Fun Box_1_Teacher's book

Teacher’s Book Fun Box 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 123 Unit 6 50 Revision 3 Units 5 and 6 56 Unit 7 58 Unit 8 64 Revision 4 Units 7 and 8 70

a It’s´a dragon! a It s´ a dragon! What’s this? It’s an elephant! 2 Lesson aims 1 Listen and read. ● To learn the words car, elephant, giraffe, octopus, dragon 1 What’s this? It’s a car! ● To learn What’s this? It’s a/an … ● T o learn the short forms What is = What’s, It is = It’s 3 And what’s this? It’s a giraffe! 4 What’s this? It’s an octopus! Materials 5 What’s this? It’s a dragon! Hi! I’m Danny. 2 Read and circle. I’m a toy dragon. l F lashcards: car, elephant, giraffe, octopus, dragon, cat, 1 car / octopus orange, apple, pirate, robot, kangaroo, fairy, jeep ● P ictures (from magazines or other sources) of an apple, a cat and an orange ● A piece of cardboard Profile page,​ page 9 2 elephant / dragon Show pupils page 9. Draw their attention to the Hello, Danny! 3 octopus / giraffe photograph of the boy and the robot. Read out the 4 giraffe / octopus photo caption, ‘This is my toy robot!’ Have pupils repeat after you. To motivate pupils, ask them about their own 5 giraffe / dragon favourite toys. 10 My Zone Trace and colour. • P lay the audio and ask pupils to follow the story in their books. Draw pupils’ attention to the toy robot and the car outlines in My Zone at the bottom of page 9. Explain that • Play the audio again, pausing after each question. Ask they can trace the outlines using their pencils and markers, pupils to read out the dialogues. and then colour them in their favourite colours. As each pupil colours the toy car and toy robot, ask them to say • G et pupils to act out the story. Ask one pupil to read the ‘This is my toy car!’ and ‘This is my toy robot!’ You can questions and give other pupils a role and the flashcard also ask pupils to stand in front of the class, point to what that goes with their part. The story can be acted out they have coloured, and say their sentences. several times until each pupil has had a chance to play a part. Checking homework 2 Read and circle. • C heck pupils’ answers in the Activity Book, Hello! pages 6–7. The Answer Key is on page 123 of the Teacher’s • Go through the exercise orally first. Hold up your Book. Pupil’s Book and point to the example, drawing pupils’ attention to the picture and the circled word. Then ask • G ive dictation from the previous lesson. pupils to read the pairs of words for items 2–5 and tell you which word they have to circle. Review • Tell pupils to complete the exercise in their books. • S ay Hi, I’m (your name). Ask pupils to say Hello, (your • Check the exercise orally with the class. name). Give each pupil a chance to say Hi, I’m (pupil’s name). Ask the class to say Hello, (pupil’s name). Answers 2 elephant 5 dragon 1 car (example) 4 octopus Vocabulary presentation 3 giraffe You can use the pictures at the top of page 11 of the 3 Read and learn. (Stage 1) Pupil’s Book to teach the new words. Alternatively, you can use flashcards. It is a good idea to go through the Read and learn box • Point to the picture of the car or hold up the flashcard in two stages. • Read out the words in the Read and learn box (a cat, for car and say the word. Ask the whole class to repeat the word. Then give each pupil the chance to say the a giraffe, an apple, an orange, an elephant) and get pupils word individually. Repeat this procedure with the rest of to repeat them after you. the new words. • Draw two big boxes or other shapes (e.g. bags, balloons, • Hold up the flashcards or point to the pictures in any order hearts) on the board and write a cat in one and an apple and ask pupils to say the words. Help only if necessary. in another. Highlight a and an and the first letter of each noun by writing them in a different colour or underlining 1 Listen and read. them. • P oint out the first letter in the rest of the nouns and ask • A sk pupils to look at the story. Encourage them to pupils if the word belongs in the shape with a cat or in describe what they see in each of the pictures using L1 the shape with an apple. and say what happens at the end. (The toys meet Danny, the toy dragon.) • Point to the new words at the top of page 11 and ask pupils to find them in the story. 16

