TOY BOX_2_TB

Contents Page PageIntroduction 6 Unit 9 70Hello! 10 Unit 10 76Unit 1 14 Revision 5 Units 9 and 10 82Unit 2 20 Unit 11 84Revision 1 Units 1 and 2 26 Unit 12 90Unit 3 28 Revision 6 Units 11 and 12 96Unit 4 34 Christmas 98Revision 2 Units 3 and 4 40 Easter 99Unit 5 42 End-of-year play 100Unit 6 48 Unit tests 102Revision 3 Units 5 and 6 54 Term tests 114 Key to tests 120Unit 7 56 Key to Activity Book 123Unit 8 62Revision 4 Units 7 and 8 68 3

1a A spider! 1a A spider! Help! Help! young tall clever 1 Listen and read. old brave spider 1 I’m Robbie. I’m young 2 This is Fifi. She’s very and strong. clever! Fifi, this is for you! Thank you. Lesson aims Hi! I’m Jimmy! I’m Katie. I’m young I’m fast. and tall. ● To learn the words young, tall, clever, old, brave, spider 3 I’m Pete. I’m 4 A spider! Pete isn’t not young! I’m Help! brave. ● To learn the verb be old but I’m very ■ Affirmative: I’m/He/She/It’s/We/You/They’re … ■ N egative: I’m not … He/She/It isn’t … We/You/ brave! They aren’t … 2 Write the names. ■ Q uestions and short forms: Are you/Is he/Are 1 ......J.i.m....m...y....... is fast. they brave? Yes, I am/No, I’m not.Yes, he/she/it is. 2 ...................... is young and strong. No, he/she/it isn’t.Yes, they are/No, they aren’t. ● To learn the short forms I’m – I am, it’s – it is, you’re 3 ...................... is tall. – you are, I’m not – I am not, isn’t – is not, aren’t – are not 4 ...................... is clever. 5 ...................... is old. Let’s talk!Materials 8 This is for you! ● M ake 4–5 sets of adjective word cards for young, tall, Thank you. eight short, clever, old, brave, hungry, thirsty, happy and beautiful. ● Materials from the Hello! unit ● D raw a flower on a small piece of paper. Make a copy for each pupil. ● M aterials for Bingo: 03-TOYboxPB2-UNIT1.indd 8 7/1/09 10:06:49 AM ■ b lank Bingo cards with twelve squares (one card • Play the Audio CD and ask pupils to follow the story in their books. for each pupil) 2• P3lay t1he r2ecor3ding again, pausing after each bubble. ■ small pieces of paper to cover the squares on the 1 Ask pupils to repeat the dialogues. Bingo card (twelve for each pupil) 5• P6ut the4 clas5s in6gro7ups of five and ask pupils to practise the story. Ask volunteers to act out the story in front of ■ s mall cards with a letter, number or other 4 vocabulary items you wish to revise on each card 4 th5e cla1ss. 4 5 ■ a bag to put the number cards in 1Checking homework 1 2 W3rite4the5 na6me7s. 8• C heck pupils’ answers in the Activity Book, Hello! unit.The9 10• Draw 1pupils4’ at5tention to the example and the words: Answer Key is on page 123 of the Teacher’s Book. Jimmy and fast. Ask the class to find these words in the story (Frame 1).Then ask pupils to read items 2–5 and to• G ive dictation from the previous lesson. tell you the correct answers.Review • Tell pupils to complete the exercise in their books. • Check the exercise orally with the class.• P lay Bingo to revise the alphabet, numbers 1–20, family words, colours or days of the week. Answers 1 Jimmy (example) 2 Robbie 3 Katie 4 Fifi 5 PeteVocabulary presentation Let’s talk!You can use the adjective words cards to teach the • Point to Frame 2 and read out This is for you! Thankvocabulary at the top of page 8 of the Pupil’s Book. you. Explain that we say this when we offer somebody• Hold up the card for young and say the word. Ask the 3 som1 eth2ing.3Give the L1 equivalent if necessary. • Give a pupil a copy of a flower (see Materials) and say whole class to repeat the word.Then give each pupil the 6 Th4is is 5for y6ou! I7nvite the pupil to say Thank you. Repeat1 chance to say the word individually. Ask the class etxo1pflianidn2 with another pupil. th2e wo3rd in1the s2tory3 and underline it. If necessary 5• Gi1ve ea4ch p5upil a copy and tell them to practise in pairs. the meaning in L1. Repeat this procedure with the re4st of54 th5e ne6w wo4rds. 5Poin6t to 7Frame 4 to teach spider. 3 Re4ad 5and6 lea7rn8. (Stage 1) • Hold up the word cards in any order and ask pupils to1 say4 It is a1 goo4d ide5a to go through the Read and learn box in1 th4e wo5rds. 1Help 4only5if necessary. two stages.You will need the adjective word cards. • Read out the first sentence in the Read and learn box1 Li2sten3 an4d re5ad.6 7 8 12 (Affirmative) and ask pupils to repeat after you. Divide9• A s10k pupils to1 look4 at t5he story.Encourage them to desc9ribe10 the board into three columns and write I’m happy in what they see in each of the pictures using L1 and say what happens at the end. (Pete, the old brave pirate, is afraid of the spider.)14

3 Read and learn. 1a1 2 3 1 23 Unit 1 be 4 567 4 56Affirmative Negative Questions 1 45 1 45I’m happy. I’m not brave. Are you old?He/She/It’s young. He/She/It isn’t old. Is he tall?We/You/They’re tall. We/You/They aren’t short. Are they brave? 4 W5rite6 ’m7, ’s 8or ’re. Short answers 1 2 3 LOOK! LOOK! 1• Dr4aw p5upils’ attention to the example.Ask pupils to read Yes, I am. 9 10 2–6 and tell you the correct answers.I’m = I am I’m not = I am not No, I’m not.it’s = it is isn’t = is not • Tell pupils to complete the exercise in their books.you’re = you are aren’t = are not Yes, he/she/it is. No, he/she/it isn’t. Yes, they are. 1 2• C3heck the exercise orally with the class. No, they ar1en’t. 2 34 Write ’m, ’s or ’re. 5 Complete the que4stions 5and 6 4 Answers 1 We ...’r..e.... old. answers. 1 5 16’re (7example) 2 ’re 3 ’s 4 ’s 5 ’re 6 ’m 2 They ......... tall. 3 She ......... young. 1 ....I.s.... she happy? 1 45 4 4Now5 ask pupils to look at the Read and learn box again. 4 He ......... clever. No, ..s..h..e....i.s.n...’t... . 1 5 You ......... brave. 6 I ......... strong. 2 ......... they young? 1 2 3 5 C6om7ple8te the questions and answers. No, .................. . 