Fun Box_2_Teacher's book

Teacher’s Book Fun Box 2 Nora Wilman



Contents Page Page Introduction 6 Unit 9 72 Hello! 12 Unit 10 78 Unit 1 16 Revision 5 Units 9 and 10 84 Unit 2 22 Unit 11 86 Revision 1 Units 1 and 2 28 Unit 12 92 Unit 3 30 Revision 6 Units 11 and 12 98 Unit 4 36 End-of-year play 100 Revision 2 Units 3 and 4 42 Unit tests 104 Term tests 116 Unit 5 44 Key to tests 122 Key to Activity Book 124 Unit 6 50 Revision 3 Units 5 and 6 56 Unit 7 58 Unit 8 64 Revision 4 Units 7 and 8 70 3

a A spider! Help! a A spider! Help! This is Fifi. She’s very 2 clever! Fifi, this is for you! Lesson aims 1 Listen and read. Thank you. ● To learn the words young, tall, clever, old, brave, spider 1 Hi! I’m Jimmy! I’m Robbie. I’m young ● T o learn the verb to be I’m fast. and strong. ■ Affirmative: I’m/He/She/It’s/We/You/They’re … ■ Negative: I’m not … He/She/It isn’t … We/You/They I’m Katie. I’m young and tall. aren’t … 3 I’m Pete. I’m not young! 4 A spider! Pete isn’t ■ Q uestions and short forms: Are you/Is he/Are they I’m old but I’m very brave! Help! brave. brave? Yes, I am/No, I’m not.Yes, he/she/it is. No, he/she/it isn’t.Yes, they are/No, they aren’t. ● T o learn the short forms I’m – I am, it’s – it is, you’re – you are, I’m not – I am not, isn’t – is not, aren’t – are not Materials 2 Write the names. Let’s talk! This is for you! ● Make 4–5 sets of adjective word cards for young, tall, 1 Jimmy is fast. Thank you. short, clever, old, brave, hungry, thirsty, happy and beautiful. 2 Robbie is young and strong. 3 Katie is tall. ● Materials from the Hello! unit 4 Fifi is clever. ● Draw a flower on a small piece of paper. Make a copy 5 Pete is old. for each pupil. 10 ● Materials for Bingo: ■ blank Bingo cards with twelve squares (one card Checking homework for each pupil) • Check pupils’ answers in the Activity Book, Hello! unit. ■ small pieces of paper to cover the squares on the The Answer Key is on page 124 of the Teacher’s Book. Bingo card (twelve for each pupil) • Give dictation from the previous lesson. ■ small cards with a letter, number or other Review vocabulary items you wish to revise on each card ■ a bag to put the number cards in • Play Bingo to revise the alphabet, numbers 1–20, family words, colours or days of the week. Profile page,​ page 9 Vocabulary presentation Show pupils page 9. Draw their attention to the photograph of the man and the children. Read out the You can use the adjective words cards to teach the speech bubbles of the children, ‘This is our dad.’ and ‘He’s vocabulary at the top of page 11 of the Pupil’s Book. strong.’ Ask pupils to repeat after you. Alternatively, • Hold up the card for young and say the word. Ask the assign pairs of pupils to role-play the exchange, either while reading or, after a few repetitions, by trying to recall whole class to repeat the word. Then give each pupil the phrases. To motivate pupils, ask them to talk about a the chance to say the word individually. Ask the class to member of their own family. Review descriptive adjectives find the word in the story and underline it. If necessary (e.g. tall, young, fast, etc.) which will also function as an explain the meaning in L1. Repeat this procedure with introduction to Lesson 1a. the rest of the new words. Point to Frame 4 to teach spider. My Zone • Hold up the word cards in any order and ask pupils to Trace and colour. say the words. Help only if necessary. Draw pupils’ attention to the illustrations of the super boy 1 Listen and read. and super girl in My Zone at the bottom of page 9. Have pupils read out the speech bubbles, ‘I’m strong.’ and ‘I’m • Ask pupils to look at the story. Encourage them to strong, too.’ Repeat the activity in pairs or groups, and/ describe what they see in each of the pictures using L1 or ask a pair of pupils to present it to class as a roleplay. and say what happens at the end. (Pete, the old brave Pupils can then trace the outlines of the word ‘strong’ pirate, is afraid of the spider.) using their pencils and markers, and fill out the illustrations in their own preferred colours. As each pupil does the • Play the audio and ask pupils to follow the story in colouring, you can ask them to repeat the speech bubble their books. text. Alternatively, ask pupils to show the class what they have coloured, and read out their sentence. • Play the audio again, pausing after each bubble. Ask pupils to repeat the dialogues. • Put the class in groups of five and ask pupils to practise the story. Ask volunteers to act out the story in front of the class. 2 Write the names. • Draw pupils’ attention to the example and the words: Jimmy and fast. Ask the class to find these words in the 16

