag.

•TheSwhoanswerscorrectlydrawsanother object for the class to guess.

•Repeatasoftenastimepermits.

Workbook (OPTIONAL)1 • ExplaintoSsthattheywillhaveto

complete the questions by tracing this and that depending on the distance between the hand and the object.

2 • AskSsiftheyrememberwhathappened in the story. Tell Ss that the pictures are scenes from the story and that they have to trace the parts of the dialogue.

Note•Make ten footprints cut out of card,

big enough for Ss to step on but made to look like ant footprints and bring them to class to the next lesson. Bring sticky tape or Blu-tack too.

•Bring two apples or two photocopies of the flashcard for apple to the next lesson.

Tell Ss to point to different objects when they go home and say It’s a (bag).

1cone two three four five six seven eight nine ten

Listen, point and read.

2

14, 5, 6, 7...

43

8, 9, 10 ants!What are these?

They’re apples.

I’m hungry.

OK. Come in.

1

1, 2, 3...

The grasshopperand the ants

8

20 21

1cAim Toidentifythenumbers1-10.To learn the plural form of regular nouns.

Vocabulary Numbers:1-10apple - apples

Structures Whatarethese?They’re(apples).

Materials • tenfootprintscutoutofcard• stickytapeorBlutack• twoapplesortwophotocopies

of the flashcard for apple

Revision •Pickuporpointtovariousclassroom

objects asking, What’sthis?/What’sthat?EncourageSstoanswer,It’s a (computer).

•HaveSsaskandanswersimilarquestions in pairs.

Warm up •Stickthenumberflashcards1-10ontheboard.Pointtoeachnumberinascending order and say it aloud a couple of times. Then encourage Ss to say the numbers as you point to them.

Vocabulary Track 9 •HaveSsopentheirbookstopage8andpointoutthenumbers1-10andthewords(page9)inthevocabularysection.

•PlaytheCDafewtimesandhaveSs point to each number/word and repeat.

•Saythenumbers/wordsagaininrandom order and have Ss repeat and point.

1 Track10

Background noteThe Grasshopper and the AntsIn the classic Aesop fable the ant works hard all summer long, gathering food for the cold winter, while the grasshopper spends his time sitting idlyandsinging.Whenwinterarrives,thegrasshopperfindshimselfstarving.He goes to the ant seeking food.

•HaveSslookatthepresentationandaskthem(inL1)totellyouifthey

recognise the fable (TheGrasshopperand the Ants).

•AskSs(inL1)whattheythinkishappeninginthestory.(It’ssummerand the grasshopper is sitting under a tree, counting the ants that are busy gatheringfoodforthewinter.Whenwinter arrives, the grasshopper is sad becausehehasn’tgotanyfood.Oneof the ants sees him and invites him to join their feast.)

•AskSstolookattheantsinpicture1andcountthemaloud(1,2,3).Dothesame with the ants in pictures 2 and 3(therearefouradditionalantsinpicture 2 and three in picture 3). Ask Ss

to count how many ants there are in totalinpictures1-3(ten).InL1,askSshow many grasshoppers they see in thestory(one)andwhattheythinktheantsarecarryinginpictures1and2(piecesofapple).

•AskSstopointtotheappropriatepicturesasyouplaytheCD.

•PlaytheCDasecondtimeandpauseafter each phrase for Ss to repeat.

•ModelactingoutthedialoguewithoneS. Choose eleven Ss to act it out for the class,assigningrolestoeachone(theGrasshopper,10ants).

1

2

3

4

apple apples

Look, count and say. 2

Look at activity 2. Ask and answer. 3

They’re pens.

What are these?

Grammar

They’re = They are

What are these?They’re apples.

apple apples

9

20 21

•ReferSstotheGrammar Box (1c).

• Holduponeappleandsay, apple. Then hold up another apple and say, apples.Pointtotheappleandask Ss, What’sthis?Encouragethemto answer, It’s an apple.Pointtothetwo apples and ask Ss, Whatarethese?Encouragethemto answer, They’re apples. If you haven’t got any apples, use two photocopies of the flashcard for apple.

•Writethewordsapple and apples on the board and elicit that we

usually add -s to the end of a word when we are talking about more than one of something.

•Pointoutthatweusean with the word apple.

•DirectSs’attentiontothegrammarbox, read it aloud and have Ss repeatafteryou.ElicitthatweuseWhatarethese? to ask about more than one object that’s close to us. Pointoutthatthese is the plural form of this and that They’re is the short form of They are.

•Thenholdupthreepensandask,Whatarethese?Elicit,They’re pens.

•RepeatwithotherobjectsSsarefamiliar with.

2

•ExplaintoSsthattheywillcounttheobjects and then say the corresponding number and object aloud.

1.sevenrulers 2.ninerubbers3.fivebags 4.tenpens

3

•AskSs(inL1)what’shappeninginthephoto.(Theboysareaskingandanswering questions about the pictures in activity 2.)

•ReadtheexchangeandhaveSschorally repeat it.

•DivideSsintopairs.Havethemtaketurns asking each other about the classroom objects in activity 2.

OPTIONAL Number footprints

•Stickthetennumberfootprintsonthefloor facing one direction, as if an ant has left a trail.

•Sshoporjumpalongtheant’strailin turns, counting each step aloud. If they miss a footprint or their foot goes over the edge, they must start again.

Workbook (OPTIONAL)1 • Sscounttheapplesineach

group and match them to the corresponding number.

Key 1.c2.a3.e4.d5.b

2 • ExplaintoSsthattheywillhavetoanswer the questions by identifying the objects in the pictures.

• Pointoutthattheobjectsaregivenin the box above the activity.

Key 1.pencils 2.rubbers 3.books 4.rulers

AskSstofindgroupsofobjectsintheirhouse(upto10)andcountthemaloud.

1

2

Yellow. Blue.

One.

Two.

Three. Four.Five. Six.

Nine.

Ten.

Green.

Now, colours!

Listen, point and read. 1

Eight.Seven.

Ten kids, ten stars!

10 STARS

10

Story time1

22 23

1 Story time

Aim To listen and read for pleasure.To revise and consolidate vocabulary and structures learnt in previous lessons.Materials • tenfootprintscutoutofcard• stickytapeorBlutack

Revision •Writedifferentnumbersfrom1-10on

the board, and ask Ss to say them aloud.

Warm up•PlayaroundofthegameNumber

footprints(TBpage21).

Vocabulary Track11•HaveSsopentheirbookstopage10.•Pointoutthewordsinthevocabularysectiononpage11.

•PlaytheCDafewtimes,andhaveSspoint to the pictures and repeat.

•Saythewordsagaininrandomorderand have Ss point and repeat.

1 Track12

Before reading

•AskSstolookatpp.10-11.•Tell Ss they will listen to and read a

story entitled 10stars. Ask Ss to look at the pictures and guess what the story is about.