9 10 •4 Dr5aw pupils’ attention to the example.Ask pupils to read 2–6 and tell you the correct answers. 3 ......... it beautiful? Yes, .................. . • Pupils complete the exercise in their books. • Check the exercise orally with the class. 6 Ask your friend. 4 .N...o..,......h..e...b...r.a..1.v..e.?. 2 31 2 3 Answers Are you hungry? 64 5 5 ......... they ta4ll? 5 51 4 6 1 7IIss,, she isn’t (example) 2 Are, they aren’t Yes, I am. Yes, .................. . 4 3 it is 4 Is, he isn’t 1 2 5 6 Is, she ishapbpryavoeyloduntgshhirosthrytuatnlgl ry 4 5 5 Are, they are 6 ......... she clever? Yes, .................. . 3 4 6 As7k y8our friend. 1 9 •5 Briefly review the words short, hungry and thirsty. 9 10 1nine • Explain that pupils are going to work in pairs and ask03-TOYboxPB2-UNIT1.indd 9 7/1/09 10:06:54 AM each other questions. • Put a set of adjective word cards face down on a desk.the first one, highlighting the verb be. Ask pupils to read Ask a pupil to pick up a card but that he shouldn’t showthe sentence. Repeat the procedure with the rest of the it to anybody. Ask Are you thirsty? The pupil answers Yes, I am/No, I’m not.Ask questions until the pupil has answeredaffirmative sentences. Yes, I am. • Put pupils into pairs, hand out a set of adjective cards.• P oint to LOOK! Explain that I’m is the short form of I am, Ask them to do the exercise. Monitor and help them if necessary.that the a of am has ‘disappeared’ and that it is easier tosay I’m than I am. Do the same for it’s and you’re.• R epeat the same procedure with the negative sentencesand write them in the second column.• Point to LOOK! Explain that I’m not is the short form ofI am not, that the a of am has ‘disappeared’ and that it is Activity Bookeasier to say I’m than I am. Do the same for isn’t and aren’t. Pupils can now do the exercises in Unit 1, Lesson 1a.You canOptional activity set some or all of these exercises for homework. It is a good• T o practise the affirmative and negative sentences revise idea to go through some of the exercises orally.the adjectives young, tall, short, clever, old, brave, happy, Homework beautiful.1 2 3• T h1en st2ick t3he flashcards for Katie, Fifi, Pete, Robbie and Write the homework on the board and allow enough time for pupils to copy it into their notebooks. It might be Jimmy on the board. necessary to check that pupils have done so correctly. It4 5 6• P la4ce t5he a6djec7tive word cards face down on a table. might also be necessary to help some of the slower pupils. • Dictation: young, tall clever, old, brave, spider Ask a pupil to pick up a card and make a sentence about1 4 5 on1e of t4he c5haracters, e.g. young – Pete isn’t young.1 2 3 Re4ad 5and6 lea7rn8. (Stage 2)9 10 • R e1peat 4the p5rocedure to present the question form. • A sk individual pupils Are you old/tall/brave? Encourage them to answer Yes, I am/No, I’m not. Write the short answers on the board. • T o practise the questions and short answers give each pupil an adjective card. Then ask Are you …? and elicit a short answer. 15

1b The children 1b The children room man soldier are here! are here! woman child 1 Listen and read. 1 Hi! We’re in the toy 2 room with our friends. Lesson aims That man is a king. Those men are soldiers. ● To learn the words room, man, soldier, woman, child, 3 dress, leaf, person, mouse, tooth, foot This woman 4 Oh, no! The children is a queen. are here! ● T o learn the plurals ■ regular plurals -s, -es, -ies, -ves Look! Two ■ irregular plurals: man – men, woman – women, big feet! child – children, person – people, mouse – mice, tooth – teeth, foot – feet ● To learn This is/That’s a box.These/Those are boxes. And that’s In the box now! a castle. It’sMaterials beautiful! l S ets of adjective word cards from Lesson 1a l M ake 4–5 sets of word cards with irregular plurals 2 Read and circle. 1 He’s a king / queen. (one pair on each card, e.g. man – men). Highlight the 2 She’s a fairy / queen. irregular forms. l P repare a poster with the plurals to put on the 1 2 33 He’s1a king 2/ soldie3r. 4 She’s a woman / man. classroom walls. 4 5 106 4 567 45Checking homework 1 ten 1 45 03-TOYboxPB2-UNIT1.indd 10 7/1/09 10:06:59 AM• C heck pupils’ answers in the Activity Book, Unit 1, Lesson 2 Re3 ad 4and5 cir6cle.7 8 1a.The Answer Key is on page 123 of the Teacher’s Book.1 10• Draw p1upils4’ att5ention to the example.Then ask pupils to• Give dictation from the previous lesson. 9 look at 2–4 and tell you which word they have to circle.Review 3• T el1l pup2ils to3 complete the exercise in their books. • Check the exercise orally with the class. • T o revise adjectives and be, do Exercise 6 Ask your f1riend2 6 An4swe5rs 6 7 5 1 k1ing (4exam5 ple) 2 queen 3 soldier 4 woman from Lesson 1a. 45Vocabulary presentation 14Before teaching the new words, give pupils time to look atthe pictures in the story. ask Where are the toys? Say1 toy2 3 Re4ad 5and6 lea7rn8. (Stage 1)• P oint to the pictures and room and ask pupils to repeat the word. Show the9 toy10 It is a1 goo4d id5ea to go through the Read and learn box in three stages. room in the book and explain the meaning if necessary. • W rite pen, robot, room, king on the board. Say One pen –• Point to the king in the story and say This is a king. He’s Two ...? and elicit the plural form. • N ow write dress on the board and ask pupils to read out1 a 2man3. Repe1at t2he p3rocedure to teach woman and soldier. Point to a pupil and say You’re a child. the plural form in the Read and learn box. Write the4• T o5pra6ctise 4the n5ew w6 ord7s, point to them at the top of the 3 wo1rd o2n th3e board. Repeat the procedure for box, fairy page and ask pupils to point to the people in the fra1mes21 an4d to5say 1the w4ords5. and leaf. 45 6• A s4k the5clas6s to7find words in the text that form a regular1 Li2sten3 an4d re5ad.6 7 8 14 plural (room, friend, soldier, king, queen, castle). Write them 5 on1the b4oar5d and highlight the endings.9• As10k pupils t1o des4cribe5 the pictures using L1 and say what happens at the end. (The toys are going tbhaeckroionmto.)t1heir2 3 Re4ad 5and6 lea7rn8. (Stage 2) box because the children are coming into• P oint to the new words at the top of the page and19 ask210 3• To11mak2e4 the35irregular plurals more memorable for pupils, say them like a chant.