Fun Box Starter_Teacher's book

Contents Page Page Introduction 6 Phonics 5 48 Hello! 10 Arts and Crafts 5 49 Lesson 1a 12 Kids’ planet 5 50 Lesson 1b 14 CLIL 5 51 Phonics 1 16 Lesson 6a 52 Arts and Crafts 1 17 Lesson 6b 54 Kids’ planet 1 18 Phonics 6 56 CLIL 1 19 Arts and Crafts 6 57 Lesson 2a 20 Kids’ planet 6 58 Lesson 2b 22 CLIL 6 59 Phonics 2 24 Lesson 7a 60 Arts and Crafts 2 25 Lesson 7b 62 Kids’ planet 2 26 Phonics 7 64 CLIL 2 26 Arts and Crafts 7 65 Lesson 3a 28 Kids’ planet 7 66 Lesson 3b 30 CLIL 7 67 Phonics 3 32 Lesson 8a 68 Arts and Crafts 3 33 Lesson 8b 70 Kids’ planet 3 34 Phonics 8 72 CLIL 3 35 Arts and Crafts 8 73 Lesson 4a 36 Kids’ planet 8 74 Lesson 4b 38 CLIL 8 75 Phonics 4 40 Quizzes 1–8 76 Arts and Crafts 4 41 Progress Check 1 84 Kids’ planet 4 42 Progress Check 2 86 CLIL 4 43 Answer Key (Quizzes Lesson 5a 44 and Progress Checks) 88 Lesson 5b 46

Contents of Pupil’s´Book Lesson Words Language Phonics Arts and Kids’ CLIL Crafts planet Social Hello! page 4 sciences: Transport Hello! squirrel, kite, Hello! Hi! Science: I’m Sammy! Animal kangaroo, ball I’m a squirrel! prints Unit 1 page 7 Maths: Numbers Lesson Toys 1 Wow! 1–5 1a train, plane, car, Look at this train! Social Lesson doll Nice (car)! sciences: 1b Goodbye! Classroom rules Colours 1 What’s this? CVC words: a Make a Toys yellow, red, It’s a red plane. cat, hat, man, school blue, green Sorry! van bus! Unit 2 page 17 Lesson Animals Look! A mouse and CVC words: e Make a The sea 2a mouse, cat, a cat! red, bed, pen, paper world Lesson duck, frog Thank you! hen frog! 2b Colours 2 Benny is black and brown, black, white! white, purple He’s funny! Unit 3 page 27 Lesson In the garden Look at that pink 3a tree, bird, butterfly! flower, bee, Look at me! butterfly Stop it! Look at those birds! Lesson Numbers 1–5 Help! CVC words: i Make Busy 3b Thank you! fig, tin, bin a bee bees finger puppet! Unit 4 page 37 Lesson Classroom Where’s my bag? 4a words 1 Here it is! bag, book, Come back! eraser, pencil Lesson Classroom Is this your classroom, CVC words: o Make The 4b words 2 Benny? fox, box, frog, pencil science classroom, Yes, it is. log toppers! lab desk, chair, teacher 4

Lesson Words Language Phonics Arts and Kids’ CLIL Crafts planet Science: Dinosaurs Unit 5 page 47 Maths: Numbers Lesson Family words 1 This is my mum! 1–10 5a dad, mum, Hello! Social She’s nice! sciences: sister, brother This is my dad! Hello! Food He’s nice! Science: Lesson Family words 2 This is my friend! CVC words: u Make a Brothers The five 5b grandma, She’s good! cub, Mum, photo and senses grandpa, friend, He’s good! sun frame! sisters pet It’s very naughty! Unit 6 page 57 Lesson Facial features Let’s make a 6a snowman, eyes, snowman! nose, mouth Good idea! I’ve got two eyes! Lesson Parts of the He’s a robot. Digraphs: sh Make a Jobs 6b body He’s got two arms. fish, shell, robot! robot, head, sheep arms, legs Unit 7 page 67 Lesson Food 1 I like apples! 7a apple, banana, Me too! juice, ice cream Wait for me! Lesson Food 2 Do you like chicken? Digraphs: ch Make School 7b chicken, fish, I don’t like spaghetti! chicken, chips, paper lunch pizza, spaghetti cheese pizza! Unit 8 page 77 Lesson Action verbs I can climb! 8a climb, fly, jump, I can’t climb. swim Lesson Sports Can you play tennis? Digraphs: th Make a Sports 8b play tennis, play Yes, I can! three, teeth, ring toss football, play No, I can’t! bath game! basketball Look out! Finger puppets page 87 5

Introduction The course • Each of the eight units starts with a Profile page, followed by two lessons which are always driven by a This is a course for young children who are just charming cartoon story. starting to learn English.The course introduces language through images, picture stories, playful • A page of Phonics follows; this offers young learners activities, songs, chants and role-play. It also employs helpful training in basic English sounds and letter-to- videos and crafts to engage young children and help sound blending. them absorb and activate new language through rich media input and physical activity.The course focuses on • The next section is always Arts and Crafts, which developing natural language use through useful basic gives pupils an opportunity to learn in a playful vocabulary relevant to the pupils’ age and experience. environment. This emphasis means that children learn to use English naturally even at a very early age. • This is followed by Kids’ planet, where learners The fun stories, activities and crafts are designed to are given a chance to see language in a real-world motivate young learners so that they will associate environment and to personalise it. language learning with enjoyment.This will stand them in good stead in the future and lay solid foundations for • At the end of each unit there is a special CLIL section further language learning. that connects the vocabulary focus of the unit with Lessons are organised in a consistent structure so that educational content from a range of subjects. learners can easily become familiar with the learning process.There is variety in every lesson to keep Core lessons learners motivated while at the same time educators There are sixteen core lessons in organised in eight units. will appreciate that there is an organised structure Each lesson provides a natural context for presenting which enables them to plan lessons effectively and the new words and language and facilitates learning. manage classroom time. Pupils identify with the characters (Sammy the squirrel, Katie the kangaroo, Kite the kite and Benny the ball) The characters and the situations in which they find themselves, and in this way they are motivated to learn. The course centres around the activities of four friends: The lessons follow a similar format throughout that Sammy the squirrel, Katie the kangaroo, Benny the ball young learners can quickly become familiar with.This and Kite the kite. builds their confidence.The following features occur in • S ammy is a cheerful little squirrel who loves a good each lesson. • Vocabulary strip adventure. He is energetic and lively and loves his Each lesson begins with a strip of four main illustrated skateboard. words which are the target vocabulary items of the • Katie is a friendly and lovable kangaroo. She is fun- lesson.These words are also available in the Class loving and spends lots of time with her friends. Her Audio so that pupils learn them through visual and favourite possession is her teddy bear. audio input.These words will then be used in context • Benny is a bouncing ball who follows his friends through the lesson and be recycled across the book. everywhere. He is very funny and often gets into scrapes. • Picture story • Kite is a colourful kite who loves to have fun. He is The picture stories for each lesson always feature the Sammy’s best friend. He is a rascal and likes to play main characters.The key words and language of the pranks on his friends. lesson are used in a natural, memorable and often humorous context which pupils can relate to, and which Pupil’s Book facilitates learning. Pupils are asked first to listen to the story while looking at the pictures.They can be given the The Pupil’s Book consists of the following sections: opportunity to hear the story several times, and then they are given practice at repeating the story and acting it out. Hello! lesson • Activities The Pupil’s Book begins with the three-page Hello! There is a controlled number of activities which offer lesson, which introduces the course characters and further practice of the new language of the lesson. teaches useful language from the very start so that They are designed to be easy for young learners pupils feel confident as they embark on the course. to understand and do, and include combinations of listening and speaking activities with creative activities Core units such as drawing and colouring in, sticker activities, role- There are eight core units, each with two lessons, play and song. labelled a and b. º T here are matching activities in which pupils draw lines to match objects and then say the words aloud. 6

º T here are colouring activities which enhance pupils’ featuring consonant-vowel-consonant combinations. enjoyment of the lesson while helping them memorise The last three Phonics lessons focus on common specific words. digraphs, i.e. combinations of two letters representing one sound. º T here is a simple role-play activity based on a photo Each Phonics lesson starts with an activity where pupils in every lesson a. are given the opportunity to decode a phoneme by listening to the sound on the Audio and then matching º T here is a sticker activity in every lesson b. Pupils find it to the written form.A chant activity always follows, the stickers at the back of their Pupil’s Books and stick which gives practice in identifying the phoneme and them in the correct place to complete an image.They producing it while chanting in a motivating rhythmic then describe what they can see. pattern. Blending the phoneme with the written word is then completed in the last activity where pupils can º T here is a chant in every lesson a. New words are trace or colour words, select or write letters to form practised in these chants for pupils to repeat.When words or identify them. pupils feel confident with oral production of the chants, they can then write out the words on the Arts and Crafts dotted outlines provided on the book page.This Using arts and crafts with young language pupils creates a strong link between the auditory and the enriches their learning experience and embraces more written form of the words and instils pupils with the learner styles. In this course, there is an Arts and Crafts confidence that they have learned them. section in every unit, while a detailed demonstration of the craft is included in the specially-made video. º There is a song in every lesson b. New words feature The page in the Pupil’s Book includes the full list of in these songs that pupils can repeat.The Teacher’s the materials needed for crafting so that preparation Book includes instructions for actions that pupils can is made simpler. Step-by-step instructions for teacher perform as they are singing along with the Audio. and pupils can be followed on the video, while detailed The rhythm and complexity of the songs increases instructions are also included in this Teacher’s Book. gradually as pupils become more confident with the There are also additional ideas for follow-up activities language. Once pupils feel confident after repeating with the language aim in mind. the songs, they can then identify the right stickers At the start of an Arts and Crafts session, it’s a good from the back of the Pupil’s Book and place them idea to have an example of the end product to show in the right position to complete the image.They pupils.This gives them a clear idea of what they are can then finally write out the words on the dotted going to make and motivates them to match it. outlines provided on the book page.Again this It is suggested that pupils should watch the video process activates learning through multiple functions provided, and they can do so several times. Repetition and makes new language memorable for young of key language items is also achieved this way, e.g. learners. in lesson 2, the Crafts section recycles ‘Look! A green frog!’ from the previous lessons in unit 2.Teachers º There are simple role-playing activities where pupils can adapt the craft and procedure to make sure it is identify new words and useful language and interact feasible and always fun for the pupils. with their fellow pupils.These enjoyable pair work activities develop modes of interaction and real-life Kids’ planet communication skills through playing and miming. There is a Kids’ planet section in every unit of the Pupil’s Book.This section sets language in a real- º The end of every lesson a features Sing + Dance.This world environment and gives learners an opportunity features the audio of the Chant included in every to personalise through their own experience while lesson a, and a specially prepared video with dance developing early reading and writing skills. moves that are related to the key words in the chant. Kids’ planet features a paragraph level reading text Pupils can sing along, memorise the dance moves which is also recorded in the Class Audio. Learners can and perform the dance individually or in groups.The listen and read several times before writing out the key rhythmic repetition of the chants and miming through words on the dotted lines provided. dance ensure that learners will absorb new language A game-like activity usually follows, involving matching easily and in a most enjoyable way. language items to images, using stickers, identifying and selecting, etc.This gives learners another opportunity Phonics to revisit the language and gain confidence.At the end There is a page of Phonics after every lesson b in the of Kids’ planet, pupils are given the chance to express Pupil’s Book. Phonics is a method of teaching young learners to read by linking the sounds of English 7 (phonemes) to the symbols that represent them (graphemes or letter groups). The Phonics lessons follow a graded syllabus.The first five lessons present and practise CVC words, i.e. words