While reading•PlaytheCDandaskSstopointtoeach

speech bubble as they follow along.•Talk about what happens in each

frame.Frame 1: The children count themselves

tobetenintotal.Oneoftheboystalksabouttenstars(thesame number as the number of children).

Frame 2: The children start making a poster. They draw stars and say which colour each of them is.

Frame 3: Thechildrenfinishtheposterby writing Welcome.

Frame 4: Oneboytellstheotherstheteacher is coming.

Frame 5: The teacher introduces herself to the children and they welcome her by showing her the poster they made.

•PlaytheCDagainandinviteSstoshadowread(readalongwiththeCD).

•Then play it again, pausing after each line.HaveSsrepeat(chorally–ingroups–individually).

After reading•AskSscomprehensionquestionssuch

as the following:

Frame 1: Howmanychildrenarethere?(Ten.) How many boys are there?(Six.)How many girls arethere?(Four.)

Frame 2: Howmanystarsarethere?(Three.)Whatcolourarethey?(Yellow,blueandgreen.)

Frame 3: Whatarethechildrenwriting?(Welcome.) How many stars aretherenow?(Ten.)

Frame 4: Who’scoming?(Theteacher.)Frame 5: What’stheteacher’sname?

(MissDavis.)

star Welcome! kids

3 4

5

W-E-L-C-O-M-E

WELCOME!

Hello, kids! I’m Miss Davis.

The teacher is here! Sit down!

Work as a team.VALUE11

Story time 1

22 23

•DivideSsintogroupsofeleven,andhave them act out the story. Tell Ss to rotate their roles so that every S gets a chance to play each of the characters.

•Have some groups of Ss perform for the whole class.

Post-story activity

Value

•DrawSs’attentiontothevalue,andread it aloud.

•Explain it and discuss it with Ss using L1.

•AskSs some further questions related tothestory.Forexample,Whichisbetter,workingaloneorasateam?How can working as a team help in completingaproject?Howshouldyoutreatothersintheteam?, etc.

OPTIONAL Spelling competition

•CallalltheSstothefrontoftheclass.Have them stand in a line against the board. Alternatively, have them stand at their desks.

•TellSsthatyouaregoingtocalloutawordforthefirstSinthelinetospellaloud.Demonstratethisbysayingthe word book and spelling it out for them(B-O-O-K).

• IftheSspellsthewordcorrectly,thenhe/she will remain at the board for the next round. If he/she spells the word incorrectly, then he/she will be out of the game and will have to return to his/her seat.

•ContinuecallingoutwordstoSsintheline so that all of the Ss get a chance to spell.

•ThelastSstoremainstandingarethebest spellers.

Workbook (OPTIONAL)1 •DirectSs’attentiontothepictures,

and explain that they are scenes from the story. Ask Ss if they remember them.

•ThenaskSstocirclethecorrectword/phrase according to the pictures.

•Checkanswersasaclass.

Key 1. fourkids 2. green 3. Sit down!

2 • InviteSstolookatthepicturesofthepeople and the speech bubbles.

•Askthemtomatchthepicturestothe speech bubbles, according to the story.


Key 1.B2.C3.A

3

•TellSstocolouroneofthethreefacesto show how much they liked the story.

NoteBringplainA4paper(enoughforallSs)to the next lesson.


My classroom

Read and say Liuda, Kevin or B for both.

Draw your classroom and write.

2

3

1 My desk is green.

2 My pen is red.

3 I’m from Ukraine.

4 My bag is blue.

5 I’m from the UK.

Hello! My name is Kevin. I’m from the UK. My desk

is green and my bag is blue. My chair is yellow. These are my two books

and my two pens.

Hi! My name’s Liuda and I’m from Ukraine. My desk is green and my pen is red. This is my bag and these

are my books.

desk chair red blue yellow green

12

world 1

24 25

1 Smart world

Warm up •Goroundtheclasspickingupclassroomobjectsofdifferentcolours(red,blue,green, yellow). As you pick each one up show it to Ss and ask, What’sthis?Encouragethemtoanswer,It’sa(pencil). Then ask Ss, Whatcolourisit? and say, It’s(red). Repeat this with objects of every colour. Alternatively, you can present the colours with the colour flashcards.

•Pointtorandomobjects(ofthefourcolours) round the classroom and encourage Ss to call out the colour.

•Pointtoadesk,achairandtheboard,say the corresponding words and get Ss to repeat.

Vocabulary Track13•HaveSsopentheirbookstopage12.•Pointoutthewordsinthevocabulary

section.•PlaytheCDafewtimes,andhaveSs

point to the pictures and repeat.•Saythewordsagaininrandomorder

and have Ss point and repeat.

1 Track14

•Draw Ss’ attention to the two flags, and ask them if they recognise the countries theybelongto(firstflag–Ukraine,secondflag–theUK).

•DirectSs’attentiontothepicturesofthechildren and ask them to name any classroom objects they remember.

•AskSstotellyouwhatcolourtheirbagsare and what there is in the first bag.

•ExplaintoSsthattheyaregoingtolistentotheCDandthattheyhavetorepeatand point to the correct picture.

•AskSsquestions,e.g.Where’sLiudafrom?(She’sfromUkraine.)Whatcolourisherpen?(It’sred.)Where’sKevinfrom?(He’sfromtheUK.)Whatcolourishisbag?(It’sblue.)

•Chooseafew Ss to read the texts aloud.

2

•AskSstosayifthesentencesaretrueforLiuda,Kevinorbothaccordingtothetextsinactivity1.

1.Both 2.Liuda 3.Liuda4.Kevin 5.Kevin

3

•TellSstodrawtheirclassroomona piece of paper and write a few sentences about it, e.g. My desk is... My pen is... This is my bag. It’s..., etc.

•ChooseafewSstoshowtheirdrawingsand read their sentences aloud.

Workbook (OPTIONAL)1

• TellSsthattheyhavetofolloweach line to find out which object corresponds to each child.

• Then,inpairs,theyshouldaskandanswer questions about the objects, e.g. SA:What’sthat?SB:It’saboard.

Key 1.D2.B3.A4.C2

Key yellow pencil, red rubber, blue pen, green book

Aim To provide Ss with cross-cultural information.Vocabulary desk, chair, red, blue, yellow, greenMaterials • plainA4paper(enoughforallSs)

The pencil is yellow.The rubber is red.The pen is blue.The book is green.

Transcript Track15

a b c d

y z

a b c d e f

m n o p q r

g h i j k l

s t u v w x

Find the words and write them in your notebook.Then point and say.

Write a word with numbers. Then give it to your partner to write the word.

1

2

13

LANGUAGE time 1

24 25

Smart time 1

OPTIONAL It’s a…

•HandoutapieceofA4papertoeachS. Ask each S to draw and colour in a classroom object on the piece of paper.

•WhenSsaredonedrawing,instructthem to move around the classroom and say a sentence using It’s a… and the classroom object they have drawn.

•Sswiththesameobjectsformagroup.The group to form the fastest wins.