• pupils to find them in the story. follow the sto4ry in5 Play the Audio CD and ask pupils to 6• T h4en t5ell p6upil7s to highlight the changes in spelling, e.g. men, women. their books. 14 5• Pu1t up t4he p5oster with the irregular plurals.• P lay the recording again,pausing after each speech bubble. 3 Re4ad 5and6 lea7rn8. (Stage 3) Ask pupils to repeat the dialogues. Encourage them1 to2 imitate the intonation on the recording. • Pu1t a p4en o5n a table in front of you and a rubber on a• P ut the class in groups of three and ask pupils to act9 out10 desk far away from you. Ask pupils to come and stand near you. the story. Ask volunteers to act out the story in front of the class.16

3 Read and learn. 1b Unit 1 Plurals irregular this / that / these / those man – men This is a box. regular woman – women child – children That’s a castle. • Tell pupils to complete the exercise in their books. -s person – people • C heck the exercise orally with the class. robot – robots mouse – mice These are pe1ns. 2 tooth – teeth 3 1 2 3 Answers -es foot – feet Those are robots. 6 dress – dresses 1 7pcheioldprleen( example) 2 men 3 teeth box – boxes 45 4 5 6 4 5 women 6 mice -ies fairy – fairies -ves leaf – leaves 4 Write this, that, these or those. 1 45 1 4 N5 ow ask pupils to look at the Read and learn box again. 1 Look at ....t..h..e..s..e...... watches. 2 Look at .................. spider. 4 5 6 Li7ste8n and say the chant. 3 Look at .................. mice. 1 23 1 4 •5 Point to the chant and practise the sound in the highlighted 4 Look at ........9.......... c1a0mera. words /OÜ/. 5 Complete the sentences. children mice teeth men women people • Play the Audio CD and ask pupils to follow the chant in their books. 1 Those ...p..e...o..p..l..e.... are happy. 2 Those .................. are tall. • Say the chant and encourage pupils to repeat after you. 3 Those .................. are big. 4 These .................. are sad. Ask individual pupils to repeat and practise the /OÜ/ sound correctly. 5 These .................. are old. 6 These .................. are fat. • Play the recording again and ask pupils to chant 6 Listen and say the chant. rhythmically along with the recording. Activity Book Pupils can now do the exercises in Unit 1, Lesson 1b.You can set some or all of these exercises for homework. Four tall doors and four short doors. 11 Homework eleven Write the homework on the board and allow time for pupils 03-TOYboxPB2-UNIT1.indd 11 7/1/09 10:07:04 AM to copy it into their notebooks. • Dictation: room, man, soldier, woman, child, dress, leaf, person, • P oint to the pen and say This is a pen. Ask pupils to point mouse, tooth, foot and repeat. Add another pen and say These are pens and • Write the words the irregular plurals in your notebooks and ask pupils to point and repeat. draw a picture next to each word pair. • N ow 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/2 3 1 tha2t/tho3se. • P oint to the sentences in the Read and learn box and ask5 6 4 in5divid6ual p7upils to read them out. Check understanding by asking Is there one box or are there more boxes? Is it/Are4 5 1 the4y ne5ar or far away?2 3 4 W5rite6 th7is, t8hat, these or those.10 1• Dr4aw 5pupils’ 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.3 1 2• C 3heck the exercise orally with the class. Answers6 4 5 1 6thes7e (example) 2 that 3 those 4 this5 1 4Now5 ask pupils to look at the Read and learn box again.3 4 5 Co6 m7ple8te the sentences. 1 •4 Dr5aw attention to the example and the words in the box. Then ask pupils to look at items 2–4 and tell you what they have to write. 17

1c 1c thin fat pretty ugly Lesson aims 1 Listen and chant. ● To learn the words thin, fat, pretty, ugly This man’s thin. He is Tim. ● To develop reading skills This cat’s fat. It is Pat. ● T o develop writing skills This girl’s pretty. She is Vicky. That boy’s strong. He is John. That monster’s ugly. It is Bugly. Look at me! My name’s Dave! Help! It’s a monster! I’m not brave!Materials 25 Listen again.Then complete the sentences. pretty thin strong brave ugly fat Flashcards: thin, fat, pretty, ugly 1 Tim is a man. He’s ......t..h..i.n....... . 2 John is a boy. He’s .................. . 3 Pat is a cat. It’s .................. . 4 Bugly is a monster. It’s .................. . 5 Vicky is a girl. She’s .................. . 6 Dave is a boy. He isn’t .................. .Checking homework 3 Read and find the ssttiicckerss. 4 Write.• Check pupils’ answers in the Activity Book, Unit 1, Lesson 123 1b.The Answer Key is on page 123 of the Teacher’s Book. young old man tall 1 ...T...h..e...y..’r..e....y..o..u...n..g.....• Ask pupils to show the class the drawings in their children woman 2 ................................ notebooks and praise them. 3 ................................ 456 4 ................................• G ive dictation from the previous lesson. 5 ................................ 6 ................................Review strong fat mice ugly girls monsterYou can start the lesson with these exercises and then moveon to checking homework. 12• C hant the irregular plural nouns. twelve• Ask groups of pupils to read the story on page 10 of the 03-TOYboxPB2-UNIT1.indd 12 7/1/09 10:07:08 AM Pupil’s Book (Unit 1, Lesson 1b). 