car elephant giraffe octopus dragon Unit 3 Read and learn. a cat a giraffe an apple an orange an elephant Answers 1 It’s an (example) 2 It’s a 3 It’s a 4 It’s an What’s this? What’s = What is It’s a car. It’s an orange. LooK! It’s = It is 6 Ask your friend. 4 Write a or an. • Read out the instruction Ask your friend and explain to pupils that they are going to work in pairs and ask each 1 a pirate 2 an elephant 3 an apple 4 a robot 5 a car other questions. 5 Write It’s a or It’s an. 6 Ask your friend. • Hold up your Pupil’s Book and point to the first silhouette. Ask pupils What’s this? Encourage them to What’s this? 12 3 answer using It’s a/an … . ctopus 45 6 • Ask two pupils to read out the dialogue in their books to nt / dragon demonstrate the activity. s / giraffe / octopus • Put pupils into pairs and ask them to do the activity. / dragon Monitor and help them if necessary. What’s this? It’s a dragon. Answers 1 What’s this? It’s a dragon. (example) 1 It’s an octopus. 2 It’s a cat. 2 What’s this? It’s a car. 3 What’s this? It’s an elephant. 3 It’s a kangaroo. 4 It’s an orange. 4 What’s this? It’s a cat. 5 What’s this? It’s an octopus. 11 6 What’s this? It’s a giraffe. • Write a, o and e next to the shape with an apple. It is not Optional activity: Game necessary to talk about ‘vowels’ at this stage. Tell pupils that they are going to play a game. • Direct pupils’ attention to other words they have learnt • Put pupils into two teams and give each team a name (e.g. robot, fairy, jeep, kangaroo, pirate, car, giraffe, octopus, dragon) and ask individual pupils to write them in the (e.g. The Jeeps and The Dragons). Write the team correct shape on the board. names on the board. • Use flashcards or pictures of the words pupils have 4 Write a or an. learnt so far. Cover a flashcard or picture with a piece of cardboard and reveal it little by little, asking What’s • Go through the exercise orally first. Draw pupils’ this? The team who call out the correct answer first attention to the example. Emphasise the first letter in score a point. pirate and then point out the a in front of the word. • Keep the score by drawing a tick under the team names Ask pupils to read the words in items 2–5 and tell you on the board. The team with the most points wins. whether they have to write a or an. Activity Book • Tell pupils to complete the exercise in their books. • Check the exercise orally with the class. Pupils can now do the exercises in Unit 1, Lesson 1a. You can set some or all of these exercises for homework. It is a Answers good idea to go through some of the exercises orally. 1 a (example) 2 an 3 an 4 a 5 a Homework Now ask pupils to look at the Read and learn box again. Write the homework on the board and allow enough 3 Read and learn. (Stage 2) time for pupils to copy it into their notebooks. It might be necessary to check that pupils have done so correctly. It Read the question (What’s this?) and answers (It’s a car. It’s might also be necessary to help some of the slower pupils. an orange.). Point to LOOK! and explain that What’s is the • Dictation: car, elephant, giraffe, octopus, dragon short form of What is and It’s is the short form of It is. • Write the words car, elephant, giraffe, octopus and dragon 5 Write It’s a or It’s an. in your notebooks and draw a picture next to each word. • Go through the exercise orally first. Read out the question (What’s this?) and the answer in the example. To check understanding, ask pupils to look at the story on page 10 again. Remind them that Fifi wants to know what the pictures are and that Katie answers with It’s a … or It’s an … . • R epeat the question for items 2–4 and ask pupils to give you the answers. • T ell pupils to complete the exercise in their books. • Check the exercise orally with the class. 17