•WhenSshaveformedtheirgroups,have them present their results to the class, saying, e.g. Pencil–Five(Ss).

Aim To provide Ss with cross-curricular information about language.

1

•DrawSs’attentiontothelettersofthealphabet, and ask them to read them aloud.

•ExplaintoSsthateachlettercorresponds to a number.

• Ask Ss to write the letter that corresponds to each number in their notebooks in order to reveal the four words.

•WhenSshavedonethis,theyhavetopoint to the corresponding object at the bottom of the page and say the word

aloud.

pencil(d),computer(a)rubber(c),ruler(b)

2

• ExplaintoSsthattheyhavetochooseaword(fromtheonestheyknow)andwrite the number that corresponds to each letter on a piece of paper, e.g. 16514.

• WhenSshavefinished,dividetheminto pairs. Ss swap their papers with their partner who has to look at activity 1andwritethecorrespondingword,e.g. pen.

Workbook (OPTIONAL)1 • DrawSs’attentiontothepictureand

ask them to say the letters and the numbers they see.

• ExplaintoSsthattheyhavetocolourin the parts with the letters only to reveal the picture.

• WhileSsaredoingtheactivity,goround the classroom and make sure they are doing the activity correctly.

2 • Sswritetheobjectthattheyfoundinactivity1.

Key computer

OPTIONAL Alphabet bingo

•AskSstodrawa3x3gridintheirnotebooks and write a different letter, from A-Z, in each box.

S G O

A Z F

V J U

•ExplaintoSsthatyouwillcalloutletters in random order. If Ss have the letter you call out, they cross the box out.

•ThefirstStogetallhis/herletterscalled out and shout Bingo! wins the game.

•Youcanwritethelettersyousayeachtime on the board for Ss to see too.

Find the letter. Then say the word. 1

2

1

3

What’s this / that?

It’s a pen.


It’s a computer.

2

4


It’s a book.


It’s a pencil case.

1 ?uler

3 ?ellow

2 ?tar

4 ?encil

y p r s

Choose and say.

3 Draw a classroom object. Then ask and answer with

your partner, What's this? It's a...

14

Revision1

26 27

1 Revision

Aim To revise and consolidate vocabulary and structures learnt in previous lessons.

Revision•PlaythegameClap counting.•Clapyourhandsupto10timesand

encourage Ss to count your claps and call out the number.

•Alternatively,youcouldsayanumber(1-10)andhaveSsclaptheirhandsasmany times as the number you called out.

Warm up •Pointtosomeclassroomobjects

and ask, What’sthis?/What’sthat?EncourageSstoanswer, It’sa(computer)./They’re(rulers).

1

•HaveSsopentheirbookstopage14.Hold up your book and point to the first picture. Ask Ss, What’sthis?EncourageSs to answer, It’s a ruler. Then say, Spell ruler and encourage Ss to spell ruler chorally.

•Repeattheprocedurewiththerestofthe words.

•ReadtheinstructionsandmakesureSs understand that they will have to find the first letter of each word from the ones in the box.

1.r 2. s 3. y 4.p

2

•Holdupyourbookandpointtothefirst photo in activity 2. Ask Ss, What’sthis?orWhat’sthat?EncourageSstoanswer, It’s...

•ExplaintoSsthattheywillhavetolookat the pictures and say this or that according to the distance between the hand and the objects.

1. this 2. that 3. this4.that

3

•AskSstodrawaclassroomobjectona piece of paper and colour it in. Then

divide Ss into pairs. Ss look at each other’s drawings and ask and answer questions, e.g. What’sthis?It’sapen.

OPTIONALNumber Bingo

•AskSstodrawa2x2gridintheirnotebooks and write a different number,from1-10,ineachbox.

•Draw an example on the board.

5 10

1 7

•ExplaintoSsthatyouwillcalloutnumbers in random order. If Ss have the number you call out, they cross theboxout.ThefirstStogetallhis/her numbers called out and shout Bingo! wins the game.

•Playthe game for as long as time permits, making sure Ss change the numbers on their grids each time a new round begins.

Workbook (OPTIONAL)1 • ExplaintoSsthattheywillhave

to write the words for the missing numbers, using the words in the

1 12 23 34

3book

2pencil

4pencil case

one two three four five six seven eight nine ten

1pen

6ruler

8rubber

7bag

blue starred Welcome!green kidsyellow

What’s that?

It’s my bag.

What’s this?

It’s a rubber.

What are these?

They’re apples.

1 2 3

Say and point.

Say and point.

Say and point.

Say and point. Say and point.

1

2

5

3 4

9desk

5computer

10chair

15

!Now I can

26 27

1

box.

Key two, four, five, eight, ten

2 • ExplaintoSsthattheyhavetoreadthe questions and the answers and match them to the corresponding pictures.

• AfterSshavefinished,theytaketurns in pairs to ask and answer the questions.

Key 1.b2.d3.a4.c

Aim To check Ss’ progress and understanding of the new language items.

ExplaintoSsthattheyaregoingtosay and point to the corresponding pictures of the words they have learnt in this module.

1

•Holding up the SB, point to the pictures of the classroom objects and encourage Ss to say them aloud.

•HaveSspointtothecorrespondingpictures as they say each word.

•Dothiswithallofthewords.

2

•Followthesameprocedureasinactivity1.

3


4


5

•HoldinguptheSB,pointtotheexchanges and encourage Ss to say them aloud.

•HaveSspointtothecorrespondingpictures as they say each exchange.

NoteBring a box wrapped like a present and place the flashcards for doll, ball, yo-yo and teddy bear inside. Alternatively, you could place real toys inside. Make photocopies of the toy flashcards - one per S and bring them to the next lesson.

Now I can

1 Party time!

Presents, presents!How many presents?

Two dolls, four yo-yos,Three teddy bears too.

One big dog,One ball.

They are all for you.

Presents, presents!How many presents?

Presents

Listen and sing. 1

I like applesParty time!2a

16

28 29

2a Party time!

Warm up •Bringinaboxwrappedlikeapresent.ShowittoSsandsay,Look!Apresent!Let’ssee.Opentheboxandtakeoutadoll(ortheflashcardofthedoll)andsay,Look!Adoll!Repeatacoupleoftimes.Dothesamefortheyo-yo,theteddybearandtheball.

Vocabulary Track16•HaveSsopentheirbookstopage16.DirectSs’attentiontothevocabularysection(page17).PlaytheCDafewtimesandhaveSspointtothetoysandrepeat.

•SaythetoysagaininrandomorderandhaveSspointandrepeat.

1 Track17

•AskSstonamealltheobjectsthattheycanseeinthepicture.TellSsthey’regoingtolistentoasong.Askthemtoguesswhatit’sgoingtobeabout.

•PlaythesongonceandhaveSslistentothesong.

•Playthesongasecondtimeandhavethempointtoeachpresentastheyhearit.

•Playthesongagainifnecessary.•WhenSsfeelcomfortable,invitethemtosingthesong.