12 3• C h1eck 2the e3xercise orally with the class.Vocabulary presentation Answers 2 strong 3 fat 6 1 t4hin (5exam6 ple7) 5 pretty 6 brave You can use the pictures at the top of page 12 of the P4upil’s5 5 4 1ugly 4 5Book to teach the new words. Alternatively, you can1 use4flashcards for thin, fat, pretty, ugly.• P oint to thin at the top of the page and say the word1.Ask2 3 Re4ad 5and6 fin7d t8he stickers. the class to repeat the word. Repeat the procedure with the rest of the words. Practise carefully the sounds9and10 • T el1l the 4class5 to find the stickers for Unit 1 at the back of the Pupil’s Book. Once they have done so, ask them to tell1 th2e wo3rds s1tress2in p3retty and ugly. Review strong and brave you what they can see, e.g. children. from Lesson 1a.4• Te5ll pu6pils t4o loo5k at6 the7picture below. Call out thin and • A sk a pupil to read out the word in Square 1.Then ask the ask them to point to the thin person. Repeat wit1h the2 res3t 1 cla2ss t3o find the correct sticker for that square. Repeat1 of 4the w5 ord1s and4 pra5ctise until pupils are confid4ent. 5 6 the procedure for Squares 2–6. Do not let pupils put the 4 sti5cker6s in 7their books yet.1 Li2sten3 an4d ch5ant6. 7 8 1 45 • T ell pupils to put the stickers in the correct square in their 1 bo4oks.5Monitor and help them if necessary.9• H1o0 ld up you1r Pup4il’s B5ook and point to the picture next to the chant. Read out the first line and point to Ti1m. 2 3 4 W5rite6. 7 8• Invite individual pupils to read out a line and ask the class 9 10 1• Po4int 5to the example, drawing pupils’ attention to to point to the right person (or thing). They’re young.• Play the Audio CD and ask pupils to follow the words of • Now ask pupils to tell you what they have to write for 2–6.Tell them that if they need help with the spelling, they1 2 th3e cha1nt. 2 3 can look in their books.• Read out the chant one line at the time and ask pupils to4 5 re6peat4afte5r you6. 7 • Tell pupils to complete the exercise in their books. • Check the exercise orally with the class. • Play the recording again and ask pupils to chant along1 4 w5ith th1e rec4ordi5ng. Answers1 2 Li3sten4 ag5ain.6Th7en c8 omplete the sentences. 1 They’re young. (example) 2 He’s old. 3 She’s tall.9 10• P oint t1o the4wor5d box and draw pupils’ attention to Tim 4 They’re strong. 5 They’re fat. 6 It’s ugly. and thin in the example.Then ask pupils to look at items 2–6 and tell them to highlight the names. Then, without looking at the chant, invite them to tell you which word they have to write. • Play the Audio CD again and tell pupils to complete the exercise in their books.18

1c1 2 3 1 23 Unit 1 4 56 4 567 1 45 1 451 Read. 1 Hello! My name’s 1 2 3 Re4ad,5dra6w a7nd8write. Richard. I’m eight years 9 10 • Ask1 a pu4pil t5o read out the four sentences.Then ask pupils old and I live in London. to highlight the words nine, Peter, tall, thin and clever. I’m strong and clever! I love books! I always • T ell pupils to write three sentences about themselves. read a book before I go to bed. Explain that they can base their sentences on the ones in the Pupil’s Book but that they have to replace the words they have highlighted with information about themselves. • Monitor pupils while they are writing. Help them to2 I’m Sarah and this correct any mistakes they make.is John. He’s my Optional activitybrother. I’m nineyears old and he’s • Go through the exercise orally first. Write the text onseven years old.We the board and blank out the words nine, Peter, tall, thin andlive in Athens. I’m clever.tall and thin. He’sshort and thin. • Give the class the time to think about information that is true about their own friend. Review the adjectives from2 Write the names. 3 Read, draw Unit 1 and stick the word cards on the board to help 1 .......R...i.c..h..a..r..d........ is eight years old. and write. pupils.2 ........................... is nine years old. My best friend is • Ask individual pupils to read out the text on the board and3 ........................... is short and thin. nine years old. His to complete the blanks with their information. Make sure4 ........................... is strong and clever. name’s Peter. He’s tall each pupil has a turn.5 ........................... is tall and thin. and thin. He’s very clever. • Ask pupils to write their description. Monitor pupils while they are writing. Help them to correct any mistakes they 13 make. thirteen03-TOYboxPB2-UNIT1.indd 13 7/1/09 10:07:15 AM1 23 1 23 Activity Book Pupils can now do the exercises in Unit 1, Lesson 1c.You can4 56 4 567 set some or all of these exercises for homework.1 45 1 45 Homework Write the homework on the board and allow enough time1 Re2ad.3 4 5 6 7 8 for pupils to copy it into their notebooks. • Dictation: thin, fat, pretty, ugly9Expl1a0 in to pu1pils 4that5in every ‘c’ lesson of their Pupil’s • Copy the text you wrote for kids’ planet, Exercise 3 onBook there is a page with the heading kids’ planet.• Ask pupils to look at the pictures and describe the children a piece of paper. Stick a photo or draw a picture of their friend on it. using the adjectives they have learned in this unit or if • Pupil’s Multi-ROM: Do the extra practice. necessary in L1, e.g. He’s strong. She’s tall.• P lay the Audio CD and ask pupils to follow the textsin their books.Then ask them questions about each childWhat’s his/her name? How old is he/she? Is he/she strong/old/1 2 cl3ever/t1all? W2here3 does he/she live?• P lay the recording again, pausing after each text.4 5 A6sk pu4pils t5o re6ad th7e text to themselves. • Invite individual pupils to read out parts of the texts.1 4 D5o no1t wor4ry o5r overreact if they make mistakes.1 2 W3rite4the5 na6me7s. 89 10• D raw p1upils4’ att5ention to the example.Then ask pupils to find the information in texts 1 and 2 of Exercise 1. • G o through items 2–5 orally, encouraging pupils to tell you in which texts they can find the information. • T ell pupils to complete the exercise in their books. • Check the exercise orally with the class.Answers1 Richard (example) 2 Sarah 3 John4 Richard 5 Sarah 19