Introduction their own preferences, talk about themselves and their each core lesson a and b in the Pupil’s Book, offering abilities, etc. practice and consolidation of the main teaching aims. There is additional Phonics practice through engaging CLIL colourful activities that pupils can do in class or at There is a CLIL section at the end of every unit.‘CLIL’ home. Finally, the Activity Book includes complete stands for Content and Language Integrated Learning, coverage for the Kids’ planet pages with another and refers to teaching pupils a subject, such as Maths opportunity for pupils to develop early reading and or Science, through a foreign language with the dual writing skills in the same context as in the Pupil’s Book. aim of learning the foreign language by studying There are further notes and suggestions on teaching a content-based subject. CLIL lessons also develop process and practice for every Activity Book lesson in receptive and productive skills through cooperative this Teacher’s Book. tasks that foster learner confidence through relevant subject matter. Teacher’s Book The CLIL page is content-led and caters for the cross curricular aspect of the course, exploiting topics that The Teacher’s Book contains lesson-by-lesson teaching are connected with parts of school subjects already notes including: familiar to pupils.The subject of the CLIL section is • Detailed suggestions about how to use the material clearly marked on the subtitle, e.g. 6 Maths (Numbers 1–10), or 7 Social sciences (Food). in the Pupil’s Book and the Activity Book The CLIL section includes activities designed to engage • Lesson aims for new and revised language pupils in the subject, allow them to experiment or put • Materials needed for each lesson their subject knowledge to use, and to do so while • The Answers and Audioscript for all activities in the using English in a controlled language environment. Answering questions is done through selecting, matching, Pupil’s Book and Activity Book colouring, etc., and using language to guess should be • Additional follow-up activities. encouraged so that the whole class or group achieves The Teacher’s Book also includes photocopiable an understanding of the subject through discovery. Quizzes for each of the units in the Pupil’s Book, as well It is important for pupils to use the CLIL section as an as two Progress Checks for mid-year and end-of-year opportunity for exposure to interesting subject matter evaluation.They have been made to reflect the main in the target language rather than try to focus on any learning aims of the lessons and include a marking new language, e.g. vocabulary items or structures, that scheme.A separate Answer Key is also included. they may encounter in this section. Class Audio Finger puppets and Stickers There are finger puppets of the four cartoon The Class Audio contains the audio recordings of characters at the back of the Pupil’s Book. Pupils make all the picture stories, vocabulary presentations, the finger puppets themselves which they can then listening activities, songs, chants and phonics from wear for role-play and miming activities. Finger puppets the Pupil’s Book. are a valuable teaching tool; they appeal to young learners and motivate them to learn. Flashcard Pack At the back of the Pupil’s Book there are also two pages of full-colour Stickers.These are to be used in the The Flashcard Pack includes picture flashcards for all the special Sticker activities throughout the Pupil’s Book key words illustrated on the vocabulary strip at the top of lessons. the page in the core lessons, a and b.The detailed lesson notes in the Teacher’s Book provide teaching guidelines for Activity Book how to use these flashcards and the materials lists are a helpful reminder of which cards to use.The flashcards can The Activity Book provides consolidation and practice also be used for revision and games, suggestions for which of the language taught in the lessons of the Pupil’s can also be found in this Teacher’s Book. Book.The activities can be used in class or they can be allocated for homework and then checked and revisited Interactive e-book in the classroom.All the activities are transparent with simple and clear instruction rubrics so that pupils can The Interactive e-book offers the opportunity to use be trained to work on them independently at home. the Pupil’s Book in a digital environment. There is an Activity Book section corresponding to The e-book includes the complete Pupil’s Book in full digital form that can be accessed on any personal computer.The e-book is fully interactive, i.e. all the Pupil’s Book activities can be viewed and answered by pupils directly within the e-book. 8

The e-book includes animated versions of all the • Y ou can also praise pupils by awarding stickers.You cartoon stories in the Pupil’s Book units, as well as the can stick them on the pupils’ books after activities listening material of the presentations of each unit, and/or lessons. along with all the activities, chants and songs in the Pupil’s Book. • Y oung children are not used to the classroom The e-book also includes a range of language games environment.You will need to teach them to stay in that pupils can engage in on their own or in a class their seats and raise their hands to answer questions. computer set-up. Games are a fundamental part of Be consistent in your expectations. If you do need to learning because they are naturally motivating and monitor children’s behaviour, try doing it in English. they provide context for language learning which Try using Be quiet, please! Sit down! No, thank you! makes the process of learning meaningful.They are an ideal method for reinforcement, review and enrichment • Young children cannot be expected to sit still for long. of the new language content. You can keep them from getting restless by asking The e-book is ideal for home use and remedial/ them to stand up for activities, come to the front of extensive learning. Having access to the e-book the classroom to answer questions, stand in a circle at home, pupils can increase their exposure to the for songs, etc.Appoint pupils as class monitors and language presented in class, while also repeating ask them to hand out pencils, papers, finger puppets, activities as many times as they wish at their own etc.You can ask particularly restless pupils to stand convenience.This is especially motivating to those next to you by the board, hold the board markers pupils who are more responsive to audio-visual stimuli and hand them to you when you need them.You can or more inclined towards modern technology. also ask pupils to stand at the front of the classroom The e-book software has been engineered so that it and hold up the flashcards when you are teaching is very simple and safe to use for even inexperienced new words. young pupils at home.The e-book activities offer unlimited on-the-spot practice without limitations on • U se L1 in the classroom when explaining activities time, number of attempts or scoring. to pupils. However, you should encourage pupils to use English whenever they can.You can prompt Teaching tips them and provide examples they can repeat so they grow in confidence.Always say Hello! and Goodbye! • Prepare for each lesson in advance. Some lessons at the beginning and end of the lesson.These simple require materials which you may have to gather instructions can also be used every lesson: Open your together.You will also need to have the correct books. Close your books. Find a pencil. Listen. Look. Stand flashcards ready and know which tracks on the Class up. Sit down. Come here. Hands up. Audio to play. • M ake sure all pupils know what to do for each • Young children tend to have a short attention span, activity. Go around the classroom and help them so vary activity types regularly to stimulate their where necessary. In order to fit in, some children will interest. For example, if children are getting tired pretend they know what to do whereas in fact they while they are learning new words, stop and get them may be confused. Discreetly help them out and avoid to sing one of the songs.Then continue teaching. drawing attention to them. • At first pupils may feel unsure about speaking English. • D ecorate classroom walls with pupils’ work.This will Ask them to speak in unison before asking them to make pupils proud of their achievements.You can also speak individually.You can ask shy pupils to speak use their pictures for revision.Ask pupils to gather just to you while they are doing activities to build up around their pictures and point to them asking What’s their confidence.Then you can ask pupils to speak this? Alternatively, ask them to describe their own in groups, pairs and finally alone.Avoid saying ‘No’ pictures. when you hear something incorrect. Simply repeat the correct version and ask the whole class to repeat. • Involve parents in what their children are learning. You can invite them to see their children’s work on • Give plenty of praise.You can use these phrases: Well the classroom walls, listen to their children sing one done! Great! Super! Pupils will soon learn them and of the songs or mime one of the stories.Tell children enjoy hearing them.You can also make reward badges in advance that their parents are coming to hear to be given to ‘star performers’ at the end of each them sing, for example.This will motivate them even lesson.These can be a cardboard badge attached to further. a safety pin with a piece of sticky tape. Make sure all pupils are given these badges fairly regularly and • A bove all, have fun! Happy children learn better.And reward them for effort as well as achievement. remember: teaching young children is demanding but very rewarding. 9