TPR Activity•Handoutphotocopiesofthetoyflashcards(oneperS).

•PlaythesongPresentsagainandinviteSstoholduptheirflashcardseachtimetheyheartheirtoy.

•ReferSstothe Grammar Box(2a).•Drawthreeyo-yosontheboardand,pointingtothem,askSs,Howmanyyo-yos?

SeeifSscanguesswhatthequestionmeans.Elicitanswersbygivingsomeexamples.Thenexplainthatweuse,Howmany...?toaskaboutthequantityofobjects.

Nexttothesetofthreeyo-yosdrawoneyo-yo,pointtoitandask,Howmanyyo-yos?Elicittheanswer,Oneyo-yo.Continueasking,Howmanyyo-yos?switchingfromthedrawingofthreeyo-yosandthedrawingofone,soastoshowSsthatwhenformingthepluralweadd-stotheendofaword.

•Dothesameforpresent(s),doll(s),teddybear(s)andball(s).

•ReadtheGrammarboxaloudandhaveSsrepeatafteryou.

2

•DrawSs’attentiontothepicturesandaskthemtosaythenumbersandtheobjectsdepicted.

•TellSsthattheywillhavetolistentotheCD,pointtotheitemsandnumbersintheordertheyhearthemandsaythemaloud.

Aim Toidentifytoys.Totalkaboutquantity.Vocabularypresent,doll,yo-yo,teddybear,ballStructuresHowmany(dolls)?(Two)(dolls).Materials•aboxwrappedlikeapresent•photocopiesofflashcardswithtoys

(enoughforallSs)

Look at the pictures in activity 1. Ask and answer. 3

Three teddy bears.How many teddy bears?

Listen, point and say. 32

Grammar

How many yo-yos?Two yo-yos.

17

present doll yo-yo teddy bear ball

28 29

•PlaytheCDtwiceandhaveSsdotheactivity.

•GoroundtheclassandcheckthatallSsarepointingtothecorrectitemsandnumbers.

Boy Howmanydolls?Girl Tendolls.Boy Howmanyteddybears?Girl Eightteddybears.Boy Howmanypresents?Girl Twopresents.Boy Howmanyyo-yos?Girl Fiveyo-yos.

Transcript Track18

doll:10teddybear:8present:2yo-yo:5

3

•DirectSs’attentiontothetwochildreninthephotoandaskthemtoguesswhat’shappening.(Thechildrenarelookingatthepictureinactivity1andareaskingeachotheraboutthenumberoftoysthereareinthepicture.)

•ReadtheexchangeandhaveSschorallyrepeatit.HaveindividualSsmodeltheexchange.

•DivideSsintopairs.Havethemtaketurnsaskingeachotheraboutthetoysinthepicturefromactivity1.

•ThenhavepairsofSspresenttheexchangetothewholeclass.

OPTIONAL Toy groups

•HandoutaphotocopyofaflashcardwithatoytoeachSinrandomorder.

•PlaythesongPresentsonSBpage16(Track16)andhaveSsmingleroundtheclassroomholdingtheirflashcards.

•ExplaintoSsthatwhenyoustopthemusic,theywillhavetofindtherestoftheirclassmatesthathavethesameflashcardasthemandgetintogroups.

•AnySsthattaketoolongtogetintotheirgrouporgetintothewronggroupareoutofthegame.

•OnceSshaveformedtheirgroupsaskthem,forexample,Howmanyyo-yos?Sshavetocounthowmanyofthemareinthegroupandanswer,inchorus,forexample,Nineyo-yos.

Workbook (OPTIONAL)1 • Pointtothefirstpictureandask,

Howmanyyo-yos?EncourageSstocountandanswer,Tenyo-yos.

• Repeatthisfortherestofthepictures.

• ExplaintoSsthatfirsttheyhavetowritethequestionusing,Howmanyandthewordsinthebox.Thentheyhavetocounttheobjectsandfillinthecorrectnumber.

• HaveSschecktheiranswersinpairsfirst,thencheckasaclass.

Key a.yo-yos-10 b.teddybears-5 c.presents-7 d.dolls-8

AskSstocounttheirtoyswhentheygohome,andsay,e.g.(Six)(dolls).

21

3

Thank you.

Happy Birthday, Meg. This is for you.

balloon hatlollipopcake

What are those?

They’re lollipops.

Sorry!


18

2b

2b

30

Revision•Revisevocabularyfromthepreviouslessonusingtheflashcards.

•PlaythesongPresentsintheSBonpage16(Track16)andinviteSstosingalongordotheTPRactivity(TBpage28).

Warm up •UsingBlutack,sticktheflashcardofballoonontheboard.Pointtoitandsay,It’saballoon.

•Repeatthiswiththerestoftheflashcardssoastopresentallofthenewvocabulary.

Vocabulary Track19•HaveSsopentheirbookstopage18andpointouttheobjectsinthevocabularysection.PlaytheCDafewtimesandhaveSspointtothepicturesandrepeat.

•SaytheobjectsagaininrandomorderandhaveSsrepeatandpointtotheminthepresentation.

1 Track20

•HaveSslookatthepresentationandaskthemquestionsthattheycananswere.g.What’sthis?Who’sthis?Whatcolourisit?

•AskSs(inL1)whattheythinkishappening.(It’sMeg’sbirthdaypartyandJackhasjustarrivedatherhouseandisgivingherapresent.WhiletheotherkidsaredancingandhavingfunJackdecidestoexplorethesnacktableandaccidentallyknocksoverapileoflollipops.Theotherkidsarestartledbythenoiseandstopdancingtoseewhathashappened.)

•AskSstopointtotheappropriateframeandfollowalongasyouplaytheCD.

•PlaytheCDagain,pausingaftereachphraseforSstorepeat.

•ModelactingoutthedialoguewithoneS.ChoosetwoSstoactitoutfortheclass.ThenhaveSsactoutthedialogueinpairs.

• ReferSstotheGrammar Box(2b).

•DrawsomelollipopsontheboardandaskSs,Whatarethose?EncourageSstoanswer,They’relollipops.Explainthatweusethosewhenwerefertomorethanonethingsthatarefurtherawayfromus.

•DirectSs’attentiontothegrammarbox,readthequestionandtheansweraloudandhaveSsrepeatafteryou.

2

•Pointtothecakesandask,Whatarethose?EncourageSstoguessandanswer,They’recakes.

•Repeatthiswiththerestoftheitems.•ExplaintoSsthattheywilllistentosimilarexchanges.Sswillhavetopointtothecorrespondingpicturesintheorderthattheyhearthemandsaytheitemsaloud.

•PlaytheCDandhaveSsdotheactivity.•GoroundtheclassroomandcheckthatSsarepointingtothecorrectitems.

1. Man Whatarethese? Woman They’reballoons.2.Man Whatarethose? Woman They’recakes.3.Man Whatarethese? Woman They’relollipops.