12a The surprise 12a The surprise party party 1 Listen and read. surprise party decorate balloon bring CD 1 Next Saturday Robbie is going 2 to be ten years old. The toys are Are you going going to have a surprise to decorate party for Robbie. Yes, we are. We’re Lesson aims the toy room? going to buy lots of ● To learn the words surprise, party, decorate, balloon, balloons! bring, CD 3 4 Be quiet! ● T o learn I’m going to dance. He/She/It’s going to Robbie’s dance. coming! ● T o learn I’m not going to dance. He/She/It isn’t going Are you going to dance. to bring your ● To learn Am I going to dance? Is he/she/it going to new CDs? dance? 2 Read and match. ● T o learn Yes, I am/No I’m not.Yes, it is/No, it isn’t. 1 Robbie’s Yes, you are/No, you aren’t. 2 Fifi and Pete areMaterials Yes, I am. We’re lk!Let’s ta 3 Jimmy’s going to dance Be quiet! ● M ake word cards for bring, decorate, buy, have and dance. 4 The toys are all night! ● P arty balloons: blow up a few before the lesson. going to bring his CDs. going to be ten next Saturday. going to dance all night. going to decorate the toy room.Review 84• Ask groups of pupils to read out the story on page 82 of eighty-four the Pupil’s Book (Unit 11, Lesson 11c). 19-TOYboxPB2-UNIT12.indd 84 7/1/09 11:08:03 AM• Invite pupils to show the class the magazine pictures and • Play the recording again, pausing after each picture. Ask 2 pu3pils t1o rea2 d o3ut the narrative and the dialogues. read out the sentences they wrote about their country. • R ead out sentences from the story and ask pupils to tell 1 5 yo6u wh4o sa5ys t6hem7, e.g. Are you going to decorate the toy Praise them for their effort. room? – Katie.Checking homework 4 4• As5k pu1pils to4 act5out the story.• C heck pupils’ answers in the Activity Book, TUeancithe1r1’s1, Lesson 11c.The Answer Key is on page 127 of the Book. 1 2 Re3ad 4and5ma6tch7. 8• G ive dictation from the previous lesson. 1•0 Encour1age p4upils5 to remember what each of the toys isVocabulary presentation 9 going to do to prepare the party.Then ask them to match the sentences.You can use the pictures in the story to teach the new words. • Tell pupils to complete the exercise in their books and• Read out the heading of this lesson and ask pupils if they check their answers in the story. know what a surprise party is. If they don’t know, point to • Check the exercise orally with the class.Ask pupils to tell you how they found the answers. Frame 4 and ask them if they think the toys want Robbie Answers to know about the party.Then say again surprise party and 1 Robbie’s going to be ten next Saturday. 2 Fifi and Pete are going to decorate the toy room. ask pupils to repeat.Then ask individual pupils to repeat. 3 Jimmy’s going to bring his CDs. 4 The toys are going to dance all night.• Hold up a balloon and say the word. Ask pupils to repeat the word. Then ask pupils to help you stick the balloons on the walls and teach the word decorate.Ask the class to1 re2peat3 the w1 ord2. 3• T each the word bring and explain the meaning in L1. Ask4 pu5pils 6to rep4eat.5 6 7 Let’s talk!• Practise the pronunciation of the new words in party1 /\"p4A…ti/ 5and 1balloo4n /b´5\"l√…n/. 12 3• Po1int to2 Fra3me 4 and using the right intonation read out what Katie whispers: Be quiet! Explain that Katie says this1 Li2sten3 an4d re5ad.6 7 8 45 6 be4caus5e sh6e do7esn’t want Robbie to overhear the toys’9• As10k pupils to1 look4 at t5he story.Encourage them to des1cribe4 plan. what they see in each of the pictures using L1 and say 5• A s1k pup4ils to5 practise the expression. what is happening. (The toys are planning a surprise p1arty2 for Robbie’s birthday.) 3 Re4ad 5and6 lea7rn8. (Stage 1)• Point to the new words at the top of the page and9 ask10 It is a1 goo4d id5ea to go through the Read and learn box in two stages. pupils to find them in the story. • A sk pupils When is Robbie’s birthday? Write on the board• Play the Audio CD and ask pupils to follow the story in Next Saturday. Now ask What are the toys’ plans for the their books. surprise party? Then write on the board They’re going to90

Unit 3 Read and learn. 12a1 2 3 1 23 4 going to 4 56 1 125 6 7 Affirmative I’m going to dance. Questions 1 4 5 4 45 He/She/It’s going to dance. Am I going to dance? 3 1 You/We/They’re going to dance. Negative Is he/she/it going to dance? 5 Li6ste7n a8nd ✔. I’m not going to dance. He/She/It isn’t going to dance. Are we/you/they going to da1nce? 2 •4 Ask5 pupils to look at the pairs of pictures and name the We/You/They aren’t going to dance. items, e.g. a pizza, a cake. Short answers • Play the Audio CD, pausing after number one. Ask pupils Yes, I am. No, Iit’misnn’ot9.t. 10 to tell you what they heard. Then ask them to tick the Yes, it is. No, correct picture. Yes, we are. No, we aren’t. • Play the recording from the beginning, but this time do not stop the Audio CD. Pupils listen and tick the correct 4 Complete the sentences. Use going to. picture. 1 (buy) Pete ....i.s...g...o..i.n..g....t.o....b...u..y..... 2 (make) Katie ................................... • Play the recording again. Pupils check their answers. a present for Robbie. sandwiches and cakes. • Check the exercise orally with the class. 3 (bring) Jimmy ................................... 4 (decorate) Pete and Fifi Answers his new CDs. ................................... the toy room. 1b 2a 3a 4b 5 Listen and ✔ . ab ab 1 2 b ab a 34 Audioscript 6 Look at Exercise 5.Then complete 1 Katie: Jimmy? the questions and answers. 