Hello! Hello! Lesson aims 1 Look and listen. ● T o introduce the characters in the Pupil’s Book: Sammy Hello! I’m Kite! Hello! I’m Katie! the squirrel, Katie the kangaroo, Benny the ball and I’m a kite. I’m a kangaroo. Kite the kite Hi! I’m Sammy! Hi! I’m Benny! ● T o learn the words squirrel, kangaroo, ball, kite I’m a squirrel. I’m a ball. ● To learn Hello! Hi! I’m (Sammy). I’m a (squirrel). Materials Flashcards: ball, kangaroo, kite, squirrel One plain white sticker for each pupil A black marker Classroom kit Optional: one piece of paper for each pupil to draw on Beginning the lesson 2 Listen again and say. Then act. • Welcome pupils and show them where to sit. Introduce 4 yourself in L1.Then ask pupils their names.Write each pupil’s name on a white sticker. Hand out the stickers and audio. Pause after each character and check that pupils areKidsZone1_frontmatter_pg1-6.indd 4 ask pupils to stick them on their tops. 12/04/2019 09:39 • Explain to pupils that you are going to greet them in pointing to the correct character. English and introduce yourself. Say Hello! I’m [your name]! • Play the audio again. Pause after each character and ask Then point to a pupil and say: Hello! I’m [pupil’s name]! Ask pupils to repeat what they say. pupils to repeat. • Ask pupils to find the finger puppets of Sammy, Katie, Kite and Benny at the back of their Pupil’s Books. Explain that • P upils stand up one at a time and introduce themselves. they are going to cut them out and stick them to fit their fingers. Hand out scissors and help pupils make their finger 1 Look and listen. puppets. • T ell pupils that you are going to play the audio again.As • A sk pupils to look at the picture and describe what the pupils listen, they must hold up the correct finger puppet characters are doing in L1. and repeat what the character says. • Write pupils’ names on the back of the finger puppets and • P lay the audio. Hold up your book and point to Sammy as collect them at the end of the lesson.The puppets can be used he introduces himself. Point to the other characters in turn throughout the course when pupils act out the stories. as they introduce themselves. Audioscript • S ay Hello! I’m [your name]! and encourage pupils to say Katie: Hi! I’m Katie! Hello! I’m … ! Benny: Hello! I’m Benny! Sammy: Hi! I’m Sammy! • P oint to Sammy and say Hello! I’m Sammy! I’m a squirrel. Say the Kite: Hello! I’m Kite! word squirrel and ask the whole class to repeat the word.Then Katie, Benny, Sammy, Kite. One more time … give each pupil a chance to say the word individually. Repeat the Katie, Benny, Sammy, Kite. Well done! procedure to teach kite, kangaroo and ball. 4 Listen and sing. • Play the audio again. • Hold up the character flashcards and make sure pupils • Pupils look at the picture and name the characters. • Tell pupils that they are going to learn a song.Ask them to recognise them. • Play the audio again, pausing after each character has listen to the song first. Play the audio. • T each pupils the song. Say one line at a time and ask pupils introduced himself/herself and ask pupils to repeat. to repeat. Play the audio one more time and ask them to 2 Listen again and say. Then act. look at their books and repeat.When they can repeat the lines with confidence, they can listen to the audio and sing • P lay the audio one more time. Pupils look at the story. along. Sing the song two or three times. • Pupils point to the character who is speaking and repeat • T each pupils actions for the song. Sammy: Pupils hold their hands in front of their chests like what the character is saying. squirrel paws. • A sk pupils to follow the words in the story as you play the Benny: Pupils pretend to bounce a ball. Katie: Pupils hop up and down like a kangaroo. audio again. • Divide pupils into groups of four. Invite pupils to stand up and come to the front of the class.Then encourage pupils to act out the story. Help pupils when necessary. 3 Listen and point. Then say. • S tick the flashcards of Sammy, Kite, Benny and Katie on the board. Point to each character one at a time and ask pupils to say the names. • P upils look at the picture in their books. Say a character’s name and ask pupils to point to the correct character. • E xplain to pupils that they are going to hear the characters introduce themselves on the audio and that they must point to the correct character as they listen. Play the 10

3 Listen and point. Then say. Hello! 5 Listen and match. Then say. 34 12 4 Listen and sing. a bc d 6 Write. I am Sammy! I asmquiSrareml,msyq!uirrel. I am a squirrel, I am Benny! I am Benny! I am a ball, ball, ball. I am Katie! I am Katie! kangaroo. I am a kangaroo, kangaroo, I am Kite! I am Kite! Sammy Katie I am a kite, kite, kite. 56 Kite: Pupils spread their arms out and pretend to be aKidsZone1_frontmatter_pg1-6.indd 512/04/2019 09:39 Follow-up activityKidsZone1_frontmatter_pg1-6.indd 6 12/04/2019 09:39 flying kite. • W rite the names of the pupils in English in dotted lines on a • Pupils sing the song again while they do the actions. piece of paper. 5 Listen and match. Then say. • A sk pupils to trace over the letters of their names. • P ractise saying the names of the pupils in English. • Pupils look at the pictures and name the characters (1–4). • P repare name badges for the pupils and bring them to class • Pupils look at the images below (a–d) and guess which for their next lesson. character they belong to. • T ell pupils that they will listen to the audio and match Activity Book the characters (1–4) with the pictures (a–d). Draw their 1 Match, draw and write. attention to the example. • P lay the audio. Pause after number 1. • Pupils match the characters with the dotted pictures of the • P lay the audio and stop after each number. Check that characters.Then they join the dots. pupils have matched the correct pictures. • Ask pupils to trace over the letters of the names next to Answers the characters. 1 c (example); 2 d; 3 a; 4 b Answers Audioscript 1 b (example); 2 d; 3 a; 4 c One Sammy: Look at me! I’m Sammy! Sammy, 2 Draw. the squirrel. Two • P upils look at the pictures of animals and objects.Then they Kite: L ook at me! I’m Kite! Yes, I’m a kite. draw these animals and objects in the frame below. Three Benny: Look at me! I’m Benny! Benny, the ball. Ending the lesson Four Katie: L ook at me! I’m Katie! Katie, the kangaroo. • Ask a pupil to stand next to you. Say Hello! I’m [your name]. Elicit Hello! I’m [pupil’s name]. 6 Write. • A sk pupils to go to the front of the classroom in pairs and • P upils look at the pictures and name the two characters. introduce themselves to each other. Repeat until all pupils • Draw pupils’ attention to the name badges. have had a turn. • Explain that they will use their pencils to trace over the letters. • Help younger pupils if necessary. Optional activity • Check that pupils have traced over the two names. • Hand out a piece of paper to each pupil.Ask them to draw one of the characters from the lesson and colour it in. • Pupils hold up their character and say the name of the character. 11

a a 1 Listen and point. Then say. train plane car doll Lesson aims 2 Look and listen. 2 Look at this plane, Benny! 1 Look at this train, Sammy! Wow! Nice plane! ● T o learn toy words ● T o learn the words train, plane, car, doll ● To learn Look at this (train)! Wow! Nice (train)! Goodbye! Wow! Nice train! Materials 3 Look at this doll, Benny! 4 Look at this car, Benny! Flashcards: Sammy, Kite, Benny, Katie Goodbye, Katie! Flashcards: train, plane, car, doll Classroom kit Wow! Nice doll, Katie! Goodbye! A large box and four toys (train, plane, car, doll) or Nice car, Sammy! toy flashcards 3 Listen again and say. Then act. Profile page, page 7 8 • Ask pupils to open their Pupil’s Books at page 7. Draw their attention to the photograph of the boys and the toy plane. wordsKidsZone1_U1_pg7-16.indd 8 for the pictures. Pupils point to the correct picture12/04/2019 10:21 when they hear the word. • Read out the speech bubble,‘This is my toy plane!’ Have pupils repeat after you. • P lay the audio and check that pupils point to the correct pictures. • E xplain what a ‘toy plane’ is and ask pupils in L1 what their favourite toys are. • Tell pupils that they will hear the words again, but now they must look at the word and repeat what they hear. Play the My Zone audio again. Pause after each word and encourage pupils Colour and trace. to look at the word and repeat clearly. • A sk pupils to look at the outline of the plane. 2 Look and listen. • T hen ask them to look at the coloured plane and the three • P upils look at the story pictures and describe in L1 what coloured circles at the top. they can see in each picture. Hold up the flashcard for car • E licit words for colours in L1. Explain that they have to look and say the word. Pupils point to a car in the pictures and repeat. Do the same for doll, plane and train. at the coloured plane and then colour in the blank plane using exactly the same colours.Ask them what colours they • Hold a toy car or car flashcard, point to it and say Look are going to use for the wings, the nose, etc. in L1. at this car! Ask pupils to repeat after you. Repeat with doll, • W alk around the classroom and help pupils if necessary. plane and train. • F inally, ask pupils to trace over the dotted letters of the word plane. Check that they have successfully traced over • Play the audio. Pupils now listen to the story and point to the letters. the pictures as they listen. Pause after each picture when you hear the tone, and check that pupils are following correctly. Beginning the lesson • Check that pupils have understood the story by asking • R evise the characters’ names. Stick the character flashcards questions in L1. Encourage them to answer in English. on the board. Point to Sammy and ask pupils his name. Do the same for Katie, Benny and Kite. What toy does Kite like? (a plane) What toy does Katie like? (a doll) • A sk pupils to queue in front of the character flashcards Where are the characters? (in a toy shop) on the board. Explain that you are going to point to a flashcard.The pupil at the front of the queue says the name 3 Listen again and say. Then act. of the character and then sits down.Then the next pupil has a turn, and so on. • Hold up the flashcard for train, look at it, and say enthusiastically: Look at this train! Wow! Nice train! Pupils • P lay the song from Hello! page 5.Ask pupils to sing along repeat. Hand the flashcard for train to a volunteer and ask and do the actions. him/her to say Wow! Nice train! with enthusiasm. Repeat with other volunteers and other flashcards. • Revise Hello! Hi! I’m [pupil’s name]! • Play the audio again and pause after each sentence for 1 Listen and point. Then say. pupils to repeat. • P upils keep their Pupil’s Books closed at this point. • Ask pupils to follow the words in the story as you play the • T each train, plane, car and doll using the flashcards. Hold up audio again. the flashcard for train and say train. Pupils repeat. Do the • A ssign roles to four pupils (Sammy, Kite, Benny and Katie). same for plane, car and doll. Repeat until pupils are familiar They act out the story at the front of the classroom.Teach with the words. • Ask four pupils to come to the front of the classroom. Hand them one toy flashcard each.The first pupil holds up his/her flashcard and the class call out the word.Then the second pupil holds up his/her flashcard and the class call out the word, and so on. Repeat the activity until all pupils have had a turn. • Now ask pupils to open their Pupil’s Books at page 8. Pupils look at the pictures at the top of the page. Explain that you are going to play the audio, and that they will hear the 12