Transcript Track21

Aim Toidentifyandtalkaboutpartyitems.Vocabularyballoon,cake,lollipop,hatStructuresWhatarethose?They’re(lollipops).Materials•photocopiesofthecorresponding

cut-outsforModule2fortheSswhodon’thavetheWorkbook

a

What are those?

b

c d

They’re hats.

Listen, point and say. 32

Let's play!

3

Grammar

What are those?They’re lollipops.

19

31

4.Man Whatarethose? Woman They’rehats.

1.c,balloons3.b,lollipops

2.a,cakes4.d,hats

3

•DirectSs’attentiontothetwochildreninthephotoandaskthemtoguesswhatthey’redoing.(Theyareplayingacardgame.)

•ReadtheexchangeandhaveSsrepeatit.HaveindividualSsmodeltheexchange.

•Givephotocopiesofthecut-outsfor

theSswhodon’thavetheWorkbook.AskSswhohavetheWorkbooktocutoutthecardsfromthebackoftheirbooksonpage79inordertoplaytheguessinggame.

•OnceSsaredonecutting,dividethemintopairsandhavethemplaytheguessinggame.

•ChoosearandomStodemonstratehowthegameisplayed.

•LayoutyourcardsfacedownandasktheStodothesame.ThenturnoveroneofyourcardsandasktheS,Whatarethose?TheSthenhastoguesswherethesamecardisinhis/herpileandturnitover.

•OncetheS,turnsthecardoverhe/

shemustsaywhat’sdepictedonit,forexample,They’relollipops.Ifthecardmatchestheoneyouturnedover,theSgetstokeepthepair.Ifitisadifferentcard,bothcardsareturnedfacedownagainandtheSgetstoturnoveranewcardandaskthequestion.Theplayertocollectthemostpairsisthewinner.

•DivideSsintopairs.Askeachpairtoplaythegamemakingsuretotaketurns.WhenSsarefinished,havethemswappartnerswiththepairsittingnexttothem.

OPTIONAL Doodling

•Drawthreefunnyhatsontheboard.AskSs,Whatarethose?ChooseaStoanswer,They’rehats.

• IftheSanswersincorrectly,thengiveanotherSachancetoanswer.AsktheSwhoanswerscorrectlytocomeuptotheboardanddraw2-3hats/balloons/lollipops/cakesforSstoguesswhattheyare.

•PlaythisgameforaslongastimepermitssothatasmanySsaspossiblemayhaveachancetogouptotheboard.Youmayusevocabularylearntinpreviouslessonsaswell.

Workbook (OPTIONAL)1 • DirectSs’attentiontopictureaand

havethemguesswhattheobjectsarebypointingtothefourboxesandasking,Whatarethose?EncourageSstoanswer,They’reballoons.Repeatthisforallthepictures.

• ThenreadouteachsentencetotheSsandhavethemwritethenumberunderthecorrespondingpicture.

Key a.4b.3c.2d.1

•DivideSsintopairsandtellthemtoaskandanswerquestionsabouteachpicture,e.g.SA:Whatarethose?(pointingtopicturea)SB:They’reballoons.

NoteMakephotocopiesofthevocabularyitemsinthelesson,oneforeachpair.Makesuretherearetwoofeachitemonthephotocopy,e.g.twocakesonaphotocopy,twolollipopsonanotheretc.Cuteachoneoutinto4or6piecesandplacethepiecesinanenvelopeforthenextlesson.

TellSstopointtodifferentobjectswhentheygohomeandsay,e.g.They’re(hats).

pinkorange blackbrown white

They’re pink.

What colour are they?

1

4

2

3

Wow!

Now, they’re orange.


AladdinAladdin

20

2c

32 33

2c

Revision •Handoutanenvelopecontainingacut-uppicturetoeachS(asdescribedonp.31).

•AskSstotakethepiecesoutandputthemtogether.Ssmayworktogethertohelpeachothermakethepuzzles.

•OnceallSshavefinished,goroundtheclassasking,Whatarethese?EncourageSstoanswer,They’re(cakes).

Warm up •Pointtoortouchdifferentorangeclassroomobjects,sayingorangeatthesametime.

•Afteryou’vedoneitacoupleoftimes,inviteSstotouchorpointtoorangeobjectsaswell.

•Repeatthisactivitywithpink,brown,black,whiteandred,blue,yellow,greeninordertorevisethecolourslearntinModule1.

Vocabulary Track22•HaveSsopentheirbookstopage20.Pointoutthecoloursinthevocabularysection.

•PlaytheCDafewtimesandhaveSspointtothecoloursandrepeat.

•SaythecoloursagaininrandomorderandhaveSspointandrepeat.

1 Track23

Background noteAladdinTheoriginalstoryofAladdinisaMiddle-Easternfolktale.Aladdinisapoor,youngmanwhoischosenbyasorcerertoretrievealampfromamagiccave.WhenAladdinfindsthelamp,hegetstrappedinthecave.Heaccidentallyrubsamagicringlenttohimbythesorcererandagenieappears,whotakeshimhome.WhenAladdingetshome,hismothertriescleaningthelampandasecond,morepowerfulgenieappears.ThegeniegrantsAladdin’swishesandtheyoungmanbecomesrichandpowerful.AladdinmarriestheKing’sdaughter

andtheyliveinamagnificentpalacebuiltbythegenie.

•HaveSslookatthepresentationandaskthem(inL1)totellyouiftheyrecognisethefairytale(Aladdin).

•PointtotheballsinthefirstpictureandaskSs,Whatcolourarethey?EncourageSstoanswer,They’repink.Thenask,Howmanyballs?(Three.)Askthesamequestionwiththeballsinpicture4.(They’reorangeandthey’rethree.)

•AskSstoguesswhatishappening.(Thegenieisjugglingthreepinkballsandhemagicallymakesthemturnorange.)

•AskSstopointtotheappropriatepictureasyouplaytheCD.

•PlaytheCDagainandpauseaftereachphraseforSstorepeat.

•ModelactingoutthedialoguewithaS.ChoosetwoSstoactitoutfortheclass,assigningrolestoeachone.Then,haveSsactoutthedialogueinpairs.

• ReferSstotheGrammar Box(2c)•ReadthequestionandtheansweraloudandhaveSsrepeatafteryou.

2

•PointtoeachpictureandencourageSstosaythecorrectcolour(firstinchorus,thenindividually).

Aim Toidentifycolours.Toaskandanswerquestionsaboutcolours.Vocabularyorange,pink,brown,black,whiteStructuresWhatcolourarethey?They’re(pink).

Look at activity 2. Ask and answer. 3

4 5

1 2 3

They’relollipops.


Yes.

They’re pink.

Listen and say Yes or No. 2

Grammar

What colour are they?They’re pink.

21

32 33

•PlaytheCDandhaveSslistenandsayYesifthecolouriscorrectorNoifthecolourisincorrect.

1.Woman Whatcolourarethey? Man They’rewhite.2.Woman Whatcolourarethey? Man They’repink.3.Woman Whatcolourarethey? Man They’reorange.4.Woman Whatcolourarethey? Man They’rebrown.5.Woman Whatcolourarethey? Man They’reblack.