young tall clever old brave spider Unit 3 Read and learn. Negative 4 Write ’m, ’s or ’re. Optional activity I’m not brave. To be He/She/It isn’t old. 1 We ’re old. • To practise the affirmative and negative sentences revise Affirmative We/You/They aren’t short. 2 They ’re tall. the adjectives young, tall, short, clever, old, brave, happy, I’m happy. 3 She ’s young. beautiful. He/She/It’s young. 4 He ’s clever. We/You/They’re tall. 5 You ’re brave. • Then stick the flashcards for Katie, Fifi, Pete, Robbie and 6 I ’m strong. Jimmy on the board. I’m = I am I’m not = I am not LooK! it’s = it is isn’t = is not • Place the adjective word cards face down on a table. aren’t = are not Ask a pupil to pick up a card and make a sentence about you’re = you are one of the characters, e.g. young – Pete isn’t young. Questions Short answers 3 Read and learn. (Stage 2) Are you old? Yes, I am. No, I’m not. Is he tall? Yes, he/she/it is. No, he/she/it isn’t. • Repeat the procedure to present the question form. Are they brave? Yes, they are. No, they aren’t. • Ask individual pupils Are you old/tall/brave? Encourage 5 Complete the questions and answers. them to answer Yes, I am/No, I’m not. Write the short answers on the board. 1 Is she happy? 4 Is he brave? • To practise the questions and short answers give each No, he isn’t . pupil an adjective card. Then ask Are you …? and elicit a No, she isn’t . short answer. 2 Are they young? 5 Are they tall? 4 Write ’m, ’s or ’re. No, they aren’t . Yes, they are . • Draw pupils’ attention to the example. Ask pupils to read 2–6 and tell you the correct answers. 3 Is it beautiful? 6 Is she clever? Yes, it is . Yes, she is . • Tell pupils to complete the exercise in their books. • Check the exercise orally with the class. 6 Ask your friend. Are you hungry? Yes, I am. brave happy hungry old short tall thirsty young 11 story (Frame 1). Then ask pupils to read items 2–5 and Answers to tell you the correct answers. 1 ’re (example) 2 ’re 3 ’s 4 ’s 5 ’re 6 ’m • T ell pupils to complete the exercise in their books. • Check the exercise orally with the class. Now ask pupils to look at the Read and learn box again. Answers 5 Complete the questions and answers. 1 Jimmy (example) 2 Robbie 3 Katie 4 Fifi 5 Pete • Draw pupils’ attention to the example. Ask pupils to Let’s talk! read 2–6 and tell you the correct answers. • P oint to Frame 2 and read out This is for you! Thank • Pupils complete the exercise in their books. you. Explain that we say this when we offer somebody • Check the exercise orally with the class. something. Give the L1 equivalent if necessary. Answers 2 Are, they aren’t • Give a pupil a copy of a flower (see Materials) and say 1 Is, she isn’t (example) 4 Is, he isn’t This is for you! Invite the pupil to say Thank you. Repeat 3 Is, it is 6 Is, she is with another pupil. 5 Are, they are • G ive each pupil a copy and tell them to practise in pairs. 6 Ask your friend. 3 Read and learn. (Stage 1) • Briefly review the words short, hungry and thirsty. • Explain that pupils are going to work in pairs and ask It is a good idea to go through the Read and learn box in two stages. You will need the adjective word cards. each other questions. • Read out the first sentence in the Read and learn box • Put a set of adjective word cards face down on a desk. (Affirmative) and ask pupils to repeat after you. Divide Ask a pupil to pick up a card but that he shouldn’t show the board into three columns and write I’m happy in the it to anybody. Ask Are you thirsty? The pupil answers first one, highlighting the verb to be. Ask pupils to read Yes, I am/No, I’m not. Ask questions until the pupil has the sentence. Repeat the procedure with the rest of the answered Yes, I am. affirmative sentences. • Put pupils into pairs, hand out a set of adjective cards. • P oint to LOOK! Explain that I’m is the short form of Ask them to do the exercise. Monitor and help them if I am, that the a of am has ‘disappeared’ and that it is necessary. easier to say I’m than I am. Do the same for it’s and you’re. Activity Book • Repeat the same procedure with the negative sentences and write them in the second column. Pupils can now do the exercises in Unit 1, Lesson 1a. You • P oint to LOOK! Explain that I’m not is the short form can set some or all of these exercises for homework. It is a of I am not, that the a of am has ‘disappeared’ and that good idea to go through some of the exercises orally. it is easier to say I’m than I am. Do the same for isn’t and aren’t. Homework Write the homework on the board and allow enough time for pupils to copy it into their notebooks. It might be necessary to check that pupils have done so correctly. It might also be necessary to help some of the slower pupils. • Dictation: young, tall clever, old, brave, spider 17