4 Match and say. 12 3 4 Unit ab cd 6 Point and say. 5 Listen and chant. Then write. • B efore you begin this activity,put four toys (a train,a plane,a car doll train car plane and a doll) in a box.If you do not have real toys,use flashcards. 6 Point and say. Wow! Nice plane. DSianngc+e • P upils look at the box. Put your hand in the box and pull Look at this plane! out a toy/flashcard dramatically. Hold it up and say Look at this train! Repeat with another toy. 9 • A sk two pupils to do the exercise. One pupil pulls out a toy/ 12/04/2019 10:21 flashcard from the box and says Look at this …! The other the meaning of Goodbye! Emphasise that at the end of theKidsZone1_U1_pg7-16.indd 9 pupil says Wow! Nice …. Repeat the activity until all pupils story, the characters say Goodbye! and leave. have had a turn. 4 Match and say. Sing+Dance 1 •  Draw a car and a doll on the board.Then draw a wheel • Tell pupils that now they are going to sing and dance to the and a shoe elsewhere on the board.Ask a volunteer to chant they learnt in Exercise 5. match the wheel with the correct toy (the car) by joining them with a line. Point to the car and say a car. Pupils • P lay the audio and ask the pupils to chant along rhythmically. repeat.Then ask another volunteer to match the shoe with • Play the video and ask pupils to watch it carefully and try the doll. Point to the doll and say a doll. Pupils repeat. to remember the moves. • Pupils look at Exercise 4 and match the parts with the toys. • Ask volunteers to come to the front of the classroom and Draw pupils’ attention to the example.Then go around the classroom while pupils do the exercise, helping them where imitate what the children do on the video. necessary.Ask individual pupils to name the toys they • Encourage the whole class to stand up and come to the front match the objects with. of the classroom. Pupils sing and dance two or three times. • Check that pupils have matched the pictures correctly.Then pupils look at the pictures, point to the toys you name and Follow-up activity repeat after you, e.g. a doll. Play Chinese whispers.All pupils stand side by side in a line. Answers Explain that you are going to whisper the name of a toy into 1 b (example); 2 a; 3 d; 4 c the first pupil’s ear.The pupil must then whisper the word into the next pupil’s ear, and so on.The pupil at the end of the line 5 Listen and chant. Then write. must call out the word.Whisper a car into the first pupil’s ear to start the game. • P upils look at the picture of the four toys on the shelf and say what they can see (a doll, a train, a car, a plane). Activity Book • T ell pupils that they are going to learn a chant. Play the 1 Draw and write. audio. Pupils listen to the chant first. • P upils look at the toys on the shelves and join the dots. • Teach pupils the chant. Say one line at a time, and ask pupils • A sk pupils to look at the words underneath the pictures to repeat.When they are confident, ask them to listen to the audio and chant along rhythmically. and write the missing letter. • S ing the chant two or three times. Answers • A sk pupils to trace over the letters of the four toy words. 1 car (example); 2 train; 3 doll; 4 plane Monitor and help pupils with tracing if necessary. 2 Circle. Audioscript • Pupils look at the toys and name them (train, plane, car, doll). A doll and a train, a car and a plane. Then they look for these toys in the picture of the room A doll and a train, a car and a plane. below and circle them. A doll and a train, a car and a plane. • Check that pupils have circled all the toys. Ending the lesson • Stick the flashcards for train, plane, car and doll on the board. Point to the plane and say Look at this plane! Wow! Nice plane! Pupils repeat. • Ask pupils to go up to the board, one at a time, point to any flashcard and say Look at this (car)! Wow! Nice (car)! • When pupils leave the classroom at the end of the lesson, say Goodbye! Encourage them to say Goodbye! to you. Optional activity • P ractise Goodbye! and Hi! Hello! Open the classroom door, wave to pupils and say Goodbye! Tell them to answer Goodbye! Leave the classroom, but leave the door open. Then come back in and say Hello! Pupils answer Hello! • A sk pairs of pupils to do the activity. Repeat the activity until all pupils have had a turn. 13

b b 1 Listen and point. Then say. Lesson aims yellow red blue green 2 Look and listen. 2 What’s this, ● T o learn colours 1 What’s this, Sammy? ● T o learn the words yellow, red, blue, green Sammy? ● T o learn What’s this? It’s a (yellow train). Sorry, (Sammy)! It’s a yellow train. Materials It’s a red plane. Flashcards: yellow, red, blue, green 34 Flashcards: car, doll, plane, train Classroom kit What’s this, What’s this, A paintbrush Sammy? Benny? Optional: one piece of paper for each pupil to draw on It’s a blue car. It’s a green squirrel! Beginning the lesson Sorry, Sammy! 10 • R evise the toy words (car, doll, plane and train) using the 3 Listen again and say. Then act. flashcards. Hold up the flashcards one at a time and say Look at this … . Pupils repeat. KidsZone1_U1_pg7-16.indd 10 12/04/2019 10:21 • Hold up two flashcards. Say one word and ask a pupil 3 Listen again and say. Then act. to choose the correct flashcard. Repeat with other combinations of flashcards. • H old up the book, point to the train in frame 1 and say What’s this? Provide the answer It’s a yellow train. Ask pupils 1 Listen and point. Then say. to repeat. Repeat the question and answer two or three times. • Pupils keep their Pupil’s Books closed at this point. • Teach yellow, red, blue and green using the flashcards. • T ell pupils that they are going to listen to the story again • Stick the flashcards on the board. Point to the first flashcard and repeat what they hear. and say the colour. Pupils repeat. Do the same for the other • Play the audio again. Pause after each sentence for pupils colours. Repeat the activity until pupils are familiar with the to repeat. words. • Point to a flashcard and ask pupils to tell you the colour. • Ask pupils to follow the words in the story as you play the • Now ask pupils to open their Pupil’s Books at page 10. audio again. • Pupils look at the pictures at the top of the page. Explain that you are going to play the audio and that they must • A ssign roles to three pupils (Sammy, Kite and Benny). Pupils listen carefully to hear the colours. Pupils point to the stand at the front of the classroom and act out the story. correct picture when they hear the colour. Give the paintbrush to the pupil who is playing Sammy • Play the audio and check that pupils point to the correct and encourage him/her to pretend to paint. Play the audio colour. again, pausing for pupils to repeat. • Tell pupils that they will hear the words again, but this time they must repeat the word they hear. Play the audio again. • Repeat the activity until all pupils have had a turn. Pause after each word and encourage pupils to repeat. • Explain the meaning of Sorry! Ask a volunteer to stand up. 2 Look and listen. Walk towards him/her.As you pass him/her, lightly bump into him/her and say Sorry! Then ask pairs of pupils to act • P upils look at the story pictures.Ask them to tell you out the action at the front of the classroom. what Sammy is painting, in English, if they can (picture 1: a train, picture 2: a plane, picture 3: a car).Then ask them to 4 Listen and circle. Then say. describe what happens in the last picture using L1. (Benny knocks paint over Sammy.) • A sk pupils to look at the first picture. Say What’s this? It’s a yellow train. Pupils repeat. Do the same for all the pictures (a • Use flashcards from Lesson 1a to introduce the question red plane, a blue doll, a green car). What’s this? Hold up the flashcard and ask pupils the question. Provide the answer It’s a train. It’s a red train. • Put pupils in pairs and get them to ask and answer questions for the four pictures. • Practise asking and answering with the rest of the flashcards. Encourage pupils to ask you What’s this? • Explain to pupils that they are going to listen to the audio and circle the correct picture. Play the audio and • Tell pupils that you are going to play the audio and that demonstrate the activity using the example. Play the rest of they will now listen to the story. Pupils point to the pictures the audio. Pause between each item to give pupils time to as they listen. Play the audio. Pause between pictures and circle the picture. check that pupils are following the story correctly. • C heck that pupils have circled the pictures in the right • Play the audio again without pausing. order. • Check that pupils have understood the story by asking a • A sk pupils to describe the pictures they have circled.Then few questions in L1. check pupils’ books individually. What colour is the train? (yellow) What colour is the plane? (red) What colour is the car? (blue) What colour is Sammy? (green) 14