b Are you happy? b Are you happy? 2 Are you happy, Fifi? Lesson aims 1 Listen and read. Yes, I am. ● To learn the words thirsty, happy, sad, hungry, ice cream ● To learn I’m (hungry). You’re (happy). 1 Are you thirsty? Yes, I am. ● T o learn Are you (thirsty)? Yes, I am. / No, I’m not. ● To learn the short forms I’m = I am, you’re = you are Materials 3 Are you sad? No, I’m not. 4 An ice cream for you! I’m hungry! An ice cream for me? l F lashcards: apple, car, cat, dragon, elephant, giraffe, Thank you! octopus, orange l R eal objects: an apple or orange, a glass of water Checking homework 2 Read and circle. 3 4 1 I’m sad / happy. 2 I’m hungry / sad. • C heck pupils’ answers in the Activity Book, Unit 1, 12 3 I’m thirsty / hungry. Lesson 1a. The Answer Key is on page 123 of the 12 4 I’m happy / hungry. Teacher’s Book. Answers • G ive dictation from the previous lesson. 1 sad (example) 2 hungry 3 thirsty 4 happy Review 3 Read and learn. (Stage 1) • T o review a and an, draw two shapes on the board. It is a good idea to go through the Read and learn box Write a in one and an in the other. Ask pupils to stick in three stages. the flashcards of the car, elephant, giraffe, octopus, • Point to yourself and say I. Then point to different pupils dragon, cat, orange and apple in the correct shape. and say you. Point to yourself again and say I’m hungry. • A sk pupils to show the class the drawings in their Then point to different pupils saying You’re hungry. notebooks. Ask individual pupils to point to one of their Repeat the procedure with I’m happy and You’re happy. drawings and ask What’s this? The class answers It’s • Ask a pupil to read out the first two sentences in a/an … . the Read and learn box. If some pupils have not understood the meaning of I’m and You’re, explain in L1. Vocabulary presentation 4 Read and circle. • T o teach happy, draw a ‘smiley’ on the board and say the word. Then mime the meaning. Ask pupils to repeat • Draw pupils’ attention to the example. Then ask pupils the word. To teach sad, draw a sad face on the board to look at items 2–5 and tell you whether they have to and repeat the procedure. circle am or are. • U se an apple or orange to mime hungry and a glass of • Tell pupils to complete the exercise in their books. water to mime thirsty. • Check the exercise orally with the class. • U se the picture at the top of page 13 to teach ice cream. Answers • Practise the new words by asking individual pupils to 1 am (example) 2 are 3 am 4 are 5 am mime them while the others guess. Now ask pupils to look at the Read and learn box again. 1 Listen and read. 3 Read and learn. (Stage 2) • Ask pupils to describe what they see in each of the • Point to LOOK! Explain that I’m is the short form of pictures using L1 and say what happens at the end. I am, that the a of am has ‘disappeared’ and that it is (Katie offers Robbie an ice cream.) easier to say I’m than I am. Do the same for you’re. • P oint to the new words at the top of page 13 and ask pupils to find them in the story. • Play the audio and ask pupils to follow the story in their books. • Play the audio again, pausing after each question. Ask pupils to repeat the question and then call out the answers. Encourage them to imitate the intonation on the audio. • Get pupils to act out the story. 2 Read and circle. • Draw pupils’ attention to the example. Then ask pupils to look at items 2–4 and tell you which word they have to circle. • Tell pupils to complete the exercise in their books. • Check the exercise orally with the class. 18