The children b The children are here! 2 Those men are soldiers. b are here! 1 Listen and read. 1 Hi! We’re in the toy Lesson aims room with our friends. ● T o learn the words room, man, soldier, woman, child, dress, leaf, person, mouse, tooth, foot That man is a king. ● To learn the plurals 3 This woman is a queen. 4 Oh, no! The children ■ regular plurals: -s, -es, -ies, -ves And that’s a castle. are here! ■ irregular plurals: man – men, woman – women, It’s beautiful! child – children, person – people, mouse – mice, tooth – teeth, foot – feet ● To learn This is/That’s a box.These/Those are boxes. Materials Look! Two big feet! In the box now! l S ets of adjective word cards from Lesson 1a 2 Read and circle. l M ake 4–5 sets of word cards with irregular plurals 1 He’s a king / queen. (one pair on each card, e.g. man – men). Highlight the 1 2 3 4 2 She’s a fairy / queen. irregular forms. 3 He’s a king / soldier. l P repare a poster with the plurals to put on the 4 She’s a woman / man. classroom walls. 12 Checking homework 2 Read and circle. • C heck pupils’ answers in the Activity Book, Unit 1, Lesson 1a. The Answer Key is on page 124 of the • Draw pupils’ attention to the example. Then ask pupils Teacher’s Book. to look at 2–4 and tell you which word they have to circle. • Give dictation from the previous lesson. • Tell pupils to complete the exercise in their books. Review • Check the exercise orally with the class. • T o revise adjectives and to be, do Exercise 6 Ask your Answers friend from Lesson 1a. 1 king (example) 2 queen 3 soldier 4 woman Vocabulary presentation 3 Read and learn. (Stage 1) Before teaching the new words, give pupils time to look at It is a good idea to go through the Read and learn box the pictures in the story. in three stages. • Point to the pictures and ask Where are the toys? Say toy • Write pen, robot, room, king on the board. Say One pen – room and ask pupils to repeat the word. Show the toy Two ...? and elicit the plural form. room in the book and explain the meaning if necessary. • Now write dress on the board and ask pupils to read out • P oint to the king in the story and say This is a king. He’s a man. Repeat the procedure to teach woman and soldier. the plural form in the Read and learn box. Write the Point to a pupil and say You’re a child. word on the board. Repeat the procedure for box, fairy • To practise the new words, point to them at the top and leaf. of page 13 and ask pupils to point to the people in the • Ask the class to find words in the text that form a frames and to say the words. regular plural (room, friend, soldier, king, queen, castle). Write them on the board and highlight the endings. 1 Listen and read. 3 Read and learn. (Stage 2) • A sk pupils to describe the pictures using L1 and say what happens at the end. (The toys are going back • To make the irregular plurals more memorable for into their box because the children are coming into the pupils, say them like a chant. room.) • Then tell pupils to highlight the changes in spelling, • P oint to the new words at the top of page 13 and ask e.g. men, women. pupils to find them in the story. • Put up the poster with the irregular plurals. • P lay the audio and ask pupils to follow the story in their books. 3 Read and learn. (Stage 3) • P lay the audio again, pausing after each speech bubble. • Put a pen on a table in front of you and a rubber on a Ask pupils to repeat the dialogues. Encourage them to desk far away from you. Ask pupils to come and stand imitate the intonation on the audio. near you. • P ut the class in groups of three and ask pupils to act out • Point to the pen and say This is a pen. Ask pupils to point the story. Ask volunteers to act out the story in front of and repeat. Add another pen and say These are pens and the class. ask pupils to point and repeat. 18