4 Listen and circle. Then say. Check that pupils circle Unit 12 the pictures in this order: 2 (example); 4; 3; 1 34 5 Listen and stick. Then write. Check that pupils Audioscript have put the stickers Girl: What’s this? in the correct place. Boy: It’s a red plane.Yes, it’s a red plane. Girl: What’s this? green blue Boy: It’s a yellow train.Yes, it’s a yellow train. car doll Girl: What’s this? Boy: It’s a green car.Yes, it’s a green car. Girl: What’s this? Boy: It’s a blue doll.Yes, it’s a blue doll. red yellow 6 Listen and sing. plane train • Pupils look at the picture and say what they can see (a car, 6 Listen and sing. a plane, a doll, a train). Look! Look! yellow car! • T ell pupils that they are going to learn a song. Play the A red and audio. Pupils listen to the song first. Look! Look! Look! A blue and green plane! • T each pupils the song. Say one line at a time, and ask pupils to repeat.When they can repeat the lines with confidence, Look! Look! blue doll! ask them to sing along. Sing the song two or three times. A yellow and LAoogkr!eeLnooak!ndLoyoekl!low train! • Teach pupils actions for the song. L ook! Look!: Pupils hold their hands to their eyes like 11 glasses. KidsZone1_U1_pg7-16.indd 11 12/04/2019 10:21 car: Pupils pretend to hold a steering wheel. plane: Pupils hold their arms out like wings. Answers doll: Pupils move their arms and legs up and down as if they 2 (example); 4; 3; 1 are on strings. Audioscript train: Pupils move their arms around in forward circular Girl: A red plane. Boy: A green car. motions like train wheels. Girl: A blue doll. • S ing the song again and encourage pupils to do the actions. Boy: A yellow train. Follow-up activity 5 Listen and stick. Then write. Point to something yellow in the classroom and say Blue? • T ell pupils that this is a sticker exercise. Explain that they Encourage pupils to say No! Yellow! Do the same for other must listen and then put the stickers in the correct place. objects which are blue, red and green. • A sk a volunteer to describe the first toy Sammy is holding. Activity Book Elicit a plane. The other pupils repeat.Tell pupils to look at the sticker pages at the back of the Pupil’s Book and show 1 Look and colour. you which stickers are needed.Ask them to point to the plane sticker and unpeel it. • Pupils look at the coloured plane at the top of the page and the blank plane underneath. • P lay the audio for the first item and ask pupils to repeat. Now ask pupils to put the plane sticker in the correct place. • Explain that they have to look at the coloured plane and Young pupils often need help and encouragement with then colour in the blank plane using exactly the same sticker tasks as their motor skills are still developing. Go colours. around the classroom and help them if necessary. 2 Colour and write. • R epeat with Sammy’s other toy and Katie’s two toys. Pause after each item and ask pupils to repeat and then put the • Pupils look at the toys and then colour the toy in the sticker in the correct place. dotted outline in the same colour (yellow plane, blue train, green car, red doll). • C heck that pupils have put the stickers in the correct place. Practise asking and answering What’s this? It’s a red plane. • P upils trace over the letters of the four colour words. • A sk pupils to trace over the letters of the four colour Ending the lesson words. • P ut pupils into four groups. Explain that they are going to • M onitor and help pupils with tracing if necessary. sing the song and each group is one of the toys.The first group are cars, the second group are planes, the third are dolls and the fourth are trains. • P upils stand up and walk around the classroom doing their actions as they sing the song. But at the end of the song, for Toot! Toot!, they all stand still and pull the whistle. Play the audio and encourage pupils to sing and do their actions. 15

Phonics Phonics 1 Listen, point and repeat. Lesson aims cat hat man van ● T o learn to pronounce the sound /æ/ on its own and in 2 Listen and chant. words A cmcmaaaattnnwwiiiitntnhhaaaavvhahaanant,t,,,mmccaaaantnt,,,, hhvvaaaatntn.... ● To identify the letter a in the middle of words and A associate it with the sound /æ/ A A ● T o blend the vowel a with consonants to form simple CVC words Materials Phonics word cards: cat, hat, man, van Beginning the lesson 3 Read the chant. Circle the a in the middle of the words. 4 • H old up the phonics card for cat, say cat and ask the class 4 Listen, circle and write. to repeat. 12 3 • T ell pupils to listen to the sounds that make the word cat. van man cat hat van man cat hat Say /k/ /æ/ /t/ cat a few times and ask pupils to repeat. van hat man cat • R epeat with phonics cards for hat, man and van. • E xplain the meaning of the words in L1 if necessary. 12 CVC words • Play theKidsZone1_U1_pg7-16.indd 12 audio again. Ask pupils to point to the items in the12/04/2019 10:21 When we ‘blend’ sounds, we first say the individual picture as they hear the words.They point to the cat as sounds and then run them together in order to create, to they hear the word cat, they point to the cat’s hat as they ‘sound out’, a word.‘CVC’ words are three-letter words hear the word hat, etc. which follow the pattern consonant-vowel-consonant.The first five Phonics lessons (Phonics 1–5) will teach pupils • Play the chant one more time and ask pupils to chant along how to blend consonants and vowels to form simple rhythmically. three-letter words. 3 Read the chant. Circle the a in the middle of 1 Listen, point and repeat. the words. • Ask pupils to look at the words that contain the vowel a. • P lay the audio for cat. Pupils listen to the sounds and how • Ask pupils to look at the chant again. Draw their attention to the circled a in the middle of the word cat. they blend to form the word cat.Then pupils point to the picture of cat and repeat the word three times. • Ask pupils to find and circle other examples of a in the • Play the audio for the rest of the words (hat, man, van). middle of words. • H old up the phonics cards for pupils to sound out the letters and say the words. • C heck the exercise with the class and play the chant one final time. Audioscript v-a-n c-a-t /v/ /æ/ /n/ – van 4 Listen, circle and write. /k/ /æ/ /t/ – cat Now listen, point and Now listen, point and repeat. • A sk pupils to look at the pictures.Tell pupils that they will repeat. van van van listen to the audio and circle the word they hear. cat cat cat cat hat man h-a-t van • P lay the audio for number 1 and draw their attention to the /h/ /æ/ /t/ – hat One more time! example. Now listen, point and cat hat man repeat. van • P lay the audio for the rest of the items. Pause after each hat hat hat Well done! item. m-a-n /m/ /æ/ /n/ – man • Ask pupils to write the word for each picture on the line. Now listen, point and • Help pupils if necessary. repeat. • Check the exercise with the class. man man man Answers 1 van (example); 2 hat; 3 man; 4 cat 2 Listen and chant. Audioscript van 1 van hat • A sk pupils about the picture and establish what they can 2 hat man see. Play the audio for pupils to listen to the chant. 3 man cat 4 cat 16

Activity Book Arts and Crafts 1 Write. Lesson aims • D raw handwriting lines on the board.Write the words ● T o make a school bus cat, hat, man and van on the lines.As you write each letter, ● T o revise What’s this? say the sound and have pupils repeat. ● T o learn It’s a (yellow) bus. It’s a school bus. • A sk pupils to open their books at page 10. Pupils look at Materials the words given and then write them freehand. Egg carton 2 Read, write and colour. Yellow paint Paintbrush • A sk pupils to look at the picture of the hat. Elicit the White paper word hat and then ask them to point to the word hat in Markers the first column and say hat. Scissors Glue • A sk pupils to spell the word: h-a-t.Then explain that they Grey/Black card have to write one letter in each box.Ask pupils why the Two bottle caps first and third boxes are taller than the one in the middle. Make a school bus! • R epeat the process for van. Check that pupils have Starting the project written the words hat and van correctly. • B efore the lesson, cut out and prepare your own school bus • A sk pupils to look at the third column.Ask What colour is to use as a demonstration. this? Elicit red and blue. Pupils colour the hat red and the van blue. • C ollect the materials needed and place them on a big table. 3 Circle man and van. Making the bus • U se the phonics cards for man and van and revise sounds • Ask pupils to have a look at the pictures.Ask them what and letters in both words. they think they are going to make. Explain what a school bus is and ask them in L1 if they go to school by bus. • A sk pupils to look at the picture of the tree and find an example of the word man. • A sk pupils to look at the pictures and guess what kind of materials they will need to make the bus. • N ow ask pupils to look again and find an example of the word van. • E xplain the instructions and talk pupils through the process of making a school bus. • E xplain that they have to find and circle all the examples of the words man and van. • D emonstrate with your own completed school bus and make sure pupils understand what they are going to do. • C heck that pupils have found and circled the words man and van. • P lay the video and ask questions about each step. Play the video one more time. Ending the lesson • S how pupils the materials you have collected and explain • W rite the new words on the board one letter at a time. how each material is going to be used. • P upils say the sound of each letter as you write them. • D ivide pupils into groups and ask each group to do one Then they say the word. part of the craft. For example, one group may be painting the egg carton while another may be cutting and colouring the wheels. • It might be a good idea to help pupils using scissors to cut out windows on the egg carton. Follow-up activity • P upils can use the school buses to play. • You can draw roads on the board or on the table and let pupils play with their buses. •  You can ask What’s this? and answer It’s a (yellow) school bus! Ask pupils to repeat the question and answer after you. 17

Kids' planet Toys Kpliadnest' Toys Lesson aims 1 Listen and read. Then write the names. ● T o develop reading and writing skills ● To develop listening skills 1 ● To learn It’s my favourite toy. ● To revise Hello! Hi! I’m … Look at this … . Hello! I’m Bob. Materials Look at my car! It’s my favourite toy. Flashcards: train, plane, car, doll Classroom kit 2 A large box and four toys (train, plane, car, doll) or toy flashcards Hi! I’m Ann. Look at my robot! It’s my favourite toy. 3 Hello! I’m Tom. Look at my drone! It’s my favourite toy. Beginning the lesson 2 Listen again and circle. Favourite toys • R evise train, plane, car, doll and the four colours (yellow, red, 1 Bob blue, green). 2 Ann • U se toys or toy flashcards to revise What’s this? and Look at this …. 3 Tom 3 Tick ✔ your favourite toy. • Invite pupils to sing the song on Pupil’s Book page 11. Play the audio and ask pupils to do the actions for the song. See Pupils look at the toys and TB page 13. 14 tick their favourite one(s). 1 Listen and read. Then write the names. KidsZone1_U1_pg7-16.indd 14 12/04/2019 10:21 • A sk pupils to look at the three pictures on page 14.Ask 3 Tick your favourite toy. them what they can see. Remind pupils of the meaning of ‘favourite toy’ in L1. • A sk pupils to look at the picture of the bedroom on Pupil’s Book pages 14 and 15. • P oint to the first picture and explain that the boy’s name is Bob.Ask pupils to guess what Bob’s favourite toy is. Repeat • Ask pupils to describe what they can see in L1. the process for pictures 2 and 3.Ask pupils if they know • Point to the different toys and ask pupils What’s this? Elicit what a drone is. Explain in L1. Do the same for robot.Ask pupils if they know what a robot is. Explain in L1. It’s a (robot). • E xplain that they have to look at the different toys and tick • P lay the audio and pause after each picture.Ask simple comprehension questions in L1. their favourite one(s). • Ask pupils to come to the front of the classroom and point What’s the name of the girl? (Ann) What is her favourite toy? (robot) to the toy(s) that they have ticked. • P lay the audio a second time.This time ask pupils to follow Activity Book silently in their books. • P lay the audio a third time.Ask pupils to look at the text 1 Read and write. and repeat what they hear. Pause after each sentence or • R evise the toy words (car, doll, plane, train, robot, teddy bear each picture. and drone). • A sk pupils to trace over the letters of the three names. Check that pupils have successfully traced over the words. • R evise It’s my favourite toy. Give a pupil a toy flashcard and ask him/her to say Look at this (car)! It’s my favourite toy. 2 Listen again and circle. • A sk pupils to open their books at page 12. Pupils look at • A sk pupils to look at Exercise 2. the picture and describe what they can see in L1. • E xplain that they are going to listen to the audio again and • Read the speech bubble aloud and ask in L1 What’s her then they have to circle Bob,Ann and Tom’s favourite toys. name? (Mary) What’s her favourite toy? (her doll). Do you like • A sk pupils which toys they can see in questions 1, 2 and 3. her doll’s house? Point to the teddy bear in question 2. Say teddy bear.Ask • Read the speech bubble aloud one more time. Pause after pupils if they know what a teddy bear is. Explain in L1. each sentence and ask pupils to repeat after you. • P lay the audio and stop after question 1.Ask pupils to look at the example. • Ask pupils to trace over the words in the speech bubble. • P lay the audio for items 2 and 3 and ask pupils to circle Ann’s and Tom’s favourite toy. 2 Read and match. • C heck that pupils have circled the correct pictures. • A sk pupils to look at the pictures on the left.Ask questions Answers about what they can see in L1. 1 Bob – circle ‘car’ (example); 2 Ann – circle ‘robot’; 3 Tom – circle ‘drone’ • R ead the speech bubbles (a, b and c) aloud. Pause after each sentence and ask pupils to repeat after you. • A sk pupils to draw lines from the pictures (1–3) to the speech bubbles (a–c). Answers 1 b; 2 c; 3 a 18