Transcript Track24

1.No2.Yes3.Yes4.No5.No

3

•DirectSs’attentiontothetwochildreninthephotoandaskthemtoguesswhat’shappening.(Theyarelookingatthepicturesinactivity2andareaskingeachotherwhatcolourthedifferentobjectsare.)

•ReadtheexchangeandhaveSsrepeatit.HaveindividualSsmodeltheexchange.

•DivideSsintopairsandhavethemcompletetheactivity.

•HavesomepairsofSspresenttheexchangetothewholeclass.

OPTIONAL Find the colour!

•Stickalltheflashcardsofthecoloursontheboard.

•DivideSsintotwoteams.Theteamsstandintwolineswiththeirbacksturnedtoyouandtheboard,exceptforthefirstplayeroneachteam,whoshouldbefacingyouandtheboard.

•Pointtoaflashcardwithacolour.Theplayersfacingyoulookattheflashcardandwhisperthecolourdowntheline.Thelastplayeroneachteammustfindthecolourontheboard,touchthecorrespondingflashcardandsayitaloud.

•Foreverycorrectanswer,Ssgetapointfortheirteam.

•Thelastplayerthengoestothefrontofthelineandfacesyou.Startagain.

•MakesureallSshavehadaturn.•Theteamwiththemostpointswins.

Workbook (OPTIONAL)1 • DirectSs’attentiontothesplatters

ofpaint,pointtoeachoneandask,Whatcolourisit?Thenpointtothedifferentobjectsinthepictureandask,Whatarethese?encouragingSstoanswer.

• ExplaintoSsthateachnumbercorrespondstoacolourandthattheyaretocolourthepictureaccordingtothenumberstheysee.

• WhenSsaredonecolouringthepicture,havethemaskaboutthecoloursofeachobjecttheyseeinthepictureinpairs,asintheexample.

Key 1.whiteballs 4.orangedolls 2.redpresents5.pinkcakes 3.blackyo-yos6.brownteddybears

Note•AskSstobringinsomesmallobjects(twoofeach),suchasyo-yos,dolls,hats,lollipops,andsmallteddybearstothenextlesson.

•Photocopythetoyflashcards(twotimeseach),stickthemoncardandcutthemoutforthenextlesson.

•Bringcolouredcellophanepaper(apieceforeachS)tothenextlesson.

TellSstopointtoorange,pink,brown,blackandwhiteobjectswhentheygohomeandsay,e.g.It’s/They’re(white).

Are they lollipops?

No, they aren’t.

Are they dolls?Yes, they are.

Look and read. Then play.

1

Grammar

aren’t = are notAre they lollipops?

Yes, they are.No, they aren’t.

22

Let’s play22

34 35

2 Let’s play

Revision •Revisethestructuresandvocabularylearntinthepreviouslessonbystickingthedifferentflashcardsontheboard,pointingtothemandaskingSs,Whatcolourisit?

•ReferSstotheGrammar Box(2Let’splay),readitaloudandhaveSsrepeat.

•Pointoutthataren’tistheshortformofarenot.

•ChoosetwodollsthatSshavebrought,closeyoureyesandaskSs,Aretheyyo-yos?ElicitSs’answer,No,theyaren’t.Thenask,Aretheydolls?ElicitSs’answer,Yes,theyare.

•ProvideSswithmoreexamples.

1

•HaveSslookatthephotosandaskthem(inL1)whatishappening.(Thegirlsareplayingaguessinggame.)

•AskSstopointtotheappropriatephotoasyoureadtheexchanges.

•ReadtheexchangesagainandhaveSsrepeatthemchorally.

•ModelplayingthegamewithaS.TelltheStoputtwoofthesameobjectshe/shebroughttoclassinhis/herbag,withoutshowingthemtoyou.

•Putyourhandinthebag,feeltheobjectsandguesswhattheyarebysaying,Arethey(dolls)?EncouragetheStoanswer,Yes,theyare./No,theyaren’t.dependingonyourguess.

•HaveSsplaythegameinpairs,takingturnsuntilthey’veusedalloftheirobjects.

• Iftimepermits,haveacoupleofpairscomeandplaythegameinfrontoftheclass.

• IfSshaven’tbroughttheitems,youcanphotocopytheflashcards,stickthemonapieceofcardandcutthemout.

•Placethemonyourdesk.•ChoosetwoSstocometotheboard.

•SAputstwoofthesameitemsinabag,withoutshowingSB.SBtriestoguesswhattheyarebyfeelingtheirshape,havinghis/hereyesclosed.

•RepeatwithallpairsofSs.

OPTIONAL Guess the objects

•GiveapieceofplainA4papertoeachS.

•TellSstochooseoneofthefollowingobjectsandtodrawitafewtimesontheirpieceofpaper:doll,yo-yo,teddybear,ball,lollipop,hat.

•WhenSsaredonedrawingtheirobjects,handeachofthemapieceofcolouredcellophanepapertocoverthemwith.

•DivideSsintopairsandhavethemguesswhateachother’sobjectsareusingthestructure,Arethey(balls)?andYes,theyare./No,theyaren’t.

•HavesomeSscomeuptothefrontoftheclassandshowtheirdrawingstotherestoftheclassforthemtoguess.

Aim Toidentifyobjects.Structures Arethey(lollipops)?Yes,theyare./No,theyaren’t.

34 35

Workbook (OPTIONAL)1 • DirectSs’attentiontothepicturesof

thewrappedobjects. • TellSsthattheywilllistentotheCD

andthattheywillhavetotickthecorrectanswerdependingonwhattheyhear.

• HaveSschecktheiranswersinpairsfirst,thencheckasaclass.

1.Boy Aretheyhats? Girl No,theyaren’t.2.Boy Aretheylollipops? Girl Yes,theyare.3.Boy Aretheyyo-yos? Girl No,theyaren’t.4.Boy Aretheyballoons? Girl No,theyaren’t.5.Boy Aretheydolls? Girl Yes,theyare.6.Boy Aretheyyo-yos? Girl Yes,theyare.

Transcript Track25

Key 1.No,theyaren’t. 2.Yes,theyare. 3.No,theyaren’t. 4.No,theyaren’t. 5.Yes,theyare. 6.Yes,theyare.

• Sscolourinthepresents.

Note•AskSstobringapairofscissors,

glue,colouredpencils/crayons/glittertothenextlesson.

•Bringpiecesoffoldedwhitecard,abirthdaycardinanenvelope,plainA4paper(enoughforallSs)andwrappingpapertothenextlesson.

Make a birthday card.

Write on your card. To: ...From: ...

1

2

Act out. 3

1 2

3

Happy Birthday, Nick! This is

for you.

Thank you.

4

23

Project 2

36 37

2 Project

Revision •PlaythesongPresents intheSBonpage16(Track16)andhaveSssingalongwiththeCD.