roomhappy mhaunngry sicoeldcierer am wsaodman thirsty child Unit 3 Read and learn. 6 Listen and say the chant. Plurals Irregular This, that, these, those • Point to the chant and practise the sound in the man – men This is a box. That’s a castle. highlighted words /OÜ/. Regular woman – women These are pens. Those are robots. -s child – children • Play the audio and ask pupils to follow the chant in their robot – robots person – people books. -es mouse – mice dress – dresses tooth – teeth • Say the chant and encourage pupils to repeat after box – boxes foot – feet you. Ask individual pupils to repeat and practise the /OÜ/ -ies sound correctly. fairy – fairies -ves • Play the audio again and ask pupils to chant along leaf – leaves rhythmically. 4 Write this, that, these or those. 2 Look at that Activity Book spider. this 1 Look at these Pupils can now do the exercises in Unit 1, Lesson 1b. You watches. Look at can set some or all of these exercises for homework. camera. 3 Look at those 4 Homework mice. Write the homework on the board and allow time for pupils to copy it into their notebooks. 5 Complete the sentences. 6 Listen and say • Dictation: room, man, soldier, woman, child, dress, leaf, children mice teeth men women people the chant. person, mouse, tooth, foot 1 2 34 • Write the words the irregular plurals in your notebooks 1 Those people are happy. 5 and draw a picture next to each word pair. 2 Those men are tall. 6 3 Those teeth are big. Four tall doors and 4 These are sad. four short doors. 5 These children are old. 6 These women are hungry. 13 mice • Now point to the rubber and say That’s a rubber. Ask pupils to point and repeat. Add another rubber and say Those are rubbers. Ask pupils to point and repeat. • To check understanding, point to the pen and say This is a pen. Then ask in L1: ‘Is the pen near me or far away when I say this?’ In a similar way, check understanding of these/that/those. • P oint to the sentences in the Read and learn box and ask individual pupils to read them out. Check understanding by asking Is there one box or are there more boxes? Is it/Are they near or far away? 4 Write this, that, these or those. • Draw pupils’ attention to the example and the picture (the two watches are near). • T hen ask pupils to look at items 2–4 and tell you what they have to write. • T ell pupils to complete the exercise in their books. • Check the exercise orally with the class. Answers 1 these (example) 2 that 3 those 4 this Now ask pupils to look at the Read and learn box again. 5 Complete the sentences. • Draw attention to the example and the words in the box. Then ask pupils to look at items 2–6 and tell you what they have to write. • T ell pupils to complete the exercise in their books. • Check the exercise orally with the class. Answers 1 people (example) 2 men 3 teeth 4 children 5 women 6 mice Now ask pupils to look at the Read and learn box again. 19

This man’s thin. He is Tim. c c This cat’s fat. It is Pat. This girl’s pretty. She is Vicky. That boy’s strong. He is John. 1 Listen and That monster’s ugly. It is Bugly. chant. Look at me! My name’s Dave! Help! It’s a monster! I’m not brave! Tim Lesson aims thin fat Vicky John ● T o learn the words thin, fat, pretty, ugly Bugly ● T o develop reading skills ● To develop writing skills pretty ugly Dave Pat Materials 2 Listen again. Then complete the sentences. pretty thin strong brave ugly fat Flashcards: thin, fat, pretty, ugly 1 Tim is a man. He’s thin . 4 Bugly is a monster. It’s ugly . 2 John is a boy. He’s strong . Checking homework 3 Pat is a cat. It’s fat . 5 Vicky is a girl. She’s pretty . • Check pupils’ answers in the Activity Book, Unit 1, . 6 Dave is a boy. He isn’t brave Lesson 1b. The Answer Key is on page 124 of the Teacher’s Book. 3 Read and find the stickers. • A sk pupils to show the class the drawings in their 1 23 4 Write. notebooks and praise them. young old man tall 1 They’re young. • G ive dictation from the previous lesson. children woman 2 He’s old. 3 She’s tall. Review 456 4 They’re strong. 5 They’re fat. You can start the lesson with these exercises and then strong fat mice ugly 6 It’s ugly. move on to checking homework. girls monster • C hant the irregular plural nouns. • A sk groups of pupils to read the story on page 12 of the 14 Pupil’s Book (Unit 1, Lesson 1b). 