Hello! I’m Katie. icesacdream husnagdry thiicrestcyream Unit I’m a kangaroo. thirshtyappIy’m a thoayhp,uptnoygo.ry 4 Read and circle. 3 3 Read and learn. 12 I’m hungry. 1 I am / are sad. 4 Answers You’re happy. 1 No, I’m not (example). Are you thirsty? 2 You am / are happy. 2 Yes, I am. Yes, I am. 3 Yes, I am. No, I’m not. 3 I am / are Jimmy. 5 4 No, I’m not. I’m = I am 4 You are / am KaHtieel.lo! I’m Jimmy. LooK! you’re = you are 5 I am / are thirsty. I’m a jeep. 5 Write ’m or ’re. 6 Listen and circle. Audioscript 3 – Katie? 1 Yes, I am. / No, I’m not. 2 Yes, I am. / No, I’m not. 1 – Pete? – Yes? 1 You ‘re Pete! – Are you hungry? 2 Hello, I ’m Fifi. – Yes? – Yes, I am. 3 I ’m happy. – Are you sad? 4 You ’re thirsty! – No, I’m not. 4 – Robbie? – Yes? 7 Ask your friend. 3 Yes, I am. / No, I’m not. 4 Yes, I am. / No, I’m not. 2 – Fifi? – Are you sad? – Yes? – No, I’m not. happy hungry sad thirsty 8 Listen and say the chant. – Are you thirsty? – Yes, I am. Are you Yes, I am. 7 Ask your friend. hungry?Hi! My name’s Pete. appy. • Explain to pupils that they are going to work in pairs y / sad. I’m a pirate. and ask each other questions. / hungry. What’s your name? / hungry. • Point out the words happy, hungry, sad and thirsty. Hello, Harry. Are you hungry? • Ask two pupils to demonstrate the activity by reading Yes, I am. Oh, yes, I am! the dialogue in their books. 153 • Put pupils into pairs and ask them to do the activity. 5 Write ’m or ’re. Monitor and help them if necessary. • Draw pupils’ attention to the example. Then ask pupils 8 Listen and say the chant. to look at items 2–4 and tell you whether they have to write ’m or ’re. • Point to the chant and draw pupils’ attention to the highlighted letter h. Say the /h/ sound and ask pupils to • T ell pupils to complete the exercise in their books. repeat it. • C heck the exercise orally with the class. • Play the audio and ask pupils to follow the chant in their Answers books. 1 ’re (example) 2 ’m 3 ’m 4 ’re • Say the chant, one sentence at a time, and encourage Now ask pupils to look at the Read and learn box again. pupils to repeat after you. Ask individual pupils to repeat and make sure they pronounce the h sound correctly. 3 Read and learn. (Stage 3) • Play the audio again and get pupils to chant along Read out the question Are you thirsty? Then pick up a rhythmically. glass of water and ask individual pupils Are you thirsty? Encourage them to answer Yes, I am/No, I’m not. Repeat Optional activity: The orchestra game the procedure with happy (draw a ‘smiley’ face on the board), sad (draw a sad face on the board) and hungry Tell pupils that they are going to play a game. (pick up the apple or orange). • Put pupils into four groups and ask them to stand in 6 Listen and circle. the four corners of the classroom. Give each group a different sentence from the chant: • A sk pupils to look at the pictures for items 1–4 and name the characters. Group A: Hello, Harry. Group C: Yes, I am. Group B: Are you hungry? Group D: Oh, yes, I am. • P lay the audio, pausing after the example. Draw pupils’ • Practise the sentence for each group. attention to the circled answer. • Explain that you are a conductor. Each time you point to a group, they have to say their sentence. Begin by • A sk pupils to guess the questions for items 2–4 but do pointing to the groups in alphabetical order. Later on, not tell them if they are correct. Guessing helps pupils to you can point to the groups randomly. listen more effectively. Activity Book • Tell pupils that you will play the audio from the beginning. Explain that they have to listen and circle the Pupils can now do the exercises in Unit 1, Lesson 1b. You answer they hear. Then play the audio. can set some or all of these exercises for homework. • Tell pupils that they will hear the audio again so they Homework can check their answers. Then play the audio again. Write the homework on the board and allow enough time • Check the exercise orally with the class. Ask pupils if for pupils to copy it into their notebooks. they guessed the questions correctly. • Dictation: thirsty, hungry, happy, sad, ice cream • Write the words thirsty, hungry, happy, sad and ice cream in your notebooks and draw a picture next to each word. 19