Unit 2 Look. Then find the stickers and write. • A sk pupils to look at the map in Exercise 2. • A sk pupils to describe what they can see in L1 (a house, an airport, a hotel, etc.) • Draw pupils’ attention to the road, lake, train tracks and runway. • T ell pupils that this is a sticker exercise. Explain that they must look at the map and put the stickers in the correct place. • Tell pupils to look at the runway and decide which sticker they are going to use (plane sticker).Ask questions in L1 to make sure pupils know what they have to do. • Go around the class and check that pupils have put the stickers in the correct place. • Now ask pupils to trace over the letters of the word plane. Tell pupils that they have to look at the words in Exercise 1 and then copy the words in the correct lozenge. 15 KidsZone1_U1_pg7-16.indd 15 12/04/2019 10:21 Ending the lesson • Play a game with pupils.Ask those who have ticked the toy robot to clap their hands. • Repeat the process with the rest of the toys in the picture. Read out the word and ask pupils to clap if this is their favourite toy. • F ind out what the class’s favourite toy is. CLIL 1, page 16 Social sciences (Transport) 1 Look, listen and point. • Ask pupils to look at the pictures in Exercise 1. Pupils are familiar with the words car, train and plane.The only new word is boat. • A sk pupils if they have ever travelled by plane or train.Talk about the concept of transport in L1.Ask questions like Is travelling by car faster than travelling by train? Have you ever travelled by plane? • Invite pupils to think of questions about transport in L1 and ask their classmates. • Play the audio.Ask pupils to look at the pictures, listen to the audio and point to the correct picture when they hear the word. Audioscript 1 car 2 plane 3 train 4 boat One more time … 1 car 2 plane 3 train 4 boat Well done! 19

8a 8a 1 Listen and point. Then say. Lesson aims climb fly jump swim 2 Look and listen. 2 I can fly! ● T o learn action words 1 ● To learn the words climb, fly, jump, swim ● T o learn I can (climb). I can’t (climb). Look at me! ● T o revise butterfly, cat, duck, fish, frog, squirrel I can climb! ● To revise Look at me! Materials 3 I can jump! 4 Oh no! I can help! I can’t fly I can’t swim! Flashcards: climb, fly, jump, swim Flashcards: butterfly, cat, duck, fish, frog, squirrel but I can swim! Classroom kit 3 Listen again and say. Then act. Profile page, page 77 78 • A sk pupils to open their Pupil’s Books at page 77. • A sk pupils to describe what they can see in L1.Ask pupils • T ell pupilsKidsZone1_U8_pg77-88.indd 78 that they will hear the words again, but now they12/04/2019 11:38 must look at the word and repeat what they hear. Play the what the girl is doing, where she is, etc. audio again. Pause after each word and encourage pupils to • Read out the speech bubble,‘I can jump!’ Have pupils repeat look at the word and repeat clearly. after you. Explain the meaning of I can jump! in L1. Mime 2 Look and listen. that you are jumping and say I can jump! • Ask volunteers to read out the speech bubble and then act • P upils look at the story pictures and describe in L1 what it out. they can see in each picture. Encourage them to use the English words they have learnt. My Zone Find 5 differences. Then trace. • Play the audio. Pupils now listen to the story and point to the pictures as they listen. Pause after each picture when • A sk pupils to look at the pictures of the five children you hear the tone, and check that pupils are following jumping in the air. correctly. • Tell pupils to look carefully at the group of children at the • Play the audio one more time without pausing after each top and then the group of children at the bottom. picture. • Explain that there are five differences between the two • C heck that pupils have understood the story by asking groups. questions in L1. Encourage them to answer in English where possible. • A sk pupils to look very carefully, find the five differences and circle them. What can Sammy do in picture 1? (climb) What can Kite do in picture 2? (fly) • C heck that they have found and circled the five differences. What can Sammy do in picture 3? (swim) • Finally, ask pupils to trace over the letters of the word jump. Can Katie swim? (no) • C heck that they have successfully traced over the word. 3 Listen again and say. Then act. Answers Bottom row • Say Look at me! Make sure that pupils look at you.Then First boy: blue T-shirt; first girl: pigtails; second boy: cap; jump and say I can jump. Pupils copy and repeat. second girl: bow; third boy: green trousers • S ay Look at me! Make sure that pupils look at you.Then try Beginning the lesson to fly, shake your head and say I can’t fly. Pupils copy and repeat. Revise butterfly, cat, duck, fish, frog and squirrel using the flashcards. Stick the flashcards on the board. Point to the • Ask pupils to follow the words in the story as you play the flashcard for butterfly and ask pupils to say the word. Do the audio again. same for all the flashcards. • Play the audio one more time. Pupils listen to the story and 1 Listen and point. Then say. repeat what they hear. Pause after each sentence for pupils to repeat. • Pupils keep their Pupil’s Books closed at this point. • Stick the flashcards for climb, fly, jump and swim on the • A ssign roles to three pupils (Sammy, Kite and Katie).Ask them to stand at the front of the classroom and act out the board. Point to the flashcard for climb and say the word. story. Play the audio, pausing for pupils to repeat their roles. Pupils repeat. Mime that you are climbing and say climb Repeat the activity until all pupils have had a turn. again. Pupils copy and repeat. Do the same for fly, jump and swim. Repeat the activity several times. • N ow ask pupils to open their Pupil’s Books at page 78. • Pupils look at the pictures at the top of the page. Explain that you are going to play the audio, and that they will hear the words for the pictures. Pupils point to the correct picture when they hear the word. • Play the audio and check that pupils point to the correct pictures. 68

4 Draw and colour. Then say. 1 23 4 wim Unit 8 5 Listen and chant. Then write. 6 Play. fly • Ask pupils what they can see in the photo. Elicit that the climb boy is pretending to swim and the girl is pretending to fly. • Stick the flashcard for climb on the board. Say climb and ask pupils to mime the action. Do the same for fly, jump and swim. • A sk a volunteer to mime an action.The other pupils raise their hands if they know what the action is.Ask a pupil to tell you the word. Sing+Dance 8 jump • T ell pupils that now they are going to sing and dance to the chant they learnt in Exercise 5. swim • P lay the audio and ask the pupils to chant along rhythmically. 6 Play. Look at me! Look at me! DSianngc+e • P lay the video and ask pupils to watch it carefully and try I can swim! I can fly! 8 to remember the moves. • Ask volunteers to come to the front of the classroom and imitate what the children do on the video. • E ncourage the whole class to stand up and come to the front of the classroom. Pupils sing and dance two or three times. Follow-up activity Ask two volunteers to stand at the front of the classroom and mime one action each.The first pupil says Look at me! I can (fly)! The second pupil performs a different action and says Look at me! 79 I can (jump)! Repeat the activity until all pupils have had a turn. KidsZone1_U8_pg77-88.indd 79 12/04/2019 11:38 Activity Book 4 Draw and colour. Then say. 1 Draw, colour and write. • Pupils look at Exercise 4. Hold up your book, point to the • A sk pupils to open their books at page 62. fish and ask What’s this? Elicit It’s a fish.Ask pupils what a • P upils look at the picture and describe what they can see in L1. fish can do. Elicit swim. Do the same for kangaroo and jump; • P oint to the bird and say fly. Point to Sammy and say climb. cat and climb; butterfly and fly. Point to the boy and say swim. Finally, point to Katie and • Pupils join the dots and colour in the pictures. Go around say jump. the classroom asking individual pupils What’s this? Elicit fish, • A sk pupils to join the dots and then colour in items 1–4. kangaroo, cat and butterfly. Encourage pupils to mime the • T hen ask pupils to trace over the letters of the four words actions as well. (fly, climb, swim, jump). • M ime the animals as you say these sentences: 2 Match and write. I’m a fish. I can swim. I’m a kangaroo. I can jump. • P upils match the four pictures on the left (1–4) with the four I’m a cat. I can climb. pictures on the right (a–d). I’m a butterfly. I can fly. • P oint to picture 1 and say fly.Ask pupils to look at pictures Pupils copy and repeat. 2–4 and elicit jump, climb and swim. • Repeat with pictures a–d. Point to picture a and say climb.Ask 5 Listen and chant. Then write. pupils to look at pictures b–d and elicit fly, swim and jump. • Draw pupils’ attention to the example.Ask pupils why • P upils look at the picture of the playground.Ask pupils picture 1 has been matched with b (they both illustrate fly). what they can see in the picture.Ask them to identify the characters. Elicit Kite, a frog, a cat and a squirrel/Sammy. • Pupils match the rest of the items. • Ask pupils to look at picture b and trace over the letters of • P oint to Kite and say in Kite’s voice I can fly. Do the same for the frog, squirrel and cat. Mime the voice and say I can the word fly. (swim/climb/jump). Pupils repeat after you. • Explain that they have to write the words next to pictures a, c • T ell pupils that they are going to learn a chant. Play the and d.Tell them that they have to write one letter in each box. audio and ask pupils to listen to the chant first. Answers • T each pupils the chant. Say one line at a time, and ask pupils 1 b fly (example); 2 d jump; 3 a climb; 4 c swim to repeat. • Sing the chant two or three times. • A sk pupils to trace over the letters of the four action words. Ending the lesson Monitor and help pupils with tracing if necessary. Ask pupils to say climb, fly, jump and swim in unison. Point to the flashcards one at a time. Pupils say the words and mime Audioscript the action. I can swim! I can jump! I can climb! I can fly! Look at me! I can fly! I can fly! Bye! Bye! Optional activity I can swim! I can jump! I can climb! I can fly! Look at me! I can fly! I can fly! Bye! Bye! Play a miming game.Whisper the name of an animal (e.g. bee, I can swim! I can jump! I can climb! I can fly! bird, butterfly, cat, duck, fish, frog, kangaroo, mouse, squirrel) in a Look at me! I can fly! I can fly! Bye! Bye! pupil’s ear.The pupil mimes the animal and the other pupils guess what it is. 69