3 Read and find the stickers. Vocabulary presentation • Tell the class to find the stickers for Unit 1 at the back of the Pupil’s Book. Once they have done so, ask them You can use the pictures at the top left of page 14 of the to tell you what they can see, e.g. children. Pupil’s Book to teach the new words. Alternatively, you can use flashcards for thin, fat, pretty, ugly. • Ask a pupil to read out the word in Square 1. Then ask • P oint to thin at the top left of the page and say the the class to find the correct sticker for that square. Repeat the procedure for Squares 2–6. Do not let pupils word. Ask the class to repeat the word. Repeat the put the stickers in their books yet. procedure with the rest of the words. Practise carefully the sounds and the words stress in pretty and ugly. • Tell pupils to put the stickers in the correct square in Review strong and brave from Lesson 1a. their books. Monitor and help them if necessary. • T ell pupils to look at the picture on the right. Call out thin and ask them to point to the thin person. Repeat 4 Write. with the rest of the words and practise until pupils are confident. • Point to the example, drawing pupils’ attention to They’re young. 1 Listen and chant. • Now ask pupils to tell you what they have to write for • Hold up your Pupil’s Book and point to the picture. Read 2–6. Tell them that if they need help with the spelling, out the first line and point to Tim. they can look in their books. • Invite individual pupils to read out a line and ask the • Tell pupils to complete the exercise in their books. class to point to the right person (or thing). • Check the exercise orally with the class. • P lay the audio and ask pupils to follow the words of the Answers chant. 1 They’re young. (example) 2 He’s old. 3 She’s tall. • R ead out the chant one line at a time and ask pupils to repeat after you. 4 They’re strong. 5 They’re fat. 6 It’s ugly. • Play the audio again and ask pupils to chant along. Kids’ planet 2 Listen again. Then complete the sentences. 1 Read. • Point to the word box and draw pupils’ attention to Tim Explain to pupils that in every ‘c’ lesson of their Pupil’s and thin in the example. Then ask pupils to look at items Book there is a page with the heading Kids’ planet. 2–6 and tell them to highlight the names. Then, without • Ask pupils to look at the pictures and describe the looking at the chant, invite them to tell you which word they have to write. children using the adjectives they have learned in this unit or if necessary in L1, e.g. He’s strong. She’s tall. • Play the audio again and tell pupils to complete the • Play the audio and ask pupils to follow the texts in their exercise in their books. books. Then ask them questions about each child What’s his/her name? How old is he/she? Is he/she strong/old/clever/ • C heck the exercise orally with the class. tall? Where does he/she live? Answers 1 thin (example) 2 strong 3 fat 6 brave 4 ugly 5 pretty 20

KKpplialidandnesets't' 2 I’m Sarah and this is John. Unit He’s my brother. I’m nine 1 Read. years old and he’s seven • Ask individual pupils to read out the text on the board years old. We live in and to complete the blanks with their information. Make Hello! My name’s Richard. Rome. I’m tall and thin. sure each pupil has a turn. 1 I’m eight years old and He’s short and thin. • Ask pupils to write their description. Monitor pupils I live in London. while they are writing. Help them to correct any I’m strong and clever! mistakes they make. I love books! I always read a book before Activity Book I go to bed. Pupils can now do the exercises in Unit 1, Lesson 1c. You can set some or all of these exercises for homework. Homework Write the homework on the board and allow enough time for pupils to copy it into their notebooks. • Dictation: thin, fat, pretty, ugly • Copy the text you wrote for Kids’ planet, Exercise 3 on a piece of paper. Stick a photo or draw a picture of your friend on it. 2 Write the names. 3 Read, draw and write. CLIL, page 16 Maths (ordinal numbers) 1 Richard is eight years old. My best friend is 2 Sarah is nine years old. nine years old. 1 Read. 3 John is short and thin. His name’s Peter. 4 Richard is strong and clever. He’s tall and thin. Ask pupils to read the ordinal numbers underneath the 5 Sarah is tall and thin. He’s very clever. medals. If they have difficulty in pronouncing accurately, repeat and emphasise correct pronunciation each time. 15 Repeat several times until pupils are confident they can say each word. Point out that the suffix sound from 4th to • Play the audio again, pausing after each text. 10th is the same. Finally, point out to medals in random Ask pupils to read the text to themselves. order and ask pupils to call out the ordinal numbers. • Invite individual pupils to read out parts of the texts. 