c c 1 Listen and sing. one two Lesson aims three four Are you one or are you two? Are you three, four, five or six? ● T o learn numbers one, two, three, four, five, six, seven, ve six Are you seven, eight or nine? eight, nine, ten I’m not seven, eight or nine! I am ten! I am ten today! ● To develop reading skills Happy birthday! ● T o develop writing skills Happy, happy birthday to you! Materials Hurray! l F lashcards for numbers 1–10 seven eight l Materials for Bingo: Happy birthday to you! Happy birthday to you! to you! ■ b lank Bingo cards with six squares (one card for Happy birthday, happy birthday, happy birthday each pupil) nine ten ■ small pieces of paper to cover the squares on the Bingo card (six for each pupil) 2 Write. 3 Read and find the stickers. ■ 1 0 small cards with a different number from 1 to 1 2 10 on each card four seven ■ a bag to put the number cards in 1 t h_ _r ee 2 n _i n_ e Checking homework 3 4 five ten • C heck pupils’ answers in the Activity Book, Unit 1, Lesson 1b. The Answer Key is on page 123 of the 3 f _i _v e_ 4 e _i g_ h_ _t Teacher’s Book. 4 Ask your friend. No, I’m not. • Ask pupils to show the class the drawings in their Are you seven? Yes, I am. notebooks and praise them for their efforts. Are you eight? • G ive dictation from the previous lesson. 14 Review and monitor pupils but do not help them. The first pupil to You can start the lesson with these activities and then cover all the numbers on his/her card is the winner. move on to Checking homework. • Ask pupils to open their Pupil’s Book on page 13 (Unit 1, 1 Listen and sing. Lesson 1b). Go through Exercise 7 to revise the question • Hold up your Pupil’s Book and point to the picture of the Are you …? and the short answers Yes, I am/No, I’m not as birthday cake. Then look at a pupil and pretend you are well as the words happy, sad, hungry and thirsty. trying to guess his/her age by asking Are you …? ‘Guess’ • A sk groups of pupils to read the story on page 12 of the different (incorrect) ages. Encourage the pupil to answer Pupil’s Book (Unit 1, Lesson 1b). No, I’m not until you get the age right. The pupil should then answer Yes, I am. Repeat the procedure with a few Vocabulary presentation more pupils if necessary. You can use the pictures at the top left of page 14 of the • Draw pupils’ attention to the song. Point to the numbers Pupil’s Book to teach the new words. Alternatively, you at the top left of the page and ask pupils to find them in can use the flashcards you have made. the song. • P oint to number 1 at the top left of the page or hold up • Play the audio and ask pupils to follow the words of the the flashcard and say the word. Ask the class to repeat song. the word. Then ask individual pupils to say the word and hold up one finger as they do so. Repeat the procedure • Read out the song line by line and ask pupils to repeat to teach the rest of the numbers. after you. • Hold up one finger and ask pupils to call out the number. Repeat the procedure with the rest of the numbers. Pupils • Play the audio again and get pupils to sing along. can look at the numbers in their book if they need help. • Ask individual pupils to call out a number. The other 2 Write. pupils hold up the correct number of fingers. • Point to the example and draw pupils’ attention to the Optional activity: Bingo number on the party hat and the word three. Then ask pupils to look at items 2–4 and tell you which word they Tell pupils that they are going to play Bingo and explain have to write. the rules in L1. • Give each pupil a blank Bingo card. Tell them to write a • Tell pupils to complete the exercise in their books. • Check the exercise orally with the class. different number word in each square. • G ive each pupil six small paper squares. Answers • Put the cards with the numbers 1–10 into the bag and 1 three (example) 2 nine 3 five 4 eight shake the bag. Pick a card and call out the number on it. 3 Read and find the stickers. If pupils have that number on their Bingo card, they cover it with a square of paper. Walk around the classroom • Ask individual pupils to read out the numbers in the squares. 20 • Now tell pupils to find the stickers for Unit 1 at the back of the Pupil’s Book. Once they have done so, ask them to count the candles on the birthday cakes and tell you where each sticker belongs.