2 ........... Katie ................................ her Jimmy: Yes, Katie? 1 .....I.s..... Bianca ...g..o...i.n..g....t.o....m....a..k..e.... red jacket? No, she ........... . She Katie: Is Bianca going to make a pizza? ................................ her blue jacket. Jimmy: No, she isn’t. She’s going to make a cake. a pizza? No, she .i.s..n...’t.. . She .’.s...g..o...i.n..g...t..o....m...a...k..e.. a cake. 3 ........... Fifi and Pete ........................... 4 ........... Lenny ................................ his Katie: Yummy! a camera for Robbie? No, they saxophone? No, he ........... . He ........... .They ................................ ................................ his guitar. 2 Fifi: Katie? a basketball. Katie: Yes, Fifi? 85 Fifi: Are you going to wear your red jacket? eighty-ve 19-TOYboxPB2-UNIT12.indd 85 7/1/09 11:08:10 AM Katie: No, I’m not. I’m going to wear my blue jacket! dance. Ask pupils to repeat the sentence. Explain that we 3 Katie: Pete? use going to when we are talking about a plan (for the Pete: Yes, Katie? Katie: Are you and Fifi going to buy a camera for future). Robbie? • T ell pupils to read out the sentences in the Read and Pete: No, we aren’t.We’re going to buy a learn box.Then ask them to find similar sentences in the basketball. Katie: That’s a good idea!2 3 1 sto2ry. 3 • Now write on the board I’m not going to dance. Explain that5 6 4 th5is is 6the n7egative form. • Ask pupils to read the negative sentences in the Read4 5 1 an4d le5arn box. 4 Jimmy: Lenny? 1 2 3 1 2 3 Lenny: Yes, Jimmy?2 3 4 Co5 mp6let7e th8 e sentences. Use going to. 1• Dr4aw p5upils’ attention to the example4and 5ask 6a pup4il to5 Jimmy: Are you going to bring your saxophone? 6 7Lenny: No, I’m not. I’m going to bring my guitar.10 read out the sentence. 5 Jimmy: Great! 1 45 1 4 • T ell pupils to complete the exercise in their books. • C heck the exercise orally with the class1. 2 3 4 5 6 Lo7 ok8 at Exercise 5.Then complete the questions and answers.1 2 3 An1swe2rs 3 2 is goi9ng to10 make 1 44 5 1 is going to buy (example) 4 are going to decorate 5 6 3 i4s goi5ng t6o br7ing • Draw pupils’ attention to the example. • Tell pupils to complete the exercise in their books.1 4 5Now1 ask 4pupi5ls to look at the Read and learn box again. • Check the exercise orally with the class. Answers1 2 3 Re4ad 5and6 lea7rn8. (Stage 2) 1 Is, going to make, isn’t, ’s going to make (example)9 10 • A sk1 pup4ils A5re they going to dance? Write the question on 2 Is, going to wear, isn’t, ’s going to wear the board and add Yes, they are. Ask pupils to repeat the 3 Are, going to buy, aren’t, going to buy question and short answer. Now ask Are they going to have 4 Is, going to bring, isn’t, ’s going to bring a picnic? Elicit the short answer No, they aren’t. Now ask pupils to look at the Read and learn box again. • Practise questions and short answers with the word cards. • Ask pupils to read out the questions and short answers Activity Book in the Read and learn box. Ask them to find similar Pupils can now do the exercises in Unit 12, Lesson 12a. sentences in the story. Homework • Dictation: surprise, party, decorate, balloon, bring 91

12b I’ll buy 12b I’ll buy some biscuits! some biscuits! invite biscuit 1 Listen and read. 2 sweet clean 1 Great! I’ll play the saxophone! Lesson aims It’s Robbie’s party I’ll invite all next Saturday. the toys! ● T o learn the words invite, biscuit, sweet, clean ● To learn I/He/She/It/We/You/They’ll come. 3 I’ll buy some 4 ● To learn I/He/She/It/We/You/They won’t come. biscuits and sweets ● T o learn Will I/he/she/it/we/you/they come? Surprise! ● T o learn Yes, I will. No, he won’t. for the party! ● T o learn the short form I’ll – I will, won’t – will notMaterials I’ll clean the toy room! ● M ake word cards for the phrases buy a present, buy biscuits, clean the toy room, play the guitar, invite all the 2 Write the names. toys and bring the CDs. 1 ..................... will invite all the toys. ● M ake name cards for Pete, Katie, Lenny, Jimmy, Robbie, Simon and Bianca. 2 ..................... will play the saxophone.Review 1 2 33 .........1............2will bu3y biscuits and sweets.• A sk groups of pupils to read out the story on page 84 o4f 4 ..................... will clean the toy room. the Pupil’s Book (Unit 12, Lesson 12a). 5 866 4 567Checking homework 1 eighty-six 1 45 45 19-TOYboxPB2-UNIT12.indd 86 7/1/09 11:08:14 AM• Check pupils’ answers in the Activity Book, Unit 1T2e,aLcehsseor’ns1 2 W3rite4the5 na6me7s. 8 12a. The Answer Key is on page 127 of the 10• Draw p1upils4’ att5ention to number one. Ask pupils to find Book. 9 the answer in the story.• G ive dictation from the previous lesson. • T ell pupils to complete the exercise in their books. 3• Ch1eck 2the e3xercise orally with the class.Ask pupils to tellVocabulary presentation 12 you where they found the answers.You can use the pictures in the story to teach the new words. 6 An4swe5rs 6 7• Point to Frame 1 to teach invite and say the words4. Ask5 5 1 P1ete 4 2 L5enny 3 Simon 4 Bianca1 the class to repeat. Explain the meaning in Lth1eifwnoercdess1.sary.4 Re2pea3t the1proc2edur3e to teach the rest of• Practise the pronunciation of the short /I/ sound in biscuits 3 Re4ad 5and6 lea7rn8. (Stage 1)4 an5d th6e lon4g vow5 el s6oun7d in sweets /I…/. 