Warm up •WritethephrasePartytime!ontheboard.

•AskSstotellyouanywordstheyknowinEnglishrelatedtoparties.(presents,cakes,balloons,etc.)

•AskSstotellyouhowtheyusuallycelebratetheirbirthdays(inL1).

1

•DirectSs’attentiontothephotoonpage23andaskthemwhatthegirlisdoing.(She’smakingabirthdaycard.)

•AskSstotellyouwhatthegirliscuttingoutinpicture2(abirthdaycake).

•MakesureSsunderstandthattheywillmaketheirownbirthdaycardforafriend.

•HandoutpiecesofcardaswellasglueandscissorstoeachpairofSs.Allowthemtoworkindividuallyorinpairs.

2

•ExplaintoSsthattheyhavetowritethenameofthepersontheywanttogivetheircardtoandtheirownonthecard.TellthemtowriteTo:andwritethenameofthepersontheywanttogivetheircardtoandFrom:andwritetheirownname.

3

•DirectSs’attentiontothephotoandaskSswhatishappening.(ThegirlisgivingacardtotheboyandwishinghimaHappyBirthday.)

•ReadoutthedialogueandinviteSstorepeatitchorally.

•Modelthedialogueusingyourbirthday

card.Then,modelonlyhalfofthedialoguee.g.HappyBirthday,(Nick).Thisisforyou.EncourageSstoanswer,Thankyouwhilemakingthegesturetoacceptthecard.

•DivideSsintopairsandhavethemactoutthedialoguewiththeirpartnerinturnsusingtheirbirthdaycards.

•Havesomepairsactoutforthewholeclass.

OPTIONAL This is for you

•WriteeachS’snameonapieceofpaperandputallthenamesinabag.HaveeachScomeupandchooseanamefromthebag.

•ExplaintoSsthattheywilldrawandcolourabirthdaypresentfortheSwhosenametheyhavechosen.

•OnceSshavefinisheddrawingandcolouring,tellthemtofoldtheirpapers.GiveeachSapieceofwrappingpaperwithwhichtowrapthepresent.

Aim Tomakeabirthdaycardforafriend.Toreviseandconsolidatevocabularyandstructureslearntinpreviouslessons.Materials• scissorsandpiecesoffoldedwhitecard,

bigenoughforacard(enoughforallSs)• abirthdaycardinanenvelope•wrappingpaper• plainA4paper(enoughforallSs)

36 37

•OnceSsaredone,modelactingoutthedialoguewithoneS.Say,HappyBirthday,(Ann).Thisisforyou.whilehandinghim/herthepresent.EncouragetheStoanswer,Thankyou.

•ThenhavetheSsexchangepresentswhileactingoutthedialogue.

Workbook (OPTIONAL)

Track261 • DirectSs’attentiontothepicture

andaskthemwhosepartytheythinkitis(Meg’s).

• ExplaintoSsthattheyaregoingtolistentoasongthatistraditionallysungatbirthdaypartiesbeforethepersoncelebratingblowsouthis/hercandles.

• PlaythesongonceandhaveSsfollowalongintheirbooks.

• Playitagain,stoppingaftereachlinesothatSscanrepeat.

• PlaythesongathirdtimeencouragingSstosingalong.

• TellSstocolourthepicture.YoucanplaythesongwhileSsarecolouring.

• AfterSsarefinished,playthesongandreplaceMeg’snamewitheachofyourSs’names.

NoteBringawhitepieceofcardforeveryS,andcolouredpencils/markerstothenextlesson.

Look and say.

Draw a present you want to give your mum and write what it is.

2

3

It’s Mother’s Day in Ukraine

today! Let’s make breakfast

for mum. Let’s make a card

and give her a present and

flowers.

make breakfast card

Mother’s Day

How many flowers?

How many presents?

What’s this?

give flower


24

world 2

38 39

2 Smart world

Warm up •Presentthenewvocabularyusingtheflashcards.Holdupeachflashcard,pointtoitandsaythecorrespondingwords/phrase.

•HaveSsrepeatafewtimesafteryou.

Vocabulary Track27•HaveSsopentheirbookstopage24,andpointoutthewords/phraseinthevocabularysection.

•PlaytheCDafewtimes,andhaveSspointtothewords/phraseandrepeat.

•Saythewords/phraseagaininrandomorder,andhaveSsrepeatandpoint.

1 Track28

•DrawSs’attentiontothepicturesandaskthemwhattheysee.(Childrenofferingbreakfasttotheirmum,achild’sdrawingofhis/hermumandagirlwhohasgivenflowerstohermum.)

•Askthemiftheyrecognisethecelebration(Mother’sDay).

•AskSssomequestionsaboutMother’sDay,whenitis,whattheydo,etc.Initiateaclassdiscussion.AllowtheuseofL1.

•ExplaintoSsthattheyaregoingtoreadandlistentoatextaboutMother’sDay.

•PlaytheCD,andhaveSsrepeateachsentence.

•ChooseafewSstoreadthetextaloud.

2

•DrawSs’attentiontothepicturesandthequestions.ExplaintoSsthattheyhavetolookatthepicturesandanswereachquestionaloud.

What’sthis?It’sacard.Howmanypresents?Onepresent.Howmanyflowers?Sevenflowers.

3

•HandoutapieceofwhitecardtoeachS.

•ExplaintoSsthattheyhavetochooseapresenttogivetheirmotheronMother’sDay,andthendrawandcolouritin.

•WhenSshavefinished,askthemtotaketurnspresentingtheirdrawingstotherestoftheclass.

•AllowtheuseofL1.

Workbook (OPTIONAL)1 •DirectSs’attentiontothepictures

andthewords/phraseinthebox.ExplaintoSsthattheyhaveto

lookatthepicturesandwritethecorrespondingwords/phrase.


Key 1.card 2.give 3.makebreakfast 4.flower

2 • TellSstodrawwhattheyusuallydo

onMother’sDay.

NoteBringninemedium-sizedsquaresofcolouredcard:red,blue,yellow,green,pink,orange,brown,whiteandblack,andsomeBlutacktothenextlesson.

AimToprovideSswithcross-culturalinformation.Vocabularymakebreakfast,card,give,flowerMaterials• awhitepieceofcardforeveryS• colouredpencils/markers

Listen, point and repeat.

Look and say.

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2

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B

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D

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ART time 2

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Smart time 2

AimToprovideSswithcross-curricularinformationaboutart.Materials •Ninemedium-sizedsquaresofcoloured

card:red,blue,yellow,green,pink,orange,brown,whiteandblack.

•Blutack

1 Track29

•DrawSs’attentiontothecoloursandaskthemwhattheysee(differentcolourmixes).AllowtheuseofL1.

•ExplaintoSsthattheyaregoingtolistentotheCD,pointtothe

correspondingcoloursandrepeateachsentence.

•PlaytheCDandgetSstopointandrepeat.