KKpplialidandnesets't' Unit 1 Read. 2 Hi! My name’s Elena. Answers I’m from Greece. 1 c (example) 2 b 3 a 1 Hello, I’m Peter. I’m nine. I’m from England. How old are you? 3 Read and write. I’m ten. How old are you? • Ask a pupil to read out the three sentences. Then ask pupils to highlight the words Maria, Greece and eight. 2 Read and match. a Elena 3 b Martin • Say Hi, I’m (your name). Then point to individual pupils 1 I’m ten. c Peter Hi! I’m Martin. and encourage them to say Hi, I’m (pupil’s name). Repeat 2 I’m eight. I’m from Poland. the procedure with I’m from … . You may have to teach 3 I’m nine. the names of the countries pupils come from. I’m eight. How old are you? • Tell pupils to write three sentences about themselves. Explain that they can base their sentences on the ones 3 Read and write. in the Pupil’s Book but that they have to replace the words they have highlighted with information about Hi! I’m Maria. themselves. I’m from Greece. I’m eight. • Monitor pupils while they are writing. Help them to correct any mistakes they make. 15 Activity Book • Tell pupils to put the stickers on the right square in their books. Monitor and help them if necessary. Pupils can now do the exercises in Unit 1, Lesson 1c. You can set some or all of these exercises for homework. 4 Ask your friend. Homework • R ead out Ask your friend and explain to pupils that they are going to work in pairs and ask each other questions. Write the homework on the board and allow enough time Remind them of the question in the song. for pupils to copy it into their notebooks. • Dictation: one, two three, four, five, six, seven, eight, nine, ten • Ask two pupils to demonstrate the activity by reading • Copy the text you wrote for Kids’ planet, Exercise 3 out the dialogue in their books. on a piece of paper. Stick a photo or draw a picture of • P ut pupils into pairs and ask them to do the activity. yourself on it. Monitor and help them if necessary. CLIL, page 16 Kids’ planet Maths (numbers 1–10) 1 Read. 1 Count and draw. Explain to pupils that in every ‘c’ lesson of their Pupil’s To revise the numbers, use your fingers to count with Book there is a page with the heading Kids’ planet. pupils from 1 to 10. You can also use your fingers to have • Ask pupils to look at the pictures and describe the children pupils try simple sums. For example, demonstrate ‘2 plus 3 equals 5’. Draw pupils’ attention to the example and using L1. Pre-teach England, Greece and Poland. Also, pre- read out ‘two plus five is seven’. You may also have a pupil teach the phrases I’m from … and How old are you? or the whole class count out the colour dots. Ask pupils • P lay the audio and ask pupils to follow the texts in their individually or as a group to try the next items (b eight; books. c ten; d six), while also demonstrating using your fingers. • P lay the audio again, pausing after each text. Ask pupils to read the text to themselves. 2 Circle. • Invite individual pupils to read out one text. Do not worry if they make mistakes. Ask pupils to look at the example. Demonstrate using your • Hold up your Pupil’s Book and point to one of the fingers how ‘two’ is the sum of one plus one or two plus zero. pictures. Say This is (Peter). Pupils answer Yes/No. Encourage pupils to do the same with the rest of the items in the exercise (eight: circle 7+1, 3+5 and 6+2; ten: circle 2 Read and match. 9+1 and 6+4; six: circle 1+5, 4+2 and 2+4; three: circle 2+1; five: circle 5+0, 3+2 and 1+4). Support pupils by asking them • Draw pupils’ attention to the example. Explain match by to use their fingers to count. For further practice, pupils can using your finger or a pen to trace the line between I’m also do the rest of the sums in each item. ten and Peter. Ask pupils to find the information in text 1 of Exercise 1. Values Explain to pupils that in this section of the book, you • Go through items 2–3 orally, encouraging pupils to tell will be discussing important aspects of everyday life and you where in texts 2 and 3 they can see the information. looking at positive examples of living. It is a good idea to have brought a toy with you to class, if possible. You can • T ell pupils to complete the exercise in their books. share this toy with one pupil and ask them to pass it on • Check the exercise orally with the class. to their partner or anyone they prefer in class, so that everyone has access to the toy. Encourage pupils to share simple classroom objects like pens, pencils or rubbers, etc. Make a point of returning to the important values of sharing later on in the course. 21

Teacher’s Book Fun Box 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 • T eacher’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