2 Count, read and colour. Do not worry or overreact if they make mistakes. Ask pupils look at the butterfly outlines in task 1, and 2 Write the names. then to count them. Make sure they use the ordinals from Exercise 1 above. Ask pupils to find and point to the second • Draw pupils’ attention to the example. Then ask pupils butterfly, and then read the relevant part of rubric carefully, to find the information in texts 1 and 2 of Exercise 1. ‘Colour the second butterfly blue.’ Have pupils use their colouring kits to colour the butterfly outline, while you go • Go through items 2–5 orally, encouraging pupils to tell around class and repeat ‘The second butterfly is blue.’ Once you in which texts they can find the information. complete, repeat the same process for the fourth butterfly, or ask pupils to point to the correct butterfly and say what • T ell pupils to complete the exercise in their books. colour it must be. You can then freely repeat the same steps • C heck the exercise orally with the class. for more outlines assigning the pupils’ preferred colours, e.g. ‘Colour the fifth butterfly red.’ Repeat the same procedure Answers for numbers 2 and 3 below. 1 Richard (example) 2 Sarah 3 John 3 Write. Ask pupils to look at the example, ‘Lisa is the first.’ To 4 Richard 5 Sarah increase awareness, you can ask pupils to point to the children and produce sentences orally first: ‘Jim is the 3 Read, draw and write. second.’ Have pupils write their answers. Ask them to check the spelling of the ordinal numbers by looking at • Ask a pupil to read out the four sentences. Then ask Exercise 1. pupils to highlight the words nine, Peter, tall, thin and clever. Values Explain to pupils that in this section of the book you will • Tell pupils to write three sentences about themselves. be discussing important aspects of everyday life and Explain that they can base their sentences on the ones looking at examples of taking positive action to improve in the Pupil’s Book but that they have to replace the everyone’s life. For this first Values section, it is a good words they have highlighted with information about idea to ask pupils to role-play helping out an elderly themselves. person. Use what is available in class, e.g. carrying heavy books, opening a door, bringing a glass of water, • M onitor pupils while they are writing. Help them to etc. Make a point of returning to the important value of correct any mistakes they make. helping others in later sessions as well. Optional activity • G o through the exercise orally first. Write the text on the board and blank out the words nine, Peter, tall, thin and clever. • G ive the class the time to think about information that is true about their own friend. Review the adjectives from Unit 1 and stick the word cards on the board to help pupils. 21

Fun Teacher’s Book Box 2 Toys come alive in Fun Box, the fantastic new primary course for young learners! As children follow the exciting and humorous adventures of a group of loveable toy characters, they are gently introduced to the English language. Fun Box will thrill young students thanks to its colourful cartoon stories, lively songs and playful activities. Language skills are gradually developed through its carefully graded syllabus, clear and user-friendly lesson organisation and ample practice and revision. The Fun Box Teacher’s Book contains: ● c learly laid out and easy-to-follow teaching notes for each unit in the Pupil’s Book ● a ctual pages of the Pupil’s Book embedded in full colour for ease of use ● s pecially highlighted aims and materials needed for each lesson ● s uggestions for homework setting and checking ● a dditional optional activities ● a fully-illustrated End-of-year play, complete with audio and stage directions ● 1 2 photocopiable Tests, one for each unit of the Pupil’s Book ● 3 photocopiable Term Tests, one for each teaching term ● c omplete Answer Keys to the Activity Book and Tests Fun Box for the pupil: Fun Box for the teacher: • Pupil’s Book with stickers • Teacher’s Book with embedded Pupil’s Book • Alphabet and Starter Book • Activity Book in full colour and Photocopiable Tests • Test Book • Class Audio CD set • Interactive e-book • Flashcard Pack • Interactive Whiteboard Software