OPTIONAL Draw and say

•Stickninecolouredcardsquares(red,blue,yellow,green,pink,orange,brown,whiteandblack)onthefloortoformacircle,usingBlutack.

•HavenineSsstandnexttoeachofthesquaresofcolouredcard.PlaythesongPresentsintheSBonpage16(Track16),andhaveSswalkroundthe

circleofcards,steppingonthecardswhenthemusicstops.

•StopthemusicandaskeachStonamethecolourhe/sheisstandingon.

•RepeatwithotherSs.• Ifyouhaveenoughspace,youcouldhavetwoteamswalkingroundtwocircles.

• EachSwhoanswerscorrectly,earnsapointforhis/herteam.

2

•DrawSs’attentiontotheexample,andsaywhilepointingtoeachcolour,redandyellowmakeorange.Havestudentsrepeatinchoruswhilepointingtothecolours.

•HaveSswritethecoloursinthespacesprovided.

•Next,askthemtomatchthetwocoloursonthelefttothecolourontherightthatyougetwhenyoumixthetwoprimarycolours.ThenhaveSswritethecoloursinthespaceprovided.

•HaveSschecktheiranswersinpairs,usingthelanguagestructurefromactivity1.Thencheckasaclass.

•AskSsWhat’syourfavouritecolour?,andmakesurethatallSshavetheopportunitytosaytheirfavouritecolour.

Ared+yellow=orangeBblue+yellow=greenCwhite+red=pinkDblack+white=grey

Workbook (OPTIONAL)

1 • HaveSspointtothecoloursatthetopofthepageandsaythemaloud.AskSstolookatthepictureandpointoutthenumbersinsomeoftheshapes.AskSstocolouronlytheshapeswithnumbersinthem,accordingtothekeyatthetopofthepage.

•MakesureSshavecompletedtheactivitycorrectly.

Key alion

NotePhotocopytheflashcardsforcake,balloon,hat,teddybear,blackandwhitetwotimeseachandbringthemtothenextlesson.

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3

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4

1

Listen and point.

Draw two of the same object and colour them in. Then ask and answer with your partner, What are those? They're..., What colour are they? They're...

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Revision2

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2 Revision

Revision•DivideSsintotwoteams.•ChooseapairofSs,onefromeachteam,andgiveeachSasetofflashcards(itemsandcolours).

•ExplaintoSsthatyouaregoingtosayacolourandanitemaloudandtheyhavetoholdupthecorrespondingtwoflashcards,e.g.whitehat.

•TheSwhoholdsupthecorrectflashcardsfirst,getsapointforhis/herteam.

•Continuewithotherpairs.•Theteamwiththemostpointswins.

Warm up •Handoutaphotocopyofaflashcardwithatoy/partyitemtoeachSinrandomorder.

•PlaythesongPresentsintheSBonpage16(Track16)andhaveSsmingleroundtheclassroomholdingtheirflashcards.

•ExplaintoSsthatwhenyoustopthemusic,theywillhavetofindtherestoftheirclassmatesthathavethesameflashcardasthemandgetintogroups.

•AnySsthattaketoolongtogetintotheirgrouporgetintothewronggroupareoutofthegame.

1

•Holdupyourbookandpointtothefirstpictureinitem1.AskSs,Aretheypink?EncourageSstoanswer,No,theyaren’t.Dothesamefortherestofthepicturesaskingquestions,suchasWhatarethese?Whatcolourarethey?Arethey(white)?

•ReadtheinstructionsandmakesureSsunderstandthattheywilllistentoeachexchangeandpointtothepicturethatmatcheswhattheyhear.

•PlaytheCDandhaveSspointtotheappropriateitems.

•GoroundtheclassandcheckthatallSsarepointingtothecorrectitems.

1. Boy Aretheypink? Girl No,theyaren’t.They’re orange.2.Boy Whatarethose? Girl They’represents.3.Boy Whatcolourarethey? Girl They’rebrown.4.Boy Aretheywhite? Girl No,theyaren’t.They’repink.

Transcript Track30

1.a 2.b 3.a 4.b

2

•TellSstodrawtwosameobjectsandcolourthemin.Dividethemintopairsandtellthemtoaskandanswerquestionswiththeirpartner,Whatarethose?They’re...,Whatcolourarethey?They’re...

OPTIONAL Puzzle

•ExplaintoSsthattheyaregoingtomakeapuzzle.

•TellSstochooseawordlearntinthismoduleandtodrawittwoormore

Aim Toreviseandconsolidatevocabularyandstructureslearntinpreviouslessons.

orange pink brown black white

How many presents?

Five presents.


They’re pink.

Are they yo-yos?

Yes, they are.

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1 2

doll

1

2

yo-yo

2

teddy bear

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3

7

4 5

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3

2

4

What are those?

They’re lollipops.

lollipop

2

cake

1

balloon5

hat

3

present4

4ball

make breakfast flower

6card give

Say and point.

Say and point.

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2

Say and point.

Say and point.

Say and point.

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4

5

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!Now I can

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2

timesonasheetofpaperandthencolourit.

•TellSstodrawtwolinesontheirpictures(oneverticallydownthecentreofthepictureandonehorizontallyacrossthecentre)andtocutalongthelines.

• Inpairs,haveSsguesswhattheirpartner’spicturesarebylookingatthepuzzlepiecesandusingthestructure,Arethey(teddybears)?Yes,theyare./No,theyaren’t.

Workbook (OPTIONAL)1 • DirectSs’attentiontothesmall

picturesatthetopofthepage.PointtoeachoneandaskSs,What’sthis?EncourageSstoanswer,It’sa(lollipop).

• Pointtothelargerpicturebelowandask,Howmanylollipops?EncourageSstocountthelollipopsaloud.Afterthey’vecountedthem,pointoutthattheanswerhasbeenwrittenforthem.

• TellSstodothesamewiththerestoftheobjects.

• Afterthey’vefilledineverynumber,haveSschecktheiranswersinpairsbyaskingeachotherandansweringaboutthenumberofobjectsthey’vefound.

• Iftimepermits,haveafewpairsaskandansweraloudfortherestoftheirclassmates.

Key 5lollipops,7yo-yos,8hats 9teddybears,10dolls

Now I canAim TocheckSs’progressandunderstandingofthenewlanguageitems.

ExplaintoSsthattheyaregoingtosayandpointtothecorrespondingpicturesofthewordstheyhavelearntinthismodule.

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•HoldinguptheSB,pointtothepicturesofthetoysandencourageSstosaythemaloud.

•HaveSspointtothecorrespondingpicturesastheysayeachword.

•Dothiswithallofthewords.

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•HoldinguptheSB,pointtotheexchangesandencourageSstosaythemaloud.

•HaveSspointtothecorrespondingpicturesastheysayeachexchange.

NoteBringaphotoalbumorphotosofyourfamilymembers(father,mother,brother,sister)tothenextlesson.Photocopytheflashcardsofthefamilymembers(father,mother,brother,sister),oneforeachS.

1 we’re back - Видавництво Лінгвіст

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