8b 8b 1 Listen and point. Then say. Lesson aims play tennis play football play basketball ● T o learn sports words 2 Look and listen. 2 ● To learn play tennis, play football, play basketball 1 Can you play tennis? Can you play football? No, I can’t! ● T o learn Can you play (tennis)? Yes, I can. No, I can’t. Look Yes, I can! out! Ouch! Look at me! ● To revise I can/can’t climb, fly, jump, swim ● To revise Look at me! Materials 3 Can you play basketball? 4 Flashcards: play tennis, play football, play basketball Classroom kit Beginning the lesson Look out! • R evise climb, jump, fly and swim. Say I can climb and mime Yes, I can! Ouch! My head! the action. Pupils copy and repeat. Do the same for fly, jump Look at me! and swim. 3 Listen again and say. Then act. • A sk a volunteer to say I can (jump). The other pupils mime the action. Repeat the activity until all pupils have had a 80 turn. What can Katie play? (tennis)KidsZone1_U8_pg77-88.indd 80 12/04/2019 11:38 1 Listen and point. Then say. Can Kite play football? (no) • P upils keep their Pupil’s Books closed at this point. What are Sammy and Benny playing in picture 3? (basketball) • T each play tennis, play football and play basketball using the What happens to Benny in picture 4? (He hits his head.) flashcards. Stick the flashcards on the board and ask pupils 3 Listen again and say. Then act. if they recognise these sports. Point to the flashcard for play tennis and say the phrase. Pupils repeat. Do the same for • Teach Can you play (basketball)? Yes, I can. No, I can’t. Mime the other sports. Repeat until pupils are familiar with the that you are playing basketball well. Pupils copy you.Ask phrases. them: Can you play basketball? Pupils repeat.Answer Yes, I can. • S ay I can play tennis and mime playing tennis. Pupils copy Pupils repeat.Then mime that you are playing basketball and repeat.Ask a volunteer to choose another sport, say badly. Pupils copy you.Ask them again: Can you play the phrase and mime the sport. Repeat until all pupils have basketball? Pupils repeat.Answer No, I can’t. Pupils repeat. had a turn. • Now ask pupils to open their Pupil’s Books at page 80. • E xplain the meaning of Look out! using L1. • Pupils look at the pictures at the top of the page. Explain • Explain the meaning of Ouch! My head! Hold your head and that you are going to play the audio, and that they will hear the phrases for the pictures. Pupils point to the correct pretend it hurts. Pupils copy and repeat. picture when they hear the phrase. • P lay the audio again. Pause after each sentence for pupils • Play the audio and check that pupils point to the correct pictures. to repeat. • T ell pupils that they will hear the phrases again, but this • A sk pupils to follow the words in the story as you play the time they must repeat the phrase they hear. Play the audio again. Pause after each phrase and encourage pupils to audio again. repeat. • Assign roles to four pupils (Sammy, Katie, Kite and Benny). 2 Look and listen. Ask them to stand at the front of the classroom and act out the story. Encourage them to mime the sports they are • Pupils look at the story pictures and describe in L1 what playing. Play the audio, pausing for pupils to repeat their they can see in each picture. Point to the flashcards on the roles. Repeat the activity until all pupils have had a turn. board and ask pupils to find the sports in the pictures. 4 Match and say. • Tell pupils that you are going to play the audio and that they will now listen to the story. Play the audio. Pupils point • Pupils look at Exercise 4. Explain to them that they must to the pictures as they listen. If necessary, pause between match the sports (1–3) to the correct sports equipment pictures and check that pupils are following the story (a–c). Go around the classroom asking individual pupils to correctly. say the sports. • Play the audio again without pausing.Then point to the • Draw pupils’ attention to the example.Then ask them to do flashcards on the board and ask pupils to find a picture of a the same for items 2 and 3. character playing tennis, football and basketball in the story. • Check that pupils have matched the sports to the sports • Check pupils’ comprehension by asking questions in L1. equipment correctly. Encourage them to answer using the English words they know. Answers 1 b (example); 2 c; 3 a 70

4 Match and say. 2 3 1 sketball Unit 8 ab c Follow-up activity 5 Look and stick. Then write. Check that pupils have put the stickers in the correct place. Practise Yes, I can and No, I can’t a few times. Then explain to pupils that you are going to ask them questions.Ask pupils: basketball Can you play basketball? (Yes, I can. / No, I can’t.) Can you play tennis? (Yes, I can. / No, I can’t.) Can you play football? (Yes, I can. / No, I can’t.) Activity Book football tennis 1 Match and write. 6 Listen and sing. • A sk pupils to look at the pictures on the left (1–3) and BCYCNCYaeaaeoassnsn,,kn,eIIyyItyobococuaucaualannlpp,np’l!ltal!af!aYoyYyNyeoestbofsb,tao,,eaoIsnlIItklnb,cecaciattsaablen?lann?n!l’!ntl!?is! elicit the sports (tennis, basketball, football). Do the same with the pictures on the right (a–c). Point to them and elicit basketball, football and tennis. • Tell pupils that they have to match the pictures on the left (1–3) with the pictures on the right (a–c). Draw their attention to the example and ask them why picture 1 has been matched with c. • Check that they have successfully matched the pictures. Now pupils look at the pictures, point to each one you describe and repeat: I can play tennis. I can play basketball. I can play football. • Then ask pupils to trace over the letters of the three sports 81 words. KidsZone1_U8_pg77-88.indd 81 12/04/2019 11:38 Answers 1 c (example); 2 a; 3 b 5 Look and stick. Then write. 2 Read and circle. • T ell pupils that this is a sticker exercise. • First, ask pupils to identify the characters (Sammy, Katie, • Ask pupils to look at the picture of the garden and describe what they can see in L1. Katie’s grandma and Katie’s grandpa).Then ask pupils to look at the sticker pages and show you which stickers are • P oint to each of the items and elicit the action words and needed. sports words. • Pretend to be Sammy and say I can play football. Pupils repeat after you. Point to Katie and Katie’s grandma and • Draw pupils’ attention to the example.Ask them Swim or say I can play basketball and I can play tennis. Pupils repeat fly? and elicit fly. after you. • Check that pupils have put the stickers in the correct places. • Ask pupils to look at the pictures, read and then circle the • Ask pupils to trace over the letters of the three sports correct word or phrase. words. • Check that they have successfully traced over the words. Answers • F inally, say these sentences. Pupils repeat and point to the 1 fly (example); 2 play tennis; 3 play basketball; 4 climb; correct picture. 5 jump; 6 play football Sammy can play football. Katie can play basketball. Katie’s grandma can play tennis. Ending the lesson 6 Listen and sing. • T ell pupils that they are going to sing the song from Exercise 6 again. Put pupils into two groups.Tell the first • P upils look at the picture and say who they can see group that they must sing Yes, I can. Tell the second group (Sammy). that they must sing No, I can’t. • Tell pupils that they are going to learn a song. Pupils listen • P upils can move around the classroom while they sing the to the song first. Play the audio. song and do the actions, remembering which group they are in. On Yes, I can and No, I can’t, they stop moving and • T each pupils the song. Say one line at a time, and ask pupils sing their parts. to repeat.When they can repeat the lines with confidence, ask them to sing along with the audio. Sing the song two or three times. • T each pupils actions for the song. Can you play basketball?: pupils pretend to throw a basketball in a hoop. Can you play football?: pupils pretend to kick a ball. Can you play tennis?: pupils pretend to swing a racket. • Sing the song again and encourage pupils to do the actions. 71