12 It is a1 goo4d id5ea to go through the Read and learn box • To practise the new words, point to the pictures or m9 ime10 in two stages. the4 act5ions1and a4sk p5upils to call out the words. • Take a sentence from Exercise 2 and write it on the1 board, e.g. Pete will invite all the toys. Ask pupils to repeat1 Li2sten3 an4d re5ad.6 7 8 the sentence. Explain that we use will when we offer or promise to do something. (Here Pete offers/promises to9• A s10k pupils t1o lo4ok a5gain at the story. Encourage them take on this part of the preparation for the party.) to describe what they see in each picture using L1 and • A sk pupils to read the affirmative sentences in the Read say what is happening. (All the toy offers to help with the and learn box. Then ask them to find similar sentences preparations for the party. When Robbie arrives at the in the story. party, they all call out Surprise!) • Write on the board Simon won’t make a pizza. Explain that this is the negative form.Ask pupils to repeat.• Point to the new words at the top of the page and ask • A sk pupils to read the negative sentences in the Read pupils to find them in the story. and learn box. • P oint to the LOOK! box. Explain that I’ll is the short form• Play the Audio CD and ask pupils to follow the story in of I will and won’t is the short form of will not.Tell them that their books. it is easier to say I’ll and won’t.• Play the recording again, pausing after each picture. Ask pupils to read out the dialogues.• R ead out sentences from the story and ask pupils to tell you who says them, e.g. I’ll clean the toy room. – Bianca.• Ask pupils to act out the story.92

12b1 2 3 1 23 Unit 12 3 Read and learn. 4 56 4 567 will Affirmative Questions 1 45 1 45 I/He/She/It/We/You/They’ll come. Will I/he/she/it/we/you/they come? Negative Short answers 4 5 W6rite7 th8e answers. 1 •4 Ask5 pupils to look at the picture and explain that Fifi is I/He/She/It/We/You/They won’t come. Yes, I will. Yes, tithewyillw. on1’t. 2 3 No, he won’t. No, planning a birthday party for Katie. Draw pupils’ attention LOOK! I’ll = I will won’t = will not 9 10 4 Complete the sentences. 2 (play) Lenny ..................... the to the list of things to do. Elicit the meaning of a ✔ (Fifi saxophone. will do this) and an ✘ (Fifi won’t do this) next to each item. 1 (buy) Simon ....w...i.l.l..b...u..y..... biscuits • Draw pupils’ attention to the example. and sweets. 3 (make) Katie ..................... a cake. 4 (clean) Bianca ..................... the • T ell pupils to complete the exercise in their books. 5 Write the answers. toy room. 1 23 1 2 3• Check the exercise orally with the class. 1 Will Fifi buy sweets? .N...o...,.s..h..e....w...o...n..’.t.............. Katie’s birthd4ay par5ty 6 4 Answers • buy sweets ✗ 5 5 6 1 7No, she won’t. (example) 2 Yes, she will. 3 Will Fifi invite the toys? 1 ...................................... • make tahepti1zozysa ✔✔4 4 5 3 Yes, she will. 4 No, she won’t. • invite 4 • bring my CDs ✗ 1 2 5 6 Ta7lk 8with your friend. 2 Will Fifi mak1e a pizz2a? 3 ...................................... 1 4 •5 T ell the class that they are going to ask each other about 3 what Fifi will do to prepare Katie’s party. 4 Will Fifi bring9 her C1D0 s? ...........1..............2............3. • Ask two pupils to demonstrate the exercise by reading out 6 Talk with your friend. 7 List4en and5 say t6he cha4nt. 5 6 7 the dialogue in their books.23 Will Fifi buy • Put pupils into pairs and ask them to do the exercise. 1 4 5 1 4 5 Monitor and help them if necessary. 1 2 3 sweets? 4 5 6 No7, she won’t. There’s be r on the ch ir nd 7 L8isten and say the chant.56 1f iry in2my h3ir. 4 87 5 6 • A sk pupils to look at the picture and to name the things, 5 e.g. chair, bear.45 1 45 9 10 1 4eighty-seven 19-TOYboxPB2-UNIT12.indd 87 7/1/09 11:08:20 AM • Play the Audio CD and ask pupils to follow the chant in their books.2 3 4 Co5 mp6let7e th8 e sentences.10 1• D r4aw p5upil’s attention to the example. • Draw pupils’ attention to the highlighted letters ear and • T ell pupils to complete the exercise in their books. air. Then practise the pronunciation of bear /be´r/, chair / • C heck the exercise orally with the class. tSe´r/, fairy /fe´ri/ and hair /he´r/.1 2 3 An1swe2rs 3 • Say the chant and encourage pupils to repeat after you. • Play the recording again and ask pupils to chant4 5 6 1 ww4 iillll bm5uayke(6e xam7 ple) 2 will play 3 4 will clean rhythmically along with the recording.1 4 5Now1 ask 4pupi5ls to look at the Read and learn box again. Activity Book Pupils can now do the exercises in Unit 12, Lesson 12b.You1 2 3 Re4ad 5and6 lea7rn8. (Stage 2) can set some or all of these exercises for homework.9 10 • Wr1ite o4n th5e board Will Bianca clean the toy room? Yes, Homework she will. Read out the question and short answer and ask pupils to repeat.Then write Will Bianca buy the biscuits? No, Write the homework on the board and allow enough time she won’t. and ask pupils to repeat. for pupils to copy it into their notebooks. • Dictation: invite, biscuit, sweet, clean • Ask pupils to read the questions and short answers in the Read and learn box. Optional activity For this exercise, you need the word cards for buy a present, buy biscuits, clean the toy room, play the guitar, invite all the toys, bring the CDs and the cards with the toys’ names. • P lace the word and the name cards face down in two piles on a table. Pick up a card from each pile and ask pupils to ask a question, e.g. Will Pete play the saxophone? The other pupils should answer No, he won’t. • C ontinue with the exercise until each pupil has had at least one turn at asking and answering. 93

12c 12c plate cup banner invitation Lesson aims 1 Listen and sing. ● T o learn the words plate, cup, banner, invitation Next Saturday my brother will be ten. ● To develop reading skills We’re going to have a party. ● To develop writing skills It’s going to start at ten. Birthday banners and birthday cups, Birthday invitations and birthday hats! We’re going to buy birthday plates. We’re going to make a cake. Isn’t that great?Materials 25 Write. plate invitation cup banner Real objects: plate, cup, banner, invitation 1 This is a birthday ......c..u..p........ . 2 This is a birthday ................. .Checking homework 3 This is a birthday ................. . 4 This is a birthday ................. .• Check pupils’ answers in the Activity Book, Unit 12, Lesson 3 Read and find the ssttiicckerss. 4 Write. 12b. The Answer Key is on page 128 of the Teacher’s Book. Tom Joe 1 T..o...m.....i.s...g..o...i.n..g...t..o....b..u..y........ 12 b...i.r.t..h..d...a..y...i.n...v..i.t.a...t.i.o...n..s.........• Give dictation from the previous lesson. invitations cups 2 ........................................... ...........................................Review Fiona Anna 3 4 3 ...........................................• A sk groups of pupils to read out the story on page 816 of2 3 1 plate2s 3 banners ........................................... the Pupil’s Book (Unit 12, Lesson 12b). 67 4 ...........................................Vocabulary presentation 45 6 88 4 5 5 ........................................... 4You can use the pictures at the top of page 88 of the P1upil’s4 eighty-eight 7/1/09 11:08:26 AMBook to teach the new words. Alternatively, you can use 51 19-TOYboxPB2-UNIT12.indd 88real objects. p1late 2and3say the word. Ask pupils to repe1at it.2 3 Re4ad a5 nd6fin7d th8 e stickers.1• H2old u3p a Follow the same procedure to teach the rest o1f the29new310 1• Te2ll1pup3i4ls to5find the stickers for Unit 12 at the back of the4 w5ords6. 4 567 Pupil’s Book. Once they have done so, ask them to name Practise especially in cup4 /ø/5 and6• the pronunciation, 4 the5 item6 s a7nd to decide where each sticker belongs.1 inv4itatio5n /eI1/. 4 5 • T ell pupils to put the stickers on the right square in their 1 45 1 bo4oks. 5Monitor and help them if necessary. 1 Li2sten3 an4d sin5 g. 6 7 8 4 W5rite6. 7 8 9• T e1l0l pupils t1o cov4er t5he text and to look at th1e pic2ture3 1• Poi4nt to5 the example, drawing pupils’ attention to Tom of the party. Help them to make sentences, e.g.9Ther1e0 are and invitations. some plates/cups. • Tell pupils to read the song quickly and find the new • Now ask pupils to tell you what they have to write for words. items 2–4. • Play the Audio CD and ask pupils to follow the song in1 2 th3eir b1ooks2. 3 • Tell pupils to complete the exercise in their books. • S ay the song, one line at a time, and encourage pupils to • Check the exercise orally with the class.4 5 re6peat4after5 you6. 7 • Play the recording again and ask pupils to sing along with Answers1 4 th5e rec1ordin4g. 5 1 Tom is going to buy birthday invitations. (example) 2 Joe is going to buy birthday cups.1 2 W3rite4. 5 6 7 8 3 Fiona is going to buy birthday plates. 4 Anna is going to buy birthday banners.9 10• Draw p1upils4’ att5ention to the words in the box and the example. • T ell pupils to complete the exercise in their books. • C heck the exercise orally with the class. Answers 1 cup (example) 2 plate 3 banner 4 invitation94

12c1 2 3 1 23 Unit 12 4 56 4 567 1 45 1 451 Read. 1 2 3 Re4ad,5dra6w a7nd8write. Dear Sue, 9 10 • A sk1 pup4ils to5 describe a party they have had themselves, or one they have been to. Invite them to imagine that they tbnNoiienrtmexhtydaawpneyadeprIkta’ym?Ir’tmyg!oginoCgiantgnotyhooaubveecoame 9 are going to have their own party. pghFToarahiildernftagyppy!ta.aosIrdttt’yossiemsgvoaeginogngii.cnAgtotrtmioscatkabgserictaniaatetnmxtyis • A sk a pupil to read the model text. Then ask them to highlight what they have to change in the text in order to pCaarntyy?ouYoburrinmgussoicmeis CDs to the make the invitation about them. great! See you on Friday! • T ell pupils to write three sentences for their invitation. Love, Explain that they can base their invitation on the model in the Pupil’s Book but that they have to replace the Wendy highlighted parts. • Monitor pupils while they are writing. • When they have finished, they can decorate their2 Write Yes or No. 3 Read, draw and write. invitations. 1 Wendy is going to be ............ Next Sunday I’m going to Activity Book ten next week. ............ have a party. It’s going to start at six Pupils can now do the exercises in Unit 12, Lesson 12c.You 2 Her party is going o’clock. can set some or all of these exercises for homework. to be next Friday.3 It’s going to start ............ Can you come? Homework at half past eight. Love, Write the homework on the board and allow enough time4 A magician is going Mary for pupils to copy it into their notebooks. to do magic tricks. 89 • Dictation: plate, cup, banner, invitation ............5 Wendy likes Sue’s music. ............ eighty-nine • Copy the text you wrote for kids’ planet, Exercise 3 on a19-TOYboxPB2-UNIT12.indd 89 7/1/09 11:08:34 AM blank card and draw party things on your card.1 23 1 23 • Pupil’s Multi-ROM: Do the extra practice.4 56 4 5671 45 1 45 1 Re2ad.3 4 5 6 7 8 9• T e1l0l the clas1s to c4over5 the text and to look at the picture. Ask them to describe what they can see on the card, e.g. hats, banners, balloons. • Before asking pupils to read the invitation, ask them what information an invitation usually includes.Write their ideas on the board, e.g. day and date, time, place and address. • Play the Audio CD and ask pupils to follow in their books. Then give them time to read the invitation silently.1 2• N 3ow a1sk 2ques3tions about the information you have written on the board Whose party is it? Where is it going to4 5 be6? Wh4en is5it go6ing t7o be? • P lay the recording again. Practise reading around the1 4 cla5ss. 1 4 51 2 W 3rite4Yes5or 6No.7 89 10• D raw p1upil’s4 atte5ntion to the first sentence and ask them to find the answer in the text. • Tell pupils to complete the exercise in their books. • Check the exercise orally with the class.Ask pupils to tell you where in the text they found the information. Answers 1 No 2 Yes 3 No 4 Yes 5 Yes 95