Phonics 8 Phonics 8 Lesson aims 1 Listen, point and repeat. ● T o learn to pronounce the sound /θ/ on its own and in th teeth bath words three ● T o identify the combination of letters t and h and associate it with the sound /θ/ 2 Listen and chant. ● To differentiate between the sounds /ʃ/, /tʃ/, /θ/ Look at Beth’s teeth. Look at Beth’s teeth. Materials Count her teeth. One, two, three! Phonics word cards: three, teeth, bath Count her teeth. Phonics word cards: chicken, chips, shell, sheep One, two, three! Beginning the lesson Three white teeth! Three white teeth! • Write th on the board in very large letters and model the sound /θ/ for pupils to repeat. 3 Read the chant. Circle the th sounds. 3 4 • Tell pupils that they will be practising the sound that is 4 Circle the sound. produced with the combination of the two letters t and h. 12 • H old up the phonics cards for three, teeth and bath, saying ch sh th ch th sh sh ch the words for the class to repeat. 82 • Explain the meaning of teeth and bath in L1 if necessary. KidsZone1_U8_pg77-88.indd 82 12/04/2019 11:38 1 Listen, point and repeat. 3 Read the chant. Circle the th sounds. • Ask pupils to look at the words that contain the letters th. • Play the audio for three. Pupils point to number 3 and • A sk pupils to look at the chant again. Draw their attention to the circled th at the end of the word Beth. repeat the word three times. • P lay the audio for the rest of the words (teeth, bath). Pupils • Ask pupils to find and circle other examples of th at the beginning or ending of words. listen and repeat the words three times. • Check the exercise with the class and play the chant one Audioscript final time. t-h /θ/ /θ/ – three 4 Circle the sound. Now listen, point and repeat. three three three • Ask pupils to look at the pictures. Point to the first picture /θ/ /θ/ – teeth and elicit the word shell.Ask What’s the sound at the beginning Now listen, point and repeat. of the word? to elicit /ʃ/. teeth teeth teeth /θ/ /θ/ – bath • Draw pupils’ attention to the example and to the circled /ʃ/ Now listen, point and repeat. sound. bath bath bath three teeth bath • Pupils look at the rest of the pictures and circle the letters One more time! that the words begin with. three teeth bath Well done! • Check answers by writing the words from this exercise on the board.Ask individual pupils to come to the front to circle the letters that represent the sounds they begin with. Answers 1 sh (example); 2 th; 3 sh; 4 ch 2 Listen and chant. • Ask pupils about the picture and establish what they can see. Draw pupils’ attention to the baby girl and explain that her name is Beth. Say /θ/ /θ/ – Beth.Ask pupils to repeat the name a few times. • Play the audio for pupils to listen to the chant. • Play the audio again.Ask pupils to point to Beth’s teeth when they hear the word teeth. • P lay the chant one more time and ask pupils to chant along rhythmically. 72

Arts and Crafts 8 Activity Book Lesson aims 1 Write. ● T o make a ring toss game ● T o revise I like/I don’t like (pizza). • D raw handwriting lines on the board.Write the words three, teeth and bath on the lines.As you write each letter, Materials say the sound and have pupils repeat. Ruler • Ask pupils to open their books at page 66. Pupils look at Scissors the words given and then write them freehand. Pencil Paintbrush 2 Look and colour the word. Paints Large cardboard box • A sk pupils to look at the pictures. Point to the first Paper plate picture and elicit teeth. Make a ring toss game! • A sk pupils to look at the rest of the pictures and elicit Starting the project chips, sheep and chair. • Before the lesson, prepare your board and rings to use as a • D raw pupils’ attention to the words underneath picture demonstration. 1. Say Bath or teeth? and elicit teeth.Ask pupils to colour the cell with the word teeth. • C ollect the materials needed and place them on a big table. • A sk pupils to look at the pictures for items 2, 3 and 4, Making the ring toss game read the words underneath and then colour the cells with the correct words. • Ask pupils to have a look at the pictures.Ask them what they think they are going to make. Answers 1 teeth; 2 chips; 3 sheep; 4 chair • Ask pupils to look at the pictures and guess what kind of materials they will need to make the ring toss game. 3 Circle three and teeth. • Explain the instructions and talk pupils through the process • A sk pupils to look at the picture of the clouds and hot of making the ring toss game. air balloons. • D emonstrate with your own completed ring toss game and • Ask pupils to look at the first cloud and elicit the word make sure pupils understand what they are going to do. teeth. • P lay the video and ask questions about each step. Play the • D o the same with the rest of the clouds and hot air video one more time. balloons. • Show them the materials you have collected and explain • Point to each of the words and read them out.Then how each material is going to be used. point to words in random order and ask pupils to say the word. • D ivide pupils into groups and ask each group to do one part of the craft. For example, one group may be painting • Ask pupils to find and circle the words three and teeth. the board while another may be cutting and painting the • Check that pupils have circled the correct words. rings. Ending the lesson • If the pupils are too young, you can prepare the board before the lesson.Then you can ask pupils to paint the • P lay the chant one more time and ask pupils to chant board, and cut out and paint the rings. along rhythmically. Follow-up activity • Put the phonics cards for teeth, bath, chicken, chips, shell and sheep on the board. Put teeth, bath on the left of the • Pupils play the game using the board and rings. board, chicken, chips in the centre and shell, sheep on the • You can divide the class into two groups.The players of right. each team take turns throwing the rings. • S ay the three sounds /ʃ/, /tʃ/, /θ/ in random order. Pupils • The teams should toss the ring from behind a clear line, so point to the correct phonic cards. everyone has to toss the ring the same distance. • W hen all the players have taken a turn, the points are tallied. 73

Kids' planet 8 Kpliadnest'8 Sports Sports My name’s Alex. I like sports. I can play football and basketball. My friends can Lesson aims 1 Listen and read. play football too. I can’t play tennis and Then write. ● T o develop reading and writing skills I can’t swim. Look at the photo! Can you ● T o develop listening skills ● To learn the words sports, coach see my friends? Can you see my coach? ● T o revise What about you? Can you play (football)? What about you? Can you play football? Materials friends Flashcards: play basketball, play football, play tennis Classroom kit A flower and a musical instrument for CLIL 8 Beginning the lesson Alex • G ive a pupil a sports flashcard and ask him/her to talk football about himself/herself. Elicit I can/can’t play (basketball). 84 • Repeat the process with another two or three volunteers. Activity BookKidsZone1_U8_pg77-88.indd 84 12/04/2019 11:39 1 Listen and read. Then write. 1 Read and write. • A sk pupils if they like sports and what their favourite sports are. Make a list of all the sports and write them in L1 on • Ask pupils to open their books at pages 68–69. the board. • A sk them to look at the picture of the boy and the girl and • A sk pupils to look at the picture of the football field on describe what they can see in L1. pages 84 and 85. • R ead out the boy’s speech bubble. Read out the speech • Tell pupils to describe what they can see.Ask questions in L1: bubble one more time, pausing after each sentence for What is the boy holding? (a trophy) pupils to repeat. What do you think has happened? (they have won a game) • Ask questions in L1 to check pupils’ comprehension and Who is the man in the picture? (their coach) encourage pupils to answer in English: • Point to the coach and say coach. Repeat with friends,Alex What’s the boy’s name? (Nick) How old is Nick? (eight) and football. Does he like sports? (yes) • P lay the audio a first time.This time ask pupils to follow Can he play basketball? (yes) Can he swim? (yes) silently in their books. • Ask pupils to trace over the words. • Play the audio a second time.Ask pupils to look at the text 2 Circle the basketballs. and repeat what they hear. Pause after each sentence. • Ask pupils to trace over the words. Check that pupils have • Ask pupils to look at the picture. Explain that the picture shows lots of different types of balls. successfully traced over the words. • A sk pupils to count the balls.Then ask them to find a 2 Listen again. Then circle. basketball and tell you what colour it is.Ask a pupil to hold up his/her book and point to a basketball. • T ell pupils that they are going to listen to the audio again. • R ead out the first sentence and ask pupils: Can Alex play • Tell pupils that they have to look at the picture very carefully and then circle the basketballs. football? Elicit Yes. • R ead out sentences 2–4 and elicit Yes or No. • Check that pupils have found and circled all the basketballs. • P lay the audio and ask pupils to circle the correct answer. • Check the exercise with the class. Ending the lesson Answers • Put two of the sports and action flashcards on the board. 1 Yes (example); 2 No; 3 No; 4 Yes Draw a tick next to one and a cross next to the other. Say I can (swim) but I can’t (fly).Ask pupils to repeat after you. 3 Look and tick about you. Explain the meaning of but in L1 and practise with another set of action verbs. • A sk pupils to look at the four pictures in Exercise 3 and tick what they can do. • Put another two flashcards on the board. Invite pupils to make a sentence about them using can and can’t. • Ask pupils to hold up their books and say I can play (football). 74

2 Listen again. Then circle. Pupils look at the pictures and tick their favourite sports. 1 Alex can play football. Yes / No 3 Look and tick ✔ about you. 1 2 Alex can play tennis. Yes / No Unit 8 3 Alex can swim. Yes / No 75 4 Alex can play basketball. Yes / No coach I can play football. 2 I can play basketball. 3 I can play tennis. 4 I can swim. 85 KidsZone1_U8_pg77-88.indd 85 12/04/2019 11:39 CLIL 8, page 86 Science (The five senses) 1 Look, listen and point. • H old the flower, smell it and say smell. Play the musical instrument, point to your ear and say hear. • Give the flower to a pupil. Invite him/her to smell the flower and say I can smell. Invite another pupil to play the musical instrument and elicit I can hear. • A sk pupils to look at the boy and the pictures around him. Demonstrate each word/sense by miming. • E xplain that you are going to play the audio, and that they will hear the words for the pictures. Pupils point to the correct picture when they hear the word. • Play the audio and check that pupils point to the correct pictures. • Tell pupils that they will hear the words again, but now they must look at the word and repeat what they hear. Play the audio again. Pause after each word and encourage pupils to look at the word and repeat clearly. 2 Look and find the stickers. Then write. • Revise the words for the five senses by miming actions. Say the word, mime the action and ask pupils to repeat after you. • Tell pupils that this is a sticker exercise. • Ask pupils to look at the pictures and tell you what they can see in L1. • Point to the picture of the flowers and elicit smell. Do the same with the rest of the pictures.Tell pupils to look at the sticker pages at the back of the Pupil’s Book and show you which stickers are needed. Go around the classroom and help them if necessary. • Check that pupils have put the stickers in the correct places. • Finally, ask pupils to trace over the letters of the words for the five senses. • Check that they have successfully traced over the words.